U N IT T WO TE ACH E R G U I D E

A Robot for Saving Wildlife

© 2019 UBTECH ROBOTICS, INC.

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The UKIT app makes it easy for educators and students to successfully build, program, and manipulate every UKIT project. Download the free app to explore on your own, then ensure your students have the app downloaded on their devices as well. UBTECH Education solutions run on IOS or Android-based devices.

LE AR N I N G G OAL S

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L E S S O N 1 : P R O G R A M M I N G A R O B OT TO G R A B

LESSON 2: DESIGNING A ROBOT TO GRASP PREY LIKE A HAWK

Learning objectives in the app are additional learning objectives that can be addressed with more teacher input.

U N IT T WO OVE RVI E W

Students describe a hawk’s body SYSTEM to identify COMPONENTS , including the structure of the hawk’s beak and the INTERACTIONS OF THOSE

COMPONENTS . Students envision the INTERACTIONS OF SOME OF

THOSE COMPONENTS , including the hawk’s beak, in terms of the function that they perform for the hawk.

Students use the structure and function of a hawk’s beak to DEFINE THE

CRITERIA for the robot program.

THINKING AS ENGINEERS , students construct, program, and test the Grabber robot to evaluate its success in meeting the DESIGN CRITERIA and brainstorm IMPROVEMENTS .

Students explore the hawk, its habitat, its prey, and its physical structures as components that interact in a SYSTEM .

Students develop CRITERIA from their understandings of the structures used by the red-shouldered hawk as it obtains food from its habitat.

Working in groups, students collaboratively DEFINE their answer to the Driving Question as a SIMPLE DESIGN PROBLEM THAT CAN BE SOLVED

THROUGH THE DEVELOPMENT OF a robot design, and as one that includes several CRITERIA FOR SUCCESS .

SCIENCE AND ENGINEERING PRACTICES

DISCIPLINARY CORE IDEAS

CROSSCUTTING CONCEPTS

NGSS COLOR KEY

U N IT T WO OV E RV I E W 4

L E S S O N 3 : D E F I N I N G S U CC E S S FO R A R O B OT D E S I G N

LESSON 4: BUILDING AND SELECTING A ROBOT FOR WILDLIFE REHABILITATION

Working in GROUPS , STUDENTS DEFINE the problem of designing a robot to feed an orphaned hawk by IDENTIFYING MULTIPLE CRITERIA .

Groups identify the external structures of a parent hawk and DESCRIBE how those structures work as components of the hawk’s body SYSTEM and function to feed a young bird.

Working collaboratively within groups, students WORK AS ENGINEERS and propose modifications to the structure and program of the robot. The modifications are designed to meet DESIGN CRITERIA and enable the robot to feed an orphaned red-shouldered hawk.

Working collaboratively in groups, students use a standard test and observe the performance of their robot designs. Students record data from their observations and use that data as EVIDENCE of the way the design meets the CRITERIA and CONSTRAINTS of the DESIGN PROBLEM .

Students COMPARE the performances of different solutions developed within the class and select the design that best meets the DESIGN CRITERIA AND

CONSTRAINTS .

In discussion, students use the idea THAT PEOPLE’S DEMANDS FOR

IMPROVED TECHNOLOGIES CHANGE OVER TIME to imagine why a hawk rehabilitation center might prefer a robot for feeding orphaned hawks over a human-operated puppet.

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BACKG RO U N D FO R TH E TE ACH E R

Wildlife exists all around us. Many birds and mammals we see have one thing in common: they are cared for by their parents when they are young. As young animals grow, parents can teach them behaviors that are important for their survival, such as how to eat, find food, swim, fly, migrate, or avoid predators and unsafe situations.

Students may find similarities between the skills they have learned from human adults and the survival skills of birds and mammals (both the type of skills and how those skills are taught).

Wildlife Rehabilitation: In some special cases, biologists in zoos or wildlife rehabilitation centers will care for young animals that have been injured or separated from their parents. Students are likely familiar with zoos, but may not know about wildlife rehabilitation centers. The biologists at these places are careful to teach the young animals to behave naturally, trust their own species, and not rely on humans for food. Some biologists use special puppets to feed young animals and discourage the wildlife’s attachment to humans.

