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Robotics

Robotics

Site: High School Moodle
Course: Mobile Transformation Lab
Book: Robotics
Printed by: Guest user
Date: Saturday, August 17, 2019, 6:23 PM

Table of contents

Bee-Bot

  1. What is a bee-bot?
    • Programmable robot / learning tool for young children
    • Can be programmed with sequences of up to 40 commands (7 buttons – 4 directions; PAUSE, CLEAR, GO)
    • Moves accurately in 15cm steps
    • Is supported by a range of accessories (play mats; sequencing cards; software)
  2.  Skill Building
    • Mathematical skills: counting, estimating distance and time, and working mathematically to solve problems.
    • Spatial Visualisation skills: the ability to mentally orientate, manipulate, track and rotate the bee-bot
    • Language Skills: especially recalling, interpreting or articulating command sequences
    • Design & Technology skills: interpreting a design challenge, generating solutions, making a plan, testing and evaluating
  3.  Problem Solving
    • Planning
    • Logical thinking
    • Solving challenges
    • Using manipulative materials/equipment
    • Drawing a diagram
    • Making a plan
    • Guess and check
    • Acting out a problem
    • Keeping track

credit: http://www.slideshare.net/sandracosta0/bee-bot-presentation-022013

Bee-Bot Lesson Ideas

Lesson Ideas

Bee-Bot Resources (FREE)

BeeBot Lesson Plan_Bridlewood Elem._ Grade 2

Campus:Bridlewood

Librarian:McMurray
Teacher:Hutto

LISD Article: http://www.lisd.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=8&ViewID=047E6BE3-6D87-4130-8424-D8E4E9ED6C2A&RenderLoc=0&FlexDataID=9889&PageID=1

Grade Level:2

Number of students: 22

Documents

Subject: Integrated content: Math, Language Arts, Science

 

Reflection: Consider your previous unit/performance/experience with students. (What outcomes were targeted, what were students able to do? How were assessments aligned to these goals? Which of the learning events led to success on the assessment?)


Previous lesson experience:

Students collaborated to design a bridge to solve the problem for 3 bears who needed to cross a piranha-filled river to reach their homeland on the other side. The bridge had to hold the weight of all 3 bears, be completely above (not touch) the river, and extend far enough to reach the land on the other side. The bridge was built from solid materials, but the solids had different properties: flexible, smooth, rough, hard, soft, etc. Students demonstrated their knowledge of these properties by how they utilized them to build a bridge which solved the bears’ problem.

Define the Focus: Consider the general outcomes for a unit, performance, or experience (What do students need to know and be able to do?)


Students will use their prior knowledge of measuring length (Math TEKS 2.9D) to determine how far the Bee-Bot goes with one push (stroke) on each of its directional buttons. Each student group will design an obstacle course that the Bee-Bot must navigate, and they will write the code for the navigation, based on the measurements taken for one stroke. (Math TEKS 2.1A)

Reflect on the Focus: Consider your students in relation to these goals (What knowledge [Content, Processes, Skills, Dispositions] do you expect your students to bring to the unit/performance/product?)

Students will bring their:

  • understanding of measuring length in standard units

  • knowledge of vocabulary necessary: directional words, construct, length, distance, algorithm, program, beta

  • ability to work cooperatively for a common goal

Revisit the focus: Consider the specific outcomes identified (What specific outcomes are sought from this unit?)


The Beebot will run successfully to navigate the course each group has designed.

Assessment: Consider evidence of student learning (How do we know when students have learned it? What assessments are available in the curriculum? What evidence will we accept? No accept? What can mastery look like?)


Student mastery is demonstrated when others can use the code written by the group to successfully navigate the Bee-Bot through the course they designed.

Learning Design: Consider the design of the learning to meet the outcomes (How will we design learning to meet the learning outcomes? What tools align with your outcomes to help with designing instruction? What is the best use of time both in and out of the classroom? What will pacing look like to accomplish these goals?)


Pacing:

  1. Students begin to use an algorithm in class to solve addition problems with regrouping

  2. Students are introduced to concepts such as algorithm and programming as they relate to coding with concrete, kinesthetic activities.

  3. Students will transition to coding using code.org.

  4. Students will participate in the Beebot Challenge utilizing the LISD Mobile Makerspace where they design an obstacle course and program the Beebot to navigate it.

Differentiation: Consider the specific needs of students (What will we do if they don’t learn it? What will we do if they already know it?)


Any student group that does not demonstrate understanding will received scaffolded support from teachers to identify what is not working and guide them to work through to solve their problem.


Student groups who master all the elements of the basic challenge will explore more complexity to the design of their obstacle course (more complex obstacle, dead end pathway).

