Schoolwide Enrichment – Puppets to Robots

From Puppets to Robots: A Unit on Human Movement

A Schoolwide Enrichment Program: Grades 5 through 8

prepared byJackie Gerstein, Ed.D.

From Puppets to Robots

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Introduction 2Lesson 1: Biomechanics – Human Arm 4Lesson 2: Shadow Puppetry 9Lesson 3: Robotics – An Introduction 17Lesson 4: Mindstorms 21

Schoolwide Enrichment – Puppets to Robots

Overview:This unit begins with students exploring the history of puppetry through researching and constructing shadow puppets and marionettes. A focus of this unit is on exploring human movements and how they can be incorporated into making the puppets. Later lessons build on student knowledge of human movement, puppetry construction to explore and build robots. From Puppets to Robots uses principles and practices from the following theoretical and pedagogical tenets:

Schoolwide-Enrichment (Renzulli and Reis) Differentiating Instruction (Tomilson) Events of Instruction (Hunter & Gagne) Integration of the Arts and Movement into the content areas Use of Technology

NM Content StandardsLanguage Arts The student demonstrates, analyzes, evaluates and reflects upon the skills and processes

used to communicate by listening to and viewing a variety of auditory and visual works. (Language Arts, V)

The student conducts and compiles research data, synthesizes findings, and develops an original conclusion to increase personal an community depth of knowledge. (Language Arts, VI)

The student responds to, examines, and critiques historically or culturally significant issues and events portrayed in literature that both illustrate and affect people, society and individuals. (Language Arts II)

The student conducts and compiles research data, synthesizes findings, and develops an original conclusion to increase personal and community depth of knowledge. (Language Arts, VI)

Science Understand that light is a form of energy and can travel through a vacuum. (Science,

Content Standard 1) Know that light travels in a straight line until it strikes an object and then it is reflected,

refracted, or absorbed. (Science, Content Standard 1) Students will know and understand the impact between science and technology in society.

(Science, Content Standard 15)Art The student uses dance, music, theatre/drama, and visual arts to express ideas. (Art,

Content Standard 2)

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Essential Questions: How can we incorporate what we know about human movement into the

construction and operation of puppets and robots? How can building puppets and robots help us learn about the human body? How can a historical perspective and knowledge of shadow puppetry influence

a future oriented technology of robotics? How can the integration of biomechanics, puppet construction, and technology

assist with the construction of robots? How can robots help people with physical disabilities gain mobility?

Essential Questions: How can we incorporate what we know about human movement into the

construction and operation of puppets and robots? How can building puppets and robots help us learn about the human body? How can a historical perspective and knowledge of shadow puppetry influence

a future-oriented technology of robotics? How can the integration of biomechanics, puppet construction, and technology

assist with the construction of robots? How can robots help people with physical disabilities gain mobility?

Schoolwide Enrichment – Puppets to Robots

The student demonstrates an understanding of the dynamics of the creative process. (Art, Content Standard 4)

The student will use dance, music, theatre/drama, and visual arts to express ideas. (Art, Content Standard 2)

The student generates a wide variety of ideas. integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.(Art, Content Standard 3)

Career Readiness Demonstrate basic computer operation skills in a variety of applications to access and

organize information; (Career Readiness Standard 3) Design a class product or process to solve an identified problem and explain the benefits

that will result if the product or process is used. (Career Readiness Standard 3)

Unit GoalsBy the end of this student, students will have gained knowledge and skills related to:

1) The biomechanics of movement.2) Basic construction techniques of measurement, cutting, woodworking.3) Technology – use of Powerpoint and online resources.4) Computer control logic.5) Presenting both oral and written ideas clearly, concisely and convincingly.6) Strategies for solving complex problems.7) Teamwork and project management.

Lesson 1: Biomechanics - The Human Arm

Anticipatory Set-Gain Attention (Type I Enrichment)-

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Runs and Jumps1. Separate the group into two smaller groups. Ask one group to complete Runs and Jumps.

