robotics education learning · pdf filepiaget’s social constructivism whereby students...

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© 2013 MacICT

Robotics Education Learning Links

NSW Syllabuses for the Australian Curriculum | Early stage 1-3


© 2013 MacICT

Contents Rationale ............................................................................................................................................. 3 Learning across the curriculum icons ...................................................................................... 4 LEGO® Mindstorms NXT Overview ........................................................................................... 6 LEGO® Mindstorms EV3 Overview ........................................................................................... 7 Early Stage 1 Links (LEGO® WeDo) .......................................................................................... 9

Science & Technology ................................................................................................................ 9

Mathematics ............................................................................................................................... 11

English .......................................................................................................................................... 15

Stage 1 Links (LEGO® WeDo).................................................................................................. 18

Science & Technology ............................................................................................................. 18

Mathematics ............................................................................................................................... 21

English .......................................................................................................................................... 24

Stage 2 Links (LEGO® WeDo & Mindstorms NXT/EV3) ................................................ 27


Mathematics ............................................................................................................................... 31

English .......................................................................................................................................... 34

Stage 3 Links (LEGO® Mindstorms NXT/EV3) .................................................................. 36


Mathematics ............................................................................................................................... 39

English .......................................................................................................................................... 42

Scope & Sequence K-6 suggestion by Term ........................................................................ 44 Scope & Sequence K-6 suggestion by Context ................................................................... 45


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Rationale Robots are more prevalent in our society than ever before, with strong links to private and government sectors such as automotive and defense as well as rural industries including beef cattle and agriculture. Thanks to improvements to battery and microprocessor technology in the 21st Century, robots have also become an affordable, educational commodity. Educational robotics is now a proven teaching resource for helping Primary and Secondary students collaborate and persevere when solving problems. It offers students big ‘E’ engagement that is tactile, interactive and fun. Students are often self-motivated to seek out solutions on their own and thereby gain authentic learning. The conceptual background to educational robotics is a theoretical example of Piaget’s social constructivism whereby students acquire knowledge in meaningful, social contexts. 1 Papert distinguishes the more practical notion of ‘constructionism’, which emphasises knowledge constructed when students are actively engaged in building objects. 2 When facilitated within the context of a society burgeoning with robot technology, robotics education can also help inform students with more vocational options in the field of robotics when they leave school consider university or enter the workforce. This paper will highlight the learning links when using LEGO® WeDo and Mindstorms NXT or EV3 educational robotics to the Knowledge, Understanding and Skills Outcomes in the NSW Board of Studies Syllabuses for the Australian Curriculum: Science & Technology, Mathematics and English from Kindergarten to Stage 3. Where applicable, this paper will also link the appropriate ‘Cross-curriculum priorities’ and ‘general capabilities’ and other areas identified as important learning for all students. These links are displayed using specific icons under the heading “Learning across the curriculum” in each table throughout this document. Go to page 4 for a brief explanation of these icons. 1. Miglino, O., Lund, H., & Cardaci, M. (1999). Robotics as an Educational Tool. Journal of

Interactive Learning Research, 10(1), 25-47. 2. Chambers, J., Carbonaro, M., & Murray, H. (2008). Developing Conceptual Understanding of

Mechanical Advantage through the Use of LEGO® Robotic Technology. Australasian Journal of Educational Technology, 24(4), 387-401.


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Learning across the curriculum icons Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Board of Studies K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.

The Board's syllabuses include other areas identified as important learning for all students. The icons below are shown in each table of this document and used across the NSW syllabuses for the Australian curriculum.

Reference: The information above has been adapted from the NSW Board Of Studies website and the new Science K-10 (incorporating Science and Technology K-6) syllabus for the Australian curriculum.


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LEGO® WeDo Overview

The LEGO® Education WeDo Set enables students to build LEGO® models that attach to the USB Hub and then control the models using computer programs. The Construction set contains 158 elements including a LEGO Hub, motor, tilt sensor and a motion sensor that add movement and intelligence to the model.

LEGO® USB Hub The LEGO® USB Hub controls sensors and motors from the LEGO® Education WeDo Software. Power and data are transmitted from the LEGO motors and sensors to and from the computer using the two LEGO Hub ports. The WeDo Software automatically detects the LEGO Hub and any motors and sensors attached to it. Up to three LEGO Hubs can be attached. Motor The motor can be programmed to turn this way or that way and to move at different power levels. Power for the motor is supplied through voltage from the computer’s USB port (5V). Axles or other LEGO elements can be attached to the motor. Tilt Sensor The tilt sensor reports the direction it is tilted. The tilt sensor detects changes within six different positions: Tilt This Way, Tilt That Way, Tilt Up, Tilt Down, No Tilt and Any Tilt. Motion Sensor The motion sensor detects objects within a range of 15 centimetres depending on the design of the object.

Software The LEGO® Education WeDo Software is used to create programs by dragging and dropping Blocks into a sequence on the computer screen or Canvas. Several Blocks control the motor, tilt sensor and motion sensor from the LEGO Education WeDo Construction Set. There are also Blocks that control the computer keyboard, display, microphone and speaker. The WeDo Software automatically detects motors and sensors when they are attached to the LEGO Hub. Getting Started examples in the WeDo Software show LEGO building and programming principles. Activity Pack The LEGO Education WeDo Activity Pack contains 12 activities that can be installed to run with the WeDo Software. Animations and step-by-step Building Instructions are embedded in the activities. Teacher Notes for the activities as well as classroom management ideas, curriculum support, WeDo Software overviews, and Getting Started programming and building examples are also included.

Reference: The above LEGO WeDo overview has been adapted from the “Teachers Guide” PDF, which is included with the WeDo Activity Pack.


