a1tD0000003mFYFIA2

Robot Families

  • 1-8 grade

Lesson Description:

This lesson expands on the basic idea of sorting and characteristics into categorization and grouping. Using play with small robots students practice forming and discovering basic skills of classification and taxonomy.
Objective: Identify and apply methods of classification.



 


 

Standards Covered

3-5-ETS1-1

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

CCSS.ELA-LITERACY.CCRA.L.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCSS.ELA-LITERACY.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.4

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.1

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.CCRA.W.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS.MATH.PRACTICE.MP1

Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP3

Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP5

Use appropriate tools strategically.

NGSS Crosscutting 1

Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

NGSS Crosscutting 2

Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.

NGSS Crosscutting 4

Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.

NGSS Crosscutting 5

Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

NGSS Crosscutting 6

Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

NGSS K-2-ETS1-1

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

NGSS K-2-ETS1-3

Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

NGSS MS-ETS1-1

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

NGSS MS-ETS1-2

Evaluate competing design solutions Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. using a systematic process to determine how well they meet the criteria and constraints of the problem.

NGSS Practice 1

Asking questions and defining problems

NGSS Practice 2

Developing and using models

NGSS Practice 3

Planning and carrying out investigations

NGSS Practice 4

Analyzing and interpreting data

NGSS Practice 5

Using mathematics and computational thinking

NGSS Practice 6

Constructing explanations and designing solutions

NGSS Practice 7

Engaging in argument from evidence

NGSS Practice 8

Obtaining, evaluating, and communicating information

image description

Lesson Modules


Teaching Tips:

KT06 Cubelets in the  Classroom, 40-minute activity
 
Science education for students from Pre‐K through Fourth grade emphasizes developing an understanding that objects and organisms can be categorized by their properties and characteristics. This lesson plan expands on the basic idea of sorting and characteristics into categorization and grouping. Using play with small robots students practice forming and discovering basic skills of classification and taxonomy.
 
For each class/group, this lesson plan includes 2 parts:
Each segment is suggested to last 20 minutes in order to comprise one class of about 40 minutes.

  1. Comparing and Contrasting with Cubelets
  2. Categorizing with Robot Relatives

 
Each segment is suggested to last for 20 minutes, with two segments comprising a 40-minute class. Where a class period affords less than 40 minutes, we suggest increasing the time for each segment and using each as a single class on serial class days.
 
While these lesson plans have suggested age levels, it is also possible to use the younger student activities as a ramp up to older students; e.g. use the 4 years old ‐ 8 years old activities to ramp up and extend a lesson plan for a group of 9-year-olds to last for more than one class. Similarly, the activities suggested for older students can become a way to expand on challenges presented to younger learners if there are time and interest.
 

Remind each group  about yesterday’s class on Properties
 
Tell the class: “Yesterday we compared objects in the classroom and noticed properties that made them the same and the properties that made them different. Then we made some Cubelets robots and noticed that even with the same pieces, we could move them around and those robots could have different properties and characteristics. Today we’re going to keep playing with the Cubelets and thinking about the different properties and how groups or categories have members that share properties. “

Yesterday we compared objects in the classroom and noticed properties that made them the same and the properties that made them different.

Then we made some Cubelets robots and noticed that even with the same pieces, we could move them around and those robots could have different properties and characteristics.

Today we’re going to keep playing with the Cubelets and thinking about the different properties and how groups or categories have members that share properties.

 

Which were some difficulties in your classification process in the last class?


Teaching Tips:

Characteristics and Categories with Cubelets, Part II

KT06 Cubelets in the  Classroom, 40 minute  activity
 
Science education for students from Pre‐K through Fourth grade emphasizes developing understanding that objects and organisms can be categorized by their properties and characteristics. This lesson plan expands on the basic idea of sorting and characteristics into categorization and grouping. Using play with small robots students practice forming and discovering basic skills of classification and taxonomy.
 
For each class/group, this lesson plan includes 2 parts:
Each segment is suggested to last 20 minutes in order to comprise one class of about 40 minutes.

  1. Comparing and Contrasting with Cubelets
  2. Categorizing with Robot Relatives

 
Each segment is suggested to last for 20 minutes, with two segments comprising a 40 minute class. Where a class period affords less than 40 minutes, we suggest increasing time for each segment and using each as a single class on serial class days.
 
