Teaching Sequence

Work through this resource material in the following sequence:

30 minutes – Find Out: How to Code your Robot
75 minutes – Take Action: Exploring your Robot's Capabilities
15 minutes – Reflection

Find Out: How to Code your Robot

Step 1.

If you completed the previous lesson, invite students to activate their prior knowledge by engaging in a Think-Pair-Share, discussing the following prompts:

What did we learn about robotics in our previous lesson?
What challenges were faced?
What do you want to find out next?

Think Pair Share
Think pair share is a collaborative learning strategy in which students work together to solve a problem or answer a question.
Think - students independently think about an issue or question and record their thoughts.
Pair - students work in pairs to discuss their ideas and record new thoughts.
Share - students share their thoughts with the whole group or with other pairs to reach consensus.

Step 2.

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

Students will...

I understand the various programming and coding methods I can use to instruct a robot.
I understand how contexts can be created to develop fun and engaging robotics activities for myself and my peers.

Students can...

... use drawing, block coding and free play controls to command a robot.
... explain the different processes I use to control a robot.
... problem solve to determine distance, angles, speeds and movements required for my robot to successfully navigate prescribed contexts.
... use a robot in a range of collaborative contexts.

Step 3.

Explain to students that in this lesson they will be engaging in a variety of tasks to learn more about specific ways to instruct their SPRK+, or similar robot, by drawing, coding or controlling it live. Students will begin by exploring the block and draw methods and then later in the lesson will complete a range of tasks which require them to apply these skills.

Show the following videos:

Blocks 1 - Step 2 - App Overview (https://youtu.be/6VtR9uFxm4k)

Blocks 1 - Step 3 - Program a Square (https://youtu.be/WnaSaq1Mjw0)

Draw 1.2 - Your First Drawing (https://youtu.be/ldjdVF97uVo)

Once the clips are complete, invite students to discuss the methods used in the clips, responding to any questions they may have about programming methods. Reassure any concerned students that they will have an opportunity to practise these skills independently in the next stages of the lesson.

Note: If you are using an alternative robot, follow guides provided in classroom resources to allow students to explicitly explore processes and capabilities of the robot.

Step 4.

Explain to students that they will now be exploring the block and draw lessons provided by Sphero to learn more about these processes.

Explain the task expectations (as shown below) and respond to any questions students may have. Ensure that students are aware that task instructions are included on the Student Worksheet for reference throughout the lesson. Support students to form pairs or groups (as determined by the number of robots available for use) to complete the task.

In this activity, you will be exploring the Blocks and Draw programming processes that can be used to control your Sphero SPRK+.

Open your Spero Edu App.
Click the ‘Activities’ section at the bottom.
At the top of the screen, select ‘Sphero.’
Here you will find the tasks for you to complete in this activity.

Complete the activities in the following order:

Blocks 1
Blocks 2
Blocks 3
Draw 1
Draw 2
Draw 3

If you complete these tasks ahead of time you may have a look through other activities in the ‘Sphero’ section to see what other kinds of tasks are available.

When you have completed the tasks, complete the sections below:

Explain the Draw programming feature...

Explain the Block coding feature...

Note: If you are exploring an alternative robot, students will need to be given the suitable instructions for programming procedures and Applications relevant to it. This activity is based on use of the Sphero SPRK+ resource.

Step 5.

Invite students into a discussion to reflect on the draw and block coding activities, asking the following questions:

What did you find easy during the activity?
What was most challenging?

Take Action: Exploring your Robot's Capabilities

Step 1.

Explain to students that the next stage of the lesson will involve completing a range of different tasks and challenges at their own pace to continue to develop their skills and understanding of the robot and the programming methods.

Explain each task, responding to any questions students may have.

Note: Download the above table here, Robot Task Cards.

If your class is using Sphero, explain that they are able to find each lesson in the activities section of the App and that the titles of each activity are included in the task descriptions. Students not using Sphero are still able to complete the tasks by referring to the descriptions on the task cards.

Show students the location of all required resources in the classroom, being sure to specifically explain expectations and location for completing the water task.

Note: Task 5 – Target Practice requires the Target Sheet (or similar replacement sheet).

Step 2.

Support students to form groups (they may remain in the same groups as the previous lesson or form new groups at your discretion) and provide time for them to complete each task.

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 independently complete the reflection task on the Student Worksheet.

In this activity, students respond to the following prompts:

What different methods did you use to control your robot?
What actions were you able to make your robot perform?
What was the most interesting activity you completed? Why did you find it interesting?

Differentiated Learning

Part A

Roam around the classroom during this stage of the lesson. Observe which students are completing steps confidently and which seem disengaged or confused. Engage in conversations with students to find out more about their level of understanding. Note your observations to assist in forming groups in the next stage of the lesson.

Part B

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.

Provision for Learning Support: Students who have a limited understanding of robotics and coding concepts can form a focus group and complete one activity (or more if suitable) with the teacher before completing tasks independently.

Learning Robotics - Exploring Types of Coding

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

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