Unit 1: Creating an Exhibit

Unit Time: 600 Minutes

Overview

This unit will require students to design and produce a robot that represents a specific type of person from an ancient civilization.  This unit focuses on four ancient civilizations: Egypt, Greece, Rome, and Persia.  There are five categories of people from each: ruler, servant/slave, military, religious leader, and commoner. The teachers will randomly assign a civilization and category students making sure all choices have been used before assigning one twice.  Depending on class size, you might have to assign two or three students the same civilization and category.

The robots will need to represent the attire and symbolism that would go along with that particular type of person.  Also, the students will be required to tell a story about the person’s life using the robot.  The students will prepare a narrative and storyboard to accompany the robot’s movements and emotions.  The students will then record their robots along with their narration.

PA Standards

Science Technology and Engineering

3.4.7.C3: Describe how troubleshooting as a problem-solving method may identify the cause of a malfunction in a technological system.

3.4.7.D2: Select and safely use appropriate tools, products and systems for specific tasks.

3.4.7.C2: Explain how modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.

3.4.7.C1: Describe how design, as a creative planning process, leads to useful products and systems.

3.4.7.A2: Explain how different technologies involve different sets of processes.

Arts and Humanities

9.1.8.H: Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.

9.1.8.J: Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others.

History

8.4.8.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.

8.4.8.C: Illustrate how continuity and change have impacted world history.

Reading, Writing, Speaking, and Listening

1.4.7.A:  Write poems, short stories, and plays.

1.5.7.D: Write with an understanding of style, using a variety of sentence structures and an appropriate array of descriptive word choices. Create tone and voice through the use of precise language. (e.g., vivid verbs, specific nouns and modifiers)

1.5.7.E: Revise writing after rethinking logic of organization and rechecking central idea, content, paragraph development, level of detail, style, tone, and word choice.

1.5.7.B: Develop content appropriate for the topic.

Mathematics

2.3.7.A: Demonstrate an understanding of measurable attributes and the units, systems, and processes of measurement.

2.9.7.A: Identify, define, label, and/or describe properties of 1-, 2-, and 3-dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.

National Standards

Technological Literacy Standards

Standard 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

Standard 6. Students will develop an understanding of the role of society in the development and use of technology.

Standard 8. Students will develop an understanding of the attributes of design.

Standard 9. Students will develop an understanding of engineering design.

Standard 10. Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

Standard 11. Students will develop abilities to apply the design process.

Standard 12. Students will develop abilities to use and maintain technological products and systems.

Standard 16. Students will develop an understanding of and be able to select and use energy and power technologies.

Principles and Standards for School Mathematics

• Apply appropriate techniques, tools, and formulas to determine measurements
• Understand measurable attributes of objects and the units, systems, and processes of measurement

National Social Studies and History Standards

NSS-WH.5-12.2 ERA 2: EARLY CIVILIZATIONS AND THE EMERGENCE OF PASTORAL PEOPLES, 4000-1000 BCE

National Standards for Language Arts

NL-ENG.K-12.5 COMMUNICATION STRATEGIES

NL-ENG.K-12.4 COMMUNICATION SKILLS         

National Standards for Arts Education

NA-T.5-8.1 SCRIPT WRITING BY THE CREATION OF IMPROVISATIONS AND SCRIPTED SCENES BASED ON PERSONAL EXPERIENCE AND HERITAGE, IMAGINATION, LITERATURE, AND HISTORY

NA-T.5-8.5 RESEARCHING BY USING CULTURAL AND HISTORICAL INFORMATION TO SUPPORT IMPROVISED AND SCRIPTED SCENES

NA-VA.5-8.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS

NA-VA.5-8.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES

NA-VA.5-8.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES

Enduring Understanding

• Robots are made up of different parts that have different purposes.  These parts can be used in different ways when the purpose of the robot changes.
• Robots are programmed with a specific task(s) in mind.

Objectives

1. Students will apply the Technological Design Process.
2. Students will create a robot from craft materials, servos and lights.
3. Students will identify and explain the roles of different classes of people in ancient civilizations.
4. Students will prepare a narrative that tells the story of a person from an ancient civilization.
5. Students will create a storyboard that shows how the movements and expressions of the robot align with the story.
6. Students will program a microcontroller to act a certain way.
7. Students will apply symbolism and attire to represent which civilization and class their character belongs to.

Lessons

1. Introduction
2. Motors, lights, and the Hummingbird
3. Symbolism
4. Creating the Story
5. Creating the Character
6. Telling the Story

Lesson 1: Introduction

Lesson Time: 50 minutes

Enduring Understanding

Museums can have different purposes.  The types of exhibits depend upon the purpose.

