robotics now! classroom teacher’s guide for grades … · classroom teacher’s guide for grades...

Classroom Teacher’s Guide for Grades 4-6

Teach

Robotics Now

!

Written by practicingelementary school teachers

• Autonomous programming tasks in Graphical RobotC

• Remote/Driver-Control team alliance matches

• Proven instructional strategies & classroom management

SAMPLE PAGES

Copyright © 2016 Vista Teach Instructional Services | Rev 1.0

VEX IQ Classroom Teacher’s Guide for Grades 4–6

Copyright © 2016 by Vista Teach Instructional Services ™

All rights reserved. No part of this manual may be reproduced or transmitted in any form or by any means, physical or electronically, without the prior written permission of the authors.

“VEX and VEX Robotics are trademarks or service marks of Innovation First International, Inc., which does not sponsor, authorize, or endorse this manual.”

The information in this manual is distributed on an ‘as is’ basis, without warranty. Although every precaution is taken to ensure the accuracy of this information, the authors assume no liability to any person or entity with respect to loss or damage caused, or alleged to be caused directly or indirectly, by the information in this manual.

ABOUT THE AUTHORS

Sue Sorrentino and Donna Chaback are the Co-Directors of Vista Teach Instructional Services based in Rochester, NY. Sue and Donna have years of corporate engineering experiences in addition to their many years of classroom teaching in public and independent schools, grades K-8 (and college). In 2012, Vista Teach partnered with Allendale Columbia School with providing a STEM Education program for all Lower School students in grades K through 5. Throughout the summer months, the STEM Team continues to also provide their popular Summer Robotics & Engineering Camps along with Inter-national STEM Programs for their hundreds of students in grades 2 through 10.

Over the years, the STEM Team at Vista Teach has continued to form numerous global, corporate, organizational, and col-legiate partnerships with dynamically developing comprehensive and relevant STEM Education programs and curricula. In addition, Sue and Donna are highly requested conference speakers with sharing their daily classroom teaching experi-ences and expertise, including: (1) instructional excerpts from their comprehensive & systematic approach to implement-ing a grade-by-grade continuum of Engineering Education with repurposing robotics systems & electronic components across multiple classrooms and grade levels; (2) proven instructional strategies infused with professional practices from their years in corporate engineering; (3) effective classroom management and efficient equipment and materials organi-zation absolutely necessary with successfully integrating the use and management of numerous, high-end, structural and electronic components in today’s classrooms of young, energetic, and diverse learners.

Throughout their Professional Development Workshops, Sue and Donna have become known for “taking the mystery out of teaching robotics” in their comprehensive, yet teacher-friendly approach, to Engineering Education…

The Vista Teach STEM Team is most passionate about advocating the urgency of developing STEM fluency in the early el-ementary years for sustaining interest, and building competency, in the STEM disciplines as students progress onto their middle and high school years.

In recognition of their innovative STEM programs, Vista Teach was awarded the Corporate K-12 STEM Innovation Award at the invitation-only, 2014 Annual Forum of the International Association for STEM Leaders in Washington, DC.


Table of Con

tents

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PagesForwardCurriculum OverviewInitial Unit Planning

deciding on your initial service delivery modelordering equipment + suppliesother equipment + supplies acquisitions and set-up

Upon Receipt of Equipment: unboxing and set-uporganizing your VEX IQ Robotics Kitsconstructing your instructional demo robot

Unit Support Materials (Overview)MODULE 1 – Unit Introduction + MODULE 2 Robot Construction

Lesson Preparation for MODULE 1 + MODULE 2Lesson Procedure 1: Introduce the Engineering Design Process and the VEX IQ RobotLesson Procedure 2: Introduce the VEX IQ Robotics System ComponentsLesson Procedure 3: Robot ConstructionLesson Procedure 4: Introducing Graphical ROBOTC Programming Software

