Robo’s First Journey
Activity Stages: I.
Lead-in: 4 steps - 5 - 7 min
II.
Guided Activity: 6 steps - 15-20 min
III.
Independent Activity: 15 - 20 min
IV.
Reflection and Feedback: 5-7 min
V.
Clean Up
Recall ● What did we create last time? ● Which Modules did we use for this project? ● Which Actions did we program? ● What type of a code did we program?
Lead-in: activate and motivate students asking about their previous knowledge and personal experiences. 4 steps - 5 - 7 min 1. Recall: ● What did we create last time? (We created a Robo-Car and drove it around) ● Which Modules did we use and why? (We used the Main Block because we need it in every project in order to make all the other Modules work and in order to program it; we used the Motors and big wheels because using them allows Robo to move.) ● Which actions did we program? (We programmed Movement: Drive and Turn actions) ● What type of a code did we program? (We programmed Sequential logic code)
Robo’s Story Now it’s time for Robo’s first journey! Where will your Robo travel to, and why? Who will it meet? Which Actions will it need in this adventure?
Lead in - 5-7 min 2. Tell the Robo’s Story: Now it’s time for Robo’s first journey! Where will your Robo travel to, and why? Who will it meet? Which Actions will it need in this adventure? 3. Set the Lesson Goal: To help Robo go on its first journey, we will build and program a Robo-traveller and combine all the Actions we have learned before.
Keywords: ● Actions Dock ● Actions: Sounds, Visuals, Movement
Lead in - 5-7 min 4. Discuss the keywords: ●
Actions dock - Here we can find all the Actions to program for our Robo.
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Actions - icons, which indicate different command for Robo to perform.
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Sounds, Visuals, Movement - different types of Actions; they are different colors which match with the modules’ colors.
Robo goes on its first journey! Plan: 1) Which Modules will we need? 2) Build a Robo - traveller 3) Program a Robo - traveller
Guided Activity: Plan => Carry Out => Sum Up - 15-20 min Plan the activity together with your students: ●
What are the steps for our project?
Discuss all the answers and formulate the plan: ●
Find the Modules needed for a project
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Build a Robo-traveller
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Program a Robo-traveller
1) Which Modules will we need?
Guided Activity - 15-20 min Carry Out Step 1: Modules for the project. ● ●
Hand out the Robo Wunderkind boxes.
Which Modules will we need to add to the Main Block to build the Robo-traveller? Why? (We will need: Main Block as the Robo’s Brain; The (RGB) Light, so Robo can light up its path; 2 (DC) Motors, so Robo can drive; 2 Big Wheels, 2 Connectors to connect the Motors and small wheel to make the build Robo’s design functional.)
2) Build a Robo - traveller ● Robo-traveller can drive and emit lights
Guided Activity - 15-20 min Carry Out Step 2: Build a Robo-traveller. ●
Build any variation of a Robo-traveller that can drive and emit lights;
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Pay attention to the way how you attach the (DC) Motors to the Main Block.
3) Program a Robo-traveller: Robo Code App
Guided Activity - 15-20 min Carry Out Step 3: Program: Let students do these steps by themselves, consolidating the learned skills. ●
Open the Robo Code App and connect the Main Block to the tablet;
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Check My Robo Menu to see if Robo’s battery level is enough to program it;
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Create a new project and get ready for programming.
Challenge 1: Sequential code Robo drives, turns around and then makes a sound.
? Guided Activity - 15-20 min Carry Out Step 3: Program a Robo-traveller. Set challenges for students and let them explore the Robo Code programming language on their own; guide them by questions if needed. Challenge #1: Program a sequential code. â—?
Robo-traveller drives, turns around and then makes a sound;
Challenge 1: Sequential code Robo drives, turns around and then makes a sound.
Guided Activity - 15-20 min Carry Out Challenge #1: Program a sequential code - check the answer â—?
Robo-traveller drives, turns around and then makes a sound;
Challenge 2: Modify a code Robo makes a sound each time it drives forward simultaneously or parallel!
? Guided Activity - 15-20 min Carry Out Challenge #2: Modify a code to form Parallel Execution â—?
â—?
Ask students to program a specific code - Robo makes a sound each time it drives forward - simultaneously or parallel. Let students come up with an idea how to make it by themselves. Ask if someone knows a solution, check the answer using the next slide.
Challenge 2: Parallel Execution, State Robo makes a sound each time it drives forward simultaneously or parallel!
