Super Science @ Your Library Program Plan [PDF]

draw a picture of their robot design, and label the different parts/think about its function or job. ... Alternative act

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Super Science @ Your Library Program Plan Grade Level: K-5

Theme: Machine Mania: Robots

Program Objective: Children will learn the definition of a robot, the anatomy of a robot, the different types of robots that exist and their functions, and begin to experiment with a basic robot.

Program Kit includes: Picture Books: CookieBot!: A Harry and Horsie Adventure by Katie Van Camp (K-2) The Three Little Aliens and the Big Bad Robot by Margaret McNamara (3-5) Informational Text: Robot by Roger Bridgman Robots: from every day to out of this world by the Editors of YES Mag Robots by Clive Gifford ● ● ● ● ● ●

Program Plan Vocabulary cards Folder with lesson plan Masking tape Craft sticks Pictures of robots

Supplies to be provided by the hosting library: paper for drawing, crayons or markers, small objects for sensing (only necessary for “Exploring robot and human senses” listed as an Additional Activity) ISS End Effector Activity materials: Styrofoam coffee cups (2 for each team), 12-cm pieces of string (3 each), Cellophane tape, plastic picnic knives (serrated), straw (1 each) Optional iPad component: The Children’s Services traveling iPad kits are available to borrow. Two robot apps are preloaded on these iPads and are a great tie-in with this robot lesson plan. These apps are:  Toca Robot Lab  Pete’s Robot Please see the app information under Additional Activities at the end of this document for specific details and instructions on how to use them in this Super Science program. Sequence of Events: Introduction, pre-evaluation, primary activity with vocabulary, read aloud, secondary activity, post-evaluation. KWL Chart (Know, Want to Learn, Learned Chart) 1. Divide chart into three columns. Column one is K, two is W, three is L. 2. Before lesson, ask children what they KNOW about robots. Write the facts they share in column one. 3. Next, ask children what they WANT TO LEARN about robots. Write these facts in column two.

4. (To be completed after primary activity.) After the lesson, reflect on the material covered by asking children what they LEARNED about robots and write their findings in column three. Introduction: We will learn the parts of a robot and explore how robots sense vs. how humans sense. We also will learn new vocabulary and explore a very basic robot, the Beebot. Anatomy of a robot--Explain that robots have different parts that make up the whole machine (make a parallel with the human body). Unlike humans, robots cannot think independently, but can only perform the tasks for which it is programmed. Using a large piece of paper, review and record the different parts of a robot as you discuss them with the group. Liken them to the parts of the body so kids can relate: -Computer: brain -Sensors: eyes, ears, nose and skin -Robotic Arm with an end effector: arm and hand -Motors: muscles Rhyme: “I’m a Little Robot” (tune: I’m a Little Tea Pot) I’m a little robot, I feel great! When I touch my leg I walk real straight (mimic walking like a robot) When I touch my shoulder I spin around (touch shoulder and spin!) And when I touch my nose I sit on the ground (touch nose, and sit criss cross apple sauce)

Children can now brainstorm about what their own robot might look like and its function. Have the kids draw a picture of their robot design, and label the different parts/think about its function or job. Extension: Give each child three pipe cleaners. The challenge is to build their bot using only these materials.

Primary Activity: Tie your shoes like a robot Materials: craft stick gloves, blindfolds (optional for activity extension) Explain that more advanced robots have sensors that detect certain things in their environment. However unlike humans, robots do not have the advantage of nerves and skin to help them feel. This can make certain tasks such as tying shoes very difficult! Each bin will have craft sticks and masking tape. Using the tape, attach the craft sticks to kids’ fingers to simulate robot fingers (no nerves/skin to help them feel). Taking turns, have the kids try on the robot fingers and tie their shoes using their robot-like craft stick fingers.

Fun Extension: You can also do this with blindfolds to emphasize the critical role of skin/nerves in human skin. Have a few kids try to tie their shoes using the craft stick gloves. What is happening? Why is this difficult? (No sense of touch). Blindfold a few kids and have them tie their shoes without using the gloves. Why is this less difficult? (It’s still difficult because of lack of vision, but a person would have the advantage of nerves and skin for sense of touch.) *If kids do not have shoes that tie, have them try to manipulate small objects with the gloves on, such as craft pom pom, a toothpick, small block, etc.

Alternative activity for older kids: ISS End Effector Activity pdf p. 7 http://www.nasa.gov/pdf/179225main_ISS_Poster_Back.pdf Materials: Styrofoam coffee cups (2 for each team), 12-cm pieces of string (3 each), Cellophane tape, plastic picnic knives (serrated), straw (1 each) This is a great activity to talk about a robotic arm/how an end effector can have many functions. For example, an end effector can be used for movement, performing certain tasks such as grabbing an object, etc. This is a great hands-on activity for older kids.