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LEGO® Mindstorms NXT Overview The LEGO® Mindstorms® NXT robot is the successor to the LEGO® RCX robot. Apart from its appearance, the first noticeable differences are the two extra sensors (sound and ultrasonic). Inside the intelligent ‘brick’ is a powerful 32-bit processor with larger internal memory and RAM than its predecessor. The LEGO® 9797 Education base set also features a rechargeable battery pack. The Education 2.0 software, which is compatible on both PC and Mac, also allows students to access programming prompts from the “Robot Educator” link. Software can be downloaded onto the NXT robot via USB cable or Bluetooth® technology. Outputs (motors, lights) The NXT robot has several standard outputs, including three motors, an electronic display, speaker and light bulbs. The display and speaker are hard-wired into the robot and therefore cannot be detached. Other outputs such as light bulbs and motors can be attached or removed where necessary to the three (3) output ports located at the top of the NXT ‘brick’, labelled ‘A’, ‘B’ and ‘C’. Inputs (all sensors) The NXT robot has a total of four (4) standard sensors, including touch (x2), sound, light and distance (ultrasonic). All sensors are detachable via customised leads that connect into ports ‘1’, ‘2’, ‘3’ and ‘4’, located at the base of the ‘brick’. Each NXT motor also features an inbuilt rotation sensor, which can be programmed through the Mindstorms software. Software and Programming Programming movements and commands into the NXT brick is based on selecting and dragging individual icons (or blocks) onto a sequence beam. Releasing the icons on the beam automatically holds and connects the blocks from one to the other. For basic programming, the Common Palette, which is displayed vertically on the far left hand side of the screen, offers users and beginners a click-and-drag system of the most popular and general command icons. For intermediate and advanced programming, the Complete Palette contains a wide range of command icons as well as the basic icons of the Common Palette. The Custom Palette allows users to create their own command icons by converting any arrangement of icons into one icon block, known as a “My Block”.

Data Logging The NXT Mindstorms® Education 2.0 software also allows users to upload data from the NXT robot. Up to four inputs can be selected at once to collect data from a variety of sensor options including light, temperature, colour and sound. To upload and analyse data you will first need to switch software skins from “NXT Programming” to “NXT Data Logging” by clicking the Mindstorms icon located at the top left hand corner of your screen.


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LEGO® Mindstorms EV3 Overview The LEGO® Mindstorms® EV3 robot is the successor to the LEGO® NXT robot. Inside the new EV3 is a Linux Base operating system with a powerful ARM9 300MHz processor and 64MB RAM. Similar in size and looks to its predecessor, the EV3 robot arrived in Australia in August 2013, and became available to both the retail and education sectors. Slight differences in content exist between the retail and education sets. The LEGO® 45544 Education EV3 Core Set comes with three (3) motors and five (5) separate sensors and rechargeable battery pack. The main changes since the previous model include a smaller “medium-sized” motor, a gyro sensor, and colour sensor. Although the sound sensor is no longer part of the standard suite of EV3 sensors, any NXT sound sensor and most other NXT sensors can still be programmed to work with the new EV3 brick. The new software is also backwards compatible, which means that the NXT can be programmed on the EV3 software as well. This makes it handy for migrating from NXT to EV3 software, while still making use of any NXT technology within the learning space. The intelligent EV3 brick has been redesigned to include an extra output port, bringing the total to four (4). It still offers four (4) input sensor ports and also comes with a micro SD slot and USB socket, used mainly for greater data logging capabilities and ‘daisy-chaining’ multiple bricks. It also features LEDs around the centre button configuration that can be programmed as an output to illuminate up to three (3) different colours (red, green and amber). The EV3 brick is also Wi-Fi ready when used with a compatible Wi-Fi dongle, which is an optional extra. Outputs (motors, lights) The EV3 brick has provisions for up to four (4) external outputs that can be connected to motors or light assemblies through ports “A-D”. Other outputs exist on the EV3 brick including an LCD display for images and text, speaker for sound and internal LEDs for colour. Inputs (all sensors) The EV3 brick can utilise up to four (4) external sensors through ports “1-4”. The EV3 sensors have a capacity and speed three times faster than the NXT. Each EV3 motor also features an inbuilt rotation sensor. The EV3’s standard colour sensor can also be used in reflected or ambient light modes. The EV3’s brick buttons can be programmed as touch sensors as well. Software and Programming Programming movements and commands with the Mindstorms® Education EV3 software is based on selecting and dragging individual blocks in sequence from a choice of 6 coloured palettes. All ‘action’ blocks, for instance, such as movement, sound, coloured light and display, are located under the green palette. Unlike the NXT software, there is no additional detail shown below the program when highlighting a block. Instead, the EV3 software contains all the instructions


© 2013 MacICT

of the block’s program within the block itself, and by selecting additional options as required. Software can be downloaded onto the EV3 robot via USB cable or Bluetooth® technology. The EV3 software, which is compatible on both PC and Mac, includes a new feature known as “Content Editor”, which allows students and teachers to document their progress (or introduce tasks) in a presentation style format, including options to add text, photo, video and sound. This information is saved under an overarching “Project” name. Any ‘programs’ or ‘experiments’ associated with the robot’s movements or commands also forms part of the overall project. Data Logging The Mindstorms® Education EV3 software includes a new feature to data logging known as “Graph Programming”. This allows the user to select specific actions based on the sensors selected and the threshold values entered on the graph displayed. Data logging sampling rates between the software and hardware have been significantly improved to 1000 per second (up from 25). The EV3 also has a greater storage capacity through its larger internal memory and external micro SD slot, which can support up to 32GB. Experiments can also be compiled within “program” mode and uploaded later for viewing and analyses. Data sets can be further analysed using advanced formulas and other mathematical operations.


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Early Stage 1 Links (LEGO® WeDo) Science & Technology

Code Description A student:

WeDo Activities Learning across the curriculum

Values & Attitudes STe-1VA

Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities

Build, explore and engage with LEGO WeDo robots

Compose and explore simple WeDo programs using computers

Build and adapt LEGO WeDo robots to perform simple tasks and to investigate simple problems

Values & Attitudes STe-3VA

Develops informed attitudes about the current and future use and influences of science and technology based on reason

Explore and imagine simple uses for robotics inside and outside the classroom (opening doors, collecting the lunch orders, driving to school, etc)

Explore and discuss popular examples of robotics in movies, television, etc.

Skills: Working Scientifically STe-4WS

Explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and ideas

Investigate immediate surroundings using LEGO WeDo sensors

Communicate and collaborate to design and build LEGO WeDo robot

Discuss, explore, share and confirm ideas and predictions about logic, programming, robotics and the sensors.