While these lesson plans have suggested age levels, it is also possible to use the younger student activities as a ramp up to older students; e.g. use the 4 years old ‐ 8 years old activities to ramp up and extend a lesson plan for a group of 9 year olds to last for more than one class. Similarly, the activities suggested for older students can become a way to expand on challenges presented to younger learners if there is time and interest.
 

Remind each group  about yesterday’s class on Properties
 
Tell the class: “Yesterday we compared objects in the classroom and noticed properties that made them the same, and properties that made them different. Then we made some Cubelets robots and noticed that even with the same pieces, we could move them around and those robots could have different properties and characteristics. Today we’re going to keep playing with the Cubelets and thinking about the different properties and how groups or categories have members that share properties. “


 

Part 1: Comparing and Contrasting

Materials: KT06 kits, groups of 1­4 students using each kit.

This segment involves swapping the Flashlight Cubelet with the Drive Cubelet and the Brightness Cubelet with the Distance Cubelet.

This is an opportunity for students to continue using Cubelets as they notice that properties can lead to comparing, contrasting, and categorizing.
 
Suggested age variations/progression:

  • 4 years old to 8 years old: “Now, let’s swap the Action Cubelet. What is the same as our robots with the other black Cubelet? What is different?” As a group, have students note properties that are the same (Robot still has three components, same colors are represented, still reacting to the same thing.) Have the group then consider differences ‐ instructor can swap back and forth to demonstrate two robots (Battery, Distance, Drive and Battery, Distance, Flashlight.) “Now, what is different?” (The Action)
  • 8 years old to 11 years old: Have students swap the Action Cubelet. “What is the same from the three Cubelet robots we were building before? What is different? What properties and characteristics are the same? What are different? are there more differences or more similarities? Are any of these properties more important than the others? How do we decide?”
  • 11 years old and up: Have students swap the Action Cubelet. “What is the same from the three Cubelet robots we were building before? What is different? What properties and characteristics are the same? What are different?” Prompt students to swap the Sense Cubelet. “ What is different? What properties and characteristics are the same? What are different?” Are there more differences or more similarities? Are any of these properties more important than the others? How do we decide?”



 


 
Concepts: Compare/contrast, similarities, differences, properties
Vocabulary: Sense, action, similarities, differences, properties 

Characteristics and Categories with Cubelets, Part II

Yesterday we compared objects in the classroom and noticed properties that made them the same, and properties that made them different. Then we made some Cubelets robots and noticed that even with the same pieces, we could move them around and those robots could have different properties and characteristics. Today we’re going to keep playing with the Cubelets and thinking about the different properties and how groups or categories have members that share properties.


Part 1: Comparing and Contrasting

Materials: KT06 kits. This segment involves swapping the Flashlight Cubelet with the Drive Cubelet and the Brightness Cubelet with the Distance Cubelet.


 
This is an opportunity to continue using Cubelets as you notice that properties can lead to comparing, contrasting, and categorizing.
 
 

Now, let’s swap the Action Cubelet.

  • What is the same as our robots with the other black Cubelet?
  • What is different?




 

Concepts: Compare/contrast, similarities, differences, properties
Vocabulary: Sense, action, similarities, differences, properties


Teaching Tips:

Materials: KT06 kits, groups of 1­4 students using each kit.

This segment involves swapping the Flashlight Cubelet with the Drive Cubelet and the Brightness Cubelet with the Distance Cubelet.

This is an opportunity for students to continue using Cubelets as they notice that properties can lead to comparing, contrasting, and categorizing.
 