Students may not understand why it is important for us to help these young animals and release them back into nature. Human cities, roads, and industries have disrupted the habitats of many wild animals. Zoos and wildlife rehabilitation centers help ensure the wildlife around us remains healthy and does not go extinct.

Connections to the Unit: Designing a robot to feed a young hawk is a way for students to learn about the natural food of a young hawk, the mechanics needed to hold and release objects like this food, how to camouflage a robot to look like a parent bird, and the use of robots to plan solutions to problems in the world around us.

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U N IT S EQ U E N CE

How should a robot be designed to care for an orphaned red-shouldered hawk?

How do you program the Grabber robot to hold and release objects?

How should you modify the Grabber robot to hold and release objects that are like the food hawks eat?

How should a successful robot design feed an orphaned bird in a wildlife rehabilitation center?

How should a successful robot design feed an orphaned bird in a wildlife rehabilitation center?

How would you define the criteria for a robot design that could feed paralyzed patients in a hospital?

DRIVING QUESTION

BACKGROUND

AND DEVELOPING

ENGAGEMENT

LESSON 1 :

PROGRAMMING A

ROBOT TO GRAB

LESSON 2: DESIGNING A

ROBOT TO GRASP PREY

LIKE A HAWK

LESSON 3: DEFINING

SUCCESS FOR A ROBOT

DESIGN

LESSON 4: BUILDING

AND SELECTING A

ROBOT FOR WILDLIFE

REHABILITATION

UNIT ASSESSMENT

Students think about the needs of an orphaned red-shouldered hawk.

Students construct the Grabber robot and explore the way the robot grasps objects.

Students redesign the Grabber robot to hold and release objects that are like the food of a young hawk.

Students define the design criteria of a robot that will work in a wildlife rehabilitation center.

Students define the constraints of their design process, construct and test a robot design, propose changes to the design, and compare similar design solutions.

Students apply their understanding of criteria and engineering design to define a design problem in a novel context.

LESSON DESCRIPTION

Time Estimate

250–300 minutes (five to six 50-minute sessions)

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U N IT I NTRO D U C TIO N

Wildlife exists all around us. Many birds and mammals we see have one thing in common: they are cared for by their parents when they are young. These adults may care for their young by bringing food and teaching them how to eat.

As young animals grow, parents can teach them behaviors that are important for their survival, such as how to find food, swim, fly, migrate, or avoid predators and unsafe situations.

TE ACH I N G TH E U N IT

• Use the Unit Introduction to discuss the use of robots with students and to assess student ideas about robots, golf, and forces.

• Review the Lessons and activities of this Unit and consider how they will develop student ideas. Consider emphasizing certain parts of the Lessons or adding instruction to better meet the needs of your students.

• Teach the Lessons.

• Use the Unit Assessment to measure student learning and to guide other instruction.

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But what happens if a young animal is injured or separated from its parents? The young animal may not be able to eat and survive on its own.

In some special cases, these animals are cared for by wildlife biologists in zoos or wildlife rehabilitation centers. The biologists are careful to teach the young animals to behave naturally, trust their own species, and not rely on humans for food. For example, in 2010, workers used a puppet designed to look like an adult owl (https://www.dailymail.co.uk/news/article-1269739/Not-bird-brained-idea-Owl-puppet-used-feed-rescued-wild-tawny-owlets.html) to feed a pair of owlets until they were ready to be released back to the wild.

Why is it important to help these animals? Human cities, roads, and industries have disrupted the habitats of many wild animals. Zoos and wildlife rehabilitation centers help ensure the wildlife around us remains healthy and does not go extinct.

(Remember, even if a young bird is away from its nest, it might not need help. Learn more: “When You Should—and Should Not—Rescue Baby Birds” [https://www.audubon.org/news/when-you-should-and-should-not-rescue-baby-birds].)

The Challenge: You have been contacted by the Flying High Bird Rehabilitation Center. The center has a red-shouldered hawk nestling that needs to be fed before it can be returned to the wild. The center wants to use a robot that will mimic the appearance and behavior of a parent bird. How would you design a robot to meet this need?

Pre-Assessment and Discussion: Consider presenting an example of wildlife rehabilitation or care, such as this: https://archive.usgs.gov/archive/sites/soundwaves.usgs.gov/2005/02/research3.html.

