Elementary CS PLG #2

Focus on Robots: �Part 1 - The Robots

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PLG Link: uatim.org/plgs

Presentation: bit.ly/ecsplgm2

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Alabama Technology in Motion Specialist

Dr. Robert Mayben

Agenda

Have you used robots in your classroom?

�IF so, Share what robots you’ve used or brought.

Popular Educational Robots for Elementary 2022

Things to consider about the robots on the next slide:

• Coding: Blocks, Text, Buttons, Scratch, Swift
• Charging & Batteries
• Curriculum Available
• Number of Robots per Student
• Purpose & Time
• Others?

Popular Educational Robots for Elementary 2022

• Sphero
• Dash & Dot
• Cue
• Edison
• VEX
• LEGO
• Makeblock
• Ozobot
• Bee-Bot & BlueBot

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• Marty the Robot
• Codebot (Firia Labs)
• Robolink Robots
• Robolink Drones
• DJI Tello Drone
• Osmo
• Botley
• Finch 2.0
• Are there any others?

End Part 1

Grant Resources

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Elementary CS PLG

Focus on Robots: �Part 2 - The Tasks

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PLG Link: uatim.org/plgs

Presentation: bit.ly/ecsrobots2

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Alabama Technology in Motion Specialist

Dr. Robert Mayben

background

Computational Thinker

A Quick Review

With Special Guest

CArtoon Barry Wiginton

Computational Thinking: Leveraging Technology to solve the problems of a Changing World

Technology is changing our lives in so many ways; both positive and negative.

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By thinking computationally, we will be able to leverage the power of technology to solve the serious problems that come with living in a digital society.

What is

Computational thinking?

First, we need to gain an understanding of computational thinking and how it can be used to solve problems.

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One way to do that is to apply computational thinking to a simple task - such as baking a cake.

Stage 1 - Decomposition

Helps you solve problems by breaking the task into smaller, more manageable components

The baking of a cake is made easier if the task can be broken into smaller, more manageable tasks.

All Baking Recipes include the following steps:

Step 1: Gather the ingredients and cookware.

Step 2: Measure and combine the ingredients.

Step 3: Pre-Heat the oven.

Step 4: Bake for a specific amount of time.

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Stage 2 - pattern recognition

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Most cake recipes begin by combining the same basic ingredients.

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The knowledge of how to mix ingredients for one type of cake makes it easier to make other types of cake.

Helps you solve similar problems by identifying similarities and differences.

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Recipes for different types of cakes do vary.

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Let’s compare two recipes.

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What patterns do you see? similarities and differences

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Stage 3 - abstraction

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Experienced bakers can create a variety of cakes quickly and efficiently because they have identified which components of the task that change and the components of the task that remain the same.

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Helps you develop a problem-solving strategy by reducing the problem to its essence.

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The problem of baking different types of cakes is simplified when I have a basic cake-making plan.

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Stage 4 - algorithm

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Writing step-by-step instructions for completing a task is called an algorithm.

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A well-written algorithm would allow other people, or machines, to follow these steps and complete the cake-making task.

Share exact instructions so that another person, or device, can replicate.

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Using Computational Thinking, I can create a step-by-step set of instructions for baking a specific type of cake.

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It’s my algorithm -or- recipe.

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What does all this have to do with computer science?

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We can use computational thinking to program devices to follow our algorithm and complete the task even more efficiently.

Solving a Rubik’s Cube is a complex task requiring many steps to complete. Individuals who can successfully solve the puzzle learn to recognize patterns and eliminate unnecessary steps. These individuals can then write a set of instructions describing how to solve the Rubik’s Cube. These instructions can also be programmed into a computer.

Looking at Problem-solving Through a Computational Lense

ISn’t there more to robots?

Warning

Continued Exposure to Robotics Can Have Benefits Beyond Computational Thinking!

Benefits of Including Robotics

in the Classroom

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Engagement

Hands-on learning activities enhance concentration and attention levels.

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Perseverance

Creating and programming robots is challenging and fun. working through frustration helps students develop a never-give-up attitude.

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Collaboration

promotes a learning environment for people with different talents to work together toward a common goal.

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Creativity

robotics provide the opportunity for students to have full control of what they build.

The Top Five Unexpected Benefits of Robotics in the Classroom

Behind the Scenes

• Looking for strategies to integrate robots (and drones) into the curriculum.�
• I wanted to move beyond just “we are going to build and program a robot to do something.”�
• I attended LEGO and VEX trainings and began to notice a pattern.

Behind the Scenes

• I continued to see this pattern on Twitter.
• Mike Bycraft’s Ramp of Doom 10/4 | 10/7 | 2/19
• Mike Bycraft’s Class & Twitter�
• Everyone was providing a goal, a task, or a challenge for students to accomplish with the robot. This seemed to always involve a STEM focus.�
• Why couldn’t this work across the curriculum (esp. CS)?

Behind the Scenes

• LEGO Workshops - There are STEM Task Cards everywhere on the web.�
• I’ve taught workshops on using Task Cards similar to this one from Tony Vincent.�
• Game-Based and Mastery Learning also involve accomplishing a task to advance.�
• So I thought, why not combine all this to take robots to other areas of the curriculum?

