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NASA Robotics

NASA Robotics – I Want to Hold Your Hand Activity

Year Level: Suitable for years 3 to 5

Purpose: “To construct a robotic-like hand and to demonstrate how data are collected when using robotic technology.”

Overview: This exciting and engaging hands-on activity can be done in the classroom with minimal low-cost materials required. Students critically reflect as they consider uses, benefits and disadvantages to robotics both before and after construction. Links to other learning areas include Mathematics (measurement) Science (forces) and English (journal entries).

Learning Area: Technologies – Design and Technologies
Strand: Knowledge and Understanding
Sub-strand: Technologies and society – Role of people in design and technologies occupations. Ways products, services and environments are designed to meet community needs.
Sub-strand: Materials and technologies specialisations – Suitability and safe practice when using materials, systems and components for a range of purposes.

Learning Areas: Technologies – Design and Technologies and Digital Technologies
Strand: Processes and production skills. Creating solutions by:
Sub-strand: Designing – Develop and communicate design ideas and decisions using annotated drawings and appropriate technical terms.
Sub-strand: Evaluating – Use criteria to evaluate and justify simple design processes and solutions.
Sub-strand: Collaborating and managing – Work independently, or collaboratively when required, to plan, safely create and communicate ideas and information for solutions.

 

A full PDF version of the activity can be found here.

You can show your students how the NASA Robonaut2 uses its robotic hand in this video clip.

 

References:

Learning Area Strands: http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/design-and-technologies2

Photo: https://www.nasa.gov/mission_pages/station/research/news/invention_of_the_year

Website link to activity: https://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/I_Want_to_Hold_Your_Hand.html

 

Blog Post by Stephanie Joshi

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Mind Mapping with Popplet

Year level: F – 2

Strand: Digital Technologies Processes and Production Skills

Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)

Link to resource: http://popplet.com/

Cross-Curriculum Priorities and General Capabilities:

  • Literacy
  • Numeracy
  • Information and communication technology (ICT) capability
  • Critical and creative thinking
  • Personal and social capability

Classroom Activity: This interactive and engaging software is a great resource for modern classrooms. Students can work independently or in small groups to create mind maps on a given topic and then submit their work via Popplet.

Popplet is great for group work as teachers are able to click on the ideas listed in order to identify the contributions that students have made.

 

By: Jessica Owsiak

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Collaborative learning using QR codes

qrcode.27283626
Year level: 3 – 4
Strand: Digital Technologies knowledge and understanding.
Sub strand: Representation of data.

  • 4.2 Recognise different types of data and explore how the same data can be represented in different ways

Strand: Digital technologies processes and production skills.
Sub strand: Collecting, managing and analysing data.

  • 4.3 Collect, access and present different types of data using simple software to create information and solve problems.

Link to resource: http://www.qrstuff.com

Cross-Curriculum Priorities and General capabilities
Numeracy, Literacy, Information and communication technology (ITC) capability, Critical and Creative thinking.

Links to: Maths, literacy and ITC.

Classroom activity: 

  • Install QR code decoding software  onto individual iPad or device prior to lesson commencing. (available free from download store)
  • Group students in groups of three or depending on the amount of iPads available per class.
  • Students are set a challenge to to convert QR codes on the iPad and solve the equations.
  • The students have to agree on the answer before they can move onto the next QR code.
  • All group members are responsible to help solve the equations but one group member must be nominated to write the answer for  evidence.
  • The teams can race each other or time themselves and try to beat individual best times.

The teacher can formatively assess students comprehension and understanding of specific learning areas with a fun experience. The QR codes need to be printed and cut out, then placed in rows with enough room to separate the groups, so they can work independently. The teacher has the opportunity to colour code the QR codes to cater for diversity within the classroom.  Students can work collaboratively within same ability or mixed ability groups to practice their mental maths skills.

There are alternative ways to use the QR codes such as writing questions for interviews, biographies etc in literacy.  Students can also be taught how to program the information into the QR codes and make their own for peers to solve.

How to use the resource
Its free and easy to use. Start on QR generator home page  http://www.qrstuff.com/qr_codes.html

Step 1: Data type – choose plain text.

Step 2.0: Content – type in mathematical equation (times table, addition algebra etc)

Step 2.1: Encoding options – choose static – Embed text into code as-is

Step 3.0: Foreground colour – change colour to suit individual requirements.

Step 3.1: Download QR code to test sample.

Step 4: Output type: Choose to download, print or e-mail QR code.

qrcode.27283626

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Grapher

Subject: Digital Technologies

Year Level: 3-4

Strand: Digital Technologies processes and production skills

Sub strand: Managing and analysing data

4.3 Collect, access and present different types of family, classroom and community data using simple spreadsheets, databases and other software to create information and solve problems.

Link to the resource

http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html

Cross curriculum priorities and general capabilities

Numeracy

Information and communication technology capability

Critical and creative thinking

Links to other learning areas

Mathematics – Data Representation and Interpretation

Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)

A classroom activity using this resource

Conduct a survey in the class on the topic of favourite foods. Record the data in a table on the interactive whiteboard. Students could then graph this data using the Grapher website.

How to use this resource

This website is extremely easy to use and child friendly. The title, x axis, categories and numbers can all be edited and adjusted to match the topic by simply clicking and typing. Once the graph has the desired fields of information, simply click on the arrows to increase the level of the column for each category to the correct number. These pages can then be printed out by right clicking on the screen, or refresh the page and you can start again. This is a great way of introducing graphing on computers for Year 3-4.

 

Grapher 1 Grapher 2