Objectives

1. Students will identify and explain the roles of different classes of people in ancient civilizations.

ACTIVITY HIGHLIGHTS

Sequence

1. Discuss types of museums and what is in them
2.  Continue by showing some pictures and videos of robotic museum exhibits.  Discuss how robots are more than androids that we see in movies.  
3. Discuss the idea of creating a robotic museum with historical figures from ancient times.
4. Have students do some quick research about ancient civilizations and identify what should be included in a museum about ancient civilizations.  Mention things like symbolism and clothing.
5. Have the students identify some different ancient societies and identify some of the important symbols from each.  Also, have them identify the different types of people from the societies.
6. Have students share their findings.

Evaluation

Students will be evaluated based on what they share. (see rubric).

Lesson 2: Motors, Lights, and the Hummingbird

Lesson Time: 150 Minutes

Enduring Understanding

Robots are made up of different parts that have different purposes.  These parts can be used in different ways when the purpose of the robot changes.

Robots are programmed with a specific task(s) in mind.

Objectives

1. Students will apply the Technological Design Process.
2. Students will create a robot from craft materials, servos, and lights.
3. Students will program a microcontroller to act a certain way.

ACTIVITY HIGHLIGHTS

Sequence

1. The teacher should begin by having examples of mini-animated signs setup in the classroom.  If there are enough computers available they should all be on and playing in a loop. If there are not enough computers to do this, the teacher should have at least a couple running
2. After class begins, the teacher should take one of the examples and explain how it is working.  For example, he/she could hold a sign that has a waving hand and explain how a servo was used to make the hand do what it is doing.  The same should be done for a motor, an LED, and a full color LED.
3. The teacher should show students a motor not connected to anything. One should be passed around the room. The students should be told that one wire represents positive and the other represents negative.  It should also be noted that the motor will spin in the opposite direction if the polarity is reversed.
4. The teacher should show students a servo not connected to anything. One should be passed around the room.  The students should be told that the servos they will be given have a range of 180 degrees.  This means the shaft only spins 180 degrees.
5. The teacher should show students an LED.  Explain that LED stands for Light Emitting Diode.  A diode only allows electricity to flow in one direction.  This is why it is important to make sure the positive and negative wires are connected to the appropriate spots on the circuit board.  Explain to the students that the red wire represents positive and the black wire represents negative.
6. The teacher should show students a Full Color LED.  Explain that a full color LED is different from a regular LED in the way that it can be red, blue, green, or any combination that can be made by mixing any of the three.  For example, you can make it purple by turning on the blue and red together.
7. Point out parts of the Hummingbird.  The important parts to highlight are the power switch, power adaptor port, USB port, LED connections, full color LED connections, motor connections, and servo connections.  Give students the handout with the picture of the Hummingbird.  Have them label the parts as you go over them.
8. Demonstrate hooking up the above mentioned components to the Hummingbird microcontroller.  If you have a document camera, you can project this process so everyone can see.  Otherwise, have the students gather around so everyone can see.
9. Demonstrate programming the Hummingbird to use each of the above mentioned outputs.  If you do not have an LCD projector to show your computer screen to the class, have everyone gather around. Show students how to create and save expressions.  Make three or four expressions.  Then, show how you can create a sequence from saved expressions.  Show students how to save sequences and how to loop back to the beginning.  
10. Give Students Assignment 2-1.  This activity requires students to use a servo or a motor as well as at least one LED to create an animated sign for the museum.
11. Have students swap programs with someone else and use it with their robot.  Have students write what they observe.  Point out that programs are usually not one-size-fits-all solutions.  Most robots have their own specific program that was created specifically with that robot in mind.  By swapping programs, they will be able to observe this.
12. Have students reflect on the activity they just completed.  Discuss the positive and negative things they observed.  Ask students questions like “What do you think would happen if we made a real sign like this and put is along the side of a busy road?”.

Evaluation

1. The students will be assessed on their application of knowledge during Activity 2-1. (See attached rubric)

Lesson 3: Symbolism

Lesson Time:  100 minutes

Enduring Understanding

1. Symbols have been used throughout history to represent and identify things.

Objectives

1. Students will identify and explain the roles of different classes of people in ancient civilizations.

ACTIVITY HIGHLIGHTS

Sequence

1. Introduce symbolism to the students.  Begin by having a number of symbols taped to the wall/board or projected. Talk about how symbols have been used throughout history and how they are used in today’s society.  Mention examples like the American flag and Seal of the President.  Also, mention some symbols we see that represent identify or categorize things like the symbols for hospital, pharmacy, police, and restroom.  Have a brainstorming session with students during which they will think of examples and share with the class.  Talk about how the symbols have a purpose to identify a person’s occupation, help us find something, and so on.  
2. Talk about symbolism from each culture.  You can use the PowerPoint that accompanies this curriculum.  
3. Activity 3-1:  Have the students create a symbol for the class.  Tell the students to think about what the symbol should represent.  Have students brainstorm (as a class) types of things the symbol should say.  For example, the symbol needs to say something about what they do for a living (student/learner).  They might want it to signify that they are young.  It should also say something about where they are located (town or country).  Let the students come up with these ideas but guide them in the right direction if needed.  Then, have each student use the ideas they just brainstormed to sketch an idea for a class symbol (individually).  Have them share.  If you have a digital camera and an LCD projector, you can take a picture of each symbol and project them so everyone can see them better.  Have the students explain why they made the symbol they way they did.
4. Activity 3-2:Have the students create a symbol for an occupation within the school.  Give them three choices (teacher, nurse, or principal).  Tell them that the symbol should be universal for all people of the same profession.  You can have them share the same way they did with the class symbol.