Skills: Working Technologically STe-5WT

Uses a simple design process to produce solutions with identified purposes

Follow visual instructions to build LEGO WeDo robot

Make logical predictions about programmed robot behaviour

Collaborate, investigate and adapt robot designs to solve simple problems

Explore alternative or additional designs to test variables


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Knowledge & Understanding: Natural Environment STe-6NE

Identifies that the way objects move depends on a variety of factors

Make predictions and confirm how a motor might move part or all of the WeDo robot

Use sensors to trigger a motor

Knowledge & Understanding: Made Environment STe-9ME

Identifies that objects are made of materials that have observable properties

Demonstrates an understanding that LEGO is made from plastic

Describes the physical and observable properties of a LEGO piece compared to wood or metal

Knowledge & Understanding: Made Environment STe-10ME

Recognises how familiar products, places and spaces are made to suit their purpose

Construct a WeDo robot from familiar LEGO pieces

Create scenery, background or props for own play using LEGO pieces


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Early Stage 1 Links (LEGO® WeDo) Mathematics



Working Mathematically Communicating MAe-1WM

Describes mathematical situations using everyday actions, materials and informal recordings

Identify LEGO pieces by size, shape, colour, description, etc

Use timers to control simple WeDo programs

Compose simple WeDo programs that perform basic addition

Use appropriate informal terminology to describe speed and distance with LEGO WeDo motors and sensors

Attempt to use appropriate terminology (spin, tilt, etc.) to describe the performance of motors and sensors

Compose and manipulate simple LEGO WeDo programs to explore basic mathematic concepts of speed, distance, etc.

Follow simple visual instructions to pose, explore and solve simple mathematical problems (How fast does the motor turn? How quickly does the Monkey tap the drum? Etc)

Working Mathematically Problem Solving MAe-2WM

Uses objects, actions, technology and/or trial and error to explore mathematical problems

Program and explore timers and basic number inputs to perform simple addition using robots


Collaboratively explore programming and building a robot, using trial and error

Explore simple cams and gears and informally describe their effect on the robot (makes it move faster, slower, in a different rhythm, etc)

Explore and describe the performance of different sensors


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Working Mathematically Reasoning MAe-3WM

Uses concrete materials and/or pictorial representations to support conclusions

Identify and explore simple testable problems from video instructions

Design, build, explore and adapt various robots to test identified problems using trial and error

Explore and describe the performance of different sensors, documenting their findings in digital text (e.g. SMART Notebook)

Number & Algebra MAe-4NA

Counts to 30 and orders, reads and represents numbers in the range 0 to 20

Program and describe how timers change the robot behaviour (wait for x number of seconds)

Program simple addition using WeDo software

Create simple programs that link desktop backgrounds and sounds to a corresponding number (0 to 20)


Combines, separates and compares collections of objects using everyday language and records using informal methods

Sort and compare collections of LEGO pieces by number, size, shape, colour, description, etc.

Identifies and compares different programming symbols

Predict, test and describe the effect of different programming symbols individually and when linked in a group

Discuss, document and evaluate their learning using video and digital text (e.g. SMART Notebook)


Groups, shares and counts collections of objects, describes using everyday language and records using informal methods

Sort and compare collections of LEGO pieces by number, size, shape, colour, description, etc.

Compose simple programs by linking collections of symbols to have their robot perform several linked commands (Spin the motor three times, etc)


Number & Algebra

MAe-7NA

Describes two equal parts as halves Split groups of LEGO pieces into equal halves

Share LEGO pieces between two people equally using compensation strategy (e.g. one for you and one for me…)


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Number & Algebra

MAe-8NA Recognises, describes and continues repeating patterns

Construct simple patterns using LEGO pieces of repeated colour or size (etc.)

Compose simple programs using repeated actions

Compose a simple program that loops a set of actions

Explore, compare and describe similarities between repeated patterns and using a loop

Measurement & Geometry Length

MAe-9MG

Describes and compares lengths and distances using everyday language

Identify and compare LEGO pieces by length

Appropriately use terms such as ‘bigger’ and ‘smaller’ to describe different LEGO pieces

Describe distance travelled by a robot – recognising the limitations of the USB cable

Predict and measure distance travelled by a robot by repeated lengths of an informal measure (i.e. a LEGO piece, a hand-span, etc)

Measurement & Geometry Area

MAe-10MG

Describes and compares areas using everyday language

Identify and compare LEGO pieces by area (especially when comparing and building with similar blocks, i.e. 2x3 brick versus 2x4 brick)

Appropriately use terms such as ‘wider’, ‘thinner’, etc to describe different LEGO pieces

Measurement & Geometry Capacity & Volume

MAe-11MG

Describes and compares the capacities of containers and the volumes of objects or substances using everyday language

Identify and compare LEGO pieces by volume

Appropriately use terms such as ‘larger’, ‘smaller’ to describe LEGO different pieces

Measurement & Geometry Mass

MAe-12MG

Describes and compares the masses of objects using everyday language

Identify and compare LEGO pieces by mass

Appropriately use terms such as ‘heavier’, ‘lighter’ to describe different LEGO pieces


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Measurement & Geometry Time

MAe-13MG

Sequences events, uses everyday language to describe the durations of events and reads hour time on clocks

Respond to, compose, predict and explain simple programs that follow a logical sequence to perform basic actions (motor spins left, spins right, speeds up, stops)

Respond to, compose, predict and explain simple programs using timers (wait 10 seconds and then spin the motor)

Use stopwatch, etc., to time the length of actions (how long a motor spins for)

Compose a logical sequence of events using a narrative scaffold (orientation, complication, resolution – see English KLA)

Measurement & Geometry Three-Dimensional Objects

MAe-14MG

Manipulates, sorts and represents three-dimensional objects and describes them using everyday language

Manipulate, sort, represent and build using three-dimensional LEGO pieces

Describe LEGO pieces by shape, size, purpose (brick, sensor, motor, etc)

Measurement & Geometry Position

MAe-16MG

Describes position and gives and follows simple directions using everyday language

Follow, discuss and explain visual procedural text

Compose, discuss, predict and explain simple programs and describes their actions step-by-step