Read Aloud: CookieBot!: A Harry and Horsie Adventure by Katie Van Camp (K-2) OR The Three Little Pigs and the Big Bad Robot by Margaret McNamara (2-5)

Secondary Activity: Programmer and Robot Materials: ● ● ● ●

Beebots Masking tape Markers and a sheet of paper Simple pictures

Break students into pairs. One student will be the programmer and one will be the robot. Hand out a picture to each programmer. The picture should be simple— an arrangement of shapes, science pictures, etc. These can be prepared ahead of time using Clip Art or by drawing shapes/patterns on plain paper. Give each robot a piece of plain paper and a marker. The objective will be for the programmer to guide the robot through recreating the picture. ●

The robot will need to listen very carefully to each step.

● ●

The programmer will verbally guide the robot, and remember—the robot can only draw exactly what the programmer tells it to draw, step by step. See if the programmer can get the robot to draw the picture accurately. (Have students switch roles.)

Activity: Beebots and Creating Mazes Now that the kids are more familiar with robots, they will have the chance to program a real robot! Split kids into pairs or groups of three (depending on total number of participants). Give each group a Beebot and explain how it works. Here are some talking points: 

 



It is a very basic robot that can be programmed using the red arrows on the top of the bot. For example, if you want to move ahead three spaces and then turn right, click the forward arrow 3 times, then click the right hand turning arrow once. Once you have clicked the arrows and programmed the bee, all you need to do is click the green “Go” button, and the program will run. The buttons are very easy to use: To clear the program and start over, simply press the red “Clear” button on the top of the bot. To pause, click the red “Pause” button. To stop the program, click the red “Stop” button. Remember, science is all about exploring, so take lots of time to experiment with programming your robot.

After about 10-15 minutes, have them design a maze (draw it on paper first), and then they can create the maze on the floor using masking tape. Review concepts such as robot programming and estimation, and encourage students to make educated guesses as to how many times each arrow needs to be clicked to program the bot so that it makes it through the maze without going over the tape lines.

Additional Activities: Activity: Metal Minds from AAAS Science Net Links http://sciencenetlinks.com/afterschool-resources/metal-minds/

Activity: Exploring robot and human senses

As a group, make a list of our five senses. Discuss. Ask the children…how does a robot see? Hear? Can a robot smell, taste and feel?

Robots “think” in a series of commands. Unlike humans, they can only process one thing at time. People, on the other hand, can process many things at once. We are going to pretend that we think like robots and can only consider one thing at a time. Have children sit in a circle and close their eyes. No peeking! Pass an object around and remind kids to stay quiet as library mice until everyone has touched it. When everyone is finished, ask a string of “yes” or “no” questions, one at a time, such as: Robots! Is the object… Big? Small? Round? Bumpy? Heavy? Light? At the end of this string of questions, ask “Robots, what is the object?” Continue with other objects.

Activity: What is that robot’s job?

Break children into groups of four to five. Assign each group a robot and give them a picture of their robot. Have students predict what they think their robot’s job is. What was it designed to do? Encourage them to be creative and write down any ideas they can think of. After about 10 minutes, hand out books to students that have information about their robot. Have them find their robot in the book. Have the students record what their robot actually does. Have each group present their information, their predictions and final results.

Activity: Robot Maze (more complex activity—good for older kids)

Break students into pairs. One student will be the programmer and one student will be the robot. Hand out a blank grid to each student and have them draw a simple maze from start to finish. The objective will be for the programmer to guide the robot through the maze. ● ● ●

The robot will need to close their eyes and the programmer will place the robot’s finger on start. The programmer will verbally guide the robot’s finger from start to finish (without touching the robot) See if the programmer can get the robot to the finish line. (Have students switch roles)

Activity: Robot Sez: Play Simon Sez but instead, say “Robot sez…”

