Exploring planet Ektonis

Author: Nikolaos Mavratzas
Summary of the Activity Plan

Activity is an introduction to robotics. Students will learn how to create a robot with LEGO WeDo 2.0 kit and how to control-program it with Scratch.

Type of Activity: Workshop Curriculum Aligned: Partially aligned
Subject:
  • Information Technology
Curriculum and Country: IT, Robotics, Greece
Language: English
Domains
Science: 6
Business: 0
Technology: 7
Engineering: 10
Mathematics: 3
Arts: 2
Societal Issues: 6
Life Skills: 10
OBJECTIVES AND SKILLS

Subject Related:

- Making a LEGO robot and program it using Scratch to make it move. Understand how motors and distance sensor are working and how students can use them with scratch instructions.

- a) LEGO WeDo 2.0. kit b) Programming in scratch environment

Skills Learning Outcomes:

  • Develop collaborative skills, take roles within groups, solve practical problems as a team, communicate with other groups to exchange ideas and tips. Using a blog to interact with other groups and group answer to teacher questions.
  • Skills to be fostered:

    • Collaboration
    • Teamwork
    • Critical Thinking
  • Practice making conjectures about how the robot will react based on the program given. Programming a robot is something that a student can do and do it well. Use both Test and try and spiral methodologies. Students must follow guidelines.
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Teamwork
    • Critical Thinking
    • Problem Solving
    ARTIFACTS

    Digital artifacts: Scratch programming language

    Robotic artifacts: A LEGO WeDo 2.0, six wheel, of road exploration vehicle with a free to move arm (adjustment by hand). It uses a motor, a multi color led and a proximity sensor.

    WHO? WHERE? HOW LONG?

    Gender: both

    Age Group: 10 - 11 Years

    Class Size: medium

    (Ideal) Group Size: 3

    (Ideal) Grouping Suggestions: ability

    Prior knowledge: Basic knowledge of programming concepts with Scratch (Sequential instructions, if-then, wait-until )

    Special needs and abilities:

    Environment: lab,indoor

    Style of room: 3 or 4 students per group. Four groups total. One computer and one lego WeDo kit available for each group.

    Sessions: 2

    Session Duration: 4h00

    Total Duration: 8h00

    INTERACTIONS

    Actions:

    • Exchange ideas
    • Dialogue
    • Negotiation

    Relationships:

    • Collaborative
    • Competitive

    Roles in the group:

    • Emergent roles
    • Role exchange in the group

    Support by the tutor(s):

    • Intervene
    • Monitor
    • Facilitate
    TECHNOLOGY
    Technology Used:
    • Dash & Dot
    • Robotic Dreams
    • MOSS
    • LEGO Mindstorms

    Price per Kit: €151 - €300

    Technology Needed: Computers

    LEARNING AND TEACHING

    Teaching Methods:

