ACTIVITY 10 - Teacher Guide Big M Goes to a Dance Party! · Big M Goes to a Dance Party! CODE LEVEL Advanced BUILD LEVEL Advanced. In this activity, students will be exploring the

ACTIVITY 10 - Teacher Guide

Big M Goes to a Dance Party!

CODE LEVEL Advanced

BUILD LEVEL Advanced

In this activity, students will be exploring the Mabot Big M. Here students are going to put everything they have learned together. They will be making Big M move forward and backward, turn, move its Swinging and Rotating Joints, and use its Color and Infrared Sensor. Students will get to use both the Mabot GO App, and the Mabot IDE to help Big M dance.

Prior to this activity it is suggested that you:

• Build Big M

• Use the Mabot GO App and Mabot IDE

• Prepare the Fun Time! and Reflection Worksheets

• Set up a space for students to work in teams oras individuals

Getting Started

Materials Needed for this Module:

• Mabot Deluxe or Mabot Pro Kit

• Review Mabot Parts List for the followingparts:

» 1 Control Ball» 1 Battery Ball» 2 Drive Balls» 1 Rotating Joint» 2 Swinging Joints» 4 6-Port Connection Balls» 2 3-Port Connection Balls» 1 Infrared Sensor» 1 Color Sensor» 14 Small (Data) Connecters» 2 Wheel Plugs» 1 Control Ball Accessory» 1 Connection Ball Accessory» 2 Drive Ball Accessories» Red, Green and Blue Color Cards

• Fun Time! and Reflection Worksheets

• Pencils, Crayons, Markers

• [Optional] A course for Big M to complete

• [Optional] Timer

Overview

2Bell Education Group

Activity 10: Big M Goes to a Dance Party!TEACHER GUIDE

Objectives

STEM Learning Objectives

After completing this activity, students will be able to:

• Create an original response to a complex problem thatdemonstrates an effective application of skill development.

• Communicate complex ideas clearly and effectively by creatingor using a variety of digital objects.

• Contribute constructively to the completion of a complex taskby working effectively with a project team.

• Effectively break down the steps needed to solve a problem intoa precise sequence of instructions.

Social-Emotional Learning Objectives

After completing this activity, students will be able to:

• Make constructive choices through the development ofreflection and evaluation skills.

• Successfully regulate thinking and effectively manage stresswhen faced with a complex solution to solve.



21st Century Connections for Big M

Learning and Innovation Skills

Communication • Communicate clearly

Use Big M to help students communicate clearly. If Big M had hands, could Big M learn sign language? Not all languages are spoken. Provide students with the opportunity to explore various types of communication such as learning the sign language alphabet, or discovering secret messages sent by Morse code. Allow students to discuss what communication means to them. How can students use communication when programming Big M?

Information, Media and Technology Skills

Information Literacy• Access and evaluate information• Use and manage information

Use Big M to help students use technology to explore the real world. What do robots that resemble humans do in the real world? Do they have jobs? Do they help humans? Can they do the same things humans can do? Allow students to use technology resources to explore humanoid robots. As a whole group discuss: Will robots ever take over the world?

Life and Career Skills

Initiative and Self-Direction

Use Big M to help students explore how each of them can take initiative to solve whatever tasks they have been given. Place students into small groups of 2-4 students. Give groups a math problem that is one or two grade levels above their current grade. Allow groups time to try and solve the problem. If students get stuck, ask them to consider how they would solve a problem if they were building or programming Big M. Students may suggest breaking a big program into smaller parts, or assigning roles to each other to help build Big M. Ask students how they can use those strategies to help them tackle their math problem. Use this to create a discussion about the importance of celebrating the many ways different people can approach the same problem.



Module Sections

Fun Time! (5 mins)

Guided Questions: - Why do you think Big M’s sensors are located where they are? - Does Big M look like something you have seen in real-life?

Explore! (5 mins)

Create SpaceStudents will doodle, write, or imagine what they will do in this activity with Big M.

Build! (15 mins)

Students will use 21 Mabot parts and 14 small Data Connectors to build Big M.

Play! (10 mins)

Mabot GO AppStudents will use the Mabot GO App to explore pre-programmed functions of Big M.

Try! (15 mins)

Mabot IDEStudents will use the Mabot IDE to create a program that tells Big M to move forward, backward, turn, move its Swinging and Rotating Joints, and use its Color and Infrared Sensor.

Reflection (10 mins)

Reflection Questions: - What are the most notable things you have learned about the Mabot GO app, Mabot IDE app

and code blocks now that you have used multiple Mabot functions all together? - How can you create new programs for all of your Mabot friends?

Worksheet: - Where can Mabot and your imagination take you next?



Extensions

Math

Decision Making

Create a lesson about Big M’s ability to make choices. How does Big M know which way to turn or when to light up? When we do Math, how do we know which strategies to use? Are there any strategies Big M uses that we can use when we are doing Math?

