Problem Based Tasks
Litter Picking
Litter Picking
The robot asked the children if they thought litter was a problem in their area. The children observed and recorded litter found in the playground before going litter picking in the local area. On return the children considered if they had solved the problem.
The robot asked the children if they thought litter was a problem in their area. The children observed and recorded litter found in the playground before going litter picking in the local area. On return the children considered if they had solved the problem.
On return the children considered if they had solved the problem.
On return the children considered if they had solved the problem.
Sorting materials
Sorting materials
The robot left the children bags of recycling and told them it could not be recycled until it was sorted. The children decided to sort it into piles using hula hoops.
The robot left the children bags of recycling and told them it could not be recycled until it was sorted. The children decided to sort it into piles using hula hoops.
During a class discussion they shared ideas on how to identify different materials. For example, glass is heavy and a bit see through, it makes a sound when you knock it, you can’t squish it. You can write on paper as cardboard but when you write on plastic or glass it wipes off, you can rip paper and cardboard etc
During a class discussion they shared ideas on how to identify different materials. For example, glass is heavy and a bit see through, it makes a sound when you knock it, you can’t squish it. You can write on paper as cardboard but when you write on plastic or glass it wipes off, you can rip paper and cardboard etc
make a robot game
make a robot game
First we played some group games as class such as tig, hide and seek and hopscotch. Then the children worked in small groups to create their own game.
First we played some group games as class such as tig, hide and seek and hopscotch. Then the children worked in small groups to create their own game.
The successful checklist required that the game had to have a name, and have at least 2 rules and everyone had to know the rules.
The successful checklist required that the game had to have a name, and have at least 2 rules and everyone had to know the rules.
Make a robot arm
Make a robot arm
The robots arm fell off and he asked the children to make him a new one. This was an opportunity for the children to become familiar with using the make do kit before building their robot.
The robots arm fell off and he asked the children to make him a new one. This was an opportunity for the children to become familiar with using the make do kit before building their robot.
The successful checklist required that both the children will use the tools, they need to join at least 3 pieces of card together using the screws, they will need to explain to the robot how to use his new arm and what jobs it will be good for. Before the children began we looked back at the different robots we had been learning about and what their jobs were. Together we generated ideas for what robot hands could do, for example, grabbing, sorting, vacuuming, crushing etc
The successful checklist required that both the children will use the tools, they need to join at least 3 pieces of card together using the screws, they will need to explain to the robot how to use his new arm and what jobs it will be good for. Before the children began we looked back at the different robots we had been learning about and what their jobs were. Together we generated ideas for what robot hands could do, for example, grabbing, sorting, vacuuming, crushing etc
build a robot
build a robot
The final challenge for the children was to build a robot from recyclable materials that could help with the litter problem or recycling. This problem allowed the children to apply their learning and skills development from previous tasks.
The final challenge for the children was to build a robot from recyclable materials that could help with the litter problem or recycling. This problem allowed the children to apply their learning and skills development from previous tasks.
The successful checklist required that the children both used the tools to join card together, gave their robot a job and explained how the different parts worked to help the robot do his job and recorded this information onto a sound button. The children reflected against the checklist as they worked.
The successful checklist required that the children both used the tools to join card together, gave their robot a job and explained how the different parts worked to help the robot do his job and recorded this information onto a sound button. The children reflected against the checklist as they worked.