Suggested age variations/progression:

  • 4 years old to 8 years old: “Now, let’s swap the Action Cubelet. What is the same as our robots with the other black Cubelet? What is different?” As a group, have students note properties that are the same (Robot still has three components, same colors are represented, still reacting to the same thing.) Have the group then consider differences ‐ instructor can swap back and forth to demonstrate two robots (Battery, Distance, Drive and Battery, Distance, Flashlight.) “Now, what is different?” (The Action)
  • 8 years old to 11 years old: Have students swap the Action Cubelet. “What is the same from the three Cubelet robots we were building before? What is different? What properties and characteristics are the same? What are different? are there more differences or more similarities? Are any of these properties more important than the others? How do we decide?”
  • 11 years old and up: Have students swap the Action Cubelet. “What is the same from the three Cubelet robots we were building before? What is different? What properties and characteristics are the same? What are different?” Prompt students to swap the Sense Cubelet. “ What is different? What properties and characteristics are the same? What are different?” Are there more differences or more similarities? Are any of these properties more important than the others? How do we decide?”


COMPARING AND CONTRASTING

Materials: KT06 kits. This segment involves swapping the Flashlight Cubelet with the Drive Cubelet and the Brightness Cubelet with the Distance Cubelet.


 
This is an opportunity to continue using Cubelets as you notice that properties can lead to comparing, contrasting, and categorizing.
 
 

Swap the Action Cubelet. 


  • What is the same from the three Cubelet robots we were building before?
  • What is different?
  • What properties and characteristics are the same? What are different?

Now, swap the Sense Cubelet.


  • What is different?
  • What properties and characteristics are the same?
  • What are different?
  • Are there more differences or more similarities?
  • Are any of these properties more important than the others? How do we decide?





 

Teaching Tips:

Characteristics and Categories with Cubelets, Part II

KT06 Cubelets in the  Classroom, 40 minute  activity
 
Science education for students from Pre‐K through Fourth grade emphasizes developing understanding that objects and organisms can be categorized by their properties and characteristics. This lesson plan expands on the basic idea of sorting and characteristics into categorization and grouping. Using play with small robots students practice forming and discovering basic skills of classification and taxonomy.
 
For each class/group, this lesson plan includes 2 parts:
Each segment is suggested to last 20 minutes in order to comprise one class of about 40 minutes.

  1. Comparing and Contrasting with Cubelets
  2. Categorizing with Robot Relatives

 
Each segment is suggested to last for 20 minutes, with two segments comprising a 40 minute class. Where a class period affords less than 40 minutes, we suggest increasing time for each segment and using each as a single class on serial class days.
 
While these lesson plans have suggested age levels, it is also possible to use the younger student activities as a ramp up to older students; e.g. use the 4 years old ‐ 8 years old activities to ramp up and extend a lesson plan for a group of 9 year olds to last for more than one class. Similarly, the activities suggested for older students can become a way to expand on challenges presented to younger learners if there is time and interest.
 

Remind each group  about yesterday’s class on Properties
 
Tell the class: “Yesterday we compared objects in the classroom and noticed properties that made them the same, and properties that made them different. Then we made some Cubelets robots and noticed that even with the same pieces, we could move them around and those robots could have different properties and characteristics. Today we’re going to keep playing with the Cubelets and thinking about the different properties and how groups or categories have members that share properties. “


 

Part 1: Comparing and Contrasting

Materials: KT06 kits, groups of 1­4 students using each kit.

This segment involves swapping the Flashlight Cubelet with the Drive Cubelet and the Brightness Cubelet with the Distance Cubelet.

This is an opportunity for students to continue using Cubelets as they notice that properties can lead to comparing, contrasting, and categorizing.
 
Suggested age variations/progression:

  • 4 years old to 8 years old: “Now, let’s swap the Action Cubelet. What is the same as our robots with the other black Cubelet? What is different?” As a group, have students note properties that are the same (Robot still has three components, same colors are represented, still reacting to the same thing.) Have the group then consider differences ‐ instructor can swap back and forth to demonstrate two robots (Battery, Distance, Drive and Battery, Distance, Flashlight.) “Now, what is different?” (The Action)
  • 8 years old to 11 years old: Have students swap the Action Cubelet. “What is the same from the three Cubelet robots we were building before? What is different? What properties and characteristics are the same? What are different? are there more differences or more similarities? Are any of these properties more important than the others? How do we decide?”
  • 11 years old and up: Have students swap the Action Cubelet. “What is the same from the three Cubelet robots we were building before? What is different? What properties and characteristics are the same? What are different?” Prompt students to swap the Sense Cubelet. “ What is different? What properties and characteristics are the same? What are different?” Are there more differences or more similarities? Are any of these properties more important than the others? How do we decide?”