MODULE 3 – Instructional Lessons and Programming TasksLesson Preparation for MODULE 3Troubleshooting NotesLesson 1: Introduction to Programming Robot NavigationLesson 2: Programming TurnsLesson 3: Repeat Programming CommandsLesson 4: Bump Switch & Touch LED; Program Flow BlocksLesson 5: Distance SensorLesson 6: Autonomous Programming Challenge

MODULE 4 – Introduction to Remote/Driver-ControlLesson Preparation & Procedures for MODULE 4Driver Control ChallengeEnd-of-Unit Robot Deconstruction/Parts Inventory and Unit Review

APPENDIX – Unit Support Materials and Student Lesson Sheets


Congratulations on bringing an exciting STEM Education program to your young students! This instructional manual was written by practicing elementary school teachers for practicing elementary school teachers. As certified teachers who have years of instructional experiences in our own homeroom classrooms, we know the realities of adding yet another content area of study to your already very full teaching schedules. At the same time, it has been a remarkable academ-ic journey for us with building on a culture of curiosity and with further cultivating the risk-taking mindset of young children. What better time is there to begin developing STEM fluency for sustaining interest in the STEM disciplines as students progress onto their middle and high school years?

Yet, the very idea of teaching Robotics can also be rather intimidating for elementary teachers in their classrooms filled with young, energetic, and diverse students. We understand. We’ve been there and, still are! Incorporating our many years of classroom experiences with teaching Robotics, all of our curricula is designed to be teacher-friendly as well as, effectively implemented, in elementary school classrooms. We are excited to support classroom teachers with making Robotics and Engineering Education accessible to ALL students - not just the few in after school programs or on competi-tive teams.

Providing instruction in Robotics – physical computing – is a powerful, hands-on learning experience for all students. As you also know, young learners are naturally drawn to touching anything and everything. Given the opportunity to “phys-ically manipulate their learning” actively engages students in making more meaningful connections across the content areas.

There is an almost overwhelming wealth of Robotics instructional resources already available for teachers – with often begging the questions of what system to use, where to begin, how to choose specific instructional lessons, and what to eliminate with limited classroom instructional time. In addition, this specific unit of study often falls into unchartered territory and proves challenging to plan for with trying to imagine the realities of classroom implementation. Our sugges-tion is to first begin with implementing the introductory-level, instructional modules in this guide. As you become more familiar and experienced with the VEX IQ Robotics System and, what works best for you and your students, you will be well-positioned with taking advantage of the many other resources available for further expanding your instructional program (as desired). In addition, and equally exciting, you and your students will discover the many content area con-nections that are easily made throughout this unit of study.

Our instructional curriculum does not include additional support activities as the unit learning objectives are very specific to robot construction, autonomous programming for robot navigation and manipulation as well as with driver (remote) control with concurrently building teamwork and collaborative skills. Providing young students the opportunity to phys-ically construct, program, and drive a proven robot design (the IQ Clawbot) offers valuable learning experiences. In this meaningful context, students gain conceptual as well as applied knowledge on the use and functions of the many struc-tural and electronic components involved in the design and construction of smart robots programmed with motors and sensors, leading to successful robot navigation and manipulation.

In addition, we do not delve into advanced programming features nor complex explanations on the IQ Robot systems and data. There are many resources, already available, you can draw from when you are ready and interested in further pursuing more advanced content concepts.

What we DO provide is a very concise and systematic approach to teaching Robotics including the needed essentials for implementing an engaging and meaningful learning experience for your students as well as, a very positive and reward-ing teaching experience for you. Our curriculum provides for proven instructional strategies, effective classroom manage-ment techniques along with, efficient equipment and materials organization – absolutely necessary – with successfully integrating the use and management of numerous, high-end structural and electronic components. We cut right to the chase so your eager students can begin an exciting and hands-on Robotics Unit within a very structured and well-man-aged classroom learning environment.

Forward


Following this guide, students learn how to build smart robots programmed with motors and sensors. Working collab-oratively in their teams of two, each student is assigned individualized Programming Tasks to complete along with, also documenting their learning. This in turn, will provide you data for assessing both teamwork as well as individual student performance results with supporting documentation.

