The Arizona STEM Acceleration Project

Autonomous Robot Series

Lesson 1 - Simple movement with the

Lego Spike Prime

Simple Movement with

Lego Spike Prime Kit

A 6-8 grade STEM lesson

Author

Michael Allen

Date

12-30-23

Notes for teachers

This lesson plan balances hands-on activities with conceptual learning, ensuring that students of different skill levels are engaged and challenged appropriately.

Additional Notes

• Encourage collaboration and peer learning.
• Incorporate real-world applications of robotics to enhance engagement.
• Ensure all students actively participate, especially in the Explore and Elaborate phases.
• If using PVC, no need for glue.

List of Materials

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• LEGO Spike Prime kits

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• Tablets with LEGO Mindstorms software

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• Projector for demonstrations and explanations

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• Printed handouts with basic block code templates (for differentiation)

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• Build Instruction for the Spike Prime Robot

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• Cardboard for building the walls, or PVC

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• Scissors for cutting cardboard, or PVC cutters.

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• Tape for wall construction

Arizona Standards

Computer Science (2018 Arizona Computer Science Standards)

• 6-8.AP.A.1: Develop planning strategies, such as flowcharts or pseudocode, to address a complex problem as algorithms.
• Connection: Students plan their robot's path through the obstacle course, determining the necessary sequence of movements before writing the code.
• 6-8.AP.C.1: Create programs that include events, loops, and conditionals.
• Connection: Students use block coding to create a sequence of commands (and potentially loops for repeated movements) to navigate the robot.
• 6-8.AP.P.1: Systematically test and refine programs using a range of test cases.
• Connection: Students engage in an iterative process of running their code, observing the robot's behavior on the course, and debugging errors to improve performance.

Educational Technology (2016 Arizona Educational Technology Standards)

• 1.4.c (Innovative Designer): Develop, test and refine prototypes as part of a cyclical design process.
• Connection: Students repeatedly test their robot's movement and refine the code to ensure it successfully completes the challenge.
• 1.5.d (Computational Thinker): Understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
• Connection: Students use algorithmic thinking to break down the navigation task into a precise sequence of coded steps.

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National Standards

NGSS�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.

CSTA�2-CS-01 6-8�Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices.

Common Core�CCSS.MATH.CONTENT.7.G.B.4�Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

CCSS.ELA-LITERACY.W.6.1�Write arguments to support claims with clear reasons and relevant evidence.

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Objective:

By the end of this lesson, students will be able to collaboratively build, and program a simple robot using Lego Spike Prime kits. Students will demonstrate basic skills in robotics and coding by successfully constructing their robot and programming it to perform simple movements.

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Agenda 2-55 min. class periods

1. Engage (5-10 minutes)

Objective: Spark curiosity about robotics in everyday life.

2. Explore (30 minutes)

Objective: Students will experiment with adding blocks to the code to make the robot turn.

3. Explain (20 minutes)

Objective: Understand the principles of block coding for turning movements.

4. Elaborate (Extension/Enrichment) (30 minutes)

Objective: Create pseudo code prior to coding on the computer.

5. Evaluate (20 minutes)

Assessment: Students demonstrate their robot's ability to perform a turn and explain the code they used.

Engage: 5-10 minutes

Objective: Spark curiosity about robotics in everyday life.

Activity: Show a video clip of a robotic lawn mower in action and ask students what they know about robotic technology and its uses.

Robotics can significantly transform the way we approach gardening, making it more efficient, precise, and less labor-intensive. Here's a closer look at how robotics can help with various gardening tasks: Automated Lawn Mowing: Robotic lawn mowers can autonomously navigate through your garden, cutting the grass to a specified length. They are equipped with sensors to avoid obstacles and can return to their charging stations when their battery is low.

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Autonomous Robots Cut Golf Course Grass

Discussion: Ask students what they observed and what they think makes the robot turn.

Explore: 30 minutes

Objective: Students will experiment with adding blocks to the code to make the robot turn.

Activity: Students work in pairs with LEGO Mindstorms kits. They are given a basic block code template to make the robot move forward.

Guidance: Provide hints or prompts on the board/screen about modifying speed, duration, or adding new blocks for turning.

Explain: 20 minutes

Objective: Understand the principles of block coding for turning movements, such as changing the speed of wheels on opposite sides.

Activity: Group discussion and instructor-led explanation. How can we code our robot to turn 90 degrees, 360 degree, and how to make and save our own code block.

Tools: Use diagrams and live coding examples to explain how different code blocks influence the robot’s movement. Use an onscreen projector to demonstrate using code blocks to effectuate the robot in various simple movements.

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Elaborate (Extension/Enrichment) 30 minutes

Objective: Ask students “What is pseudo code, and why we should use it?” Create pseudo code prior to coding on the computer.

Extension Activity: Challenge students to program the robot to navigate a simple maze.

Enrichment Discussion: Introduce concepts of angles and geometry in turns. How does changing angles in code affect the turn radius?

Have your students follow the steps to the right in creating this simple robot build.

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Allow students to come up with more creative designs once they have mastered the block coding for the simple robot.

This build uses the Lego Spike Prime Kit

SPIKE PRIME KIT

Evaluate: 20 minutes

Assessment

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Rubric: Students demonstrate their robot's ability to complete the simple maze through a series of turns, and explain the code they used. Students will be assess with a rubric for the following categories, research, create, test.

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Exit Ticket: As well as a rubric, the student will fill out an exit ticket. THis ticket can only be three to five questions handed out by the teacher demonstrating knowledge of simple block code, and simple movement.

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Differentiation:

For advanced students: Encourage them to add more complex maneuvers or integrate sensors.

Activity: Design a more complex obstacle course with tighter turns, varied angles, and additional obstacles. This course would require more precise programming and problem-solving.

Leadership: Invite advanced students to assist their peers, fostering a collaborative learning environment and allowing them to develop leadership and teaching skills.

For students needing more support: Provide scaffolded code templates with partial pre-written blocks and more one-on-one guidance.

Activity: Design a simpler version of the obstacle course with fewer turns or obstacles. This would allow students to focus on mastering basic movements and turns.

Instructions: Break down the task into smaller, more manageable steps. Provide checklists or visual guides for each step of programming the robot.

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By implementing these differentiation strategies, the lesson becomes more inclusive and effective, catering to the diverse needs and abilities of students in the 6th to 8th-grade range.