Robotics (Grade 7)

Content Area: Technology

Course(s): Williamstown Middle School Course
Time Period: 6 weeks
Length: 1 Cycle (30 Days)
Status: Published

Unit Overview
This is an introduction course in computer programming through robotics. We will be utilizing Lego
Mindstorm kits, EV3 software and various Lego Robotics materials. The objective of this course is to
introduce the student to basic programming as well as problem solving strategies. Students will develop, build
and program a LEGO Mindstorm robot with the goal of successfully navigating challenges.

Topics may include motor control, gear ratios, torque, friction, sensors, timing, program loops, logic gates,
decision-making, timing sequences. As students program, they learn about technology, sensors, and applied
logic through the use of conditional statements, loops, and wait states. Students learn to manage the digital
technologies that control the world they live in. Students will work hands-on in teams and individually to
design, build, program, and document their progress. Students will participate in challenges inspired by LEGO
Education provided challenge mats and previous US First Lego League challenges. Through this process, they
learn about systems, resource allocation, and time management. Their final challenge will include a
presentation based on their robot design. By participating in friendly classroom competitions, team members,
through gracious professionalism, work together to solve open-ended challenges where they develop
innovative problem solving skills needed to compete in the global economy. This leads to an increased
awareness of STEM-related careers.

We hope that this class will provide motivation for students to continue in computer science and engineering
courses.

Transfer
Students will be able to independently use their learning to...

1. Identify and explain the elements of a robotic devices.

2. Identify Lego pieces in the Mindstorms kit.
3. Demonstrate the ability to organize and manage parts, pieces and lab equipment orderly and safely.
4. Experiment with structures using Lego constructive pieces.
5. Identify the input and output devices to a Lego EV3 robot.
6. Recognize the importance of design in a computer program.
7. Identify the programming environment of EV3.
8. Use Icons & settings to understand how they work.
9. Apply program to test sensor devices.
10. Build a basic robot & program robot.
11. Evaluate sensor feedback.
12. Apply measurement and geometry to calculate robot navigation.
13. Calculate & apply sensor threshold values in a problem-based environment.
14. Understand sequential programming and conditional statements.
15. Demonstrate the appropriate use of time in the completion of as assignment.
16. Build robot using intermediate design and program multi-step challenge.
17. Redesign & add structural & sensor elements to robot for challenges.
18. Participate in culminating field challenge.
19. Present robot design using multimedia software.

Meaning

Understandings
Students will understand that...

1. Robot elements are combined to create useful robotics for society.

2. Interaction between humans and robotic technology affect everyday life.

3. Participatory and competitive challenges with technology improve motivation and achievement.

4. Digital technologies are used to develop and communicate ideas in a global environment.

5. The robot is only as smart as we make it. We must code it for every possible situation and try to forsee all
possible problems and create solutions to problems that don't yet exist.

6. Successful navigation through a challenge can only be achieved through multiple iterations of a robot and
coding.

7. Failure is part of the design and creation process. We learn from our mistakes and reiterate. We "Learn by
Doing"

8. Not all Robot Building solutions are found in a book and may require critical thinking and problem solving
skills to create custom solutions to solve a problem.

Essential Questions
Students will keep considering...

1. How has the role of robots in society evolved as technology changed?

2. How can interaction between humans and robotic technology affect everyday life?

3. How can participatory and competitive challenges with technology improve motivation and achievement?

4. How can digital technologies be used to develop and communicate ideas in a global environment?
Application of Knowledge and Skill

Students will know...

Students will know...

1. The purpose of Robotics in our society and how the advancements can help society as well as the
limitations of a pre-programmed machine.

2. How to utilize visual step by step instructions to build a basic robot

3. How to take a basic robot and add to it to increase effectiveness, usefulness and ability

4. How to creatively program (code) the robot to move and successfully perform tasks

5. How to hypothesize possible problems when a robot is running autonomously and program possible
solutions to enable the robot to still be successful in its goal.

Students will be skilled at...

Students will be skilled at...

1. Labeling the elements of a robot.

2. Building and programming a robot to perform pre-defiined tasks.

3. Collaborating with team/class-mates in order to find possible solutions to a problem.

4. Analyzing advancements in robotics that create societal concerns regarding ethical practices with
technology.

5. Demonstrating that robots communicate with the computer through a set of instructions referred to as a
computer language, which instructs robots on input, process, and output.