Set up a “stage” area – a gym or outdoor area with at least 100 feet of running space. Use a bag or tape marking to define where you would like the students to jump. They must run across the “stage”, leap over the center spot as if they are jumping over a large puddle. After the jump, they run around the circumference of the room back to the end of the line.

2. Have the other group sit on the sidelines and sketch or make notes about how the body moves as it runs and as it jumps. Tell students to especially observe the movement of the arms and legs.

3. Switch groups so both groups have the opportunity to do both the Runs and Jumps and the sketching/note taking. Have a follow-up discussion about the students’ sketches and notes making connections to human biomechanics.

4. Have the students explore the arm’s 7 degrees of freedom using the exercises found at:http://www.thetech.org/exhibits_events/online/robots/arms/7deg.html

Unit Objectives –By the end of this unit, students will be able:o To demonstrate how the muscles in an arm function.o To identify the 7 degrees of freedom of their arms,o To compare and contrast the human arm with a robotic arm using the

the following terminology: End-Effector Dexterity Range of Motion

o To articulate a rationale for the importance of using teamwork to completeA project.

Present the Learning Stimulus (Type II Enrichment) – Internet Research

1. Review the following websites with students for general information about arm movement:http://www.bbc.co.uk/science/humanbody/body/factfiles/workinpairs/biceps_animation.shtml

2. Guide the students through this Internet lesson:http://science.education.nih.gov/supplements/nih6/bone/guide/lesson3a.htm (Teacher’s version)http://science.education.nih.gov/supplements/nih6/bone/activities/activities_toc.htm(Student’s version – Click onto Lesson 3 – anatomy of a kick)

Guided Instruction (Type II Enrichment) – Robotic Arm 1

Materials List craft sticks (2 per model) rubber bands (2 large and 2 small per model) scissors or other tool to cut notches in craft sticks

Provide the students with the following directions: Use the materials and diagram to make a simple model of the arm to show how it lifts a ball

toward the shoulder. Work individually or in pairs.

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To simplify things, have only two "bones" in your model. One will represent the scapula and humerus; the other will represent the radius and ulna. (Build a more complex model if desired.)

Wrap the two small rubber bands around the craft sticks to secure the bones at the elbow joint but allow the joint to move.

Cut two small notches in each craft stick to represent the origin and insertion of each muscle. Using rubber bands to represent muscles, attach two muscles, the biceps and triceps, to your model arm.

Make sure your model works. That is, when you pull on a muscle (contract it), the arm moves in the way the real arm would.

http://www.pbs.org/safarchive/4_class/45_pguides/pguide_1002/44102_builders.html

Robotic Arm 2Materials List Wooden craft sticks Drill Small brass paper fasteners Assorted materials

Procedure Drill holes through the craft sticks as shown in the diagram. Each student will need four

drilled sticks and four brass paper fasteners. Dampening the sticks before drilling can reduce cracking the wood.

Have students assemble robot arms as shown in the illustration. Tell them to try to pick up a pencil or some other object with the

arm. They will find the task difficult. Next, tell the students to design some sort of end effector for the

end of the arm that will enable them to pick up the object. Students should make their end effector and attach it to the ends of the arm with glue.

Evaluate their work by having them demonstrate picking up the object.

http://www.nasaexplores.com/show_912_teacher_st.php?id=03010994741

Robot Hand

As an Extension, students can make a Robot Hand:http://www.sciencetoymaker.org/robothand/assembl.html

Independent Practice (Type III Enrichment) – Build Your Own Artificial Arm

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Engage the class in the following discussion:- Assume that you are a mechanical engineer working on the design of an artificial arm for

someone who has lost function of his or her arm/hand.  What are some of the design considerations you will have to take into account?  What capabilities will you want to design into the arm/hand? What capabilities of the human arm/hand might you be willing to give up in your design? 

Provide students with the following directions: You are a member of a team of three or four students, working together to design and build

a robot arm out of the following materials which are provided to you.