Identify position and rotation of pieces when building with LEGO and following visual instructions

Statistics & Probability MAe-17SP

Represents data and interprets data displays made from objects

Compose simple programs that link data (from sensors or random number generator) to corresponding sounds and backgrounds displays

Compose simple programs that use data from sensors to manipulate the speed of the motor (The closer my hand gets, the faster the motor spins, etc)

Identify and describe different sensors and the data they capture (distance sensor, tilt sensor, microphone)

Compose simple WeDo programs to send, receive and display short messages

Compose simple WeDo programs that use sensors and timers to perform basic actions


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Early Stage 1 Links (LEGO® WeDo)

English



Communicate ENe-1A

Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

Works in pairs and with teachers, adult helpers and other groups to build and program LEGO WeDo robot and to document and evaluate their learning

Negotiates and reaches fair compromises on the design, construction, function and goal of their robot

Composes and presents simple creative narratives using robots and other props

Follows teacher instruction and asks for help where necessary

Demonstrates appropriate classroom behaviour when using LEGO WeDo

Works cooperatively and offers constructive criticism and suggestions when improving their robot through trial and error

Communicate ENe-2A

Composes simple texts to convey an idea of message

Reads simple step-by-step visual instructions to build a robot

Compose simple LEGO WeDo programs


Creates, films and presents simple narratives (orientation, complication, resolution) using LEGO WeDo robots, props and backgrounds

Communicate Ene-3A

Produces most lower case and upper case letters and uses digital technologies to construct texts

Practices typing

Compose and manipulate a range of digital texts

Constructs digital text to document their learning

Creates simple narratives using digital text


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Communicates Ene-4A

Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies

Respond to and collaboratively discuss simple visual procedural texts to build and program their robot

Compose, explain, share and evaluate own simple WeDo programs made by ordering symbols in logical sequences

Respond to peers’ digital texts (narrative and evaluation of learning)

Uses Language ENe-6B

Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes of spoken language

Demonstrate awareness of appropriate spoken language to ask for help when engaged with familiar and unfamiliar tasks

Demonstrates awareness of appropriate spoken language to work collaboratively with peers

Demonstrates awareness of appropriate spoken language to present their work to the class

Collaborate, negotiate and reach fair compromises in group work

Offer, ask for, deliver and accept appropriate constructive criticism and suggestions to and from peers.


Recognises some different purposes for writing and that own texts differ in various ways

Discuss, document and evaluate their learning using digital texts

Compose simple narrative using digital texts

Respond to and compose simple written procedural texts to demonstrate how they might prepare for bed, cross the road, etc


Demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter

Follow simple visual procedural texts to build and program LEGO WeDo robot

Respond to, compose and explain simple visual programs

View and compose simple visual procedural texts to demonstrate how they might prepare for bed, cross the road, etc

View, compose and film simple plays using LEGO WeDo, props, backgrounds and own simple narratives


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Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts

Follows, explains and composes simple visual/written procedural texts

Identifies imperative verbs in familiar procedural texts (e.g. mix, stir, collect, find, etc.)

Identifies common elements of punctuation in familiar procedural texts (full stop, capital letters)

Uses common elements of punctuation in writing own short sentences

Think ENe-10C

Thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts

Pose, explore and find solutions to mechanical and narrative problems by responding to simple visual and written texts

Compose own simple narrative (orientation, complication, resolution)

Build and design props and backgrounds to present and film simple narrative as a play

Discuss and develop basic ideas about robotics (different shapes and types, built for a purpose, programmed to act, can act without humans, etc)

Learn ENe-11D

Responds to and composes simple texts about familiar aspects of the world and their own experiences

Respond to and compose simple narratives (especially from science-fiction genre)

Respond to and compose simple visual and written procedural texts

Verbally recount, document on digital text and evaluate attempts to solve a problem / learning experience

Express ENe-12E

Demonstrates awareness of how to reflect on aspects of their own and other’s learning

Discuss, document, evaluate and present their learning using digital texts

Work collaboratively to follow, adapt and evaluate simple visual procedural texts



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Stage 1 Links (LEGO® WeDo) Science & Technology



Values & Attitudes ST1-1VA


Build, program, explore and engage with LEGO WeDo robots

Compose and explore simple WeDo programs using computers

Build and adapt LEGO WeDo robots to perform simple tasks and to investigate simple problems

Ask and investigate scientific questions posed by WeDo software

Purposefully explore different LEGO pieces and their effects on the performance of the WeDo robot

Purposefully explore different programming tiles and their effects on the performance of the robot

Describe and evaluate the changes they make to both the robot and its programming, and the reason/s for the change


Develops informed attitudes about the current and future use and influence of science and technology based on reason

Identify that robots are machines that are built for a purpose, and that typically these machines run without human supervision (semi-autonomous)

Discuss and draw on paper fictional and real-world robots, identifying their purpose and describing how they have been designed for this purpose.

Design and construct LEGO WeDo robots to meet real-world purposes or needs (door opening robot, homework delivery robot, etc)

Respond to, predict, compose and explain simple logical WeDo programs that meet real-world purposes or needs including issues of sustainability


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Skills: Working Scientifically ST1-4WS

Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know

Pose and investigate simple scientific questions about a robot, its purpose and how best to design it to effectively meet that purpose

Design, create, adapt and evaluate LEGO WeDo robots to make them more stable, more suitable for their purpose, more aesthetically pleasing, etc.

Predict, create, adapt and evaluate simple logical programs to suit a robot’s identified purpose

Collaboratively create, negotiate and evaluate a robot’s identified purpose, design, construction and programming

Present and explain robot design and purpose to the rest of the class


Identify and record data using WeDo sensors

Modify robot designs to better capture or use sensor data (improve stability when motor spins quickly, etc)

Skills: Working Technologically ST1-5WT

Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants

Build and program LEGO robots using visual instructions

Offer logical predictions of programmed robot behaviour

Investigate, adapt and evaluate robot design to meet its identified purpose

Pose and investigate simple scientific questions using LEGO WeDo robots

Knowledge & Understanding: Natural Environment Physical World

ST1-6PW

Describes some sources of light and sound that they sense in their daily lives

Program and give simple explanations of how sensors capture light or sound to trigger actions in their robot (When the microphone hears noise the motor spins, etc.)