Discussion Questions:

What survival skills have you learned from adults as a baby and as a child?

What skills might a young hawk need to learn from its parents?

How do you think an adult hawk would feed its young?

How would a biologist learn how to mimic a young bird’s parent?

How might a robot be used to care for a young hawk?

Have you ever seen a robot used to feed an animal?

What was that robot like?

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U N IT T WO TE ACH E R G U I D E | LE S SO N 1

U N IT T WO TE ACH E R G U I D E | LE S SO N 2

Programming a Robot to Grab

Designing a Robot to Grasp Prey Like a Hawk

D R I V I N G Q U E S T I O N

L E A R N I N G G OA L S

G E T T I N G S TA R T E D

BAC KG R O U N D FO R T H E T E AC H E R

5 E L E S S O N P L A N

G U I D I N G T H E I N V E S T I G AT I O N

N E X T G E N E R ATI O N S C I E N C E S TA N DA R D S (N G S S )

E L E M E N T S D E V E LO P E D I N T H I S L E S S O N

S T U D E N T WO R K S H E E T S

D R I V I N G Q U E S T I O N

L E A R N I N G G OA L S

G E T T I N G S TA R T E D

BAC KG R O U N D FO R T H E T E AC H E R

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G U I D I N G T H E I N V E S T I G AT I O N

N E X T G E N E R ATI O N S C I E N C E S TA N DA R D S (N G S S )

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UNIT TWO TEACHER GUIDETable of Contents

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Defining Success for a Robot Design

D R I V I N G Q U E S T I O N

L E A R N I N G G OA L S

G E T T I N G S TA R T E D

BAC KG R O U N D FO R T H E T E AC H E R

5 E L E S S O N P L A N

G U I D I N G T H E I N V E S T I G AT I O N

N E X T G E N E R ATI O N S C I E N C E S TA N DA R D S (N G S S )

E L E M E N T S D E V E LO P E D I N T H I S L E S S O N

S T U D E N T WO R K S H E E T S

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Building and Selecting a Robot for Wildlife Rehabilitation

D R I V I N G Q U E S T I O N

L E A R N I N G G OA L S

G E T T I N G S TA R T E D

BAC KG R O U N D FO R T H E T E AC H E R

5 E L E S S O N P L A N

G U I D I N G T H E I N V E S T I G AT I O N

N E X T G E N E R ATI O N S C I E N C E S TA N DA R D S (N G S S )

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UNIT TWO TEACHER GUIDETA B L E O F CO N T E N T S

D R I V I N G Q U E S T I O N

How do you program the Grabber robot to hold and release objects?

G E T T I N G S TA R T E D

Time Estimate

100 minutes (two 50-minute periods)

Materials for Each Group

• 1 UKIT and app interface–enabled device

• Student worksheets (pages 22–23 of this packet)

L E A R N I N G G OA L S

U N IT T WO TE ACH E R G U I D E | LE S SO N 1

Programming a Robot to Grab

Students describe a hawk’s body SYSTEM to identify COMPONENTS , including the structure of the hawk’s beak and the INTERACTIONS OF THOSE

COMPONENTS . Students envision the INTERACTIONS OF SOME OF

THOSE COMPONENTS , including the hawk’s beak, in terms of the function that they perform for the hawk.

Students use the structure and function of a hawk’s beak to DEFINE THE

CRITERIA for the robot program.

THINKING AS ENGINEERS , students construct, program, and test the Grabber robot to evaluate its success in meeting the DESIGN CRITERIA and brainstorm IMPROVEMENTS .

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BAC KG R O U N D FO R T H E T E AC H E R

Lesson Resources

• “A Red-Shouldered Hawk” image

• “Comparing the Red-Shouldered Hawk and the Grabber Robot” table

Online Resources

https://www.audubon.org/field-guide/bird/red-shouldered-hawkhttps://www.allaboutbirds.org/guide/Red-shouldered_Hawk/overviewhttps://www.nationalgeographic.com/animals/birds/r/red-shouldered-hawk/

Vocabulary

• talons

• beak

• grasp

Red-shouldered hawks hunt from perches within forests or along the edges of swamps, fields, and rivers. They use keen eyesight to spot prey. When they locate prey, the hawks launch from their perch, flying in a low dive to take their prey by surprise.