- Resources/Materials: 3" wide and approx. 22" long strips of cardboard-- 5 or so Binder clips (different sizes)-- 8 or more Brads-- @10 Clothespins-- 6 Craft sticks--10-15 Fishing line-- 3-4 feet Hangers-- 1 or 2 Paper clips (diff. Sizes)-- 10-15 Pencils-- 3-4 Rubber bands (different sizes)--15 Tape-- clear and masking (partial rolls should be fine) Twine-- 3-4 feet Various size scraps of cardboard--10 assorted

The robot arm must be at least 18 inches in length, have at least three degrees of movement, and be able to pick up an empty Styrofoam cup.

Your team must agree on a design for the arm and identify what materials will be used. Your team should draw a sketch of your agreed upon design prior to construction. Part of the teamwork process is sharing ideas and determining which design your team will use.

There is no "right" answer to the problem - your team's creativity will likely generate an arm that is unique from the others designed in your class.

www.ieee.org/portal/cms_docs_iportals/iportals/education/preuniversity/tispt/pdf/ lesson s/robot arm .pdf

Assessment

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Project Self-Assessment

Name________________________ Date:__________

Please select the appropriate response for each statement: Always Usually Sometimes Rarely

Then explain why you selected that response.

1. I was prepared for the class activities:

2. I participated constructively in the lesson projects:

3. I kept a positive attitude:

4. I listened attentively:

5. I contributed much to the team projects:

6. I worked well in groups:

7. I was persistent – I didn’t give up if the learning tasks or project became too difficult for me:

8. I produced quality work:

9. I was successful in completing the class projects:

10. I could clearly explain what I learned from these lessons:

Provide short answers for the following:11. I think I did a particularly good job this week with_______________________ ( choose one

of the unit projects) because I…

12. In general, here is how I would describe my performance.

13. My thoughts related to our class assignment(s) at this time are:

Choose one of the following I am confident that teacher will general agree with my self-assessment OR I feel a conference with the teacher is necessary at this time: (Yes, No)

Teacher’s Comments:

Student Signature: ________________________________________________

Teacher Signature: ________________________________________________

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Schoolwide Enrichment – Puppets to Robots

Accommodations for Biomechanics – Your Arm

The Challenge Accommodation DescriptionGifted Student Independent

ResearchStudents can do additional research on the biomechanics of arms. Findings from their research can be incorporated when students build their artificial arm.

Attention Deficit Disorder

Cue Cards

Time Tracker Visual Timer and Clock

The directions for each of the projects (Robotic Arm 1; Robotic Arm 2; and Building an Artificial Arm) are printed – in large print – on cue cards. One direction or step per card. A teacher or peer tutor can read the directions aloud with this student.

The time tracker assists the student in knowing how much time is left with a given project.

Learning Disabilities

Concrete Presentation & Broken Down into Smaller Steps

Models of the projects for this lesson – the two robotic arms and the artificial arm – are created as examples for the students. The models represent each stage of the construction process, so that EACH step is demonstrated in a concrete model form.

Lesson 2: Shadow Puppetry

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Schoolwide Enrichment – Puppets to Robots

Anticipatory Set -Gain Attention (Type 1 Enrichment) - Shadow Movement

Either early in the morning or later in the afternoon (for longer shadows), take students outside and instruct them in the following:

Can you make your shadow big or small? Can you hide your shadow? Can you make your shadow touch another shadow without bodies touching? Can you make your shadow point different directions? Can you make your shadow not touch your feet? Work with a partner to make shadow monsters (2 heads, 4 arms, etc) Ask students to think of more instructions.

http://www.sasta.asn.au/qualityscience/earlyyears/Nicholas1Lesson.html

Two Heads Are Better Than OneStudents will participate in Jackie’s shadow puppet show, Two Heads Are Better Than One.

Unit Objectives (Inform Learners of Objectives)Post the following objectives -

By the end of this unit, students will be able to:1) Identify factors which might affect the size and position of the shadow of an object.2) Describe the properties of a shadow including intensity and position of the light source

and the distances and angles between the light, object, and surface.3) Define the terms translucent, opaque, and transparent.4) Demonstrate construction techniques of measuring, cutting, and making pivot points.5) Record data using online resources.6) Demonstrate special effects functions of Microsoft PowerPoint7) Demonstrate grade-level proficiency in writing to express personal ideas by; following a

plan in which ideas are logically ordered; directing writing to the intended audience; language purposefully, and using the stages of the writing process: prewriting, drafting, revising, and proofreading.