 


 
Concepts: Compare/contrast, similarities, differences, properties
Vocabulary: Sense, action, similarities, differences, properties 

Characteristics and Categories with Cubelets, Part II

Yesterday we compared objects in the classroom and noticed properties that made them the same, and properties that made them different. Then we made some Cubelets robots and noticed that even with the same pieces, we could move them around and those robots could have different properties and characteristics. Today we’re going to keep playing with the Cubelets and thinking about the different properties and how groups or categories have members that share properties.


Part 1: Comparing and Contrasting

Materials: KT06 kits. This segment involves swapping the Flashlight Cubelet with the Drive Cubelet and the Brightness Cubelet with the Distance Cubelet.


 
This is an opportunity to continue using Cubelets as you notice that properties can lead to comparing, contrasting, and categorizing.
 
 

Swap the Action Cubelet.

What is the same from the three Cubelet robots we were building before?

What is different?

What properties and characteristics are the same?

What are different?

Are there more differences or more similarities?

Are any of these properties more important than the others? How do we decide?




 

Concepts: Compare/contrast, similarities, differences, properties
Vocabulary: Sense, action, similarities, differences, properties


Teaching Tips:

Materials: KT06 kits, groups of 1­4 students using each kit. Students can, but do not need to, use both Sense Cubelets and/or both Action Cubelets.
 
This final challenge is a chance for students to continue comparing and contrasting, while also testing out their ideas of what properties are most important and why in creating categories or “families” of robots.
 

 
Suggested age variations/progression:

  • 4 years old to 8 years old: Build three related robots and ask students, “What is the same? What is different? Do these robots belong to the same group? What group is that?”
  • 8 years old to 11 years old: Build three related robots and ask students, “What is the same? What is different? Do these robots belong to the same group? What group is that?” Now ask students in their groups to use whichever Cubelets they want to build one more “relative” for this group and to define what properties and characteristics make it the same, and what makes it different. “Can you name this category?” (E.g. Robots that move in a circle, robots that react to light, etc. )
  • 11 years old and up: Robot Relatives! “Can you make three to five robots that are unique, but related? What characteristics do they have that are the same and what are different? What properties are most important to pay attention to with these robots? What makes them belong to the same group?”

This final challenge is a chance to continue comparing and contrasting, while also testing out your ideas of what properties are most important and why in creating categories or “families” of robots.
 

 
 

Robot Relatives! Make three to five robots that are unique, but related.


Teaching Tips:

Characteristics and Categories with Cubelets, Part II

KT06 Cubelets in the  Classroom, 40 minute  activity
 
Science education for students from Pre‐K through Fourth grade emphasizes developing understanding that objects and organisms can be categorized by their properties and characteristics. This lesson plan expands on the basic idea of sorting and characteristics into categorization and grouping. Using play with small robots students practice forming and discovering basic skills of classification and taxonomy.
 
For each class/group, this lesson plan includes 2 parts:
Each segment is suggested to last 20 minutes in order to comprise one class of about 40 minutes.

  1. Comparing and Contrasting with Cubelets
  2. Categorizing with Robot Relatives

 
Each segment is suggested to last for 20 minutes, with two segments comprising a 40 minute class. Where a class period affords less than 40 minutes, we suggest increasing time for each segment and using each as a single class on serial class days.
 
While these lesson plans have suggested age levels, it is also possible to use the younger student activities as a ramp up to older students; e.g. use the 4 years old ‐ 8 years old activities to ramp up and extend a lesson plan for a group of 9 year olds to last for more than one class. Similarly, the activities suggested for older students can become a way to expand on challenges presented to younger learners if there is time and interest.
 

Remind each group  about yesterday’s class on Properties
 
Tell the class: “Yesterday we compared objects in the classroom and noticed properties that made them the same, and properties that made them different. Then we made some Cubelets robots and noticed that even with the same pieces, we could move them around and those robots could have different properties and characteristics. Today we’re going to keep playing with the Cubelets and thinking about the different properties and how groups or categories have members that share properties. “


 

Part 1: Comparing and Contrasting

Materials: KT06 kits, groups of 1­4 students using each kit.