Suggested Resources for Planning

- Math strategies poster paper - Sticky notes with strategies for students to match to different math problems like Pin the Tail

on the Donkey - Have students design and draw their own small house. What does their house look like outside?

How does it look inside? What does it need to have to be comfortable?

Science

Artificial Intelligence

Create a lesson about the ways in which Big M thinks and acts like a human. What does that mean for humans? Will robots take over the planet? How are human robots used in the real world?

Robotics

Create a lesson about how Big M is a robot. What does being a robot mean? How can we use robots and code to help make the world a better place?


- Videos of AI in action - Robot run factories - KWL Chart to help students answer – What does being a robot mean?



Engineering

Engineering Design

Create a lesson about the Engineering Design Process. What needs to happen in order for some-thing like Big M to be invented? Which parts of the Design Process did we follow when we were working with Big M?


- Paper Table Challenge activity - Have students design and draw their own small house. What does their house look like outside?

How does it look inside? What does it need to have to be comfortable?

Social Studies

Road Maps

Create a lesson about road maps that uses Big M’s driving lesson as inspiration. What kinds of maps are there? How do we know which map is best? Are all maps the same? What if Big M had a nautical map, would Big M still be able to learn to drive from one place to another?

Communities

Create a lesson about communities. Streets we drive and walk on make up our communities. What kind of community do we think Big M lives in? What types of communities do the people in our class live in? Are there any similarities between them?


- Local maps - Student pictures or drawings of their communities - Modern and ancient maps to explore



Developing

• Pre-build Big M

• Chunk build instructions

• Chunk programming instructions

• Extended Time

Intermediate - Advanced

• Partner programming

• Ask students to create a more complexprogram for a different Mabot such as Gorillaor Starter Robot

• Additional code blocks – What else can Big Mdo? What other programs could you write?

• Explore how Big M could be used in the realworld to solve real problems

Modifications

Code Blocks Used in This Activity

Start This block shows up on the screen automatically. All code blocks need to connect to this block in order for the program to run.

Wait This allows the robot to wait in between codes. Click the ‘0’ inside the code block to change the wait time (in seconds).

Repeat This block allows the robot to repeat (forever) whichever code blocks are nested in it.

Code blocks can be connected like puzzle pieces. Students can connect the blocks by dragging them near each other until they attach.



If-ThenThis allows the robot to react in what-ever way you want when something specific happens. IF this happens, THEN this happens.

Swinging JointThis block allows the robot to move its Swinging Joints to a specified angle.

Rotating JointThis allows the robot to rotate a part of its structure.

Wheel This block allows the robot to move. Students can make the robot move forward, backward and turn by altering this code block.

Light SettingsThis block controls the robot’s light.

Set VariablesA variable is a value that can change during the program, depending on conditions of the program. This variable change is useful as it can be used to program different reactions to similar conditions.

VariableThis allows you to specify the variable value by calling its name, within a code block.

Logic (Equality/Inequality)This allows you to set two values either, equal to, greater than, greater than/equal to, less than, less than/equal to or not equal to each other.



Logic (Mathematical Operation)This allows you to apply a mathemat-ical operation to a variable in order to change its value. You can add, subtract, multiply or divide.

Logic (Random Integer)This produces a random integer each time the program runs through this part of the code sequence. The number produced can be the condition for another part of a program to run.

Guiding Questions

Challenge 1Guiding Questions:Do you think that the Swinging Joints have to bend the in the same direction in order for the joints to bend inward? What does direction mean?

Potential Student Response:The Swinging Joints need to bend in the opposite direction in order for them to both bend inward. Direction means whether the Swinging Joint is bending to a positive or negative angle. The first Swinging Joint must bend to a negative angle and the second one must bend to a positive angle in order for them to both bend inward.

Challenge 2Guiding Questions:Set Variable: What is a good name for a variable here? How have you set a variable equal to a random set of numbers before? What does this mean?

Potential Student ResponseA good name for the variable is “random” because the numbers being produced are random and correspond to 1 of 4 of Big M’s random dance moves. Using the ‘Random Integer’ code block we’ve been able to set a variable equal to a random set of numbers. This means that from 1 and 4, a random number is made and you can program the Big M to react a certain way depending on which number is produced. Big M has a different dance move for each number from 1 and 4.

Challenge 3Guiding Questions:How have you used other mathematical operations before for your other Mabot friends? Can you use this again to specify the reaction based on the specific number? Where did you find this code block? Is there another code block in this section that easily lets you multiply the value of the random dance move by 5,



instead of you doing the math yourself each time?

How can you change the power Big M uses when it turns? How can you make it spin at a regular speed and a fast speed?

How can you specify the motion of more than one Swinging Joint when they are doing the same thing? If they are not going in the same direction, does this still apply?