Program WeDo robot to play sounds

Use microphone to record and play back own recorded sounds

Knowledge & Understanding: Natural and Made Environments Material World

ST1-12MW

Identifies ways that everyday materials can be physically changed and combined for a particular purpose

Construct a LEGO WeDo robot to meet an identified purpose

Adapt and evaluate LEGO WeDo robot to better suit its purpose

Construct backgrounds and props for narrative storytelling using LEGO pieces


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ST1-13MW

Relates the properties of common materials to their use for particular purposes

Demonstrate an understanding that robots are built for a particular purpose

Identify, construct and describe their own LEGO WeDo robot and the purpose it was built for

Adapt and evaluate robot design to best meet its purpose

Knowledge & Understanding: Made Environment Information

ST2-15I

Describes a range of familiar information sources and technologies and how their purposes influence their design

Identify elements of robot design that influence and reflect its purpose

Identify, construct and describe own LEGO WeDo robot and the purpose it was built for

Adapt and evaluate robot designs to best meet its purpose


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Stage 1 Links (LEGO® WeDo)

Mathematics



Working Mathematically Communicating MA1-1WM

Describes mathematical situations and methods using everyday language, actions, materials, diagrams and symbols

Identify LEGO pieces by size, shape, colour, description, etc

Use timers to control simple WeDo programs

Compose simple WeDo programs that perform basic addition and record these using correct mathematical symbols


Attempt to use appropriate terminology (spin, tilt, etc.) to describe the performance of motors and sensors

Compose and manipulate simple LEGO WeDo programs to explore basic mathematic concepts of speed, distance, etc.

Follow simple visual instructions to pose, explore and solve simple mathematical problems (How fast does the motor turn? How quickly does the Monkey tap the drum? Etc)

Describes and distinguishes between different WeDo sensors, giving at least one example of how each might be used

Describe with diagrams the logic of simple WeDo programs

Working Mathematically Problem Solving MA1-2WM

Uses objects, diagrams and technology to explore mathematical problems

Describes speed of LEGO WeDo motors using numbers, diagrams, logic and on-screen displays

Test each WeDo sensor (distance, tilt, sound, etc.) using on-screen displays

Describes and distinguishes between WeDo sensors, giving at least one example of how each might be used

Describe with diagrams the logic of simple WeDo programs


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Working Mathematically Reasoning MA1-3WM

Supports conclusions by explaining or demonstrating how answers were obtained

Measure distance, tilt, sound, etc. using WeDo sensors and on-screen displays

Predict, explore and evaluate intended actions of simple programs using diagrams

Describe and demonstrate a robot performing a successful action

Number & Algebra Addition & Subtraction

MA1-5NA

Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers

Compose simple WeDo programs using addition, subtraction, multiplication and division

Perform simple addition and subtraction using LEGO pieces

Record simple addition and subtraction using correct mathematical symbols

Number & Algebra Multiplication & Division

MA1-6NA

Uses a range of mental strategies and concrete materials for multiplication and division

Compose simple WeDo programs using addition, subtraction, multiplication and division

Group and split LEGO pieces to perform simple multiplication and division

Record simple multiplication and division using correct mathematical symbols

Number & Algebra Fractions & Decimals

MA1-7NA

Represents and models halves, quarters and eighths

Split collections of LEGO pieces into equal groups: halves, quarters and eighths

Identifies a half and a quarter of the screen when using digital texts (e.g. SMART Notebook) – i.e. place a screen shot in one quarter of your screen.

Number & Algebra Patterns & Algebra

MA1-8NA

Creates, represents and continues a variety of patterns with numbers and objects

Construct simple patterns using LEGO pieces of repeated colour or size (etc.)

Compose simple programs using repeated actions

Compose a simple program that loops a set of actions

Explore, compare and describe similarities between repeated patterns and using a loop

Compose a simple program that adds and displays the sum of a repeated addition (2+2+2+, etc.)


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MA1-9MG

Measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres

Estimate and measure distance travelled by robots using formal and uniform informal repeated measures (hand-span, etc.)

Sort LEGO pieces by length

Measure LEGO pieces using formal measurement (cm)


MA1-13MG

Describes, compares and orders durations of events and reads half-and quarter-hour time

Compose simple program to perform a sequence of tasks

Alter programmed sequence to test programmed actions

Program and describe different timed events using timers, loops and random number generators

Compose and sequence simple narratives (orientation, complication, resolution – see English KLA)

Measurement & Geometry Three-Dimensional Objects

MA1-14MG

Sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms

Identify, sort and describe LEGO pieces with reference to known three-dimensional objects, Cube, Rectangular Prism, pyramid, etc.

Identify and compare different three-dimensional objects when following visual instructions to build LEGO WeDo robot


MA1-16MG

Represents and describes the positions of objects in everyday situations and on maps

Follow visual instructions when building LEGO to place pieces in correct position, rotation, etc.

Statistics & Probability Data

MA1-17SP

Gathers and organises data, displays data in lists, tables and picture graphs and interprets the results

Describe the performance of sensors using graphs and on-screen display

Describe different directions of tilt when using tilt sensor

Test and graph the results of simple experiments such as speed or distance under different robot/program configurations

Statistics & Probability Chance

MA1-17SP

Recognises and describes the element of chance in everyday events

Compose and describe the actions of simple programs that use the random number generator to wait a random number of seconds or perform a random action (display background, play sound, etc)


© 2013 MacICT

Stage 1 Links (LEGO® WeDo)

English



Communicate EN1-1A

Communicates with a range of people in informal and guided activities, demonstrating interaction skills and considers how own communication is adjusted in different situations

Works in pairs and with teachers, adult helpers and other groups to build and program LEGO WeDo robot and to document and evaluate their learning


Composes and presents simple creative narratives using robots and other props

Follows teacher instruction and asks for help where necessary

Demonstrates appropriate classroom behaviour when using LEGO WeDo

Works cooperatively and offers constructive criticism and suggestions when improving their robot through trial and error

