This lesson plan can be used as an introduction to robotics and presents the basic components of robots (sense, think, act) in a fun, hands-on, and experiential way. The deeper objective of these activities is to leverage students’ engagement in understanding and building robots with Cubelets to evoke natural curiosity about what their robots do and how they act. While students observe and understand behavior they build scientific skills relevant to biology, psychology, robotics, and artificial intelligence and develop general critical thinking ability related to scientific inquiry, categorization, considering properties and characteristics, and prediction.
Six Cubelets in the Classroom, 40 minute activity
Download File: RobotsAndBehavior-part-1.pdf
Write these new vocabulary words on the board: (as you progress through the lesson, have students help define them)
· Vocabulary: sense, stimuli/input, reaction/output, behavior, amount, faster, slower, theory
For each class/group, this lesson plan includes 2 segments:
Each segment is suggested to last 20 minutes in order to comprise one class of about 40 minutes.
1. An “unplugged” introduction to new vocabulary or concepts and allowing kids to learn the basics of robotics
2. A hands‐on exploration of robotics components, sensing, behavior, and cataloguing inputs/stimuli using Cubelets
Each segment is suggested to last for 20 minutes, with two segments comprising a 40 minute class. Where a class period affords less than 40 minutes, we suggest increasing time for each segment and using Part 1 as a single class and Part 2 as a single class activity the next day.
Robot Creatures &
their Behavior, Part II
Six
Cubelets in the Classroom, 40 minute activity
Download file RobotsAndBehavior-part-2.pdf
This is a continuation of the Robots and their Behavior, Part I class for those who wish to have a second class day on this topic.
Write these vocabulary words on the board: (as you progress through the lesson, have students help define them)
· Vocabulary: prediction, properties/characteristics, emergent behavior
This class activity can be used as a longer unit and second day of students building scientific observation skills using Cubelets. As students delve further into practicing behavioral observation they also continue to advance their deductive investigations as to what inputs produce robot reactions, why, and what this means about the robot sense. Students practice skills gained in the previous class (Part I) again, this time with a different robot sense and action, strengthening their understanding of using observations to make a theory, test it, and refine it using different inputs. While students observe and understand behavior they build scientific skills relevant to biology, psychology, robotics and artificial intelligence.
For each class/group, this lesson plan includes 2 segments:
Each segment is suggested to last 20 minutes in order to comprise one class of about 40 minutes.
1. An extension of the previous class using Cubelets to consider observation of behavior
2. A group wrap‐up exercise or capstone challenge with the Cubelets
Robot Creatures & their Behavior, Part III (Optional)
Additional 30 to 40 minute activity (or may be homework)
Students write a paper to explain their robot experience and the behaviors of the robots. In the paper students describe the theory they started with, the plan they used to test it, how they carried out the test (deciding what inputs might help them determine if their theory is explanatory of the robot behavior), the observations they made during the test, and the conclusions they drew after the test.
This can be accomplished either using a word processor or with pen and paper. Also encourage (or require) the use of the concepts and vocabulary words in the paper. Depending on the level of reading and writing of each student you can differentiate this task by asking for 1, 2, 3, 4, or 5 paragraphs in the paper (for example, some students are required to write 2 paragraphs, while others write 1 paragraph, and others write 4).
A mind map (or other type of diagram) may be used to map out the subjects of the paragraphs and sentences prior to writing. Encourage good writing style by beginning with an introduction, then adding supporting facts in the body, and ending with a conclusion. Students may also use colors to distinguish between the introduction, body, and conclusion of the paper in both the diagram and then the written paper.
Students may take pictures of their robot and include them in the paper, or they can draw the robot. They should then add text and arrows to annotate the names of the cubes and briefly describe what the cubes are doing. This is introducing the engineering practice of creating drawings.
Robot Creatures & their Behavior, Part IV
Additional 20 to 40 minute activity
The papers are shared – read out loud to the class or to an adult (teacher, TA, parent or other). (This reinforces reading ability and helps students make the link between writing, reading, and science).