8) Utilize effective teamwork and project management skills

Assessing and Stimulating Prior KnowledgeStudents will use the either the Visual Thesaurus or Microsoft Thesaurus to define the following words and then create visual symbols that define each term: Shadow Puppet Stage Script Scene Pivot Translucent Opaque Transparent Performanc

e

Direct Instruction-Presenting Stimulus Material (Type II Enrichment) -Materials:

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Schoolwide Enrichment – Puppets to Robots

Graphic Organizer – Artsedge (see attached)

Procedure:1. Students will learn about Shadow Puppetry through the information presented at:

http://www.artsedge.org/shadowpuppets/artsedge.html 2. Notes will be taken on the Shadow Puppetry Graphic Organizer – Artsedge

Guided Instruction-Providing learning guidance (Type II Enrichment)Materials:

Procedures:1) Students will be taught basic performance techniques

a) Explain to students that they are to perform a simple shadow puppet show using the following guidelines:i) You are each to make a simple puppet using a basic shape by taping a shape of his

or his choice onto a flexi-straw.ii) The theme of your puppet show is “The Whole is Greater Than It’s Parts”. So you

and your partner will perform a scene about how your two parts come together to form a different shape.

b) Review the following guidelines for performing a shadow puppet show:i) The puppets must be flat on the screen at all times. ii) You are not stand in the way of the light source.iii) Entries and Exits should be smooth and with purpose- not just falling on and off

screen. iv) Some action should be devised to incorporate all areas of the screen –not just

walking along the bottom. v) You should try to create some interaction between puppets on the screen.vi) Puppets should be able to do things that human actors could not. vii) Ask if the audience can: see it? hear it? do they care? (Berman, 2004)

c) Each pair performs their show – with feedback from the audience following the performance.

2) Students will be taught how to construct the shadow puppets with pivot points: Instruct students to use the notes they took on the Artsedge Graphic

Organizer and the following directions.i) Cut out puppet parts.

ii) Make cuts and perforations in body with paper punches or exacto knives. Holes in body and clothing are for decoration as well as to allow light to show through the

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Patterns for basic puppet Hole punches Masking and plastic tape Sewing needles; heavy thread. Brass paper fasteners Exacto knives & Scissors Bamboo skewers or dowel rods Rigid wire.

Cardstock Flexi-straws Tri-fold presentation foam

board- cut to desired size. Rice paper or interfacing

material for the screen. An LCD projector

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Schoolwide Enrichment – Puppets to Robots

parts to highlight details, such as a mouth or bangles and to create interesting shadow patterns.

iii) Assemble by attaching paper fasteners through the holes at the joints. Leave fasteners loose enough to allow the joints to move freely.

iv) Fasten straight sticks, rods or wire to puppet’s hand and body by sewing on with heavy thread, string, or tape.

v) Run a central rod or wire from the head down the body and through one leg for at least six inches below foot to serve as a handle.

vi) See http://www.csu.edu.au/faculty/arts/commun/devising/shadowpuppets.html for additional directions.

3) Students will make the shadow screen. See Attachment “Making the Screen”.

4) Students will be shown how to create a storyboarda) Brainstorm with the students what the separate scenes are in the story and what the

main action is that is happening. b) Using a separate page for each scene have children list the following for each scene:

i) setting, ii) characters, iii) puppets to be used iv) music, special effect techniques

c) Children can sketch the scene and pictures of the puppets to be created on each page.d) Place the pages in order on a poster board so that the organization of the piece is visible

to everyone during the creation of the piece.e) The Storybook Organizer (attachment) can be used for students to create individual

stories.

5) Students will be shown how to create scenes and special effects using Microsoft PowerPoint: Using Google Images Animation Sound Effects

Independent Practice-Eliciting the Performance (Type III Enrichment)Students will develop and perform a complete shadow puppet show with script, puppets and background. 1) With students in groups of four, inform them that each group must create a short, five-

minute shadow play using puppets created by each member which will culminate in a performance for the lower grades. The theme is to be based on a theme of this unit – “How Robots Can Help Humans.”

