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Arizona STEM

Acceleration Project

Weather: A Snow Plow Edison Robot Challenge

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Weather:

A Snowplow Robotic Challenge

A 4th grade STEM Challenge

Monica Carrera-Wilburn 1/12/2024

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Notes for Teachers

Context: This lesson takes place in a classroom for one or more weeks followed by the STEM Challenge in the ThinkerSpace/Makerspace for 2 or more class periods.
Students may work in small groups of 3-4.
Through guided lessons in the classroom and STEM Lab, students should have adequate prior knowledge and experiences with circuits prior to attempting this challenge.
Students should have prior experience exploring Edison scratch.

With teacher/coach help, students should:

Define the problem(s) in this challenge with an emphasis on the target product - 1) Designing a plow accessory and attaching it to the front of your Edison Robot. 2). Writing a scratch code that will command your robot to clear snow from two intersecting roads.
Define the criteria that will be used to measure the success-see rubric. (Creative solutions should be encouraged).
Discuss elements required in the presentation (see rubric).
Facilitate student reflection on why and how their plow design and/or code was successful/unsuccessful.

Suggested List of Materials:

Black poster board 22” x 28”
White paint pen
Polystyrene Beans for Bean Bags
4” wooden skewers
Printout of road/hazard signs (found on slides 12-13)
Cardboard/cardstock
Tape
Scissors
Rulers, yardsticks, meter stick, tape measurer (provide any or all)
Assorted LEGOs (if using instead of cardboard to construct the plow attachment)
Edison Robots- one per team
AAA batteries- 4 per robot
Student device, one per team

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Arizona Science Standards

Earth and Space Standards

4.E1U1.6 Plan and carry out an investigation to explore and explain the interactions between Earth’s major systems and the impact on Earth’s surface materials and processes.

4.E1U1.8 Collect, analyze, and interpret data to explain weather and climate patterns.

Crosscutting Concepts: Patterns, Cause and Effect, Scale, Proportion and Quantity; Systems and System Models; Energy and Matter; Structure and Function; Stability and Change

Science and Engineering Practices:

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions
engage in argument from evidence
obtain, evaluate and communicate information

Technology Standards

Define an algorithm as a sequence of instructions and use the basic steps of algorithmic thinking to solve problems and design solutions.
Use a block based visual programming interface to build a game, tell a story or solve a problem.

Math Standards Measurement and Data

3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch to the nearest quarter-inch.

4.MD.A Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

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National Standards

Next Generation Science Standards (NGSS)

4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Connection: Students design a technological solution (a robotic snow plow) to mitigate the impact of a severe weather event (snowstorm blocking roads).

3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Connection: Students identify the problem (roads blocked by snow) and work within constraints to design a plow attachment for their Edison robot.

3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Connection: Students test their plow designs on a mock intersection, observing how well they push the "snow" (polystyrene beans) and refining the design if it fails.

Computer Science (CSTA K-12 Standards)

1B-AP-10: Create programs that include sequences, events, loops, and conditionals.

Connection: Students use Scratch (or EdScratch) to write code that commands the robot to move forward, turn, and navigate the specific geometry of the intersecting roads.

1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

Connection: Students run their code on the "roads," seeing if the robot stays on course or misses the snow, and then modify the code (debug) to correct the path.

Common Core Mathematics (CCSS.MATH)

4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Connection: The challenge involves navigating "intersecting roads," requiring students to understand and program 90-degree turns (right angles) and straight lines.

4.MD.A.1: Know relative sizes of measurement units within one system of units.

Connection: Students may need to convert units or estimate distances (inches/centimeters or time in seconds) to program the robot's travel distance accurately.

Common Core English Language Arts (CCSS.ELA)

SL.4.4: 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.

Connection: Students present their final robot design and code to the class, explaining their engineering choices and how they solved the problem.

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Objective(s):

In the Classroom prior to the STEM Challenge:

I will plan and carry out an investigation to explore and explain the interactions between Earth’s major systems and the impact on Earth’s surface materials and processes.

I will collect, analyze, and interpret data to explain weather and climate patterns.

