Robotics Powerpoint Day #4 and 5
Here is the final powerpoint from our week at camp. We used each powerpoint to teach teachers about robotics, the building of the robots and how to program them. Now they are ready to teach Georgetown and Lexington students.
Lesson Objective(s)
Students create a robot that communicates with other robots.
Students create a robot that can be disabled when the touch sensor is touched three times.
ISTE Standards
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ISTE STANDARDS |
Georgetown College CF Standard |
OBJECTIVE |
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TF II.A.1 |
GCCF 1.1, 1.2, 1.7 |
Provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology. |
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TF I.B.1 |
GCCF 1.1, 1.7, 2.1 |
Model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts. |
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TF I.B.1 |
GCCF 1.1, 1.2, 1.6, 1.7, 2.1 |
Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning. |
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TF II.A.3 |
GCCF 1.1, 1.3, 1.7, 2.1 |
Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies. |
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TF II.B.1 |
GCCF 1.1, 1.3, 1.7, 2.1 |
Assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences. |
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TF II.C.1 |
GCCF 1.1, 1.3, 1.7, 2.1 |
Assist teachers as they identify and locate technology resources and evaluate them for accuracy and suitability based on district and state standards. |
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TF II.D.1 |
GCCF 1.1, 1.3, 1.7, 2.1 |
Provide teachers with options for the management of technology resources within the context of learning activities. |
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TF II.E.1 |
GCCF 1.1, 1.5, 1.7, 2.1 |
Provide teachers with a variety of strategies to use to manage student learning in a technology enhanced environment and support them as they implement the strategies. |
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TF II.F.1 |
GCCF 1.1, 1.7, 2.1 |
Assist teachers as they identify and apply instructional design principles associated with the development of technology resources. |
|
ISTE STANDARDS |
Georgetown College CF Standard |
Objective |
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TF III.A.1 |
GCCF 1.1, 1.3, 1.7 |
Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools. |
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TF III.A.3 |
GCCF 1.1, 1.3, 1.7 |
Analyze methods and facilitate teachers as they use strategies for teaching concepts and skills that support integration of research tools. |
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TF III.A.4 |
GCCF 1.1, 1.3, 1.7 |
Analyze methods and facilitate strategies for teaching concepts and skills that support integration of problem solving/decision making tools. |
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TF III.A.6 |
GCCF 1.1, 1.3, 1.7 |
Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment. |
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TF III.A.7 |
GCCF 1.1, 1.3, 1.7 |
Use methods for teaching concepts and skills that support use of web based and non web based authoring tools in a school environment. |
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TF III.D.1 |
GCCF 1.1, 1.3, 1.7 |
Use methods and classroom management concepts and skills in individual, small group, classroom, and/or lab settings. |
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TF IV.B.1 |
GCCF 1.1, 1.4, 1.7, 2.1 |
Guide teachers as they use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. |
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TF IV.C.1 |
GCCF 1.1, 1.5, 1.7, 2.1 |
Assist teachers in using recommended evaluation strategies for improving students’ use of technology resources for learning, communication, and productivity. |
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TF V.C.5 |
GCCF 1.1, 1.2, 1.7 |
Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development. |
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TF VI.A.2 |
GCCF 1.1, 1.7 |
Assist others in summarizing copyright laws related to use of images, music, video, and other digital resources in varying formats. |
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TF VIII.E.1 |
GCCF 1.1, 1.7 |
Examine components needed for effective field based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school based settings. |
Materials/References
LEGO Mindstorms Kit-NXT and RCX versions
LEGO Mindstorms Software
Computer
Black Electric Tape for Playing Field
Rubric
“YouTube” Video:
Duplo2100. (2006, 14 May). What’s Rooma? Retrieved 9 July, 2008, from YouTube:
http://www.youtube.com/watch?v=HghIMFQNGCg
Procedures
Use Power Point to teach lesson to robotic students:
a) Discuss the goal for today’s lesson—students will transform the robots that they have already created to communicate with other robots.