2) Tell students that their plays should have a beginning, middle, and end; and that they need to storyboard it. For some basics tips to get your students started, see the ARTSEDGE How-to, The Basics of Storytelling @ http://artsedge.kennedy-center.org/content/3283/ Another great resource is the ARTSEDGE How-to, Playwriting with Your Students @ http://artsedge.kennedy-center.org/content/3281/

3) Use the “Creating the Shadow Play” handout (see attached) for guidance http://artsedge.kennedy-center.org/content/3895/

Feedback and AssessmentThe Shadow Puppet Rubric will be used for both giving feedback and the final assessment.

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1) The following rubrics will be given to the students to use as a reference as they prepare their independent project.

Storyboard- multimedia : Shadow Puppets From Puppets to Robots - Shadow Puppet Show

(note – assessments created with Rubistar)

2) Prior to performing the show for the younger students, a “dress rehearsal” will be conducted. The students’ peers will use the rubric, From Puppets to Robots - Shadow Puppet Show, to give feedback.

3) During the final performance, the teacher will use this same rubric for assessment purposes.

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Accommodations for Shadow PuppetryThe Challenge Accommodation DescriptionPhysical Limitations – inability to cut and construct the puppets

Assistive Technology

http://artsedge.kennedy-center.org/shadowpuppets/artsedge.htmlStudents can create their own shadow puppet show with the use of simple keyboard movements. This can be found by linking into “The Puppet Studio” section where the student can choose a background, choose their puppets, select puppet movements, and include background information.

Dysgraphia and written language difficulties connected to the storyboarding.

Assistive Technology

Flexible Grouping

Students can sketch out the storyboard scene and record the dialogue and setting details into a recorder.

Students could be grouped by talent – a good writer with a good artist.

Gifted Student Curriculum Compacting – Additional Changes

Gifted students can be given the challenge to created advanced puppet designs – with at least three pivot points.

Hearing Impaired Use of cues, visuals, and sign language

The shadow puppet show lends itself to the visually impaired! The dialogue-script can be done in sign language to the side of the puppet stage.

References: http://artsedge.kennedy-center.org/shadowpuppets/artsedge.html http://artsedge.kennedy-center.org/content/3879/ http://www.elm.maine.edu/assessments/teacher/shadow/describe.stm http://www.gifted.uconn.edu/confratute/confsh.html

(see 18 The Art of Shadow Theatre—Kristin Berman) http://rubistar.4teachers.org/index.php http://www.csu.edu.au/faculty/arts/commun/devising/shadowpuppets.html

Use the following ArtsEdge website to take notes:http://artsedge.kennedy-center.org/shadowpuppets/artsedge.html

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Ancient ArtPuppetry

Picks

From Pieces to Puppets

Step 1 Step 2 Step 3 Step 4

Cut and Color

Step 1 Step 2 Step 3

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Casting the Shadow Shaping the Shadow

Setting the SceneCoaxing Out the Character

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Making the Screen

Since you will be using an LCD projector, measure a 3:4 ratio such as 18” x 24”. Cut the cardboard out from the middle of the frame, using a utility knife, graphic artist's blade, or scissors. Next, draw lines on the sides of the box as shown in Figure 2. Use a knife or scissors to cut along the lines to remove the top, front, and bottom sides of the box. (You now have a theater frame with "wings!")

Find a piece of white cloth - like a piece of an old sheet- or a piece of while butcher block paper -big enough to cover the opening in the frame. Use masking tape or duct tape to fasten the corners of the cloth over the back of the frame opening (Figure 3). When the corners are tight and there are no wrinkles, put tape along all the edges. (It's important to keep the screen tight and wrinkle-

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free!)

Set your screen up on a table edge as shown in Figure 4.

http://www.osv.org/kids/crafts2.htm

Robotics – An Introduction

Gain Attention (Type I Enrichment) - Tying a Shoe

Introduce the activity to the students:Tying a shoe, an every-day task that seems easy enough for us, is difficult, if not impossible, for a mechanical robot. Robots have limited movement, only a few sensors, and are controlled by computers which must be programmed with instructions for each step required.