Communicate EN1-2A

Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers

Respond to simple visual procedural texts

Compose, manipulate and evaluate simple programs to control their LEGO WeDo robot


Compose, film and present simple narratives

Communicate EN1-3A

Composes texts using letters of consistent size and slop and uses digital technologies

Practice typing

Compose and manipulate a range of digital texts




© 2013 MacICT

Communicate EN1-4A

Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies

Respond to and comprehend simple visual procedural texts

Discuss, compose, manipulate, test, explain and share simple programs by ordering symbols in logical sequences



Uses Language EN1-6B

Recognises a range of purposes and audiences for spoken language and recognises organizational patterns and features of predictable spoken texts

Use appropriate spoken language to ask for help when engaged with familiar and unfamiliar tasks

Use appropriate spoken language to work collaboratively with peers

Use appropriate spoken language to present their work to the class

Collaborate, negotiate and reach fair compromises in group work


Identify, predict, recount and explain their robot’s programmed actions

Present and explain activities or own narrative to rest of the class


Identifies how language used in their own writing differs according to their purpose, audience and subject matter

Discuss, document and evaluate their learning using digital texts

Compose simple narrative using digital texts

Identifies the purpose, audience and subject matter of a range of simple procedural texts (LEGO WeDo building instructions, recipes, etc.)

Respond to and compose simple written procedural texts to demonstrate advanced activities (e.g. logging on to the school computer, how to make new friends at school, building an imaginary toy)


Recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter

Identifies, responds to and composes a range of multimodal, visual and written texts

Identifies, responds to and composes a range of procedural, narrative and information texts

Identifies the purpose, audience and subject matter of a range of simple procedural texts (LEGO WeDo building instructions, recipes, etc.)

Develop understanding of text directionality, digital/screen navigation and tools for manipulating and composing digital texts


© 2013 MacICT


Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts

Identify verbs (turn, stop, etc.) and nouns (motor, sensor, etc) commonly used when programming

Identify imperative verbs in simple written and visual procedural texts

Identify and explain each WeDo programming symbol as unique unit of programming grammar

Use appropriate punctuation (full stops and capitals) in own writing

Think EN1-10C

Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts

Pose, explore and find solutions to mechanical and narrative problems by responding to simple visual and written texts

Compose own simple narrative (orientation, complication, resolution)

Build and design props and backgrounds to present and film simple narrative as a play

Discuss and develop basic ideas about robotics (different shapes and types, built for a purpose, programmed to act, can act without humans, etc)

Learn ENe-11D

Responds to and composes a range of texts about familiar aspects of the world and their own experience

Respond to and compose simple narratives (especially from science-fiction genre)

Respond to and compose simple visual and written procedural texts

Verbally recount, document on digital text and evaluate attempts to solve a problem / learning experience

Express ENe-12E

Identifies and discusses aspects of their own and other’s learning


Work collaboratively to follow, adapt and evaluate simple visual procedural texts



© 2013 MacICT

Stage 2 Links (LEGO® WeDo & Mindstorms NXT/EV3) Science & Technology


WeDo Activities Mindstorms NXT/EV3 Activities Learning across the curriculum



Build, program, explore and engage with LEGO WeDo robots

Pose, design and investigate scientific questions posed by WeDo software

Purposefully design, build, program, evaluate and adapt LEGO WeDo robots to solve everyday problems

Analyse and evaluate the changes they make to both the robot and its programming, and the reason/s for the change

Build, program, explore and engage with LEGO NXT robots

Pose, design and investigate scientific questions posed by NXT/EV3 software

Purposefully design, build, program, evaluate and adapt LEGO NXT/EV3 robots to solve everyday problems



© 2013 MacICT



Describe robots by their identified purpose or purposes

Analyse, design and label a range of fictional and real-world robots by design and mechanical elements (sensors, motors, etc) with regards to their identified purpose

Suggest alternative designs for robots to meet different needs or purposes (i.e. What if this robot needed to work underwater?)

Design and construct LEGO WeDo robots to solve real-world issues, including sustainability

Respond to, predict, compose and explain a range of logical WeDo programs that meet real-world purposes or needs

Describe robots by their identified purpose or purposes

Analyse, design and label a range of fictional and real-world robots by design and mechanical elements (sensors, motors, etc) with regards to their identified purpose


Design and construct LEGO NXT/ EV3 robots to solve real-world issues, including sustainability

Respond to, predict, compose and explain a range of logical NXT/ EV3 programs that meet real-world purposes or needs


Investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken

Pose and investigate testable scientific questions using LEGO WeDo robots to aid testing

Design, construct, evaluate and adapt LEGO WeDo robots that help collect data or test elements of this scientific question

Identify, record, analyse and evaluate data collected by sensors in a variety of ways

Collect light samples and interpreting results using NXT/ EV3 Data Logging

Methodically working through challenges involving building and/or programming robot to navigate task correctly


© 2013 MacICT


Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria

Design and make a robot using LEGO pieces, including motors and sensors, to complete a specific task


Incorporate other technologies, such as Bluetooth, to enhance robot performance and autonomy


ST2-6PW

Identifies ways heat is produced and that heat moves from one object to another

Conduct experiment using a temperature sensor to gauge changes in heat energy


ST2-7PW

Describes everyday interactions between objects that result from contact and non-contact forces

Explain consequences of design and/or programming of robot at each testing phase of a specific task or challenge

Explain consequences of design and/or programming of robot at each testing phase of a specific task or challenge

Knowledge & Understanding: Natural Environment Earth and Space

ST2-9ES

Describes how relationships between the sun and the Earth cause regular changes

Measure ambient light readings across a day, and/or during different Seasons, to explain heat energy from the sun at different angles to the Earth’s surface

Knowledge & Understanding: Natural Environment Living World

ST2-10LW

Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features

Use NXT/ EV3 Data Logging to tabulate and organise data that may contribute to analysing observable features of living things, such as effects of time


© 2013 MacICT


ST2-12MW

Identifies that adding or removing heat causes a change of state between solids and liquids

Assist in an experiment that measures the temperature of solids and liquids, using a temperature sensor, when heat energy is added or removed