  • Group discussion
  • groups interactions.
  • Instruction
  • demonstration by example
  • discussion
  • experimentation
  • HOW TO
    INTRODUCTION AND EXPERIMENTATION
    Description: 2 Introduction videos are shown to students. Childrens are engaged in discussion about “what is a robot” and “why or not they like robots”. They must give their answers as comments to teacher’s blog alongside with a 3rd question: “If you could have a whole room full of lego parts, what kind of robot would you like to make? And why ”. The LEGO WeDo kit is shown to students and they are introduced to available parts, hub, sensors, motors. They should ask some questions about robots. They must login to the online lessons platform (users.sch.gr/nikmavr) and answer the questions using comments. Introduction to lego kit parts and their names. Simple presentation how to use the main lego parts (gears, pulleys, axles, wheels etc). The students must connect their lego wedo hub to their PC via bluetooth. Then they should test the motor and the proximity sensor using the s2bot connection software. An online scenario (story) is presented to the class. The teams must finish 2 missions with their robots. The robot is going to be used to the planet Ektonis. At this phase the first mission begins. Students must follow online instructions (http://users.sch.gr/nikmavr/?page_id=2281) for constructing their exploration 6 wheels vehicle. The team must answer the questions: • what was the most challenging part of making the robot • What name they gave to their robot. • What improvements would you like to do in order to make your robot better than the other groups robots? After reading the answers of the other groups write your opinion about their answers. After making our robot we must program it. Students implement their first program using programming blocks in a row. Now they must be able to connect the lego hub to their pc, test the connection, the motor and that Scratch can be used to control the robot. No loops or selection structures are needed. The first program should move the robot on a straight predefined line (red arrows) at the above paper strip. One paper strip is given to each group. After a successful first program, they are asked to enhance the program and ensure that the robot returns to the initial position. Final the robot must start from (ΑΡΧΗ) and move forward. It must stop exactly to the 1st stop (1), wait 3 seconds and then return back to start (ΑΡΧΗ). They must test different values for the motor power and the time that motor is on (http://users.sch.gr/nikmavr/?page_id=2294). Final the teams must answer (online) to some questions about the 1st mission. (http://users.sch.gr/nikmavr/?page_id=2357)
    Duration: 240 minutes
    Type: Introductory , Exploration , Experimentation
    Orchestration: Group work
    Teaching Methods: Group discussion , groups interactions.
    Subject Related: Making a LEGO robot and program it using Scratch to make it move. Understand how motors and distance sensor are working and how students can use them with scratch instructions. , a) LEGO WeDo 2.0. kit b) Programming in scratch environment
    Skills Learning Outcomes: Develop collaborative skills, take roles within groups, solve practical problems as a team, communicate with other groups to exchange ideas and tips. Using a blog to interact with other groups and group answer to teacher questions. , Practice making conjectures about how the robot will react based on the program given. Programming a robot is something that a student can do and do it well. Use both Test and try and spiral methodologies. Students must follow guidelines.
    USING VARIABLES AND TIMERS
    Description: After examining the answers of the teams and the programs they made, some explanations must be given and all the misconceptions must be cleared (http://users.sch.gr/nikmavr/?page_id=2473). These subjects must be cleared to the students: • The sequential execution of Scratch block is from top to down. • The equivalence of programs, even if they have different instructions and that a problem can be solved with different solutions. • The use of variables. • The use of timers. For this reason the groups should: • answer some questions with given small Scratch programs. • create a small game using the Scratch timer.
    Duration: 120 minutes
    Type: Reflection , Exploration , Experimentation
    Orchestration: Group work
    Teaching Methods: Instruction , demonstration by example , discussion , experimentation
    Subject Related: Making a LEGO robot and program it using Scratch to make it move. Understand how motors and distance sensor are working and how students can use them with scratch instructions. , a) LEGO WeDo 2.0. kit b) Programming in scratch environment
    Skills Learning Outcomes: Develop collaborative skills, take roles within groups, solve practical problems as a team, communicate with other groups to exchange ideas and tips. Using a blog to interact with other groups and group answer to teacher questions. , Practice making conjectures about how the robot will react based on the program given. Programming a robot is something that a student can do and do it well. Use both Test and try and spiral methodologies. Students must follow guidelines.
    GIVING “SMART” BEHAVIOR: THE USAGE OF SENSORS AND THE “WAIT-UNTIL” INSTRUCT