Evaluation

1. Students will be assessed based on the application of knowledge during the two symbol drawing activities.  See the attached rubric for more information.

Lesson 4: Creating the Story

Lesson Time: 100 minutes

Enduring Understanding

1. Storyboarding is an effective way to lay out a story that will be shown to an audience.

Objectives

1. Students will identify and explain the roles of different classes of people in ancient civilizations.
2. Students will prepare a narrative that tells the story of a person from an ancient civilization.
3. Students will create a storyboard that shows how the movements and expressions of the robot align with the story.

ACTIVITY HIGHLIGHTS

Sequence

1. Go over the four cultures that the students could possibly be assigned (Egypt, Greece, Rome, and Persia).  You can start class by having pictures of different people from these cultures taped to the wall or projected.  Begin by discussing the students first impressions of the different people based on what they are wearing.  
2. Go over the five classes/roles of people that they could possibly be assigned in each culture.  You can use the included PowerPoint to lead the discussion.  Give the students the appropriate handout according to the culture and person they have been assigned.  Give the students some time to do a little research for information that is not on the handouts.
3. Go over storyboarding.  Tell the students that storyboards are used to lay out a story.  The images in the box shows what the audience will see and the text on the lines represents what will be heard.  Give students the storyboard handout.
4. Create a sample story with the class on the board.  Tell them that you are going to be creating a story about the average 7th grader’s day.  
5. Assign Activity 4-1: Your characters.  In this activity, students will be creating a story that is told from the person’s point of view.  Remind the students that they need to include a minimum of two and a maximum of three emotions.  Also remind them that they will need to use at least one servo but no more than two and at least one LED.
6. Have students pair and share their stories to get feedback from each other.  Also, have them time each other telling their story.  Their stories should be less than 1 minute total.
7. Give students time to revise their stories based on the feedback they received.

Evaluation

Students will be evaluated based on the documentation of their character’s story during Activity 4-1.  See the attached rubric.

Lesson 5: Creating the Character

Lesson Time: 100 Minutes

Enduring Understanding

• Models are effective ways of representing something.

Objectives

1. Students will apply the Technological Design Process.
2. Students will create a robot from craft materials, servos and lights.
3. Students will identify and explain the roles of different classes of people in ancient civilizations.
4. Students will program a microcontroller to act a certain way.
5. Students will apply symbolism and attire to represent which civilization and class their character belongs to.

ACTIVITY HIGHLIGHTS

Sequence

1. Show students examples of robots that have already been created.  In an ideal situation, the teacher will have some already running in a loop when the students enter the room (just like with the signs in Lesson 2). Discuss how the different robotic components have been integrated in each one.  For example, a servo might have been used at a shoulder joint or a full color LED might have been used for an eye.
2. Assign Activity 5-1: Building.  Students will have 60 minutes to create their character.  Remind them that they must sketch their character before they start making it.  Give them the handout for this activity so they can use it to document their design.
3. Review the programming interface with students.
4. Assign Activity 5-2: Programming.  Students will have 30 minutes to program their robot to show emotions going along with the story.  Remind students to recheck the timing a couple of times to make sure their story and the movements of the robot line up.

Evaluation

1. Students will be evaluated based on the production of their robot.  See attached rubric.
2. Students will be evaluated based on the programming of their robot.  See attached rubric.

Lesson 6: Telling the Story

Lesson Time: 100 Minutes

Enduring Understanding

We can use symbols and attire to identify people from ancient civilizations.

Objectives

1. Students will identify and explain the roles of different classes of people in ancient civilizations.
2. Students will apply symbolism and attire to represent which civilization and class their character belongs to.

ACTIVITY HIGHLIGHTS

Sequence

1. Show examples of previously recorded stories.  Remind students that they need to make sure the emotions being displayed by the robot match the narration.
2. Students should practice their narration with the programming running to double-check the timing.
3. The teacher will record each student narrating their story while their program runs. If you do not have a video camera, have the students come to the front of the room so everyone can watch.
4. After all of the videos have been recorded, the teacher can post them to a website or wiki.  Or, the teacher can play them on the projector so everyone can see.  After each video, have the student who made the robot explain why they dressed it that way and why they used the symbols they did.

Evaluation

1. Students will be assessed based on the alignment of the narration to the robotic program.
2. Students will be assessed based on the explanation of the attire and symbols.