The Arizona STEM Acceleration Project

Coding with Edison Robots Part 1

Coding with Edison Robots Part 1

A 3-5th grade, STEM lesson

Roseanna Martinez, M.A., NBCT

12/1/23

Notes for teachers

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• This lesson takes place inside a classroom for 1 to 1.5 hours.
• Students may work in small groups of 2-4.
• An emphasis on coding with barcodes & results of coding.
• Creative solutions and ideas should be encouraged.
• Facilitate student reflection on how the robots are able to perform simple tasks.
• Click here for Part 2

List of Materials:

• Edison Robot Materials :
• Edison Robot
• Legos or similar blocks
• AAA batteries
• Printed Barcode Packet
• (STEMazing Packet attached)
• Black electrical tape
• optional: other colors of tape or masking tape
• Scissors
• Light colored surface to work on
• could be a desktop or poster board
• Additional Resources: STEMazing Robot Packet

https://drive.google.com/file/d/1K5uX1QmEEl5VbSRXqtIliazNl3639js5/view?usp=sharing

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Standards

COMPUTER SCIENCE STANDARDS

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3.CS.HS.1 Recognize that hardware (devices) and software (programs/apps) communicate in a special language that the computing system can understand.

3.CS.HS.2 Recognize that hardware (devices) can only accomplish the specific tasks the software (programs/apps) is designed to accomplish.

3.NI. NCO.1 Model how information flows in a physical or wireless path to travel to be sent and received is sent and received through a physical or wireless path.

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Standards

ELA STANDARDS:

4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding based on the discussion.

Objectives:

• Today we will learn about robots in our community.

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• Today we will know how to program an Edison robot using barcodes.

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• Today we will collaborate and communicate with our classmates to code our Edison using barcodes.

Agenda (60 min.)

What is a robot?

Assemble our own robots.

How do we teach robots to perform tasks?

What is a barcode?

Practice coding the Edison robots with barcodes.

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What is a robot?

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Hands-on Activity Instructions

• Group students into groups of 2-4
• Give each group an Edison robot.
• Have students use Legos to customize their robots.
• Point out all features of the Edison, buttons, lights, wheels, etc.
• Following the STEMazing Robot Packet, experiment with different tasks for the Edison
• Students should stop and think of questions or ideas they have about the functions of the Edison, using the tasks they have experienced
• Try having the Edison drive on different colors of tape.
• Try making a longer track (lines of tape) and see what happens when the Edison gets to the end.
• Can you clap your Edison to a specific location in the room or on a mat?
• Does the Edison respond to different kinds of sounds (whistle, tap on table, shout)?

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Assessment

Can students identify 3 robots in their environment?

Did students collaborate with each other to solve problems and create their robot?

Were students able to use barcodes to program their robot to complete given tasks?

Can students explain how they were able to make their robot do certain tasks (orally or in writing)?

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Differentiation

Pair students in groups with students who can compliment their weaker skills.

For students who cannot clap, try slapping the table or knocking on it.

Students with fine motor skills deficits which prevent them from building the robot, can push the buttons when the robot is completed.

Students who are not able to write down their explanations may demonstrate or report orally, their findings and questions.

Remediation

Extension/Enrichment

Have students generate 4 questions that they have now that they have been able to experiment with their Edisons.

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Have students generate 3 ways that they could use an Edison or larger version of Edison to solve a problem that they have now.

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Have students collaborate to build an Edison that could solve a simple issue in their classroom.