Take 5

• Take 5 Minutes to Read This Article from Edutopia:
• Incorporating Robotics Across the Curriculum�
• In the chat, share one takeaway �from the article as you finish.

Computational Thinking in the 3^rd Grade Classroom

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What stages of computational thinking do you observe in the video?�

The Process

• Start searching for curricular ideas already created for your specific robot.
• This will help you determine what your robot can do.
• You will often find that the work has already been done.
• Much of these are listed as STEM/Robotics Challenges.

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The Process

• Now that you have an idea of what your robot can do and what materials already exist to use it as an educational tool, you can start to design your own task-based challenges.
• Next look at your learning objectives/standards.�What do you want your students to learn during this activity?

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The Process

• Is there a lesson that has already been created for my robot that will address this learning objective?�Can one be modified to work?
• If not, use your TPACK to design a learning activity that will address the objective.
• Convert this learning activity into a task card that provides instructions for the students and then get out of the way!

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Think back to the video

• Could you design a task-card for the students driving/programming the Dash robot?�
• What subjects were integrated into the task that they were trying to accomplish?�
• What objectives might have been met beyond the �DLCS?

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Your Task

• Let’s take a few moments to search for specific challenges or tasks for your robot and your subject area/topic.
• If you don’t find one with your specific robot, try something like robot challenge and your subject or topic.
• The activities may not be exactly what you need, but you have TPACK that can help you adjust them to meet your needs.
• If you find an interesting activity, share the link in the chat.

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Examples ∞

• The next slides contain examples of tasks and activities than I can ever cover in a webinar.
• I will attempt to briefly cover each one, but that’s probably not possible either.
• I’ve also thrown in a few that Cartoon Barry created.

Howdy do!

Howdy do!

Curriculum Sites

5. Code-a-Pillar
6. LEGO
7. VEX IQ
8. Edison

1. Dash & Cue
2. Sphero & Lessons
3. Ozobot
4. CodeBot

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These are the official curriculum sites for the robots, but you can find many more via an online search.

#1 Feed the Pig!

1. Pick up the remote and try to drive the VEX IQ robot.
2. Test each button so that you know which one performs each function (forward, reverse, turn, grab, lift, etc.)
3. Now place the robot in the start square (blue S) and see if you can move the pig food/slop (blocks) to the pig trough (square with blue X).
4. Bonus points for stacking the blocks and avoiding the pigs. If you knock a pig out of the pen, you will need to put it back in or you will lose points.
5. Each person on the team should play once. You have 60 seconds to �score as many points as possible. Reset the course after each turn.
6. Scoring: 1 point for block in trough, 3 points for 2 block stack, �6 points for 3 block stack, 9 points for 4 block stack.
7. This is an example of a VEX IQ Competition Challenge.

ALEX Learning Activity

#1 Feed the Pig!

#2 Water the Crops!

• Using the Chrome App of VEXcode Blocks, program the VEX Robot to water the crops. �
• For this activity, you will program the robot to go down the field, turn around, and come back.�
• A sample code is provided for you. You may need to adjust the numbers.

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• This is an example of a Robotics Competition Challenge.

ALEX Learning Activity

#2 Water the Crops!

VEX-IQ Technology Tools to Inspire the Problem-solvers of Tomorrow

VEX-IQ Robotics kits can be assembled into a variety of configurations.

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Assembling the VEX-IQ

Robot assembly can be an excellent way to teach technology and engineering skills while also providing students with an opportunity to apply the principles of computational thinking.

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To give you an appreciation for the skills necessary to assembly a robot as part of a collaborative team, you will be assembling ½ of the base drive assembly.

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Step-by-step instructions are available by clicking the symbol.

2 Meters

2 Meters

The Task

Who can score the most points in 90 seconds?

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Objective:

• Move cubes into the matching color region

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Points

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• 1 point for each cube in correct region
• 2 points cubes stacked 2 high
• 3 points cubes stacked 3 high

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• Time

90 seconds

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• Bonus Points
• 90 seconds - Finish Time

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Robotic Challenge - Get Colored Cubes into Matching Corners

VEX VR

• Vex has a virtual playground to learn how to program your VEX robot.�
• The activities are found at https://education.vex.com/vr �
• The workspace is found at https://vr.vex.com �
• We will walk through an activity.�
• The task cards are excellent examples.

#3 Secure the Perimeter!

Using the Sphero EDU app, click programs, and then:

1. Click the plus sign to create and name a new program.
2. Tap on MOVEMENTS and drag a ROLL block to the canvas.
3. Add 4 seconds value to duration on the roll block.
4. Add SPEED 50 on the roll block.
5. Add 0 degrees (straight ahead) to the roll block.
6. Add 3 more ROLL blocks w/the same 4 sec duration as the first block.
7. The second roll block will be 90 degrees to the right.
8. The third roll block 180 degrees.
9. The fourth roll block 270 degrees.
10. Place R2 on one of the corners and click start.
11. Does R2 secure the perimeter or do you need to make�Adjustments to your code?