This instructional manual provides you with a comprehensive, sequential, and step-by-step guide for implementing a hands-on, introductory level course on the VEX IQ Robotics System, including: (1) efficient equipment and materials organization and management; (2) strategies and resources for effectively guiding students in the construction of their smart robots; (3) instructional lessons and autonomous Programming Tasks using the included system Smart Motors and Sensors with the supplemental, Graphical ROBOTC programming software; and, (4) specific driver-control activities, including team alliance matches, utilizing the VEX IQ Remote Control.

Ready to get s

tarted?Teach Robotics

Now!

Ready to get s

tarted?

Ready to get s

tarted?

Everything is included for launching a success-

ful, introductory unit of study from first unboxing your construction sets and efficiently setting up your class-

room to running exciting, end-of-unit, team alliance matches modeled directly after official VEX IQ Robotics Tournaments!

Copyright © 2016 Vista Teach Instructional Services | Rev 1.0 Page 14

Unit Support

Materials

The following SUPPORT MATERIALS are included in each of the VEX IQ Robotics Super Kits

• VEX IQ Control System User Guide

• VEX IQ Build Instructions (Manual)• Note: Electronic PDF has been modified by Vista Teach with replacing all parts

numbers with the actual part names and is provided as a separate PDF document

• POSTER: 228-2500 Super Kit Contents & Build Tips

The following SUPPORT MATERIALS are created by Vista Teach Instructional Services (c

usto

mize

d) 8.5x11 Reference Sheet

Clas

sroo

m Poster: Science and Engineering: Disti nct Disci plines

Constructi on Kit Storage Guides


Scoring Sheets for Unit Challenges

Bump Switch Programs

Programming Turns

Autonomous Programming Challenge Game Rules

Programming Task Checkout-Out Sheets

Motor & Sensor Conf gurati on Chart


MODULE 3 – Instructional Lessons and Programming Tasks APPROXIMATE INSTRUCTIONAL/CLASSROOM HOURS

1. Plan on about 6 hours, possibly more, for completing MODULE 32. We recommend keeping track of the time it takes for completing this module for future reference3. You can easily eliminate some lessons if you are tight for time and, at the same time, you can easily expand some

lessons for additional time with autonomous programming4. Please note that not all sensors are used in this introductory level, teaching guide

EQUIPMENT & TECHNOLOGY

1. Instructional (Demo) Robot2. Instructional Computer & Projection System

• Be sure you have Graphical ROBOTC programming software installed on instructional and classroom computers• Prepare electronic copies of all Instructional Lesson Sheets as well as all Unit Support Materials for projection

(APPENDIX section)3. Student Clawbot Robots & Charging Station4. One laptop computer for each team of 2 students with Graphical ROBOTC programming software installed5. Be sure to have Downloading Cables at computer stations6. 4’ x 8 ‘ VEX IQ Tiles/Tournament Table – can use right away or wait until LESSON 4

MATERIALS & SUPPLIES

Unit support documents, listed below, can be found in the APPENDIX section:

1. One copy for each, individual student (to be distributed as you progress through each lesson):

• LESSON 1 Programming Tasks: INTRO TO PROGRAMMING ROBOT NAVIGATION• LESSON 2 Programming Tasks: PROGRAMMING TURNS• LESSON 3 Programming Tasks: REPEAT PROGRAMMING COMMANDS• LESSON 4 Programming Tasks: BUMP SWITCH & TOUCH LED; PROGRAM FLOW

BLOCKS (2 pages)• LESSON 5 Programming Tasks: DISTANCE SENSOR

2. Teacher copy of (2-page) Programming Task Check-Outs: DETAILS - place on clipboard3. One copy for each, student team (to be distributed at the beginning of LESSON 6: AUTONOMOUS PROGRAMMING

