|
Accessing resources:
Clarifying and challenging:
Collecting information: Students collect information about robots in the workforce and in society
on the internet, at the library, on excursions and from professional guest speakers either visiting the classroom or via virtual
communication.
Designing and performing experiments: How can we experiment with gears on our Lego Robots to travel
up a steep incline? How can we design our experiment?
Engaging with problems: Robot scenarios that use a problem solving focus- e.g. How can we
use our Lego robot to pick up or remove rubbish from an area?
Exploring phenomena:
Forecasting and backcasting:
Formulating questions: Developing questions about robots and robotics that students want/need
to find out.
Handling materials: Safety issues for the construction of robots made from recycled parts-
video recorders, DVDs and radios/TV’s.
Hypothesising:
Identifying: Selecting suitable parts for the robot that do particular things and identifying
them using own words.
Identifying and controlling variables: Push cups out of circle with Lego Robot. Hide something
heavy under one of the cups. What other variables could we test?
Looking for patterns and meanings:
Making and judging observations: Students document their observations during their investigation
of robots. Peer evaluation of investigations.
Making plans: Planning what type of robot to work with. Planning the steps that will be needed
to construct the robot. (Ideation- technology link)
Measuring: Measuring the distance a Lego Robot travels at different speeds using seconds and/or
wheel rotations.
Playing: Exploring the parts of the Lego Robotics kit. Playing with Robot toys.
Predicting: There is a lot of prediction when students program their Lego robot using a trial
and error process.
Seeking reasons: Why doesn’t my robot do what I programmed it to do? The reason why
my robot didn’t turn wide enough is because I needed to add a few more seconds to the forward-turn left motion. |
Analysing:
Applying ideas and concepts: Programming has a lot of ‘trial and error’ learning. Students
think of their own robot inquiry.
Assessing and reassessing: Students assess own and other’s thinking through ‘think out
loud’ during a Lego robot construction learning experience.
Constructing meaning:
Creating analogies:
Dealing in an orderly manner with the parts of a complex whole: What are the parts that make
up a robotic system?
Developing possible, probable and preferred options: What are the possible implications of having a working robot
in the home? What are the probable implications of having a working robot in the home? What are the preferred options of having
a working robot in the home?
Drawing conclusions: Students draw conclusions to their own questions about the programming:
“When I program only one wheel to go forward, the Robot turns in a circle like it is pivoting.”
Examining and evaluating:
Formulating and elaborating ideas:
Generalising:
Inferring from data:
Interpreting data: Students interpret the data collected from the programming of the Lego
robot.
Judging credibility:
Looking for alternatives: Students have been given a challenge to create a cleaning robot. What
different types of cleaning products could be used as a basis for the invention of a cleaning robot?
Making and judging deductions:
Making and judging inductions:
Making comparisons: Make a comparison chart to find out the similarities and differences between
robots and humans.
Making links: Robots have been invented using the structures from animals and human parts.
Preparing scenarios: Students participate in Robot scenarios- a mining robot is needed that
can push rocks out of the tunnel. You have been employed to be a part of a team to invent and construct a prototype.
Recognising and analysing options:
Reflecting and considering:
Selecting and justifying:
Suggesting:
Synthesising: Students create their own robot that is built for a specific purpose using information,
knowledge and understandings collected throughout the unit.
Using ideas, theories and principles: |
Arguing a position:
Clarifying ideas and concepts:
Constructing and using models: Lego Mindstorm construction of a basic Robot to use in future
investigations.
Creating diagrams: Draw a diagram of an electromechanical system. Create diagrams of different
systems and compare to a robotic system.
Creating presentations: Demonstrate to peers the steps involved in creating your program. Create
a digital diary of the construction of your robot.
Creating tables and graphs: Create a table to show the different parts of a basic Lego robot and write
a description next to each part and include its use.
Describing: Students describe to the class how their robot will move using the program as a guide
on an over-head projector.
Discussing thinking: Students discuss thinking when they identify their learning verbally:
thinking in seconds when programming a robot.
Envisioning alternative futures: Students create an audio diary of life in the future living
with robots in the home and in society.
Explaining ideas and decisions: Students explain why they built a certain type of cleaning
robot.
Exploring and elaborating ideas: Students synthesise their learning by exploring their own
ideas and creating a robot independently. Students working with robotics can ‘show and tell’ their ideas and their
journey.
Expressing points of view: Students share their opinion about the ethics of robots in the workforce.
A constructive argument.
Illustrating: Students use illustrations in their robotic investigations to further demonstrate
their knowledge and understanding.
Improvising and performing:
Listening and questioning: Students learn from each other using Lego robots. They question each other.
They question themselves.
Negotiating: Students negotiate construction roles. Students negotiate the best strategies for
planning and building a Lego robot.
Relating: Students relate robotic systems to other systems in their world. Students relate
feelings and ideas to problems in the real world using Lego robots.
Responding and debating:
Retelling and restating: Students retell their findings to an audience who is familiar with the
building and programming of Lego robots.
Summarising and reporting: Students report their robot inventing progress in a digital diary.
Supporting decisions:
Using scientific report genres:
Using scientific terminology: Students develop new language when participating in a robot
investigation.
I have not filled in every area at this time. |
