Cubelets - Day 7 (Younger & Older Groups)
2. Objectives
● To know about the open house.
● To decide each team and individual roles in the team.
3. Key Concepts
● Sensor / Input / Output / Distance Sensor Cubelet / Light Sensor Cubelet / Drive Actor Cubelet / Light
Actor Cubelet
4. Georgia Standards
Pre-K
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LD6b
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Uses scribbles,
shapes, pictures and letters, or other forms of writing.
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MD4c
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Uses language to
indicate where things are in space: positions, directions, distances, order
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LD1a
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Listens to and follows spoken directions.
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MD1c
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Counting objects using one-to-one
correspondence.
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MD5a
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Uses mathematical language to describe
experiences involving measurement.
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SD1d
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Uses simple equipment to experiment,
observe, and increase understanding.
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SD1e
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Records observation through dictating to
an adult, drawing pictures, or using other forms of writing.
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SD1f
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Predicts what will happen next based on
previous experience.
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K
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ELACCKW2
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Uses a combination of drawing, dictating,
and writing to compose informative/explanatory texts in which they name what
they are writing about and supply some information about the topic.
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MCCKG1
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Describe objects in the environment using
names of shapes, and describes the relative positions of these objects using
terms such as above, below, beside, in front of, behind, and next to.
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MCCKCC3
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Write numbers from 0 to 20. Represent a
number of objects with a written numeral 0-20.
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SKC3a
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Use ordinary hand tools and instruments to
construct, measure, and look at objects.
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SKCS5
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Describe and compare things in terms of
number, shape, texture, size, weight, color and motion.
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SKCS2
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Students will have computation and
estimation skills necessary for analyzing data and following scientific
explanations.
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SKCS4
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Students will use the ideas of system,
model, change, and scale in exploring scientific and technological matter.
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S1CS5
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Students will communicate scientific ideas
and activities clearly.
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1st Grade
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ELACC1W2
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Write informative/explanatory texts in
which they name a topic, supply some facts about the topic, and provide some
sense of closure.
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ELACC1SLt5
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Add drawings or other visual displays to
descriptions when appropriate to clarify idea, thoughts, and feelings.
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MCC1G1
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Distinguish between defining attributes
versus non-defining attributes, build and draw shapes to possess defining
attributes.
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MCC1MD4
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Organize, represent, and interpret data
with up to three categories; ask and answer questions about the total number
of data points, how many in each category, and how many more or less are in
one category than in another.
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S1CS2
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Students will have computation and
estimation skills necessary for analyzing data and following scientific
explanations.
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S1CS3
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Students will use tools and instruments
for observing, measuring, and manipulating objects in scientific activities.
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S1CS5
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Students will communicate scientific ideas
and activities clearly.
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5. Procedures
1) Introduce the open house.
- Everyone, we are going to have a party at this clubhouse this Friday evening. The party is called, “an
open house.” We’ll invite your families to the open house, and you’ll show them what you’ve learned
and built in this robotics club.
- So, from today we will prepare for the open house.
2) Understanding each team. (Bee-Bot and Cubelets)
- For the open house, you’ll choose only one of these two (Bee-Bot or Cubelets) to share with
your families and other guests who will come.
- If you choose a Cubelets team, you will build your own robot by using different kinds of Cubelets.
- In our Cubelets class, we’ve learned about Power, Distance Sensor, Light Sensor, Light Actor,
and Drive Actor Cubelets.
3) Choosing one team. (Bee-Bot or Cubelets)
- Now, please make your mind. Raise your hand if you chose a Bee-Bot team. Raise your hand if you
chose a Cubelets team.
4) Introduce a Lego adaptor and extra actor Cubelets.
- Show a brief demonstration of ways to use an adapter.
- What does “Adapter” mean? (a thing that connects two parts
- You can put this adapter on magnets of the Cubelets to link them to legos (showing a demonstration)
- For the open house, you can build your robot by yourself or you can build a robot with a partner.
If you’d like to work with a partner, talk with the friend in this room that you’d like to work together
and then tell me who your partner is.
6) Plan our robot’s name and design by drawing a robot.
- Let’s think about the robot that you (or your team) would like to build (imagine)
- Let’s design your robot on this paper, “My robot making plan sheet”(plan)
- Your team can choose many different materials, such as recycled materials, Cubelets, and lego blocks
for making your own robot. For example, if you’d like your robot has a particular face, you can draw
the face of your robot and paste it on the Cubelet.
7) Let’s make our robot working
- What types of sensors and actors do you need to use?
- What will your robot do?
8) Begin to decorate the robot and construct settings.
- What kinds of materials would you like to use to decorate your robot and walls? (Exploration about
varied materials such as cotton balls, strings, color papers, wooden blocks, Lego.
9) Plan for Tomorrow
- What other parts would you like to build for your robot tomorrow
- Are there parts that you need to correct
- How would you fix them? (encourage the children to revisit their planning sheet and make necessary
changes.)