Red-shouldered hawks hunt small mammals, amphibians, reptiles, and small birds. Voles, mice, chipmunks, frogs, and toads comprise their main diet. They also eat snakes, large insects, and occasionally fish or crayfish. The features that the hawk uses to obtain food can be thought of as components in a system that work together to insure the survival of the bird.

NOTE:

Make copies from the guide.

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5 E L E S S O N P L A N

E N GAG E Start with What Your Students Know: Ask students to tell what they know about how birds eat.

• What special STRUCTURES do birds use when eating? (Students might suggest structures such as beaks, eyes, and talons.)

• What is their FUNCTION? How do birds use them?

• What senses do you think birds use?

• How do you know? Where did you get the information that enabled you to answer these questions about birds?

Review the Unit Driving Question: How should a robot be designed to care for an orphaned red-shouldered hawk?

Explain that the structures of the birds that are involved in feeding may become part of a robot designed to care for an orphaned bird. ENGINEERS IMPROVE

EXISTING TECHNOLOGIES , and in this Unit students will act as engineers to improve the function of the Grabber robot so that it can act in the place of a parent hawk.

Point out to students that they will need to learn about red-shouldered hawks and their young in order to answer the Unit’s Driving Question, but their first challenge is to build and program the robot. Present the Driving Question: How do you program the Grabber robot to hold and release objects?

The 5E model is a five-stage sequence teachers can apply to lessons and units. Developed originally for the Biological Sciences Curriculum Study, the 5E model is supported by a growing research base and is a great fit for problem-based learning, project-based learning, and the Universal Design for Learning framework.

ENGAGE : Sparks student interest; creates a personal connection to the lesson; assesses prior knowledge

EXPLORE : Allows students to develop their own understanding of the topic

EXPLAIN : Offers students opportunities to share what they have learned and explore what it might mean

ELABORATE : Invites students to apply new knowledge and gauge the impact of that knowledge on prior understanding

EVALUATE : Provides time for students to reflect on the lesson; assesses student learning and understanding

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E XP LO R E Build Your Robot: Ask students to follow the instructions in the app interface to construct the robot. Then ask them to connect their app interface–enabled device to the robot and run the robot’s sample program. Once groups have all successfully constructed and tried their robots, ask students to DISCUSS AND COMPARE

THEIR OBSERVATIONS WITH OTHERS .

• What types of objects could the Grabber robot pick up?

• How did the commands in the robot’s program affect the robot’s movement?

Strike Force: Remind students that now that they have explored the robot in action, they need to begin thinking about how the robot could be improved so that it can function in a rehabilitation center. Ways that the robot could be improved may be found by studying the red-shouldered hawk.

Develop and Use a Model: Provide students with a copy of “A Red-Shouldered Hawk” or project it onto a whiteboard for the entire class to see. You may wish to introduce the image to the students with the following script:

• Imagine that you are hiking in a field near some trees and spot a red-shouldered hawk sitting very still on a branch just on the edge of the meadow. The hawk is clearly looking around. It swivels its head back and forth and stares intently at the ground below. It’s lunchtime and the hawk is looking for something good to eat. The hawk is especially good at catching prey found in a meadow or around a small pond. Think about the hawk’s body. What parts of the hawk make it a good hunter in this habitat?

NOTE:

Student should be in groups before they begin.

Each group should have a robot kit.

E XP L AI N

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Ask students to use the illustration as a MODEL of the hawk’s body by adding callouts to identify the physical structures they see, such as the beak, eyes, talons, claws, feathers, and wings. Use a discussion to prompt students to think about the ways that they think the parts of the hawk work to find and grasp prey.

• How does the hawk use each STRUCTURE ; what is its FUNCTION?

• How do these physical features work together, or INTERACT?

• Have you ever seen a hawk perched somewhere above the ground (PATTERNS

IN NATURE)? What did you think the hawk was doing?

• How do birds like hawks catch their prey?

• What parts (COMPONENTS) of their bodies do they use when hunting?

Reason and Compile Evidence: Use a comparison between the hawk and the robot to prompt thinking that can support students when they develop design criteria for their robots. Ask students to compare the Grabber robot and the hawk using the table “Comparing the Red-Shouldered Hawk and the Grabber Robot.”

