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Project Based Learning Lesson

Oscar Rios Robotics Obstacle Course


Getting Started: Students will use LEGOs Mindstorm NXT to build robotic
machines. Working in groups of three they learn that robotics are used for carefully
engineered constructions that make positive contributions to society. After they
learn basic construction techniques, they create their own robotic inventions with
practical functions of interest to them. This lesson provides some ideas for setting
up a LEGO lab classroom, introducing students to robotics, and leading students in
their first construction.
Group Formation: Teams will be formed by using the Human Graph Model of Robot
construction and computer programming, taking a student each part of the graph in
order to equally distribute the knowledge in the groups.
Good
Poor
1

Fair
1

Role Assignments:
Materials Manager/Timekeeper: This person must grab the Lego kits and
bring the necessary materials to the group. They will bring the color pencils
and Engineering Journals. As timekeeper they must make sure that the
Data Recorder/ Reporter: This persons job is to help develop design and
program the robot in order to accomplish course. They save the program on
the computer and record the accomplishments and challenges in the
Engineering Log.
Traveler/Spy: This persons job is to see how others are programming the
robot and how their designs make other robots accomplish the task given.
Task: After students have built there Robot, they will ask to maneuver there robot
through a series of obstacles on a course with various challenges.
Time Limit: 60 + minutes per day for 2 weeks
Level of Voice: Classroom Level 2- Normal Voice Table Talk
Learning Goals/ Objectives:
Apply practical math and scientific concepts while learning design, mechanical
construction, and computer programming.
Learn to read and follow directions carefully.
Visualize, think, and problem solve in a three dimensional perspective.

Discover properties and use of basic electronic light, rotation, touch, and
temperature sensors.
Materials:

Lego Mindstorm NXT kits 1 per 3 children


Engineering Journal ( Student Created Foldable) see attachment

Various classroom supplies to as obstacles (ie. Stapler, tape dispenser,


cones etc.)
Sheets of white paper and colored pencils for drawing there sample
obstacle course
One computer with Lego Mindstorm NXT program
Flexible/ Fabric Ruler
Black electrical tape
Stop Watches

Sample of an obstacle course:

Other Things to consider:


Storage space-- If you are familiar with LEGO building sets, you know there are
hundreds of pieces to organize and store. Therefore, having a secure place to store
student projects and parts is essential. Experience suggests an investment in some
type of storage cabinet with multiple drawers for organizing all parts.
Work space -- Most of the projects require small group work, up to three in a group.
Therefore, you will need a workspace with tables and chairs that will accommodate
small group work. For the first session, a large table in center of room with several
boxes, water bottles, cones, and various classroom objects used for obstacles.
Social Skill: disagree with the idea not the person, cooperation, compromise,
discussion, think pair share as a group

Engaging context: (1 day ) Introduce the activity. What is an obstacle course?


Engage students by asking them what they think an obstacle course is. Discuss
what students know about an obstacle course and how does it apply to robots?
Distribute Engineering logs and colored pencils. Ask students to draw an example of
a course. Ask them to preplan there possible programming strategies in order for
the students to accomplish the course. After students have completed their
drawings, ask them to look at the course and see if what they have drawn and
consider the following questions:
How does your robot move? How many turns does it need to make? At what angle?
How fast to you need to make it go? As students start to think differently about their
drawings, walk around the room and talk to each student individually, asking more
questions about their drawings.
Ask students to think like an engineer or a scientist would think more analytical
and in more detail than they might normally think.
(Explore, experimenting) (2-3 day) After designing a possible obstacle course
students are then given the opportunity to program their robot in order to follow the
course they designed. Students will need to experiment with their design and the
outcome path.
(Imagine, Explain) (3 days) Students will their computers to explain their
program they developed. Teacher will encourage the students to use appropriate
vocabulary while explaining how they will make their robot move. They will connect
their laptops to the projector to show the sample of the program. After, they will
explain the step by step process to the class.

Extend (3 days) Students will be asked to figure out other alternatives to get their
robot to the end of the course. They may want to shorten their program or use other
commands to make the robot get to the end. They may also want to start timing

how fast the robot completed the course and find a quicker way to complete the
course.
Evaluate: (2 days) The students and teacher will determine what has been learned
throughout the whole lesson.
1. Students will revisit their original plans and predictions on how they were going to
finish the course. Also they will see if they had to make any modification to their
robot or program in order to complete the task and course.
2. Students will evaluate the participation of their team members through the group
evaluation checklist.
STEM integration: This lesson integrates Science, Technology, Engineering, and
Mathematics. Students will show and explain how they were able to program and
measure the obstacle course in order for their robot to successfully finish the course
they designed. They will show and demonstrate the program and have the robot
complete the course they created.

Group Assessment

CATEGORY
Plan

Journal/Log Appearance

Plan is neat with Plan is neat with


clear
clear
measurements
measurements
and labeling for and labeling for
all components.
most
components.

Several entries
made and all are
dated and neatly.

Plan provides
clear
measurements
and labeling for
most
components.

Plan does not


show
measurements
clearly or is
otherwise
inadequately
labeled.

Several entries
Several entries
Few entries are
are made and
are made and
made AND/OR
most of the
most of the
many entries are
entries are dated entries are dated not dated or very
and neatly
and legible.
difficult to read.
entered.

Modification/Testin Clear evidence of Clear evidence of Some evidence Little evidence of


g
troubleshooting, troubleshooting,
of
troubleshooting,
testing, and
testing and
troubleshooting,
testing or
refinements
refinements.
testing and
refinement.
based on data or
refinements.
scientific
principles.
Construction
-Materials

Appropriate
materials were
selected and
creatively
modified in ways
that made them
even better.

Appropriate
materials were
selected and
there was an
attempt at
creative
modification to
make them even
better.

Appropriate
materials were
selected.

Inappropriate
materials were
selected and
contributed to a
product that
performed
poorly.

Construction - Care Great care taken Construction was


Taken
in construction
careful and
process so that accurate for the
the structure is most part, but 1neat, attractive
2 details could
and follows plans
have been
accurately.
refined for a
more attractive
product.

Construction
accurately
followed the
plans, but 3-4
details could
have been
refined for a
more attractive
product.

Construction
appears careless
or haphazard.
Many details
need refinement
for a strong or
attractive
product.

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