ST2-13MW

Identifies the physical properties of natural and processed materials, and how these properties influence their use

Consider the attributes and effectiveness of a robot using processed materials, such as LEGO pieces, for a specific purpose

Consider the attributes and effectiveness of a robot using processed materials, such as LEGO pieces, for a specific purpose

Knowledge & Understanding: Made Environment Built Environments

ST2-14BE

Describes how people interact within built environments and the factors considered in their design and construction

Students collaborate to design and build a static or mobile construction, using LEGO pieces, for a specific purpose

Students collaborate to design and build a static or mobile construction, using LEGO pieces, for a specific purpose


ST2-15I

Describes ways that information solutions are designed and produced, and factors to consider when people use and interact with information sources and technologies

Design method of communicating information from one piece of technology to another, or to an audience, using graphical images or text, such as when using laptop display

Design method of communicating information from one robot to another, or to an audience, using graphical images or text, such as when using display icons or sending and receiving Bluetooth messages

Knowledge & Understanding: Made Environment Products

ST2-16P

Describes how products are designed and produced, and the ways people use them

Identify a need in the community and design, build and program robot to meet that need

Identify a need in the community and design, build and program robot to meet that need


© 2013 MacICT

Stage 2 Links (Mindstorms NXT/EV3)

Mathematics


Mindstorms NXT/EV3 Activities Learning across the curriculum


Uses appropriate terminology to describe, and symbols to represent, mathematical ideas

Students use appropriate unit of measurement and/or represent with correct symbols when programming robot to complete specific task, such as the duration variable for motors


Selects and uses appropriate mental or written strategies, or technology, to solve problems

Predict duration of time or other variable of robot when meeting a specific task or challenge, such as how long it takes for robot to arrive a desired location

Any task or challenge that requires estimating or measuring, such as when testing each sensor


Checks the accuracy of a statement and explains the reasoning used

Complete multiple tests of a mathematical programming solution, and make relevant changes to improve general accuracy and performance

Number & Algebra Whole Numbers

MA2-4NA

Applies place value to order, read and represent numbers of up to five digits

Analyse sensor readings, and the place value of numbers particularly when using decimals


MA2-5NA

Uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers

Determine mid-point of light values, such as when programming robot to follow a dark line


© 2013 MacICT


MA2-6NA

Uses mental and informal written strategies for multiplication and division

Analyse data on a graph, such as when determining speed of robot as a factor of time and distance

Number & Algebra Fractions & Decimals MA2-7NA

Represents, models and compares commonly used fractions and decimals

Any input or output of data using decimal notation in the programming of the robot

Number & Algebra Patterns & Algebra MA2-8NA

Generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values

Design a counting program, such as using a Math block, touch sensor and Display icon, for another student to calculate hidden operation


MA2-9MG

Measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures

Use various sensors to estimate then measure length/height, light intensity or temperature E.g. Hold an NXT/EV3 brick high in the air with ultrasonic sensor pointing to the ceiling to first estimate then measure to determine tallest person in the room


MA2-13MG

Reads and records time in one-minute intervals and converts between hours, minutes and seconds

Program NXT/EV3 to operate for longer than one minute, or to loop operation for no longer than two minutes, by using only seconds to convert to desired minutes


MA2-17MG

Uses simple maps and grids to represent position and follow routes, including using compass directions

Program robot using direct NXT Programming buttons or programming software to navigate across a large grid using degrees/compass settings


© 2013 MacICT


MA2-18SP

Selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs

Use NXT/EV3 Data Logging to collect data samples and then upload to a graph to determine variables over time

Program robot to keep score or tally results, such as using a touch sensor and Math block


MA2-19SP

Describes and compares chance events in social and experimental contexts

Program robot, using a Random icon, to reveal a number based on chance, such as with a lottery

Alter chance characteristics of random program to determine probability in different contexts


© 2013 MacICT

Stage 2 Links (Mindstorms NXT/EV3)

English



Communicate EN2-1A

Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

Collaborate in pairs or threes to design, build and program a robot to meet a specific need or challenge, and then explain solution to the class

Communicate EN2-3A

Uses effective handwriting and publishes texts using digital technologies

Program robot to communicate through a digital display, either for instructions or as part of an effect, such as with a game

Sync pre-recorded sound files to matching digital text for added effect

Use language EN2-9B

Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts

Program robot to communicate a message effectively through the use of Display icons

Use speech bubbles when labelling parts of an elaborate program

Present solutions to challenges by compiling a presentation, such as SMART Notebook or Microsoft PowerPoint or EV3’s Content Editor, and use effective language to explain and articulate steps


© 2013 MacICT

Think EN2-10C

Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

Design and program a game using visual, verbal and written cues to create an entertaining message, such as when awarding special bonus or congratulating on a high score

Express EN2-11D

Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own

Peer review of other robot designs and solutions to class challenges in the form of written feedback

Class surveys to teacher of robot activities and challenges

Learn and reflect EN2-12E

Recognises and uses an increasing range of strategies to reflect on their own and others’ learning

Hypothesise solutions before robots are designed and later reflect on final solutions and document learning gained


© 2013 MacICT

Stage 3 Links (LEGO® Mindstorms NXT/EV3) Science & Technology





Build, program, explore and engage with LEGO NXT/EV3 robots

Pose, design and investigate scientific questions posed by NXT/EV3 software

Purposefully design, build, program, evaluate and adapt LEGO NXT/EV3 robots to solve authentic and/or complex problems




Analyse, design and evaluate a range of fictional and real-world robots for suitability of purpose


Design and construct LEGO NXT/EV3 robots to solve complex real-world issues, including sustainability

Respond to, predict, compose and explain a range of logical NXT/EV3 programs that meet real-world purposes or needs


Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanation

Sensors and data

Evaluating a Robot designed to meet a purpose or investigate/solve a real-world problem

Ethical data: appropriate, relevant and accurate data


© 2013 MacICT


Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints


Incorporate other technologies, such as Bluetooth, to enhance robot performance and autonomy


ST3-7PW

Uses scientific knowledge about the transfer of light to solve problems that directly affect people’s lives

Using light sensor to follow a line, e.g.