    Description: A lego arm must be added to the robot in order to support and orientate proximity sensor (http://users.sch.gr/nikmavr/?page_id=2464). The students have to: • make the some obstacles using legos • program the robot to change the color of hub led if something is in front of proximity sensor • make the robot to stop using proximity sensor • make the robot measure the traveling time • use a time variable in order to return to the start point. At this phase the students must complete two missions. 1st mission: • Position the robot in parallel with the paper strip (picture above) at point (ΑΡΧΗ). • Position a Lego obstacle randomly between (ΑΡΧΗ) and (3). For our scenario, the Lego obstacle is a energy generator that the robot must sense and turn on by standing near it for 3 seconds. • Program the robot to start moving till it senses the obstacle using the proximity sensor. Then stop and store the timer value (the moving time) to a variable. Then wait for 3 sec. Use the time variable to return to the starting point. With teacher assistance, they recognize the usage, the conditions and the characteristics of the new programming structure (wait...until) and also the role of the proximity sensor. In order to check if the program is OK they must change the position of the lego obstacle (generator) and then test that the robot stops, wait for 3 sec in front of it and then return back to start (ΑΡΧΗ). 2nd mission: Students must program a more complex behaviour. The robot must start from (ΑΡΧΗ), find and stop at (A), (Β) and (Γ) using the proximity sensor. At (A), (Β) and (Γ) are positioned 3 generators (lego obstacles) that are standing near the movement path (paper strip). The robot should wait 3 seconds near each generator to turn it on. Then the robot finishes its mission and returns back. With teacher assistance, they recognize the need of using variables. The students must understand how to add values to a variable in order to find the total traveling time (excluding the three stop periods of 3 seconds each) . In order to check if the program is OK they must change the position of the 3 lego columns and test that the robot stops in front of all of them and then return back to start (ΑΡΧΗ).
    Duration: 90 minutes
    Type: Reflection , Exploration , Experimentation
    Orchestration: Group work
    Teaching Methods: Instruction , demonstration by example , discussion , experimentation
    Subject Related: Making a LEGO robot and program it using Scratch to make it move. Understand how motors and distance sensor are working and how students can use them with scratch instructions. , a) LEGO WeDo 2.0. kit b) Programming in scratch environment
    Skills Learning Outcomes: Develop collaborative skills, take roles within groups, solve practical problems as a team, communicate with other groups to exchange ideas and tips. Using a blog to interact with other groups and group answer to teacher questions. , Practice making conjectures about how the robot will react based on the program given. Programming a robot is something that a student can do and do it well. Use both Test and try and spiral methodologies. Students must follow guidelines.
    FEEDBACK AND EVALUATION
    Description: In addition with the activity sheets that students complete during activity phases, finally they discuss in classroom the difficulties, the different solutions, the limitations that may have found in every step. • The session is ending with answering on teachers blog the questions:If planet Ektonis is going to be populated, what kind of robots you should make in order to help this process; Some more data for the planet are that it hasn’t any oxygen, it has 2 moons and 3 nearby planets. • What do you thing for the other groups answers; • Which answer do you think is the best and why;
    Duration: 30 minutes
    Type: Reflection , Evaluation , Exploration
    Orchestration: Individual work , Group work
    Teaching Methods: Instruction , discussion
    Subject Related: Making a LEGO robot and program it using Scratch to make it move. Understand how motors and distance sensor are working and how students can use them with scratch instructions. , a) LEGO WeDo 2.0. kit b) Programming in scratch environment
    Skills Learning Outcomes: Develop collaborative skills, take roles within groups, solve practical problems as a team, communicate with other groups to exchange ideas and tips. Using a blog to interact with other groups and group answer to teacher questions. , Practice making conjectures about how the robot will react based on the program given. Programming a robot is something that a student can do and do it well. Use both Test and try and spiral methodologies. Students must follow guidelines.
    ASSESSMENTS

    FEEDBACK AND EVALUATION: In addition with the activity sheets that students complete during activity phases, finally they discuss in classroom the difficulties, the different solutions, the limitations that may have found in every step. • The session is ending with answering on teachers blog the questions:If planet Ektonis is going to be populated, what kind of robots you should make in order to help this process; Some more data for the planet are that it hasn’t any oxygen, it has 2 moons and 3 nearby planets. • What do you thing for the other groups answers; • Which answer do you think is the best and why;

    ATTACHMENTS / SUPPORTING MATERIALS
    FEEDBACK

    There is no Feedback yet.

    Views: 66
    Author: Christina
    Where does this fit in the ER4STEM Framework?