Teaching Sequence

Work through this resource material in the following sequence:

45 minutes – Find Out: Introduction to Robotics
60 minutes – Take Action: Exploring Robots
15 minutes – Reflection

Find Out: Introduction to Robotics

Before beginning this lesson, ensure all students have a copy of the Student Worksheet.

Step 1.

Begin the lesson by inviting students to share their prior knowledge about robotics by creating a mind map on the board.

Write the term ‘robotics’ in the centre circle and ask students to share what they know, adding to the mind map as you go.

Your mind map may look something like this:

Step 2.

Explain to students that they will complete an activity to record their current knowledge and understanding of robotics. This will be referred back to at the end of the unit of work to assist them to reflect on their learning.

Invite students to complete Activity 1 on the Student Worksheet. In this activity, students will respond to the following prompts:

Explain what the term ‘robotics’ refers to.
What is a robot?
Draw pictures to show what robots can look like...
Explain how a robot works…

Note: Because this is a prior knowledge activity and will be used to evaluate student growth and learning throughout the unit, it is recommended that you do not assist students with this task.

Step 3.

Explain to students that they will now begin to investigate robotics.

Ensure that the Learning Intentions and Success Criteria are written on the board and read them aloud to students.

Students will...

I understand the broad and undefined nature of the field of robotics.
I have a general understanding of the history of robotics.
I am familiar with programming techniques of a robotic device.

Students can...

... explain what robotics is.
... describe key developments in the history of robotics.
... use an App to control a robotic device.
... create a range of commands which control movement, sound and light.
... explore different methods for giving commands.

Step 4.

Show the following clip:

A Brief History of Robotics (https://youtu.be/uoC2ZGRI8a8)

In this clip, the presenter discusses the presence of robots in society and challenges that have been faced in the development of robot technologies. He explains definitions of robots and the basic processes that are required for a robot to function then gives examples of various developments and concepts.

Step 5.

Once the clip is complete, invite students to respond to the questions below using the inside-outside circle approach.

What is a robot?
What challenges are there in developing robots?
How are robots beneficial to people?

Step 6.

Explain to students that this unit is based around an end-goal of engaging the school community in robotics. Over the coming lessons, students will explore the capabilities of the robots they have within the school and develop an event to showcase robotics.

Explain to students that they will be following the Design Thinking process. Show the following clip:

What is Design Thinking? (https://youtu.be/a7sEoEvT8l8)

Step 7.

Once the clip is complete, invite students into a discussion about the Design Thinking process. Respond to any questions or misunderstandings students may have to assist them in understanding the process.

During this discussion, explain to students what they will be doing in each phase of the project:

Empathise - find out about robotics, find out about the robots that will be used, find out about the community.
Define - sort out information about community, identifying needs and trends.
Ideate - develop ideas for a robotics community event based on what has been found out about the robots and the community.
Prototype - develop examples of ideas, test them and develop them further.
Evolve - implement action, continuing to reflect on, develop and enhance ideas.

Step 8.

Invite students to complete Activity 2 on the Student Worksheet. In this activity, students will complete the table shown below:

Take Action: Exploring Robots

Step 1.

Explain to students that they will now have time to familiarise themselves with the robots that will be used throughout the unit.

If using the Sphero SPRK+, show the following clip,

SPRK+ (https://youtu.be/A14Hjxh1ejw)

This clip gives an insight into the various things that can be done with the SPRK+ robot but if you are using an alternative robot, demonstrate its capabilities to your class by either showing a recommended clip or demonstrating a variety of its capabilities.

Step 2.

Explain to students that the SPRK+ is controlled by an App that has been placed on the digital devices they will be using in the lesson. Show the students the different ways that the robot can be controlled by the App. If possible, mirror the screen from the tablet (or alternative device) onto a TV or interactive whiteboard for students to see. Be sure to show students the draw, block coding, JavaScript and free play elements of the App.

If you are using an alternative robot, use this time to provide a brief overview of the ways that the robot can be controlled.

Step 3.

Support students to form pairs or groups (as determined based on the number of robots available to your class), explaining that they will have some time to explore and experiment with their robots. Explain that a range of resources has been provided for them to use, including building materials such as blocks, hoops and balls, and that they may also use their own resources such as rulers, erasers, pencils, connector pens etc if they wish. Encourage students not to use resources such as paper that will be thrown away immediately and contribute unnecessarily to waste, emphasising the importance of considering sustainable choices.

Note: before students begin, it is important to set clear parameters for the task. Ensure that you discuss safe use of space (e.g. does each group need an assigned space? Are there agreed protocols for how to warn other groups if moving into their space? etc.) and ensure the restrictions of the robot are clear (e.g. Can it fall from a particular height? Is it waterproof? etc).

During this time, ensure that you roam around the room discussing students' explorations and discoveries with them. Note particular processes, skills or actions that may be valuable for students to share with the class later in the lesson.

Step 4.

After around 30 minutes, prompt students to form a circle and invite them to share discoveries or processes with others in the class. Refer back to notes you made while observing explorations and invite students who made unique discoveries to share them with the class.

Step 5.

Allow further time for students to continue exploring their robots, encouraging them to note new actions, approaches, and techniques shared by their peers.

Reflection

Step 1.

With around 15 minutes remaining, prompt students to stop and pack up their resources. Be sure to be clear and specific about where devices, parts and additional materials need to be returned to.

Step 2.

Once resources are packed away, prompt students to complete the reflection task on the Student Worksheet. This task prompts students to reflect on their learning by responding to the following prompts:

What robot did you use in this lesson?
Explain what you did with your robot and what you learnt about it
What would you like to investigate further in future lessons?

Differentiated Learning

Extension: Students most familiar with robotics can be placed in a group together. Their familiarity with coding, commands and terminology will allow them to discuss their explorations at a more sophisticated level and create more complex processes for the robot to follow.

Provisions for Learning Support: Students who are completely unfamiliar with coding and robotics can be placed in groups with others who are able to guide them and demonstrate basic processes. Keep in mind that this lesson is about familiarising themselves with the nature of the robot and accompanying software and that explicit instruction will come in the next lesson.

Learning Robotics - The History of Robotics

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

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