Potential Student Response:In other activities we have used the ‘Equality/Inequality’ code block to set the values of changed variables. We can do that here as well when we set the variable value to one of the four random numbers. This block is found in the ‘Logic’ section of the IDE. In the same section we can find the ‘Mathematical Operation’ code block which can specify the random number the code has produced and multiple it by 5.

You can alter the power Big M uses to turn by changing one of the Drive Ball’s power to a different value. You can also change both Drive Ball’s powers to different values as long as they are not the same. The bigger the distance between the values, the faster the robot will turn.

You can specify the movement of more than one Swinging Joint by adding the second Swinging Joint by clicking the “1” inside the code block and then clicking “2” on the pop-up window. Doing this moves the Swinging Joints to the same angle. If they are not going in the same direction (one is bending to a positive angle and the other is bending to a negative angle) then you need to use two separate code blocks. One must be called the first Swinging Joint but for the second Swinging Joint, in addition to clicking “2” on the pop-up window, you must also unclick “1”.

Challenge 4Guiding Questions:Do you think you need a new ‘Start’ code block here? Do you think you need any conditional code blocks here? Do you think you need the usual sensor code blocks here?

What is helpful about Big M lighting up different colors in a program like this?

How can you “copy and paste” the code from the other challenges for use in this challenge? What does this do?

Potential Student Response:You do not need a new ‘Start’ code block, conditional code blocks or any of the sensor code blocks here because the ‘Event’ code block already has the act of starting and setting a condition based on what the sensor senses built into it. It holds all of these actions and makes for a simpler coding process.

Big M lighting up when it senses different colors is helpful since it is always doing the same 4 dance moves over again. The colors help note when the dance move comes from the random integer being produced or whether it is from a color it senses.

You can “copy and paste” the code from the other challenge by holding down the ‘If-Then’ code blocks and then clicking “Duplicate”. You can disconnect the code blocks that are needed and connect them to the corre-sponding ‘Event’ code block and then discard the ‘If-Then’ code block and the ‘Wait’ code block if necessary. This makes the coding process easier and faster as prevents mistakes that could be made if there would have been reprogramming of the same code.



Final Code Example

The final code should look like this, although students may create a different code (i.e. different values and directions) that accomplish the same tasks:





Building

- Be careful when lifting the robot because parts may disassemble easily.

- Be sure to use a Small (Data) Connector to connect the pieces of the robot unless the design specifies something else.

- To access the building instructions on the Mabot GO App, follow these steps:

• Open the Mabot GO App.• Click the yellow ‘Play’ button.• Go to ‘Official Building’.• Click ‘Big M.’• To access the building instructions, click the ‘Robot Model Introduction’ button at the top

left corner.

- Check all connections and make sure all the parts are online.

- After all parts are connected properly, you must click the yellow arrow to pair the wheels and download the program.

Playing

- Go through the configuration and set-up with the class first so that students have seen the process before trying it themselves.

- To play with Big M and access the control screen on the Mabot GO App, follow these steps:

• Open the Mabot GO App.• Click the yellow ‘Play’ button.• Go to ‘Official Building.’• Click ‘Big M.’• Students need to connect Big M to the device before playing with it; turn Big M on and click

the Bluetooth button at the top right corner of the screen, then wait until your screen says ‘Connected.’

• Students can click the ‘Performance/Connection Settings’ button at the bottom right corner to see if Big M’s parts are connected and working properly.

• Suggested advanced extension: Students can click on the ‘Set Light’ button at the bottom left corner of the screen to add lights to Big M.

- Helpful guiding questions for Mabot GO control screen:

• What happens to Big M when you drag each of the toggles on the three bars on the right?

Tips



• What happens when you drag the lever at the bottom to a different number?• What happens to Big M when you use the control pad on the left?• What happens when you click the button with the image of cards on the left? • What happens when you click the button with the image of waves on the left?

Coding

- If you want to separate code blocks, you need to drag the bottom code block(s) instead of the top.

- To start a new project on the Mabot IDE App and start programming Big M, follow these steps:

• Open the Mabot IDE App.• Turn Big M on and click on the Bluetooth button at the top right-hand corner of the screen

to connect Big M.• Wait until the yellow screen comes up to show that Big M is connected.• Once Big M is connected, Big M will make a noise and the ‘Detected Device’ screen will

appear.• Click on ‘Mabot.’

• Click the tile with the plus sign on it to create a new project.

- Where you put the clockwise and anticlockwise values in the code will depend on which Drive Ball you put on which side of the robot. After starting the code, if you notice that the robot is going the wrong way, then you need to switch the values which in turn will switch the direction of the movement.

- If the transition from one code block to another in a program is not smooth, add a ‘Wait’ code block (usually 0.5 seconds will suffice) between them.



TEACHER GUIDE

Activity 10 - Big M

Documents

ACTIVITY 10 - Teacher Guide Big M Goes to a Dance Party! · Big M Goes to a Dance Party! CODE LEVEL Advanced BUILD LEVEL Advanced. In this activity, students will be exploring the