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In this activity, students will use what they've learned in previous activities to build a model of a robot that mimics an animal in helping plants disperse seeds. (I've included a super-simple example robot at the bottom of the page.)
In this activity, students will use what they've learned in previous activities to build a model of a robot that mimics an animal in helping plants disperse seeds. (I've included a super-simple example robot at the bottom of the page.)
Lesson Plan
Lesson Plan
- Provide students with background information about how animals help plants disperse seeds. (Carried on animal fur, digested and deposited, carried in mouths/beaks, buried, etc.)
- Review the two types of robot movement (rolling and crawling) learned in the previous activity.
- Follow the slideshow below to help students find an animal model to build that helps them show how seeds can be dispersed.
- Have students complete the design template worksheet before they begin building their animal robots.
NGSS
NGSS
Performance Expectations:
Performance Expectations:
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Disciplinary Core Ideas:
Disciplinary Core Ideas:
LS2.A: Interdependent Relationships in Ecosystems
LS2.A: Interdependent Relationships in Ecosystems
Plants depend on animals for pollination or to move their seeds around.
ETS1.B: Developing Possible Solutions
ETS1.B: Developing Possible Solutions
Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary)
Cross Cutting Concepts:
Cross Cutting Concepts:
Structure and Function
Structure and Function
The shape and stability of structures of natural and designed objects are related to their function(s). (K-2-ETS1-2)
ISTE
ISTE
Student Standard 4:
Student Standard 4:
Innovative DesignerStudents use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
4a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
4a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
4b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
4b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
4c. Students develop, test and refine prototypes as part of a cyclical design process.
4c. Students develop, test and refine prototypes as part of a cyclical design process.
4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
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