b) Discuss how robots can be used in the home to aide in housecleaning or various other tasks. Show “YouTube” video that demonstrates how robots can be used in the home. The video shows how a “Roomba” can be used in the home- http://www.youtube.com/watch?v=HqhIMFQNGCg
c) Talk about student’s first task for the day—students will work with another team on this challenge. Students will create an original dance that their robots will perform. The robots will tell each other when they are ready to dance, then they will perform a synchronized dance that will last at least 1 minute. One robot will play the music and the other robot will signal the end of the dance.
d) Go over the rules for the first task
1. Robot must start in opposite start areas
2. Robot must only dance on the dance floor
3. At end of 1 minute, robots must return to their start area
4. At least one robot must play music
5. 1 robot must communicate the instruction to start the dance to the other robot.
6. Extra: Robots signal the end of the dance.
e) Show students the playing field that they will be using for the first task
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Start Area
D ance Area
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Dance Floor |
f) Go over the rubric that will be used to assess students on the completion of the first task (see rubric below for task 1)
g) The second task involves programming your robot to communicate with other robots as your robot tries to disable burglars that have just invaded your home. Discuss student’s second task for the day—students will transform their robot to pursue other robots with the purpose of disabling them. Robots will be disabled when their touch sensor is touched 3 times. Also, you must stay in the home area at all times, or you will be destroyed. Watch out – if YOUR sensor is touched 3 times, you will be disabled and your home will be lost! But, you will have one last chance to transmit your call for help (sing a sad song) before you lose all power and are destroyed.
h) Review the task rules for the second task
1. Stay in the house – Robot must be inside or touching the black line around the house.
2. Touch sensor must be accessible
3. Robot must track number of touches internally
4. Robot must play a song when eliminated (3rd time touched)
5. Student must remove robot when eliminated.
i) Display and go over the rubric that will be used to assess student completion on the second task (see rubric below for task 2)
j) Go over some ideas that can be used when programming the robots to communicate with other robots.
· You could use the send and receive message blocks (decide which robot will be the master and which will be the slave)
· Use the sound block in order to play music
· Modify the line program that you previously created in order to get robot to stay within the lines of the playing fields
k) Ask students if they have any questions. Also remind students that their robots may not be used as weapons.
l) Monitor students as they work to transform their robots to include the use of light, sound, and touch sensors. Offer students assistance if needed when programming their robots to complete the two tasks. Assess students using the rubrics below on each of the tasks.
Assessment
Students will be assessed using a rubric that has been designed specifically for each of the two tasks that students are to complete. The rubrics include various criteria that will be looked for as well as a scoring system.
Rubric for Task 1
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CRITERIA |
SCORE • (3 (+,-) – Completed Task / Excellent; • 2 (+,-) – Made significant progress towards task / Satisfactory; • 1 (+,1) – Made some progress towards task / Needs Improvement; • 0 – Did not attempt or make any progress towards task / Not acceptable |
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Robots communicate before starting dance |
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Dance is synchronous |
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Dance lasts 1 minute |
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Song is played |
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Robot stays in dance floor |
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Engineering – sturdy robot |
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Creativity – dance, music |
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Extra Credit – both robots play in harmony |
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Extra Credit – robot signals at end of dance |
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Rubric for Task 2
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CRITERIA |
SCORE • (3 (+,-) – Completed Task / Excellent; • 2 (+,-) – Made significant progress towards task / Satisfactory; • 1 (+,1) – Made some progress towards task / Needs Improvement; • 0 – Did not attempt or make any progress towards task / Not acceptable |
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Robot stays in home |
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Robot tracks number of hits and turns off after 3 |
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Robot plays a song after 3 hits |
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Song is played |
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Teamwork – enthusiasm (may include team name, cheers, etc.) |
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Engineering – sturdy robot |
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Creativity – design, music |
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Extra Credit – Last Robot Standing |
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Transforming Teachers With Robots 
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