Making a Treasure Island
Goals and Getting Started
As the Child Development majors in the Robotics Academy, our role was to learn about the science, technology, and engineering principles used in our individual Team's projects. (See Team Spot Website and Team Kinetic Sculpture Website for further background.) We integrated this first- hand experience with research on developmentally appropriate and effective use of technology with children and with an analysis of last year's after-school course. Our overall goal was to create curriculum for an 8 week after-school robotics course for 4 th – 6 th graders, similar to that created by Laura Hacker and Diane DeLuca, last year's Robotics Academy Child Development majors, but that uses this year's undergraduate projects as the basis for the curriculum.
Click here for a chart of the concepts we included, their definitions, applications, and related frameworks.
January 28, 2004
The first day of the course is dedicated to introducing instructors, children, materials, and the course's projects as well as to giving the kids a chance to do some initial exploration with building and programming.
Science and Engineering Concepts addressed:
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During this unit, children will use the cars built on Day 1 to further explore moving robots and several science concepts that affect their movement. The first day's activities focus on reinforcing programming skills and experimenting with how to build and program a car to overcome challenges in its environment. The second day integrates the use of sensors and communication with the first day's work. Team Spot from the Robotics Academy also makes a guest appearance to explain their project and how it relates to work the children have done so far and to the culminating activity of the workshop.
February 4, 2004
Science and Engineering Concepts Addressed:
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February 11, 2004
Science and Engineering Concepts Addressed:
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There are three main goals of this unit. The first is for kids to think about the many types of robots that don't change location but do perform a function based on their programming. A second goal is for the children to consider how to integrate materials other than LEGOs into their creations and to design aesthetically finished as well as functional robots. Finally, we want children to experience the difference between designing a robot themselves and as part of a pair. On the first day, the children will individually explore how some simple machines make work easier or change the kind of work done. On the second day, representatives from the Robotics Academy's Team Kinetic Sculpture will introduce the project they have been working on and relate it to work the children are doing in the workshop. Children will then work in pairs to plan and create a stationary robot of their choosing.
February 25, 2004
Science and Engineering Concepts Addressed:
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March 3, 2004
Science and Engineering Concepts Addressed:
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Creation and Implementation of a Treasure Island
The making of a Treasure Island is intended to be a chance for the children to integrate the robotics they have learned with their artistic creativity and teamwork skills into a cooperative final product. The premise of the island is that mobile robots must navigate the island's terrain and challenges presented by stationary robots in order to reach a final treasure trove. On the first day they will give input for making additions and changes to a basic island design presented by the workshop instructors. Then they will work either individually or in pairs on a robot-stationary or mobile-to work on the island. A well-planned cooperative design process is the focus of the day. On the second day, children will finish their robots and test interactions between mobile and stationariy robots, fixing any glitches that arise. Work will be done to make the island more realistic as well. On the third day of the unit and the last day of the workshop, children will finish up their work and present the island to parents, friends, and interested Tufts community members. We'll finish with a pizza party in celebration of all the learning and hard work that has gone into the After-School Robotics Workshop!
March 10, 2004
Science and Engineering Concepts Addressed:
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March 17, 2004
Science and Engineering Concepts Addressed:
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March 31, 2004
Science and Engineering Concepts Addressed:
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Assessment of the Children's Learning
Throughout the course, the instructors are interested in two types of assessment. First, they want to know that children get the science and engineering concepts behind the challenges and activities. Secondly, Sandra is interested in looking at differences correlated to gender in terms of technology background, involvement during the workshop, and interest in bare engineering versus engineering presented in a more creative context. Assessment tools will include ongoing discussion with the children while they work, journals they write in briefly each session, video of the class in progress and video journals, and "before and after" questionnaires.
Click here to see a chart of assessment measures.
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