Yuhong Sun
Grade Level: Grade 5 - 8
Subject/Topic: Science Studies
Key Words: Language arts,
science studies, comprehension, critical thinking, Lego Robotics
Time Frame: 50 minuets per period/ 2 periods per week/ 2 weeks
Number of students: 20 per class
Unit Designer: Yuhong Sun and Wang Jia
Summary of
Lesson:
The object of this curriculum model is to
demonstrate how to teach Lego robotics in the secondary schools. Lego Robotics
is a new approach that can be used to enrich and expand a lesson in any
discipline. The robots are designed to be a part of a lesson and not an end in
themselves. In science they may help demonstrate a theory. In math they can be
used to test an algebraic formula or with ratios and proportions. In History
they can be used to recreate an invention or a famous castle or building. In
English they can be a book coming alive. Their use is limited only by the
imagination of the teacher or student.
Robotics reintroduces fun to learning. The robots
serve as a focal point for a lesson and a way to bring a group of children
together and enhance their social skills. What better way to learn then have
fun and talk while doing work? However, the individual teacher will determine
how to integrate Lego Robotics into his already existing lesson.
General goals
of the unit:
Link to
Content Standards:
· Students use technology tools to enhance learning, increase productivity, and promote creativity.
· Students use productivity tools to collaborate in constructing technology-enhanced models, and produce other creative works.
· Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
· Students practice responsible use of technology systems, information, and software.
· Students use technology resources for solving problems and making informed decisions.
· Students employ technology in the development of strategies for solving problems in the real world.
·
Students
are proficient in the use of technology.
Maine Learning Results
Science
and Technology
· Students will understand concepts of energy.
· Students will understand the motion of objects and how forces can change that motion.
· Students will apply inquiry and problem-solving approaches in science and technology.
· Students will learn to formulate and justify ideas and to make informed decisions.
· Students will communicate effectively in the applications of science and technology.
Unit Design Packet
Contents:
· Completed template pages
· Completed blueprint for performance task
· Competed blueprint for other evidence
· Documentation of Robots Contest
· List of materials and resources
· Assessment / Evaluation (rubrics)
·
Text
books
·
Handouts
·
Languages:
NQC
·
Software
·
Access
to the Internet
Students will understand:
·
Robotics
and technology are the future. The skills they learn are directly connected to
the skills that they will use in their future jobs.
·
The
five characteristics of Robots: looks, sensing, movement, manipulation, energy
and intelligence.
·
The
programming language: NQC
Students will be able to
·
Read
the plan book, observe the models in the book and figure out the different
parts to build the robots.
·
Be
familiar with building and programming robots.
·
Work
as members of a cooperative group sharing the tasks of building, programming
and running of a robot.
·
Construct
one of the basic robots and have it run successfully.
·
Assemble
the robot, program it to run using the PC interface, or NQC, write the Robotics
Journals.
There are
four performance tasks including the activities as observation, creation,
collaboration and presentations in the four-work performances.
Performance One: Read and observation
Students are required to read the plan
books, handouts; study the robots that others made and build the robots
according to the directions; and then be familiar with different parts that
will be used to build the robots.
Performance Two: Build their own Robots in Group
Students need to make a schematic plan of what they want the robot to do and work in a group to build a robot on their own original schematic plan. Students need to take an active part in the process. They need to divide the tasks up to successfully build the robot. They need to collaborate with each other very well and use the group process to decide who does what.
Performance Three: Learning Programming Language NQC
When the group finishes the robot students need to write a program and transfer it to the robot. It is better that one person is selected to proceed to program it. This student will learn how to program by doing it and the rest of the students will help him with the program.
Before building the Lego Mindstorm Robot©
students are required to read Programming
Lego Robots using NQC byMark Overmars.
The tutorial will help students learn the basics of programming language
NQC.
Performance Four: Problem solving and Running the Robots
Students will work in groups to make the
robots successfully run. They need to do trouble shooting and problem solving.
This process will take most of the time of the students. There are many
problems involved such as light sensors, touch sensors and some other problems.
After
students make the robots successfully run, they will demonstrate the
performance and explain how they make the robot run and what strategies they
use in PowerPoint.
Other evidence that show students understand
Teachers observing students’ process of choosing poems, making notes while listening to students’ conversations in group activities and keeping track of making Hyperstutio cards and presentations
Student self-assessment
Self-reflection identifying learning and
confusion
Performance task blueprint
Desired understanding/ content standards that will be
assessed through the tasks
Knowledge
Understanding
Purpose of the assessment task?
Summative
Rubric (Omitted)
Reference
http://www.seanet.com/~kmcneil/JAG/robotics_lesson_2.htm
http://www.cs.ruu.nl/people/markov/lego/rcxcc/