Materials Needed shoes that tie tongue depressor masking tape heavy gloves 2 pairs of pliers blind folds

Give the following directions to the students:1. Try tying your shoes blindfolded.2. Now, repeat the activity but with heavy gloves on your hands. 3. Then, tape tongue depressors onto your thumbs and forefingers and try again.

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4. And if those activities weren't difficult enough, tie your shoes with pliers. First, use pliers in both hands; then with only one hand; finally with two people -- each with one pair of pliers.

It is helpful for participants to discuss their experience after each variation. For fun, these activities can be set up as a race between two people.

http://www.thetech.org/robotics/activities/page05.htmlJournal Questions:(1) Describe your thoughts and feelings for each of tests you made. (2) What would it be like to be in a robot’s body for a day?

ObjectivesBy the end of this unit, students will be able: To define and describe a robot, its functions, and what it can and cannot do. To express new insights and learning through a journal format.

Direct Instruction (Type II Enrichment) – Internet Research

Students will answer the questions using the Internet resources.Read: http://www.occdsb.on.ca/%7Eproj4632/learnmore.htm#What%20is%20a%20Robot ? And

then take the quiz on http://www.occdsb.on.ca/%7Eproj4632/kidsrobotquiz.htmJournal Question: How did you do on the quiz? Describe what you learned.

http://www.thetech.org/exhibits_events/online/robots/overview/ Journal Question: Describe what you learned in (1) Introduction to Robotics; (2) Five Main Parts (define each); (3) Today’s Applications; (4) The Future. http://www.ai.mit.edu/projects/humanoid-robotics-group/cog/cog.html Journal Question: What is a human-like robot?

http://science.howstuffworks.com/robot.htm Journal Questions:How do human components compare to a robot’s? If you had the opportunity, what part of your own body would you make robotic? Why and what changes would you make?

http://www.roboticstrends.com/displayarticle35.html? POSTNUKESID=5e00b69650c7c5651fbcfea0a29f7b6d

Journal Questions:What are some ways in which robots are helping people with disabilities? Do you know anyone who this technology could assist? Explain.

Guided Practice (Type II Enrichment)-Design Your Own Online Robot

Have students complete the website interactive.http://www.mos.org/exhibits/robot/index.html (online version)

All six tasks need to be completed: Patrol a Building Entertain Humans at a Party

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Explore the Surface of Mars Search a Sunken Ship for Gold Explore a Volcano Clean Up Solid Nuclear Waster

Journal Reflection:Which of the tasks you completed did you enjoy most? Why?

Independent Practice (Type III Enrichment)-Design a Robot Prototype

Materials Needed drawing supplies building construction sets or household junk -- boxes, rods, tongue depressors, pipe

cleaners, hot glue kit, etc.

ProceduresGive the students the following directions: Decide on a task for a robot to do to help a person who has no or limited used of his or her

arms - catching a ball, digging a hole or washing the dishes. Be creative in your solutions -- think about how various animals and machines perform

different tasks. Draw a robot to do your task. Use household junk or construction materials. Time or

materials can be limited to resemble real engineering challenges. Write a story about your robot explaining why the robot was needed and how it will

accomplish its task.http://www.thetech.org/robotics/activities/page06.html

Journal Reflection:(1) What purpose do you think robots will play in the future of our society? (2) What would it be like to design new inventions for a career?

AssessmentAssessment will be based on the journal reflections made for this lesson’s instructional events. Criteria for the journal reflections area:

Journals – Rubric

Read each statement below. Then indicate from the following rating scale that best reflects your assessment of the student's work.

