Lesson 1-3 Teacher Resources
Lessons 1-3 can be completed using Robot Stater Kit and the Mars Activity Mat.
This document gives guidelines on how long each lesson and module will take as well as providing documents and web links you can use to provide more help and guidance. There is also a best fit assessment profile for you to use to help differentiate success in accordance with your internal grading system.
Standards Addressed
Next Generations Science |
International Society for Technology in Education |
|
Next Generations Science Standards
Planning and Carrying Out Investigations
Constructing Explanations and Designing Solutions
Optimizing the Design Solution
|
Knowledge Constructor
Innovative Designer
Creative Communicator
|
Suggested Lesson Plan (1 Hour)
Introduction 5-10 min |
Activity Discussion |
|
Teaching time |
1-2 hours |
|
Theory and Objectives Discussion |
Key Concept, Objectives, Play videos supporting explanation |
|
Main Activity |
Complete lesson modules with exercises at the end of each unit |
|
Wrap Up |
Summarize learnings versus objectives. |
Overview - Lesson 1
|
Title |
Moving Your Robot |
|
Teaching time |
1-2 hours |
|
Resources |
Robot Starter Kit, Exercise 1, Activity mat, Magnetic badge/safety pin to represent astronaut |
|
Key Concepts |
Program, Sequence, Debugging, Motor, Block, Milliseconds, Loop, Square |
|
Web Links |
Algorithms and Sequencing
Iterations (Loops) |
Lesson Module 1A
Title |
Save the Astronaut! |
|
Teaching time |
15-30 mins |
|
Difficulty |
Very Easy |
|
Key Concepts |
Program, Sequence, Block, Motor |
|
Resources |
Students can discuss the correct order of instructions to make a sandwich / get dressed etc. to demonstrate the importance of completing instructions in the correct order (sequencing). They could imagine they have to give the instructions to an alien. Get students to think of a sequence of instructions they use in everyday life. What would the consequences be if they got the sequence wrong? E.g. crossing the road, going shopping |
Overview - Lesson 1
Lesson Module 1B
|
Title |
Exploring the Planet! |
|
Teaching time |
15-30 mins |
|
Difficulty |
Very Easy |
|
Resources |
Teacher can demonstrate how to turn on the spot using Eg, “If I move my left leg forward and keep my right leg still I rotate on |
Lesson Module 1C
|
Title |
Secure the Planet! |
|
Teaching time |
30-45 mins |
|
Difficulty |
Easy |
|
Key Concepts |
Morse Code, Milliseconds |
|
Resources |
Overview - Lesson 2
|
Title |
Inputs and Outputs |
|
Teaching time |
2-3 hours |
|
Resources |
Robot Starter Kit, Exercise 2 |
|
Key Concepts |
Feedback, Output, Input, Selection, Conditional, LED, Switch, Morse Code, Milliseconds |
|
Web Links |
Inputs and Outputs Selection (conditionals) |
Lesson Module 2A
|
Title |
LED’s for robot communication |
|
Teaching time |
20-30 mins |
|
Difficulty |
Very Easy |
|
Key Concepts |
Feedback, Output, LED, Loop |
|
Resources |
Show students a picture of a home PC with keyboard, mouse, monitor, etc and ask them to identify the inputs and outputs. Inputs and Outputs |
Lesson Module 2B
|
Title |
Save our Robot! |
|
Teaching time |
30 - 40 mins |
|
Difficulty |
Moderate |
|
Key Concepts |
Milliseconds, Morse code, Input, Switch, Loop |
|
Resources |
Morse Code |
Overview - Lesson 2
Lesson Module 2C
|
Title |
Morse Code Machine |
|
Teaching time |
30 - 40 mins |
|
Difficulty |
Moderate |
|
Key Concepts |
Conditional, Output, Input, Morse Code, LED |
|
Resources |
Set up questions for your class such as IF you are quiet for 30 seconds Conditionals Selection (conditionals) Morse Code |
Overview - Lesson 3
|
Title |
Intelligent Driving |
|
Teaching time |
2-3 hours |
|
Resources |
Robot Starter Kit, Exercise 3, Obstacles (i.e. textbooks), Activity Mat |
|
Key Concepts |
Variables, Switch, Input, Conditional, Loop, LED |
|
Web Links |
Inputs and Outputs Selection (conditionals) |
Lesson Module 3A
|
Title |
Rock Field Navigation 1 |
|
Teaching time |
30-40 mins |
|
Difficulty |
Easy |
|
Key Concepts |
Switch, Input, Conditional, Loop, LED |
|
Resources |
Explain that even at the speed of light, a radio signal takes 8 minutes to travel from Mars to Earth and another 8 minutes to get back to Mars. In that time a robot on the surface of Mars could have crashed into a rock. To get around this problem, robots are programmed to act autonomously, to respond to their environment without direct human control. |
Lesson Module 3B
|
Title |
Rock Field Navigation 2 |
|
Teaching time |
30-40 mins |
|
Difficulty |
Moderate |
|
Key Concepts |
Switch, Input, Conditional, Loop, LED |
|
Resources |
Explain that even at the speed of light, a radio signal takes 8 minutes to travel from Mars to Earth and another 8 minutes to get back to Mars. In that time a robot on the surface of Mars could have crashed into a rock. To get around this problem, robots are programmed to act autonomously, to respond to their environment without direct human control. |
Overview - Lesson 3
Lesson Module 3C
|
Title |
Underground Exploration |
|
Teaching time |
45-60 mins |
|
Difficulty |
Moderate |
|
Key Concepts |
Switch, Input, Conditional, Loop, LED |
|
Resources |
Set up a maze structure using card and tape or text books. Alternatively you could just set up a number of corner pieces see below (The sides need to be 10” apart): |
Lesson Module 3D
|
Title |
Transport Nuclear Waste |
|
Teaching time |
30-40 mins |
|
Difficulty |
Moderate |
|
Key Concepts |
Variables, Loop |
|
Resources |
Variables |
Teacher Assessment
Use the statements below to help determine the success of each student and you can translate these levels to your grading system.
|
Performance Level |
Best Fit Statement |
|
Bronze |
Student can copy a prebuilt program, test a program and modify it under guidance to complete specific challenges. |
|
Silver |
Student can apply previous knowledge to modify a program, can identify problems in simple programs and can complete specific challenges under minimal support and guidance. |
|
Gold |
Student can create programs using new commands, can describe the effects of |
Student Self-Assessment
Name:
Units Completed: |
|
What Went Well: |
|
Even Better If: |
|
|
|