6. Selecting and using appropriate tools and digital resources to accomplish a variety of tasks and to solve
problems.

7. Solving, through the design process, a challenge, that will incorporate science, math and technology
principles throughout the design process.
8. Annotating their design and learning efforts in a collaborative environment using digital tools to facilitate
the communication process.

9. Using digital tools and media-rich resources to create and publish presentation information on their robot
design and how it would be used to overcome a local or global issue or event.

Academic Vocabulary
Vocab - Robotics

EV3, Motor (Small, Large), Sensor, Ports, Brick, Code, Construct, Engineering, Firmware, Interactive Servo
Motor, Light Sensor, Infrared Remote Control, Infrared Beacon, Deconstruct, Touch Sensor, Color Sensor,
Ultrasonic Sensor, Connector Cable, Straight Beams, Angular Beams, Axles, Angle Connectors, Gears,
Wheels, Tires, Tire Sprockets, Ball Socket and Steele Ball, Axle Connector, H-Frame, Knob Wheel, Pins and
Axle Pins,

Learning Goal 1
Students will understand how robot elements are combined to create useful robotics for society.

12.9.3.ST Science, technology, engineering & mathematics

TECH.8.1.8 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaborate and to
create and communicate knowledge.
TECH.8.2.8 Technology Education, Engineering, Design, and Computational Thinking - Programming:
All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as they
relate to the individual, global society, and the environment.

Target 1
Students will be able to define the Elements of a Robot in the 21st Century.

12.9.3.ST-ET.2 Display and communicate STEM information.

 TECH.8.1.8.A.2 Create a document (e.g., newsletter, reports, personalized learning plan, business letters
or flyers) using one or more digital applications to be critiqued by professionals for
usability.
TECH.8.1.8.A.CS1 Understand and use technology systems.
TECH.8.1.8.A.CS2 Select and use applications effectively and productively.
TECH.8.1.8.B.CS1 Apply existing knowledge to generate new ideas, products, or processes.
TECH.8.1.8.B.CS2 Create original works as a means of personal or group expression.

Target 2
Students will understand that robots are machines that are built and programmed to perform predefined tasks
and will be able to use digital tools to maniupulate the robot for specified purposes.

TECH.8.1.8.A Technology Operations and Concepts: Students demonstrate a sound understanding of

technology concepts, systems and operations.
TECH.8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
TECH.8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world
problem or theory.
TECH.8.1.8.A.CS1 Understand and use technology systems.
TECH.8.1.8.A.CS2 Select and use applications effectively and productively.
TECH.8.1.8.B.CS1 Apply existing knowledge to generate new ideas, products, or processes.
TECH.8.1.8.B.CS2 Create original works as a means of personal or group expression.
TECH.8.1.8.F.CS1 Identify and define authentic problems and significant questions for investigation.
TECH.8.1.8.F.CS2 Plan and manage activities to develop a solution or complete a project.
TECH.8.1.8.F.CS3 Collect and analyze data to identify solutions and/or make informed decisions.
TECH.8.1.8.F.CS4 Use multiple processes and diverse perspectives to explore alternative.
TECH.8.2.8.A.2 Examine a system, consider how each part relates to other parts, and discuss a part to
redesign to improve the system.
TECH.8.2.8.A.3 Investigate a malfunction in any part of a system and identify its impacts.
TECH.8.2.8.C.1 Explain how different teams/groups can contribute to the overall design of a product.
TECH.8.2.8.C.2 Explain the need for optimization in a design process.
TECH.8.2.8.C.4 Identify the steps in the design process that would be used to solve a designated problem.
TECH.8.2.8.E.1 Identify ways computers are used that have had an impact across the range of human
activity and within different careers where they are used.

Learning Goal 3
Students will be able to design, develop and complete robotic activities and challenges

TECH.8.1.8 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaborate and to
create and communicate knowledge.
TECH.8.2.8 Technology Education, Engineering, Design, and Computational Thinking - Programming:
 All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as they
relate to the individual, global society, and the environment.

Target 1
Students will be able to solve, through a design process, a challenge, that will incorporate science, math and
technology principles throughout the design process.

