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Notes for Teachers

This activity gives students a chance to explore automation. In my class we focus on technology as a tool to help others. Disaster relief is something we have visited before, and the theme lends itself to robotics.

Before beginning the activity, you should test your own setup to ensure there is proper space for students to move the robot through the ‘rubble’!

List of Materials

Edison Robots (enough to break the class into groups of 3-5)
Blocks or other objects to act as impediments
Dictionary or large book (optional-wrapped in yellow paper)
Electrical tape
Scissors
Various LEGO pieces

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Standards

Science

3.SC.1.4.1

Communicate investigations and explanations using evidence and appropriate terminology.

3.SC.3.1.1

Describe the major factors that could impact a human population (e.g., famine, drought, disease, improved transportation, medical breakthroughs).

3.SC.3.2.1

Identify ways that people use tools and techniques to solve problems.

Ed Technology

Computational Thinker

3-5.5.d. Students understand and explore basic concepts related to automation, patterns, and algorithmic thinking.

ELA

3.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

3.L.5.b

Identify real-life connections between words and their uses (e.g., describe people who are friendly or helpful).

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Objective(s):

Students will work collaboratively to solve a problem using automation. Students will program their robots to complete the assigned tasks. Students will make adjustments to their plans as their experiment.

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Agenda (45 minutes)

Introduction: 5 minutes

Explain that we will be using robots to assist others where we cannot go using automatic motion.

Materials Explanation: 5 minutes

Bring student attention to table setup and parameters.

Activity: 25-30 minutes

Allow students time to build and test. Adjustments will need to be made.

Closure/Sharing: 5-10 minutes

Bring students together to discuss successes and struggles, as well as real-world implications.

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Intro/Driving Question/Opening

The difference between an environmental and natural disaster is that we cause environmental disasters. These affect us, the surrounding areas, and all living things therein. We need to clean up messes we make that have negative impacts on the environment. However, sometimes the disaster creates a situation that is hazardous or outright deadly. In these cases we need to be creative in our solutions.

Automation is one possible solution. Think of anything that you use that works ‘automatically’ like doors, or lights. These systems are often in place to make our lives easier and safer! Today we will simulate using automation to clean up a nuclear disaster!

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Hands-on Activity Instructions

Groups should be 3-5 participants (any more becomes too many hands).
Begin by setting up the tables. Each group should have a ‘reactor’ or dictionary they must navigate around. The table should also be littered with blocks and obstructions to simulate rubble that must be traversed.
*Be sure there is enough room for the robot to navigate!*
A ‘start’ should be marked with tape, as well as a ‘destination’. Place some ‘waste’ legos at the destination.
Blocks should make a direct path impossible, or at least difficult!

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Hands-on Activity Instructions

Explain to students that the nuclear power plant has had an explosion! Radioactive waste has contaminated the area making it unsafe to enter. Students must get their robot around the plant, picking up waste along the way, and returning it to the start.
Students will need to program their robots to ‘Follow Line’.
Students will need to add a LEGO apparatus that hangs off the front of the robot 3 inches, so it can safely handle the waste.
Students must also map out a ‘path’ for the robot to follow using the electrical tape to draw the path on the desks.

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Hands-on Activity Instructions

Students will test their setup by running their robot’s program. The robot should navigate to the destination without hitting any of the obstructions. That would destroy the robot!
When robots reach the destination, a student will attach the yellow ‘waste’ LEGO to the LEGO arm.
Students must then let their robot navigate back to the start.
Adjustments should be made to the path or arm to ensure success.
Bring students back together for discussion about successes and struggles, as well as implications for not only disasters, but everyday life.

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Assessment

Students should be able to complete the programming, path planning, and arm build collaboratively. Students should be able to to complete the first portion of the activity, completing the path to the destination and applying the waste. Completion of the entire track successfully should be celebrated. Students will participate in collaborative discussion as closure.

Students can do a self-reflection after the lesson.

What were the most significant insights or lessons learned?

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Differentiation

-Robots can be pre-programmed before the activity.

-EIther the arm or track can be constructed for students prior to the experiment.

-LEGO selection can be modified to accommodate motor skills.

Remediation

Extension/Enrichment

-The robots can be programmed to be ‘Remote Control’, or ‘Clap Controlled’, giving students a choice in navigation.

-Robots can be programmed to ‘Stop’ at white tape, this can be used to differentiate the path construction method (avoid these spaces).

-LEGO selection can be modified to increase difficulty.

-Allow students to test other groups’ builds.

-Challenge students to create another automated process with the robots!