BeeBot Heritage Gaming_Grade 3

Library Media Specialist, Stoli Stephenson at Heritage Elementary,  had teams of students design their own game boards and game rules. The object of the lesson was to have each child code the BeeBot to move through the maze to the end to expose them to the fundamentals of coding at an early age.  In this innovative lesson,  students learned the basics of coding, practiced critical thinking and problem solving, communication and collaboration, and worked on being self-directed.

Code-a-pillar _Coyote Ridge Elementary_Pre-K

Code-a-pillar is made by Fisher-Price's Think & Learn series. It helps small children problem solve distance and direction. 

Image attribution

Codepillars- Coyote Ridge ES

A fun way to teach and reinforce key concepts from The Very Hungry Caterpillar while introducing coding!

Grade Pre-K
Subject Englah Language Arts, Science

 

Involved Staff:

Ms. Cynthia Turner, Pre-K teacher at Coyote Ridge, collaborated with librarian Bethany Watts to teach students directions and introduce them to the concept of coding, while reading The Very Hungry Caterpillar. Kim Estrada, Elementary Science Facilitator lent her expertise with 4th nine weeks content and curriculum to decide the direction of the lesson.

After the meeting, Ms. Turner and Ms. Watts used the LISD elementary Science framework for lesson planning. The day before the coding lesson with the codepillars, Ms. Watts read The Very Hungry Caterpillar to the class, and she and Ms. Turner reviewed and pre-taught the key concepts of lesson.

On Day 2, Library Media Services  provided the  code-a-pillars,  technical and instructional support to the staff members and the students.

 

Cubelets

What are Cubelets?

Cubelets are a line of construction toys manufactured by Modular Robotics. The Cubelets are small color coded cubes that people magnetically stick together to form a variety of simple robots, a kind of modular robot. They sense, think, and act. The goal is to get kids to use computational thinking looking at how things fit together and patterns.

The company will debut TEK aligned STEAM lesson plans at the end of June. Look for them at the ISTE conference this year.

College Street Elementary has volunteered to review them for the LMS on May 16th. We will have video and tweets related to how the day goes!


Cubelets - http://www.modrobotics.com/cubelets/

3D printer files for Cubelets

Cubelets

For ages 4-adult

Getting Started Guide

Additional Information

  1. A first robot

  2. Try swapping Sense blocks

  3. Try swapping Action blocks

  4. How numbers flow

  5. Using the Bar Graph block to see the numbers

  6. How you arrange the Cubelets makes a difference

  7. Stability

  8. A Sense block can control more than one Action block

  9. Think blocks

  10. The Inverse Think block

  11. Differential drive

  12. Action blocks average their inputs

  13. Gradients: diffusion

  14. Use the Minimum block as a switch

  15. Use the Blocker block to separate two parts of a robot

  16. Troubleshooting

  17. Take a look at your Cubelets

  18. A note to experienced programmers

Cubelets at College Street

Cubelets at College Street

Prior to testing Cubelets we looked at the TEKS to see how they would align to the curriculum.This is a very brief overview of how you might align them.

Cubelets loaned us complete sets of Cubelets for an entire class. We had the students explore the modular robotics creation. It was a very successful day!  Their lessons are not aligned with the TEKS, however we were able to align it with Math and Language Arts TEKS K-5.  

Michelle Brosi, Library Media Specialist at College Street  and our partner for the day, can also give you her thoughts. brosim@lisd.net.

A set of 20 will run about $500.00. This will accommodate a group of 4 kids collaborating and working together. They have added a blue tooth cube so you can code them. which now allow them to be K-12.

EV3

Lego Mindstorms EV3 is the third generation robot in Lego's Mindstorms robotics line. It is the successor to the second generation Lego Mindstorms NXT 2.0 robot. The "EV" designation refers to the "evolution" of the NXT series

Note: It comes in a million pieces!

Competition for EV3

TCEA Robotics uses the EV3 robot. 

Building STEM Skills

Each year, TCEA provides its members with the opportunity to engage students and build STEM interest with robotics. Participating students from elementary and secondary schools design, collaborate, plan, redesign, construct, create, assemble, invent, reinvent, write, present, and compete to see who has developed the smartest robot. The contests vary based on strategies that involve speed, accuracy, sensing objects, and light. A programmable robot is limited only by the imagination of its inventor.

Students not only have the opportunity to compete in a prescribed problem contest; there is also an open-ended invention contest. Students use marketing, programming, writing, constructing, and presentation skills to find a solution for a problem of their choice.

http://www.tcea.org/robotics/area/

EV3 Curriculum Guide

http://www.education.rec.ri.cmu.edu/content/lego/ev3/files/EV3%20teachers%20guideWEB.pdf

iPAD programming

Contact an expert:

Betty Justus

LEGO Education

Key Account Manager-M.S.,M.B.A.

Betty.Justus@LEGO.com

Office: 800-350-8035

 

Ollie

Ollie is an app-enabled robot driven by adrenaline. Students can use the robot to creatively solve problems and write and upload code. You are limited only by your imagination on the 100's of way you can use it to support instruction,  and your ability to drive. 