In the Lab/ThinkerSpace

I will define an algorithm as a sequence of instructions and use the basic steps of algorithmic thinking to solve problems and design solutions.

I will use a block-based visual programming interface to build a game, tell a story or solve a problem.

I will generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

I will apply the design thinking process as I research, design, construct and attach an accessory to my Edison Robot that will clear the snow from the road and as I create a code that will command my robot to navigate through two intersecting roads..

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Online Resources

WEATHER

( Weathering, Erosion, and deposition) 4:26

ROBOTICS

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Essential Question:

You’ve heard of driverless cars. Can you create a code for a driverless snow plow that will enable it to clear the snow off of two intersecting roads?

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Instructions for Snow Plow Challenge

In groups of 2-4, research, design, construct, and attach an accessory to your Edison Robot that will clear the snow from the road.

Create a scratch code that will navigate your robot through two intersecting roads.

Success Criteria:

Evidence of the design process is included in your plan and presentation.
A labeled drawing of the plow attachment design is complete.
Your snow plow clears at least 80% of the snow off the roads.
Your team presentation scores at least a 3 on each of the two rubrics provided.

Constraints:

Materials are limited to those provided.
Plan must be complete before getting your supplies.
Construction of the snow plow attachment must be complete within 30 minutes.
Obstacles may not be moved or tampered with.
You may not touch your robot once your code has been started.
You have 3 attempts to be successful (redesign between attempts if necessary).

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How do we assess our work?

We field test our snow plow and code.
We seek feedback.
We iterate and redesign.

Referring to our rubric, we evaluate our final design’s ability to meet the success criteria and stay within the constraints.

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Category	4	3	2	1
Criteria, Materials, and Construction	The design plan for the plow attachment is complete and labeled. There is obvious evidence of the Design Thinking Process included in their plan. The plow is attached well and stayed together. Python coding rather than scratch may have been used. The code accurately drives the robot on both of the intersecting roads clearing 80% or more of the snow. All obstacles placed on the roads were avoided.	The design plan for the plow attachment is complete and labeled. There is obvious evidence of the Design Thinking Process included in their plan. The plow is attached well and stayed together by the 3rd attempt. The code accurately drives the robot on both of the intersecting roads clearing at least 80% of the snow. *Most obstacles placed on the roads were avoided.	The design plan for the plow attachment is in mostly complete and labeled. There is some evidence of the Design Thinking Process included in their plan. The plow my have needed adjustment but worked well by the 3rd attempt. The code drives the robot on both of the intersecting roads clearing about 50% of the snow. *Some obstacles placed on the roads were avoided.	The design plan for the plow attachment is in somewhat complete and labeled. There is little evidence of the Design Thinking Process included in their plan. The plow has definite issues with construction and may need more than 3 attempts to redesign. The code drives the robot on both of the intersecting roads clearing less than 50% of the snow. *At least one of the obstacles placed on the roads were avoided.
Presentation (Speaking and Listening Standards)	Explains the design process completely using accurate academic vocabulary, pronunciation and complete sentences. Responds to grade level appropriate questions, including describing events using three or more details. Relates personal experience through the design process using descriptive language, supporting details, and/or examples in complete sentences.	Explains three or more steps of the design process using complete sentences. Responds to grade level appropriate questions, two or more details. Uses some accurate academic vocabulary relating to weather and/or technology/coding. Relates personal experiences through the design process with one or two details in complete sentences.	Explains two-steps of the design process using a complete sentence. Responds to grade level appropriate questions with at least one detail.	Explains one-step of the design process using a complete sentence.

ASSESSMENT RUBRICS

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Differentiation

Students work in heterogeneous groups.
If needed, success criteria may be modified with little to no obstacles.
If needed, success criteria can be modified to require only one road to be cleared or less snow removed.

Students who are successful right away can:

Write a new code with using a different unit of measurement.

(seconds, inches, centimeters)

Write a new code using python.
Add more obstacles to their challenge. (rock slide, pedestrians)
Add more snow to the roads.
Have them go back and program in stops at stop signs.

Remediation

Enrichment

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PHOTOS

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