1=Weak 2=Somewhat Weak 3=Average 4= Strong 5=Very Strong

1. The topic of the journal entry meets the requirements of the assignment.1 2 3 4 5

Comments:

2. The journal entry covers the personal perspectives and feelings of the student.

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1 2 3 4 5Comments:

3. The entries provide very descriptive explanation of the journal question.1 2 3 4 5

Comments:

4. The organization of the journal entries are clear and easy to follow.1 2 3 4 5

Comments:

5. The journal entry flows smoothly from one idea to another.1 2 3 4 5

Comments:

6. The spelling, grammar, and punctuation in the journal are accurate.1 2 3 4 5

Comments:

7. The journal entry is neatly typed or handwritten.1 2 3 4 5

Comments:

8. The effort put forth has demonstrated the full potential of the student's capability.1 2 3 4 5

Comments:

Accommodations for An Introduction to Robotics

The Challenge Accommodation DescriptionGifted Student Mentoring

Competitions

If a gifted student becomes interested in any topics researched during their Internet searches, then he or she could visit with one of the experts from Los Alamos Labs or Intel corporation.

Gifted students in this area can make plans for participation in the New Mexico Science Olympiad - http://infohost.nmt.edu/~science/olympiad/

Non-readers & Reading Dyslexia

Assistive Technology

Alternative Formats

A screen-reader can be used so students can listen to the written information being presented in the website searches.

The answers to the journal questions can be recorded or created through drawing/computer

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clipart.Learning Disabilities

Use of Color-Coded File Folders

A file folder is created for EACH project/Internet research project. The project description and the journal question is attached to the inside covers of the file folders.

Robotics – Mindstorms

Anticipatory Set-Gain Attention (Type I Enrichment)-Mindstorms NXT Demonstration

1. Show the students the following video streams: http://rcj.sci.brooklyn.cuny.edu/ http://mindstorms.lego.com/botstars/BoneBot.aspx http://mindstorms.lego.com/botstars/GuardBot.aspx

2. Give students live demonstration of the Mindstorms Robot.

Objectives-By the end of the unit, the student will be able:

1. To describe the major components found in a robot – sensors, motors, gears, power sources, and computer programming.

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2. To begin designing a robot whose goals is to accomplish a task specified by the student.http://www.kipr.org/curriculum/content.html

Direct Instruction and Guided Practice (Type II Enrichment)-Mindstorms NXT Tutorial

Students will complete Mindstorms NXT tutorials:

1. Building the Lego Robot – tutorial that comes with the software2. NXT Programming

http://www.ortop.org/NXT_Tutorial/html/essentials.html

Independent Practice (Type III Enrichment)Mindstorms NXT Robotics Competition

Students will participate in a “mock” robotics competition. Footage from a competition can be viewed at: http://www.irvingisd.net/robotics/ [Click onto Download/View Video (28.5 MB)(2003 TCEA Promotional)]

Teams will create and develop a unique robot that is designed to solve a problem that a person who has limited use of their hands and/or arms might encounter. It is a problem of their own choosing. Judging criteria will be based on design and complexity of the robot, creativity and originality, selection of the problem and a workable solution. A logbook should be kept that documents the team’s progress and explains their thought processes as they developed the invention. The team will also be judged on the marketing and presentation of the product.

Rules:• Each team should consist of no more than 4 members.• Each team will have a 6ft table to conduct their presentation and will be limited to that space.• Presentation time is limited from 3 to 5 minutes.

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Assessment

Students compete against class teams in using the same process and criteria as a robotics competition.

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Schoolwide Enrichment – Puppets to Robots

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Accommodations for Mindstorms

The Challenge Accommodation Description

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Schoolwide Enrichment – Puppets to Robots

Gifted Student Appropriate Challenge

Cluster Grouping

Gifted students can be encouraged to meet the highest level of one or more of the robotics competition criteria – complexity of programming; construction; creativity and originality.

As this is the last lesson for this unit, a sub-group of students may have demonstrated a propensity towards robotics. These students can be clustered together to create their team robot.

Emotional – Behavioral Difficulties

Flexible Grouping Peer Tutoring & Support

Form the teams for the robotics competition (Independent Practice) prior to the NXT Tutorials so they can learn to work together and support one another from the beginning of the lesson.

Limited ReadersReading Disabilities

Use of NXT visuals.

The directions to Legos and NXT are schematic and image-based. They lend themselves to students who are struggling with the written word. Provide an in-depth tutorial on how to read them – the Lego format may assist in experiencing success.

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