Ollie Initial Set-up

Steps for set-up (Ollie):

  1. Decide on they type of  tire tread you will use.  During testing we found the outdoor tread worked on all surfaces.

  2. Make sure the device is charged overnight. This will not charge in just a few minutes.

  3. Android and Apple platforms were both used for testing. The interface was slightly different during the initial setup, however they both functioned the same.

The steps for getting the device awake and going are as follows:

Ollie Lesson Plans

Lesson Plans

Ollie at Camey

The most complicated track was built by this group. They tested friction with a variety of materials.

This was a very cooperative group!  We were amazed!!!

To increase speed and go over the hills in their design this group noticed  the Ollie needed to have a tall place to start.

Lesson Plan

Bernadette Trammell worked with Angie Bruce in 2015 to study force and motion in 3rd grade at Camey Elementary. The goal was for students to design a successful roller coaster that demonstrates their understanding of friction, force, motion and gravity.

In 2016 they revisited this same lesson and redefined their lesson focus. The elementary science curriculum specialist and the campus STEM teacher partnered with them help expand the lesson.  Along with their initial plans, they also focused on students demonstration of their understanding through journaling and data pages; quizzes and assessments through STEMscopes. The students collected data, made charts, observations, and analyzed and interpreted patterns that revealed themselves. 

It was an exciting lesson for the students and the all of the adults involved!

Ozobot

What are Ozobots?

Ozobotos are a 1 inch programmable robot that utilizes optical sensors to detect color patterns.  The autonomous robot works on different surfaces which allows it to interface with apps on an iPad. It follows black, red, green, and blue paths that control its movement and speed in different directions.  The goal of the Ozobot is to introduce kids to simple coding and, at the same time, teach skills such as deductive reasoning.

http://techaeris.com/2014/11/06/ozobot-review-the-smart-robot-that-teaches-your-kids/

Teacher Review

Apps

Code options for the device- http://files.ozobot.com/stem-education/ozobot-ozocodes-reference.pdf

Lessons for ozobot - http://portal.ozobot.com/lessons/type/lesson (some are vague and aligned to any standards)

These can be found at https://portal.ozobot.com/lessons

Classroom applications - http://portal.ozobot.com/lessons/type/classroom-application

 

The curriculum is aligned to common core, so the teachers would need to align it to the TEKS themselves.

 

So how much for a 1 inch robot?

 A true class set is $1200.00

Purchase:

  1. Ozobot Washable Markers  $6.00 from Ozobot (SEVERAL SETS)
  2. Evollve Ozobot Smart Robotic Game Piece - $52.00 from 5+ stores

Check with purchasing for the district approved vendor if you are using district funds.

 

Ozobots Camey Elementary

Bernadette Trammell is a cutting edge librarian who has been implementing makerspaces, STEAM opportunities, robotics, and coding experiences for her students for several years. She had her 4th grade students utilize Ozobots to learn coding with color patterns. It has 25 unique code commands to control Ozobot's speed, direction , and behavior. 

Each student was given a  tree map to focus their thinking. (information supplied to students in tree map). As a group we predicted what it was, how it would work, and listed the fact we could determine from prior knowledge. The 4th grade students came to the conclusion that a sensor was in the Ozobot that could detect colors and it was reprogrammed! They used the tree map to write a paper in their classroom to explain how and Ozobot works.

Ms. Trammell gave them choices on how they would explore to learn more about how it worked. The students:

The student pictured above with Ms. Trammell was so excited in class. I asked him why he liked the Ozobot. He said, "I could do it the first time I tried. That made it fun to use!" 

 

The Ozobot Education website includes many great pre-made lesssons.

Ozobot Hedrick MS

Ozobots used to do procedural writing?  YES!

Grade 7
Subject ELA

Ms. Jessica Dax, from Hedrick Middle School uses her district provided resources to innovate instruction.

She partnered with:

The method for how the children would take notes was their choice. It was interesting to observe some students taking notes on their iPads, while some were taking notes on paper, however, many were shooting video notes.  

Michael Vick supplied the students with a "How to use Ozobots " video that he created.   When they actually saw the tiny robots in person they were amazed at how small the robots were. 

Students will be able to independently use their learning to…

ESSENTIAL QUESTIONS

 It was a fun day of learning!

Sphero

It's a robotic ball gaming device that you control with a tilt, touch, or swing of your smartphone or tablet. Compatible with both iOS and Android,Sphero delivers a unique mixed-reality experience.

Sphero Apps

 

Sphero Coding

Sphero Checkout

Sphero Lesson Plans

Lesson Plans

Sphero First Steps

Ideal conditions for instruction would be:

Trouble shooting:

Expert Help

http://mitpsc.mit.edu/outreach/