Remind students to use their OBSERVATIONS of the robot as EVIDENCE to support their comparisons (ARGUMENTS) .

Create a diagram of your Grabber robot.

How are the robot and the hawk the same? How are the robot and the hawk different?

COMPARING THE RED-SHOULDERED HAWK AND THE GRABBER ROBOT

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E L AB O R ATE Investigation Plan: Ask students how birds feed their young when they are still nestlings:

• What body parts and senses do birds USE when feeding their young?

Identify Criteria: Explain that ENGINEERS use criteria to judge the success of their designs. Remind students that the Unit Driving Question is “How should a robot be designed to care for an orphaned red-shouldered hawk?”

Since students are trying to design a robot to care for orphaned birds, they should think about the way a hawk feeds its young. Then they can identify structures and functions that should be included in their robot design. That list of structures and functions is a set of DESIGN CRITERIA . Display a copy of the “Comparing the Red-Shouldered Hawk and the Grabber Robot” list that students created to compare the Grabber robot with the hawk. Ask:

• What STRUCTURES would a robot need to feed a young hawk, and how do they FUNCTION?

• How would they work together as part of a SYSTEM?

• What structures or functions should be included in a robot designed to feed orphaned birds?

• Which structures or functions are already part of the robot?

• Which structures or functions do you think you might need to build to improve the robot?

Create a class list labeled “Criteria” and retain that list for reference in Lessons 2–4. You may want to add notes to indicate which criteria students see as priorities for future designs.

As students work to compare the robot and the hawk you may wish to use discussion questions to prompt their thinking:

• How does the SIZE of the Grabber robot compare to the size of the red-shouldered hawk?

• What is the SIZE of the robot’s jaws, and how do they compare to the size of the bird’s beak?

• How might the SIZE or shape of the bird’s beak help it to grasp its prey?

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E VALUATE Ask questions such as the following to evaluate students’ understanding of the Lesson goals:

• Name an external structure of the hawk.

• Write a sentence to explain the function of the structure you chose.

• Write a sentence or two to explain how the Grabber robot’s structures and function compare to the hawk’s.

The response identifies external structures of the hawk (i.e., beaks, talons, eyes, or wings) and accurately connects those structures to a function (i.e., tearing, holding, seeing, flying).

The response identifies structures on the Grabber robot, describes the function of those structures, and makes a comparison between the robot structures and the structures of the hawk.

The student response exhibits the following aspects:

The response identifies structures in the robot and the hawk.

The response describes the function of at least one of the structures of the hawk and of the robot.

The response identifies at least one similarity or difference in the structures and functions of the hawk and the robot.

The response does not clearly describe a connection between the structures and functions of the hawk or the robot.

The response does not identify either a similarity or difference between the structure and functions of the hawk and the robot.

THE ANSWERS DISPLAY ...

GOOD UNDERSTANDING

EXCELLENT UNDERSTANDING

LIMITED UNDERSTANDING

L E S S O N 1 SA M P L E R U B R I C

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NGSS CONNECTIONS

4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

N G S S E L E M E N T S D E V E LO P E D I N T H I S L E S S O N

ENGAGING IN ARGUMENT FROM EVIDENCE

Construct an argument with evidence, data, and/or a model. (4-LS1-1)

LS1 .A: STRUCTURE AND FUNCTION

Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)

SYSTEMS AND SYSTEM MODELS

A system can be described in terms of its components and their interactions. (4-LS1-1), (4-LS1-2)

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

ASKING QUESTIONS AND DEFINING PROBLEMS

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)

ETS1 .A: DEFINING AND DELIMITING ENGINEERING PROBLEMS

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

CONNECTIONS TO ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE

INFLUENCE OF SCIENCE , ENGINEERING, AND TECHNOLOGY ON SOCIETY AND THE NATURAL WORLD

People’s needs and wants change over time, as do their demands for new and improved technologies. Engineers improve existing technologies. (3-5-ETS1-1)

Bolded elements are intentionally developed in the Lesson; overlapping elements may be developed as well (for example, see Guiding the Investigation above).

During instruction, student performances should include more crosscutting concepts and practices than those emphasized in the below Next Generation Science Standards (NGSS) Connections table and Learning Goals. The following tables summarize the additional concepts and practices incorporated during the 5E Lesson Plan.