Activity: Robot Apps App: Toca Robot Lab Cost: $2.99 Topic: Science: robots, building Description: Build your own robot from cool pieces of scrap and watch it zoom away! The numerous different types of scrap pieces encourage creativity and many opportunities to make different, awesome robots each time you start building. This app lends itself well to an additional activity of creating a robot out of recycled materials, building a positive connection between hands-on art projects and digital media. The possibilities for continued learning and exploration are endless with Toca Robot Lab! Review: This app received the Parent’s Choice Award 2012—Gold Winner and an Editor’s Choice Award from Children’s Technology Review as well as various other awards for excellence in design and quality. Toca Robot Lab makes the perfect addition to a robot storytime or Super Science Machine Mania: Robots program for school age kids. Interactive and ad-free, this app can be enjoyed by preschoolers up through school age kids. Instructions for use: The versatility of this app is far reaching as it can be incorporated into a robot storytime, art session and/or Super Science robot program. In any scenario, I would recommend turning Guided Access on when using this app to encourage greater focus. For storytime, I would recommend presenting a robot storytime, and then introducing the app near the end of the program. I like to ask the question: If you had a robot, what would it do (what is its function)? What would its name be? What would it look like? If the opportunity is available, encourage kids to draw their own robot on blank paper, and then talk about it with their grown up. Next, introduce the robot lab and tell kids they are going to be robot scientists and design some pretty cool robots using the iPad. Build a sample robot on the iPad just so they can see how it works, and then let them explore the robot lab with a partner! For a school age science program, I would recommend setting up different robot stations. Examples: create your own robot station (set out a variety of craft/art supplies and let the kids be as creative as they want designing and building a robot), Beebots with masking tape to build mazes, iPad station with Toca Robot Lab (kids have the chance to create their own digital robot), and a Lego/building station for kids who finish early. Start out with a read-aloud such as The Three Little Aliens and the Big Bad Robot, talk about the story, and the parts of a robot. Explain the stations, count the kids off in groups of 4 (or more/less, depending on how many stations and kids in attendance), and allow a certain amount of time at each station so kids have the chance to make it to each activity.

App: Pete’s Robot Cost: $0.99 Topic: Interactive story book Description: (directly from the iTunes store): “Pete's Robot is an interactive children's book that features an original story with lovable characters that live in a colorful world. Pete is a boy who loves to build things and one day decides to build a robot! Pete builds and builds all day and all night until he is finished, except he forgets the most important part...the robot's heartdrive! The robot goes crazy and takes off into town, causing all sorts of silly mischief. Now, it's up to Pete and his faithful dog Spot to fix the robot and restore everything back to order!” Review: Highly interactive and truly entertaining, this story is perfect for school age kids. Visually enriching and utilizing a high level of user engagement, kids will enjoy dragging, dropping and making this story come to life with just a few swipes. This app ties in wonderfully with Toca Robot lab. Instructions for use: For a school age science program, I would recommend setting up different robot stations. Examples: create your own robot station (set out a variety of craft/art supplies and let the kids be as creative as they want designing and building a robot), Beebots with masking tape to build mazes, iPad station with half the iPads set up in Guided Access with Pete’s Robot and the others with Toca Robot Lab (kids have the chance to create their own digital robot), and a Lego/building station for kids who finish early. Start out with a read-aloud such as The Three Little Aliens and the Big Bad Robot, talk about the story, and the parts of a robot. Explain the stations, count the kids off in groups of 4 (or more/less, depending on how many stations and kids in attendance), and allow a certain amount of time at each station so kids have the chance to make it to each activity.

Vocabulary: Circuit: [sur-kit] A complete pathway or loop for the flow of electricity. Program: [proh-gram] A series of instructions for a computer. Robot: [roh-bot] A machine that can be programmed to perform a job. Roboticist: [roh-bot-uh-sist] Person who designs and/or builds robots. Sensors: [sen-serz] Devices that can detect things, such as heat, light, sound or the presence of gases.

Additional Resources: Books:

Ralph Masiello's robot drawing book by Ralph Masiello (use when designing bots) Baby Brains and RoboMom by Simon James If I Had a Robot by Dan Yaccarino Robots Everywhere by Denny Hebson Robot by Roger Bridgman (DK Eyewitness book)

Carnegie Science Center: Roboworld http://www.carnegiesciencecenter.org/roboworld/

Robotic Arm Video http://www.nasa.gov/mov/329198main_Robotic_Arm.mov

African American Inventor/Engineer with ties to NASA space program George Carruthers http://www.biography.com/people/george-carruthers-538794

PA Academic Standards Science, Technology, and Engineering Education (Kindergarten) 3.1.K.A9: Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. PA Core: English Language Arts CC.1.2.K.A: With prompting and support, identify the main idea and retell key details of text.

Science, Technology, and Engineering Education (3rd grade) S3.A.2.1.1: Generate questions about objects, organisms, or events that can be answered through scientific investigations. S3.A.2.1.2: Make predictions based on observation PA Core: English Language Arts CC.1.3.3.B: Ask and answer questions about the text and make inferences from text; refer to text to support responses

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