Guided Activity - 15-20 min Carry Out Challenge #2: Modify a code to form a State, Parallel Execution â—?
â—?
Check the answers and discuss it: To program Robo to perform Sound action and Drive action at the same time - parallel we need combine Drive and Sound actions in one big bubble - State. Introduce the terms: Parallel execution, State
Parallel Execution - several Actions are performed (executed) at the same time within one State - parallel. State - set of Actions which can consist of one or more Actions.
Challenge 3: Parallel Execution, State Robo emits a light each time it turns - parallel.
? Guided Activity - 15-20 min Carry Out Challenge #3: Program a State, Parallel Execution. â—?
Ask students to program a specific code: Robo emits a light each time it turns parallel. Let students come up with an idea how to make it by themselves.
Challenge 3: Parallel Execution, State Robo emits a light each time it turns - parallel.
Guided Activity - 15-20 min Carry Out Challenge #3: Program a State, Parallel Execution. â—? â—?
Check the answers Recall the terminology: Parallel execution, State.
Challenge 4: Different Actions in one State. ● ●
Which types of Actions can be used in one State? Which of them cannot?
? Guided Activity - 15-20 min Carry Out Challenge #4: Different Actions in one State. ●
Ask students to add different Sounds, Visuals or Movement in one State;
Challenge 4: Different Actions in one State. ● ●
Which types of Actions can be used in one State? Which of them cannot?
? Guided Activity - 15-20 min Carry Out Challenge #4: Different Actions in one State. ● Check the answers ● Discuss which types of Actions can or cannot be used in one State and why? ( 1.The Actions of different color - different types of Actions can be one State. 2.The Actions of the same color - the same type of Actions such as two Sounds or two Visuals cannot be in one State.)
Challenge 5: Connect two States.
? Guided Activity - 15-20 min Carry Out Challenge #5: Connect two States. â—?
Program two States and a Connection between them; Try it out.
Challenge 5: Connect two States. Transition
Guided Activity - 15-20 min Carry Out Challenge #5: Connect two States. ●
Introduce a term: Transition - the act of changing from one State to another ( = the act of happening).
● How does the Transition from one State to another happen? (The Transition from one State to the other happens when all the Actions in this State are performed until the end.) ● Optional: What does influence the Transition? (The time (= lifespan) of all the Actions inside one State influence the Transition.)
Sum Up ● Parallel Execution ● State ● Transition
Guided Activity - 15-20 min Sum up new information before the independent activity. ●
Parallel Execution - several Actions are performed (executed) at the same time within one State - parallel.
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State - set of Actions which can consist of one or more Actions.
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Transition - the act of changing from one State to another ( = the act of happening)
Build and program YOUR Robo!
Independent Activity: 15 - 20 min Students work independently, in pairs or in small groups; they can cooperate to make the common project with two or more robots. Teacher observe or help students if needed. The concrete tasks for the own project: ●
Decide where YOUR Robo-traveler go to;
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Plan the project;
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Create an environment;
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Program Robo-traveler for this particular situation using all known Actions; There must be at least two States (Parallel Execution) in this code.
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Use some materials to customize your Robo.
Additional: Presentation of own projects for the class.
Check for understanding Which codes do consist of Parallel Execution?
1
2
Reflection and Feedback - 5-7 min 1) Which codes do consist of Parallel execution? (1 and 3)
3
Check for understanding ● ●
Which Actions can be in one State? Combine them
Reflection and Feedback - 5-7 min 2) Which Actions can be in one State? Combine some of them. (The Actions of different color - different types of Actions can be one State. For example: Turn action, Sound action and Blink action etc.)
Check for understanding â—? â—?
How many Transition will happen in this code? How do you know?
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2
Reflection and Feedback - 5-7 min 3) How many Transition will happen in this code? How do you know? 1.
In the code #1: 6 Transitions will happen because there are 6 Connections from the Action with the Start Point until the last Action
2.
In the code #2: only 3 Transitions will happen because the Start Point is located on the 4th Action in the code; there are 3 Connections from the Action with the Start Point until the last Action.
Reflection & Feedback ● Today I have learned… ● The tasks were… easy or complex? Interesting or boring? ● Which part of the lesson was the most interesting? Why?
Reflection and Feedback - 5-7 min Ask students to make a short reflection on what they have learned today. Receive feedback: Were the tasks easy or complex? Interesting or boring? Which part of the lesson was the most interesting? Why?
Clean Up
Clean up: Teach students to take care of the devices they use - RW Modules and the tablets.
Thank you!