TECH.8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world
problem or theory.
TECH.8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results.
TECH.8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain
the report results.
TECH.8.1.8.A.CS1 Understand and use technology systems.
TECH.8.1.8.A.CS2 Select and use applications effectively and productively.
TECH.8.1.8.B.CS1 Apply existing knowledge to generate new ideas, products, or processes.
TECH.8.1.8.B.CS2 Create original works as a means of personal or group expression.
TECH.8.1.8.D.CS2 Demonstrate personal responsibility for lifelong learning.
TECH.8.1.8.E.CS3 Evaluate and select information sources and digital tools based on the appropriateness for
specific tasks.
TECH.8.1.8.F.CS1 Identify and define authentic problems and significant questions for investigation.
TECH.8.1.8.F.CS2 Plan and manage activities to develop a solution or complete a project.
TECH.8.2.8.D.1 Design and create a product that addresses a real world problem using a design process
under specific constraints.
TECH.8.2.8.D.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g., how
the prototype might fail and how it might be improved) by completing a design problem
and reporting results in a multimedia presentation, design portfolio or engineering
notebook.
TECH.8.2.8.D.3 Build a prototype that meets a STEM-based design challenge using science, engineering,
and math principles that validate a solution.

Target 2
Students will be able to annotate their design and learning efforts in a collaborative environment using digital
tools to facilitate the communication process.

TECH.8.1.8.A.2 Create a document (e.g., newsletter, reports, personalized learning plan, business letters
or flyers) using one or more digital applications to be critiqued by professionals for
usability.
TECH.8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world
problem or theory.
TECH.8.1.8.A.CS1 Understand and use technology systems.
TECH.8.1.8.A.CS2 Select and use applications effectively and productively.
TECH.8.1.8.C.CS2 Communicate information and ideas to multiple audiences using a variety of media and
 formats.
TECH.8.1.8.E.CS1 Plan strategies to guide inquiry.
TECH.8.1.8.E.CS4 Process data and report results.
TECH.8.2.8.C.5b Create a technical sketch of a product with materials and measurements labeled.
TECH.8.2.8.E.4 Use appropriate terms in conversation (e.g., programming, language, data, RAM, ROM,
Boolean logic terms).

Summative Assessment
Students' will be evaluated for overal learning through the use of a high stakes common assessment "final
exam". The exam will utilize a combination of multiple choice, matching, word bank and fill-in-the-blank
questions as well as a rubric based final project.

21st Century Life and Careers

CRP.K-12.CRP1 Act as a responsible and contributing citizen and employee.

CRP.K-12.CRP2 Apply appropriate academic and technical skills.
CRP.K-12.CRP4 Communicate clearly and effectively and with reason.
CRP.K-12.CRP5 Consider the environmental, social and economic impacts of decisions.
CRP.K-12.CRP6 Demonstrate creativity and innovation.
CRP.K-12.CRP8 Utilize critical thinking to make sense of problems and persevere in solving them.
CRP.K-12.CRP11 Use technology to enhance productivity.

Formative Assessment and Performance Opportunities

Assessment throughout the 30 day cycle will be a combination of the following...

- Daily quick warm up exercises regarding previously learned information.

- Quizzes

- Assigned activities and group/individual project based assignments assessed using performance based rubric

- Self Assessment and group assessment

- Class participation

- Oral Presentation

- Exit Tickets

- Student Interviews
Differentiation/Enrichment

• Individualized project topics .

• Lesson extension .
• Manipulative items .
• Review and Practice exercises .
• Self-Reflections .
• Small group instruction .
• Video and other visual presentations .

Unit Resources
http://www.ortop.org/

http://drgraeme.net/

http://www.nxtprograms.com/index.html

http://ceeo.tufts.edu/

http://ri.cmu.edu/

https://www.lego.com/en-us/mindstorms/?domainredir=mindstorms.lego.com

http://www.domabotics.com/

http://www.nebomusic.net/robotfindlost.html

https://www.robofest.net/

http://www.firstlegoleague.org/

http://stemrobotics.cs.pdx.edu/node/2643

http://robotics.benedettelli.com/wp-content/uploads/2014/04/Benedettelli_EV3L_EDU_CH1.pdf

ftp://www.sd78.bc.ca/downloads/public/SD78%20Documents%20&%20Forms/Coding/Codingrobotics/introd
uction-to-robotics-tablet-engb-5c71a011b63cd0c086f41ff03c4d8a67.pdf

https://quizlet.com/99203968/engineering-in-lego-ev3-robotics-lego-vocabulary-flash-cards/

• Chromebook .
• EV3 Programming Software .
• GSuite Applications .
• LEGO Education EV3 Kit (Core Kit) .
• Movie Snippets as Available .
• Windows Laptop .