This segment involves swapping the Flashlight Cubelet with the Drive Cubelet and the Brightness Cubelet with the Distance Cubelet.

This is an opportunity for students to continue using Cubelets as they notice that properties can lead to comparing, contrasting, and categorizing.
 
Suggested age variations/progression:

  • 4 years old to 8 years old: “Now, let’s swap the Action Cubelet. What is the same as our robots with the other black Cubelet? What is different?” As a group, have students note properties that are the same (Robot still has three components, same colors are represented, still reacting to the same thing.) Have the group then consider differences ‐ instructor can swap back and forth to demonstrate two robots (Battery, Distance, Drive and Battery, Distance, Flashlight.) “Now, what is different?” (The Action)
  • 8 years old to 11 years old: Have students swap the Action Cubelet. “What is the same from the three Cubelet robots we were building before? What is different? What properties and characteristics are the same? What are different? are there more differences or more similarities? Are any of these properties more important than the others? How do we decide?”
  • 11 years old and up: Have students swap the Action Cubelet. “What is the same from the three Cubelet robots we were building before? What is different? What properties and characteristics are the same? What are different?” Prompt students to swap the Sense Cubelet. “ What is different? What properties and characteristics are the same? What are different?” Are there more differences or more similarities? Are any of these properties more important than the others? How do we decide?”



 


 
Concepts: Compare/contrast, similarities, differences, properties
Vocabulary: Sense, action, similarities, differences, properties 


Characteristics and Categories with Cubelets, Part II

Yesterday we compared objects in the classroom and noticed properties that made them the same, and properties that made them different. Then we made some Cubelets robots and noticed that even with the same pieces, we could move them around and those robots could have different properties and characteristics. Today we’re going to keep playing with the Cubelets and thinking about the different properties and how groups or categories have members that share properties.


Part 1: Comparing and Contrasting

Materials: KT06 kits. This segment involves swapping the Flashlight Cubelet with the Drive Cubelet and the Brightness Cubelet with the Distance Cubelet.


 
This is an opportunity to continue using Cubelets as you notice that properties can lead to comparing, contrasting, and categorizing.
 
 

Swap the Action Cubelet. 


What is the same from the three Cubelet robots we were building before?

What is different?

What properties and characteristics are the same? What are different?


Now, swap the Sense Cubelet.


What is different?

What properties and characteristics are the same?

What are different?

Are there more differences or more similarities?

Are any of these properties more important than the others? How do we decide?




 

Concepts: Compare/contrast, similarities, differences, properties
Vocabulary: Sense, action, similarities, differences, properties


Teaching Tips:


What characteristics do they have that are the same and what are different?

What properties are most important to pay attention to with these robots?

What makes them belong to the same group?


Teaching Tips:

Part 2: Group Wrap­up or Capstone Challenge

Materials: KT06 kits, groups of 1­4 students using each kit. Students can, but do not need to, use both Sense Cubelets and/or both Action Cubelets.
 
This final challenge is a chance for students to continue comparing and contrasting, while also testing out their ideas of what properties are most important and why in creating categories or “families” of robots.
 

 
Suggested age variations/progression:

  • 4 years old to 8 years old: Build three related robots and ask students, “What is the same? What is different? Do these robots belong to the same group? What group is that?”
  • 8 years old to 11 years old: Build three related robots and ask students, “What is the same? What is different? Do these robots belong to the same group? What group is that?” Now ask students in their groups to use whichever Cubelets they want to build one more “relative” for this group and to define what properties and characteristics make it the same, and what makes it different. “Can you name this category?” (E.g. Robots that move in a circle, robots that react to light, etc. )
  • 11 years old and up: Robot Relatives! “Can you make three to five robots that are unique, but related? What characteristics do they have that are the same and what are different? What properties are most important to pay attention to with these robots? What makes them belong to the same group?”

 
 

Concepts presented: Compare/contrast, properties and characteristics, grouping
Vocabulary: Properties/characteristics, relatives/related, group, category

Part 2: Group Wrap­up or Capstone Challenge

Materials: KT06 kits. You can, but do not need to, use both Sense Cubelets and/or both Action Cubelets.
 
