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The Arizona STEM Acceleration Project

Exploring Arizona with Santa and Robots

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Exploring Arizona

with Santa and Robots (Edisons)

A 3rd-5th Grade STEM Lesson

Liana Gillespie

March 2024

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Notes for Teachers

  • Context: This lesson takes place inside the classroom.
  • Students can work individually or in pairs as needed. This can depend on how many Edison robots you have.
  • Encourage reflection.

List of Materials

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Standards

English Language Arts: Reading Comprehension (3.RL.1)

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the test as the basis for answers.

Mathematical Practices:

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MP.4 Model with mathematics.

MP.5 Use appropriate tools strategically.

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Social Studies: Geography, Culture, and History of Arizona (3.G1.1)

Use and construct maps and graphs to represent changes in Arizona over time.

• Key concepts include but are not limited to locating physical features including the Grand Canyon, Mogollon Rim, Colorado River, Salt River, and Gila River

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Standards Continued

Technology: Coding and Programming Skills (3.AP.C.1)

Create programs that include sequences, events, loops, and/or conditionals.

Science and Engineering Practices

● ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

● obtain, evaluate, and communicate information

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National Standards

Computer Science (CSTA K-12 Standards)

  • 1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
    • Connection: Students program Edison robots to navigate a map of Arizona, sequencing commands (drive forward, turn) to visit specific geographical landmarks.
  • 1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
    • Connection: The task of navigating the entire state map is broken down into smaller segments (e.g., "Grand Canyon to Phoenix"), with students coding and testing one leg of the journey at a time.

Social Studies (C3 Framework - Geography)

  • D2.Geo.2.3-5: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
    • Connection: Students navigate a map of Arizona, identifying key landmarks (Grand Canyon, Hoover Dam, Sedona) and understanding their spatial relationship to one another.
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Common Core English Language Arts (CCSS.ELA)

  • RL.3.1 / RL.4.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
    • Connection: Students listen to Santa is Coming to Arizona and identify the specific Arizona locations mentioned in the story to plan their robot's route.
  • W.3.8 / W.4.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
    • Connection: In the "Extension," students research a specific Arizona location, creating a craft or drawing and presenting facts they learned about that place.

Next Generation Science Standards (NGSS)

  • 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 face the challenge of building a LEGO sleigh that must attach to the robot and carry "presents," working within the constraints of the robot's load capacity and stability.
  • 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 iterate on their sleigh designs, testing if the robot can still move effectively with the added weight and shape of the LEGO structure.

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Objective(s):

Students will gain knowledge about Arizona's geography, culture, and history through the book "Santa is Coming to Arizona."

Students will develop basic programming and problem-solving skills by programming robots to navigate through a map of Arizona.

Using the engineering design process, students will design a sleigh to carry eight gifts the fastest to locations in Arizona.

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Agenda (lesson time)

Introduction

(15 minutes)

Begin by discussing the upcoming holiday season and the excitement of Santa coming to Arizona.

Show the book "Santa is Coming to Arizona" and ask students what they know about the state.

Introduce the objectives of the lesson.

Reading and Geography Exploration

(30 minutes)

After reading, discuss key points about Arizona's geography, landmarks, and traditions mentioned in the book.

Use a map of Arizona to locate and mark the places mentioned in the book.

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Agenda

Coding Basics

(45 minutes)

EdBlocks V2 (edblocksapp.com)

EdScratch V2 (edscratchapp.com)

Introduce basic coding concepts to students, such as commands, sequences, and loops.

Use simple examples to explain how coding works and how it can be applied to control a robot's movements.

Have the students experiment with the length Edison moves with each block forward in EdBlocks. EdScratch has distance in standard and metric.

Designing a Sleigh

(45 minutes)

Students will use the engineering design process to design a sleigh that will attach to the Edison robot and will carry eight packages. You can use 8 lego blocks or linking cubes. Whatever you have available.

Once that is done, have the students review how far the Edisons will go with each block. Does it go the same distance with the weight attached to the robot?

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Agenda (continued)

Robot Programming Activity

(45 minutes)

Divide students into small groups.

Provide each group with a programmable robot. As a group we decided which 8 locations to deliver presents to on the map of Arizona.

Overlay the map on a VEX robotic arena or floor and mark out the places you chose as a class.

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Robot Programming Activity (Continued)

Have the students discuss in their groups which is the best route for Santa to travel and take measurements.

Instruct students to program the robot to navigate through the map, visiting the locations we chose as a class.Remind them they need to figure out the fastest route to deliver the presents. Their robot starts at the “North Pole” as indicated by you on the map.

Encourage students to collaborate, problem solve, and adjust their code as needed.

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Agenda (continued)

Demonstrate the students’ “flights” and delivery of presents.

(45 minutes)

Which group was the fastest?

Discuss the students’ routes and which was the most efficient.

Discuss the designs for the sleighs. Did the designs help or hinder the “flights”?

Reflection and Sharing

(15 minutes)

Have each group share their experiences and challenges faced during the robot programming activity.

Discuss how coding and technology can be applied to real-world scenarios, connecting it to the geography lesson.

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Agenda (continued)

Culminating/Extension Activity

(30 minutes)

Ask each group to create a simple craft or drawing representing one of the locations in Arizona mentioned in the book that they have visited or want to visit in the future.

Encourage students to present their creations and share what they know or learned about that particular place.

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Intro/Driving Question/Opening

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How long do you think it takes Santa to deliver presents in his sleigh?

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Hands-on Activity Instructions

  • Small groups of 2-3
  • Follow the engineering design process for the LEGO sleigh building activity. (given in slides)
  • Map can be printed with a poster maker, made with butcher paper and placing the landmarks or one can purchased from Amazon and laminated.
  • We use Edison V2 robots. They are relatively inexpensive compared to others. Edison just made some great upgrades to their robots. Edison robots

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Assessment

Assess students' understanding of Arizona's geography through their participation in the map activity.

Evaluate students' ability to program the robots by observing their coding sequences and problem-solving skills.

Review the culminating activity for creativity and accuracy in representing the selected location.

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STEM challenge Assessment Rubric Project Rubric

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Differentiation

  • Monitor as the students are coding.
  • Make guiding corrections as they go.
  • Provide positive reinforcement and celebrate students' efforts and achievements. Positive reinforcement can boost students' confidence and motivation to keep learning.
  • Strategic partners or groups as needed.

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Remediation

Extension/Enrichment

  • Ask each group to create a simple craft or drawing representing one of the locations in Arizona mentioned in the book that they have visited or want to visit in the future.
  • Encourage students to present their creations and share what they know or learned about that particular place.