G U I D I N G T H E I N V E S T I G AT I O N

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Obtaining, Evaluating, and Communicating Information

U S I N G A D D IT I O N A L S C I E N C E A N D E N G I N E E R I N G P R AC TI C E S*

SCIENCE AND ENGINEERING

PRACTICE (SEP)

Developing and Using Models

Planning and Carrying Out Investigations

USE IN THIS LESSON

(IN ADDITION TO THOSE LISTED ABOVE)

Ask students to use the graphic as a MODEL of the hawk’s body by adding callouts to identify physical structures they see, such as the beak, eyes, talons, claws, feathers, and wings.

Suggest that this idea might be useful in a later Lesson when the students are DESIGNING A MODEL of the hawk to feed its young.

Once groups have all successfully constructed and tried their robots, ask students to DISCUSS AND COMPARE THEIR

OBSERVATIONS WITH OTHERS .

Use follow-up questions to prompt students to SHARE

THEIR SCIENTIFIC UNDERSTANDING of how hawks hunt for food.

Have students MAKE CAREFUL OBSERVATIONS and list them in a chart with the heading “Alike and Different.”

Ask them to review their lists and SEEK IDEAS AND

INFORMATION FROM OTHERS about what features a robot would need to have to grab and hold the prey, so they can feed their young.

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Systems and System Models

Structure and Function

U S I N G A D D IT I O N A L C R O S S C U T T I N G CO N C E P T S*

CROSSCUTTING CONCEPT

(CCC)

Patterns

Scale, Proportion, and Quantity

USE IN THIS LESSON

(IN ADDITION TO THOSE LISTED ABOVE)

Have you ever seen a hawk sitting on a fencepost on the side of the road (PATTERNS IN NATURE)? What do you think the hawk is looking for as it sits on the post?

How does the SIZE of the Grabber robot compare to the size of the red-shouldered hawk?

How do birds like hawks catch their prey? What parts (COMPONENTS) of their bodies do they use when hunting?

What special STRUCTURES do birds use when eating? (Students might suggest structures such as beaks, eyes, and talons.)

How would they work together as part of a SYSTEM?

What is their FUNCTION? How do they use them?

How does the hawk use each STRUCTURE ; what is its FUNCTION?

What body parts and senses do birds USE when feeding their young?

What is the SIZE of the robot’s jaws, and how do they compare to the size of the bird’s beak?

How might the SIZE or shape of the bird’s beak help it to grasp its prey?

* See Appendixes F and G of the NGSS, 2013.

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Organizing Group Work: When students work in groups to build the robot (there are usually four to a group), you might find it useful to assign different roles to the group’s members. For example, one member could assemble the parts needed, one could build the body of the hawk, and another could build the jaws. Still another could be responsible for programming the robot. In this way, everyone has a defined role to play with specific responsibilities to the investigation and to their group members. However, all students should be involved in trying the robot and have experience with grabbing, holding, and releasing things with it.

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NAM E DATE

D R I V I N G Q U E S T I O N

I N T R O D U C TI O N

M AT E R I A L S L I S T

AC T I V IT Y P R O C E D U R E

SA F E T Y R E M I N D E R S

How do you program the Grabber robot to hold and release objects?

Each different type of bird feeds itself in its own way. Robins hop around the lawn and dig up worms. Chickens peck the ground for seeds and insects. Pelicans dive into ocean waters to catch fish. In this Lesson, you will think about the ways red-shouldered hawks capture their prey. You will also program a robot to grab things like a hawk.

Be sure to keep your Grabber robot away from your face.

• UKIT and app interface–enabled device

1. Discuss with your class what you know about how hawks hunt for their food. Then work in groups to construct a robot that grasps objects like a hawk grabbing its prey.

2. To construct the robot, follow your teacher’s directions to open the app. Then follow the directions in the app to construct the Grabber robot.

3. Try to make the Grabber robot grab three objects.

4. Follow your teacher’s directions to compare how the robot and the hawk are alike and different.

U N IT T WO S T U D E N T WO R K S H E E T | L E S S O N 1 23

NAM E DATE

DATA TA B L E

Create a diagram of your Grabber robot.

How are the robot and the hawk the same? How are the robot and the hawk different?

COMPARING THE RED-SHOULDERED HAWK AND THE GRABBER ROBOT