CHALLENGE)• Autonomous Programming Challenge Game Rules (2 pages): We recommend placing the two sheets, back-to-

back inside a plastic sleeve (or laminate together) for reusing • Autonomous Programming Challenge Scoring Sheets (2 pages)

4. Supply of Pencils5. Supply of Meter Sticks6. One roll, ¾-inch Painter’s Tape: on classroom flooring or the surface of the Tournament Table, outline rectangles

made up of two, adjoining 45 cm squares; the figure can also be used for robot navigation Starting Positions for several Programming Tasks

LESSON PREPARATION

Referring to the following Lesson Procedures and programming sample answers provided, complete all Programming Tasks, LESSONS 1 through 6 – prior to instructing this MODULE.


INSTRUCTIONAL PROCEDURE: LESSON 3 – REPEAT PROGRAMMING COMMANDS

LESSON 3 CONCEPTS

Program Flow Commands:

repeat – a loop used to repeat a sequence of statements for a specified number of times

Example: A Ferris Wheel ride programmed to run 5 full rotations for each group of riders

repeat (forever) – a loop used to repeat a sequence of statements forever

Example: Security system cameras can be programmed to run continuously with video-recording a specified area

repeatUntil – a loop used to repeat a sequence of statements until a specified condition is true (may be used in following lesson)

Example: Automobile airbag safety sensors are programmed to keep checking conditions until a collision condition is detected and airbag is deployed

PROGRAMMING TASKS:

LESSON PROGRAMMING TASKS focus on repeating Forwards, Waits, and Turns 4 times for navigating a square, and repeating 2 times for navigating a rectangle

LESSON 3 PROCEDURE (*Note: Be sure to set up square/rectangle outlines with Painter’s Tape on classroom floor)

1. Open Graphical ROBOTC.

a) Introduce new programming blocks for this lesson.

2. On projection unit, display Student Sheet: LESSON 3 Programming Tasks.

a) Provide an overview on how students will be completing their individual LESSON Sheet.

3. Provide students their individual copies of Student Sheet: LESSON 3 Programming Tasks.

4. Direct students to use the Painter’s Taped, square/rectangle outlines on the classroom floor for testing robot performance results.

5. Review teamwork expectations; check for understanding and any questions.

6. Direct students to begin with one teammate gathering battery & robot while the other teammate opens up Graphical ROBOTC…

MODULE 3 – Instructional Lessons and Programming Tasks

LESSON3


LESSON 3 PROGRAMSKeep in mind that there may be variations with specific parameter inputs such as: unit type (degrees, rotations, time), speed/power, etc., in the programs below compared to the programs you and your students create. Robot navigation on different surface areas will affect tire friction and programming parameter inputs. The added variations in each motor and charged battery levels also affect robot performance. In addition, performance results and programming may vary depending on exactly where the robot is placed in the starting position (front tire placement right before the tape line or directly on the tape line). It is important to note that the position of the robot arm/claw also affects robot performance. Keep in mind that the objective is for each team’s robot performance to meet the specified task requirements. Do not expect all team programs to be identical.

The specific Programming Tasks in each of the LESSONS are easily modifiable and expandable to differentiate with meet-ing the instructional needs of your students as well as with adding your own instructional creativity!

TMA = Team Member A’s initials

TMB = Team Member B’s initials

ON THE NEXT PAGE, REFER TO the Teacher Copy of the Student Sheet:

LESSON 3 Programming Tasks: REPEAT PROGRAMMING COMMANDS• LESSON 3 concept questions and answers• LESSON 3 Programming Task specific requirements for the programs below

PT3_1Check-Out

PT3_OCCheck-Out

*SAMPLE PROGRAM - There are many programming variations possible - confirm robot performance is correct!

*SAMPLE PROGRAM - There are many programming variations possible - confirm robot performance is correct!

We recommend placing the (2) Programming Task Check-Out DETAILS sheets on a clipboard for easy referral on the expected robot performance for each Programming Task.

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ormation

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