#3 Secure the Perimeter!

#4 Dash Saves the Day!

• Using the Blockly App and the 1.3 Sequences STEM Card, program Dash to save the day.�
• You may have to connect Dash to the iPad by using the green plus sign in the upper right hand corner.�
• STEM Cards

#4 Dash Saves the Day!

#5 Recycling Rush

• Using the Blockly App and the 2.2 Loops STEM Card, program Dash to recycle the cups.�
• You may have to connect Dash to the iPad by using the green plus sign in the upper right hand corner.�
• STEM Cards

#5 Recycling Rush

Dash - The Little Robot with Personality

The Task

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• Design a course based on criteria provided.
• Drive Dash around the course using an app-based controller.
• Program Dash to maneuver the course using the Blockly app

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Rules

• Each team member must maneuver Dash using the controller at least once before any member has a second try.
• All team members must be involved in the writing of code using the Blockly app.

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• Teams and Materials
• Dash robot
• iPad with Wonder Workshop GO and Blockly apps
• Meter stick
• Painters tape

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• Course Design (Student Choice)
• 2 meters X 2 meters (perimeter)
• Start and Finish blocks
• Minimum of two 90^o turns

#6 No Doubting Thomas

Edison

There are several sample lessons to try for the Edison Robot. Don’t dismiss this little robot because it has great potential and plethora of educational material.

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Barcodes

EdScratch

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Why use programmable robots with kids?

#6 No Doubting Thomas

Edison

Using the SUMO Barcode, allow the two Edison Robots to battle for 2 minutes. Record the number of times each robot pushes the other out of the ring. Can you see the various curricular elements that could addressed? Graphing? Probability? etc?

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Edison

Edison

#7 LEGO WEDO 2.0

LEGO WEDO 2.0

• Click Classroom Projects.
• Select A. Milo the Science Rover then click Go.
• Explore with Max & Mia. Click through the pages and view the videos.
• If you were doing this as an actual lesson, you would click the “Start Building” button when you arrive on the create phase.
• Then you would follow the instructions to build the Rover.
• Make sure your device is connected and �then go to the next screen to....
• Program your rover.
• Optional - Take a picture or video of your�rover & Complete the Share section.

#8 LEGO EV3

LEGO Mindstorms EV3�Can you program the EV3 to park itself?

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Curriculum Link

EV3 Education

Drone Task Card

Current Events: Mountain Rescue

1. Using the Tynker App, program the drone to rescue the stranded mountain explorer.
2. Start the drone in the square helipad.
3. Program the drone to take off, fly to the stranded mountain explorer, and then land. (Careful not to land on the explorer!)
4. Then in the same line of code, program the drone to take off again and return to the helipad. (We will pretend that the explorer was picked up, but if you want to try that, feel free to do so!)

Drone Task Card (Alt)

Current Events: Mountain Uber

• Using the Tynker App, program the drone to fly over the mountain to the designated landing area to pick up the explorer.
• Start the drone in the helipad.
• Program the drone to take off, fly over the mountain, and then land in the designated pick up area. (Careful not to land on the explorer!)
• Then in the same line of code, program the drone to take off again and return to the helipad. (We will pretend that the explorer was picked up, but if you want to try that, feel free to do so!)

Drone Task Card

Current Events: Mountain Rescue

Drone Challenge

Programming the Parrot Drone with Tynker

Pseudo Code

1. Take Off
2. Move Forward “X” time
3. Stop
4. Turn 90^o Right
5. Move Forward “X” time
6. Stop
7. Move Forward “X” time
8. Stop
9. ……..continue

#9 OZOBOT CAMP

Can you complete some of the tasks in the Ozobot Educators Botcamp?�

After the Botcamp, explore some of the Ozobot Lessons.

#9 OZOBOT CAMP

#10 Sphero Maze

Using the Sphero EDU App, code the Sphero to navigate through the maze. If you have a phone, you might want to add the Sphero Play App to drive the robot or practice your putting skills.��Sphero Mini

Sphero SPRK+

Code-a-Pillar

Can you program the Code-A-Pillar to get from point A to point B?

More robot Resources

• CODEBOT from Firia Labs (entire curriculum!)
• LEGO EDUCATION
• OZOBOTS
• EDISON
• FINCH 2.0
• SPHERO EDUCATION
• Robotics Education Competition Foundation
• & Many More! Find the one that meets your needs.

Assessment

• What about assessment?
• Journals, Engineering, Reflective Notebooks
• Video/Photo/Slides Evidence or Documentation
• Flipgrid Reflections/Evidence
• Did they accomplish the task? Pass/Fail?
• Mastery or not?
• Rubrics?
• What are your ideas?
• It is really up to you!

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Closing Thoughts

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Elementary CS PLG #2

Focus on Robots

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PLG Link: uatim.org/plgs

Presentation: bit.ly/ecsplgm2

Alabama Technology in Motion Specialist

Dr. Robert Mayben