The Arizona STEM Acceleration Project

mini Sphero mini Golf

mini Sphero

mini Golf

A 6th Grade STEM Lesson

Bridget Hagest

March 2024

Notes for Teachers

This lesson could take multiple class periods. Introducing the lesson and having the students work on the planning and creating phases could easily take an hour. If students are going to be required to make nets of their obstacles, that would definitely take more time.

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I would personally break it up into at least two class periods. Day one, I would introduce the project and students would be required to fully sketch out their design on the (grid) paper. They would have to label and measure the obstacles, and show their work for converting those measurements onto the bigger paper/cardboard. Once their plan was complete, they could start building/creating. I would require them to make a net for at least one obstacle. They would use their mini Sphero while building to test the best angles for success and make modifications as needed.

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Day two, students would continue building, testing, and iterating their designs. Once their obstacle(s) are in place and the hole is “playable”, they could add artistic details. (If you are requiring a theme, this is where they would make sure to include those elements.) Once all of the groups are ready, you could host a mini Sphero mini Golf tournament. Students would play all holes and keep score. After the tournament, you would have students reflect on their work and continue with any extension activities.

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Notes for Teachers

Materials needed:

• mini Sphero (ideally one per group for testing purposes, but not necessary)
• Sphero Play app downloaded on device
• cardboard
• tape
• scissors
• ruler
• materials to build obstacles
• paper
• toilet paper / paper towel tubes
• LEGOs/ building bricks
• found objects
• small toys

I repeat the same lesson to 11 different class periods (sometimes 16). Because I have to reuse so many materials, I premade 8 putting green “bases” out of cardboard. I cut holes into these bases. I then pre-cut green butcher paper, laminated it, and taped them on top of the cardboard. Laminating the paper allowed students to tape their obstacles onto the green, but then I could easily take it off and reuse the setup for the next class period.

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This was a lot of work ahead of time- but all of that is completely unnecessary if you are doing this with just one class. The students can create their own putting green areas.

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If you are going to be cutting a lot of cardboard, I 10/10 recommend investing in a cardboard cutting tool like the one pictured. It was a LIFESAVER!

AZ Math Standards

6.RP.A.3.d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

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6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques to solve mathematical problems and problems in real-world context.

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6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques to solve mathematical problems and problems in real-world context.

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AZ Educational Technology Standards

NGSS Engineering Design

6-8.1.d Students navigate a variety of technologies and transfer their skills to troubleshoot and learn how to use new technologies.

6-8.4.c Students engage in a design process to develop, test, and revise prototypes, embrace the iterative process of trial and error, and understand setbacks as potential opportunities for improvement.

6-8.4.d Students demonstrate an ability to persevere and handle greater ambiguity as they work to solve open-ended problems.

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

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Common Core Mathematics (CCSS.MATH)

• 6.G.A.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes.
• Connection: Students calculate the surface area of their obstacles, often decomposing complex shapes (like their "net" obstacle) into simpler polygons to find total area.
• 6.G.A.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures.
• Connection: A core requirement is for students to construct at least one obstacle from a "net" (a 2D pattern that folds into a 3D shape) and calculate its surface area and volume.
• 6.RP.A.3.d: Use ratio reasoning to convert measurement units.
• Connection: Students sketch their designs on grid paper and must convert those smaller measurements to the larger real-world scale of the cardboard base (scaling up).

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Computer Science (CSTA K-12 Standards)

• 2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
• Connection: (Extension Activity) If students program the Sphero instead of just driving it, they break down the path into distinct movements (e.g., "roll forward 30cm," "turn 45 degrees," "roll 10cm").
• 2-AP-17: Systematically test and refine programs using a range of test cases.
• Connection: (Extension Activity) Students running the course must debug their code or their physical design if the robot gets stuck or misses the hole.

Objective(s):

Today we will collaborate and communicate effectively with our peers to complete an engineering design challenge.

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Today students will be able to design and engineer a competitive mini golf hole with at least one obstacle.

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Today we will represent three-dimensional figures using nets to act as obstacles in a golf course.

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Today students will explore the golf mode of mini Sphero in the Sphero Play app.

Agenda

Lesson Part 1

• Recap Previous Learning

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• Today’s Focus: “How can we explore the components of STEM while designing and creating a mini golf course?”

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• Design Challenge: Design and create a mini golf hole for a mini Sphero with at least one obstacle.

Lesson Part 2

• Design Challenge: Continue building, testing, and iterating your golf course design.

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• Min Golf Tournament: Play all holes to see who is the mini Sphero mini Golf champion!

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• Assessment

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• Closing

Intro/Driving Question/Opening

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How can we explore the components of STEM while designing and creating a mini golf course?

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Sphero Play

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Use ratio reasoning to convert measurement units

Represent three-dimensional figures using nets

Imagine- Generate Ideas

Represent three-dimensional figures using nets

Plan- Select a Solution

Hands-on Activity Instructions

In a group of 2-3, design and engineer a competitive mini golf hole with at least one obstacle.

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Constraints

• Must be playable with a mini Sphero
• Must have at least one obstacle
• One of the obstacles must be made out of a net
• Time limit

mini Sphero mini Golf Tournament

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Take turns playing each hole. Make sure you write down how many strokes it took you to sink the mini Sphero on your score cards.

Math Connections

Calculate the surface area of the net for your obstacle.

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Calculate the volume of your net based on your measurement.

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How do we assess our work?

• We field test our invention

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• We seek feedback

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• We iterate and repeat

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• We evaluate our final iteration’s ability to meet requirements and stay within constraints

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Engineering Design Challenge Assessment

Math Assessment

Process:

Did the group follow the engineering design process by generating ideas, developing prototypes, testing, and improving?

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Product:

Does the final iteration meet the requirements (a competitive mini golf hole) while staying within constraints (playable with mini Sphero, at least one obstacle, one obstacle made out of a net, time)?

Does the plan include:

• accurate sketch of completed project
• accurate measurements and conversions for obstacles

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Is at least one obstacle made of a net?

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Is the surface area for the net calculated on the handout?

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Is the volume for the net obstacle calculated on the handout?

Differentiation

• could be given pictures of examples to use as a guide
• could be given the putting green with a grid already drawn on it
• could be given a planning paper with a grid already on it
• could be given help converting measurements (if using plain white paper)
• requirement for a net to be constructed as one of the obstacles could be removed

Remediation

Extension/Enrichment

• Instead of using the Golf mode, students could program the mini Sphero ; the “strokes” could be the number of iterations it takes to get the programmed Sphero into the hole
• Allow students to decorate their hole (color / paint / artistic details)
• Require a golf course theme: All holes must relate to the theme (Ex. planets, scientists, mathematicians, sports, any content!)
• Give students a mystery object that they must include in their design somehow
• Require their designs to have a moving part (windmill, see-saw, etc.)
• Require their design to include the mini Sphero going through or under something
• Have students calculate the cost of building materials for their obstacles using their surface area computations. Set a price for material per cm or inch, etc.

A Deeper Look at the Experience…