Understanding ‘reflectivity’ of different colours and objects


ST3-13MW

Describes how the properties of materials determine their use for specific purpose

Consider how robots are designed for specific purpose, and made from specific materials to suit their purpose/s

Evaluate choice of LEGO pieces in constructing own robot for stability, fitness for purpose, aesthetic design, etc

Knowledge & Understanding: Natural and Made Environments

Built Environment

ST3-14BE

Describes systems in built environments and how social and environmental factors influence their design

Consider social and environmental factors influence robot design and purpose

Design and build a robot that can simulate a task that is normally provided by local Council services


ST3-15I

Describes how social influences impact on the design and use of information and communication systems

Design, build and program a robot to behave like a Tamagotchi toy, that responds to human interaction


© 2013 MacICT

Knowledge & Understanding: Made Environment Products

ST3-16P

Describes systems used to produce or manufacture products and the social and environmental influences on product design

Design, build and program a conveyer belt robot for moving goods efficiently


© 2013 MacICT

Stage 3 Links (LEGO® Mindstorms NXT/EV3)

Mathematics




Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

Students use accurate mathematical terminology in recording, applying and evaluating data (degrees, seconds, centimetres, etc)


Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations

Predict duration of time or other variable of robot when meeting a specific task or challenge, such as how long it takes for robot to arrive a desired location

Any task or challenge that requires estimating or measuring, such as when testing each sensor


Gives a valid reason for supporting one possible solution over another

Complete multiple tests of a mathematical programming solution, and make relevant changes to improve general accuracy and performance

Number & Algebra Whole Numbers

MA3-4NA

Orders, reads and represents integers of any size and describes properties of whole numbers

Design and program a Bingo game, in conjunction with Bingo cards for student interaction


MA3-5NA

Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size

Design and program a digital counter that can subtract or add using a touch sensor, such as with gaining points or losing a ‘life’ on a video game


© 2013 MacICT


MA3-6NA

Selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation

Design and program a series of bonus points (multiplication) or excessive damage (division) on the display, using a variety of sensors for a game

Number & Algebra Fractions & Decimals MA3-7NA

Compares, orders and calculates with fractions, decimals and percentages

Calculate the speed of a moving robot using decimal light reading samples uploaded onto a graph, and extrapolate the answer from the formula: speed = distance / time

Number & Algebra Patterns & Algebra MA3-8NA

Analyses and creates geometric and number patterns, constructs and completes number sentences and locates points on the Cartesian plane

Program robot to display sequencing of numbers with a hidden pattern for other students to calculate


MA3-9MG

Selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters and converts between units of length

Calculate the distance a robot should travel at a given speed for a specific time, and then test the robot for accuracy

Measurement & Geometry Area

MA3-10MG

Selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles

Measurement & Geometry Angles

MA3-16MG

Measures and constructs angles, and applies angle relationships to find unknown angles

Design, build and program an angle-finder robot that can determine the correct name of an angle and display the angle as a digital readout


© 2013 MacICT


MA3-17MG

Locates and describes position on maps using a grid-reference system

Carry out experiments using the new (optional) Global Positioning System NXT/EV3 add-on


MA3-18SP

Uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables

Investigate different sound levels of classrooms at different times of the day and upload onto a graph for analyses

Calculate the speed of a robot by collecting reflected light samples from pre-determined colour markers and using the uploaded data to graph time and distance to calculate speed


MA3-19SP

Conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes

Design and program electronic dice for a board game


© 2013 MacICT

Stage 3 Links (LEGO® Mindstorms NXT/EV3)

English



Communicate EN3-1A

Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

Document a set of instructions to explain how to operate or make changes to a current program or to operate a robot to complete a specific task

Communicate EN3-2A

Composes, edits and presents well-structured and coherent texts

Document a set of specific and elaborate instructions to explain how to operate or make changes to a current program or to operate a robot to complete a specific task

Communicate EN3-3A

Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

Document a set of specific and elaborate instructions, using several forms of communication to explain how to operate or make changes to a current program or to operate a robot to complete a specific task

Use language EN3-6B

Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

Draft a set of specific and elaborate instructions, using several forms of communication to explain how to operate or make changes to a current program or to operate a robot to complete a specific task


© 2013 MacICT

Think EN3-7C

Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

Composing text and using visual forms of communication to document the steps and programming required for an end result when using EV3’s Content Editor.

Learn and reflect EN3-9E

Recognises, reflects on and assesses their strengths as a learner

Document learning through EV3’s Content Editor, capturing text, images and video to tell a picture of insights and challenges.


© 2013 MacICT

Scope & Sequence K-6 suggestion by Term Integrating robotics education across the year using LEGO® NXT/EV3 Mindstorms

Grade and

Term

K/Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Term 1 NXT/EV3

Robot Basic

NXT/EV3 Robot Basic with Theme

Challenges

LEGO® Green City / EV3 Space Challenge Training Module

LEGO® Green City / EV3 Space Challenge Training Module

NXT/EV3 Data

Logging

Term 2 NXT/EV3

Basic

NXT/EV3 Basic with Theme Challenges

Internal Dance Challenge Prep

RoboCup Junior NSW (Dance Prep)

RoboCup Junior NSW (Dance

Theatre)

Term 3 RoboCup Junior NSW

(UNSW Comp)

RoboCup Junior NSW (UNSW

Comp)

FIRST Lego League (Preparations)

Term 4 Green City / EV3 Space Challenge

FIRST Lego League (MacUni Comp)


© 2013 MacICT

Scope & Sequence K-6 suggestion by Context Integrating robotics education across the school by context using LEGO® NXT/EV3 Mindstorms and LEGO® WeDo

Grade and Context

K/Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Technology

WeDo

WeDo/NXT/EV3

Robot

LEGO® Green City / EV3 Space Challenge

Training Module


Training Module


Training Module

NXT/EV3 Data Logging

In-house context

Literacy link

Literacy link “Mission on Mars” Dance Challenge

Robots in Society

Webquest

LEGO® Green

City/EV3 Space Challenge

External

competition

RoboCup Junior NSW (Dance or Dance

Theatre)

RoboCup Junior NSW (Rescue)

FIRST Lego League

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