This final challenge is a chance to continue comparing and contrasting, while also testing out your ideas of what properties are most important and why in creating categories or “families” of robots.
 

 
 

Build three related robots.

  • What is different?
  • Do these robots belong to the same group? What group is that?

 

Concepts: Compare/contrast, properties and characteristics, grouping
Vocabulary: Properties/characteristics, relatives/related, group, category


Teaching Tips:

Part 2: Group Wrap­up or Capstone Challenge

Materials: KT06 kits, groups of 1­4 students using each kit. Students can, but do not need to, use both Sense Cubelets and/or both Action Cubelets.
 
This final challenge is a chance for students to continue comparing and contrasting, while also testing out their ideas of what properties are most important and why in creating categories or “families” of robots.
 

 
Suggested age variations/progression:

  • 4 years old to 8 years old: Build three related robots and ask students, “What is the same? What is different? Do these robots belong to the same group? What group is that?”
  • 8 years old to 11 years old: Build three related robots and ask students, “What is the same? What is different? Do these robots belong to the same group? What group is that?” Now ask students in their groups to use whichever Cubelets they want to build one more “relative” for this group and to define what properties and characteristics make it the same, and what makes it different. “Can you name this category?” (E.g. Robots that move in a circle, robots that react to light, etc. )
  • 11 years old and up: Robot Relatives! “Can you make three to five robots that are unique, but related? What characteristics do they have that are the same and what are different? What properties are most important to pay attention to with these robots? What makes them belong to the same group?”

 
 

Concepts presented: Compare/contrast, properties and characteristics, grouping
Vocabulary: Properties/characteristics, relatives/related, group, category

Part 2: Group Wrap­up or Capstone Challenge

Materials: KT06 kits. You can, but do not need to, use both Sense Cubelets and/or both Action Cubelets.
 
This final challenge is a chance to continue comparing and contrasting, while also testing out your ideas of what properties are most important and why in creating categories or “families” of robots.
 

 
 

Build three related robots.

What is the same?

What is different?

Do these robots belong in the same group? What group is that?


With your group, use whichever Cubelets you want to build one more “relative” for your group and to define what properties and characteristics make it the same, and what makes it different.

Can you name this category?


Concepts: Compare/contrast, properties and characteristics, grouping
Vocabulary: Properties/characteristics, relatives/related, group, category


Teaching Tips:

Part 2: Group Wrap­up or Capstone Challenge

Materials: KT06 kits, groups of 1­4 students using each kit. Students can, but do not need to, use both Sense Cubelets and/or both Action Cubelets.
 
This final challenge is a chance for students to continue comparing and contrasting, while also testing out their ideas of what properties are most important and why in creating categories or “families” of robots.
 

 
Suggested age variations/progression:

  • 4 years old to 8 years old: Build three related robots and ask students, “What is the same? What is different? Do these robots belong to the same group? What group is that?”
  • 8 years old to 11 years old: Build three related robots and ask students, “What is the same? What is different? Do these robots belong to the same group? What group is that?” Now ask students in their groups to use whichever Cubelets they want to build one more “relative” for this group and to define what properties and characteristics make it the same, and what makes it different. “Can you name this category?” (E.g. Robots that move in a circle, robots that react to light, etc. )
  • 11 years old and up: Robot Relatives! “Can you make three to five robots that are unique, but related? What characteristics do they have that are the same and what are different? What properties are most important to pay attention to with these robots? What makes them belong to the same group?”

 
 

Concepts presented: Compare/contrast, properties and characteristics, grouping
Vocabulary: Properties/characteristics, relatives/related, group, category

Part 2: Group Wrap­up or Capstone Challenge

Materials: KT06 kits. You can, but do not need to, use both Sense Cubelets and/or both Action Cubelets.
 
This final challenge is a chance to continue comparing and contrasting, while also testing out your ideas of what properties are most important and why in creating categories or “families” of robots.
 

 
 

Robot Relatives! Make three to five robots that are unique, but related.

What characteristics do they have that are the same and what are different?

What properties are most important to pay attention to with these robots?

What makes them belong to the same group?



Concepts: Compare/contrast, properties and characteristics, grouping
Vocabulary: Properties/characteristics, relatives/related, group, category