Learning Robotics - Empathising with End-Users

We encourage you to teach Learning Robotics both through and in-between disciplines (transdisciplinary).

The knowledge and skill developed through robotics requires the expertise of academic disciplines to be made sense of and explained in full. The best evidence from a wide range of disciplines presents the current best answers to our big questions.

Syllabus outcomes: MA3‑1WM, MA3‑3WM, ACMSP118, EN3-1A, EN3-2A, EN3-8D

General capabilities: Literacy, Numeracy, Digital Literacy, Critical and Creative Thinking, Personal and Social Capability.

Cross-curriculum priority: Sustainability.

Relevant parts of Year 5 and 6 Digital Technologies Achievement Standards: Students explain how the features of technologies influence design decisions and how digital systems are connected to form networks. Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program.

Relevant parts of Year 5 Mathematics Achievement Standards: Students pose questions to gather data, and construct data displays appropriate for the data.

Relevant parts of Year 6 Mathematics Achievement Standards: Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media.

Relevant parts of Year 5 English Achievement Standards: Students listen and ask questions to clarify content. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Relevant parts of Year 6 English Achievement Standards: Students understand how the use of text structures can achieve particular effects. They listen to discussions, clarifying content and challenging others’ ideas. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Time required: 120 mins

Level of teacher scaffolding: Medium – there are a variety of elements of this lesson that students may require support with, including development of questions to suit specific stakeholder groups, development of surveys and scheduling of interviews.

• device capable of presenting video to class
• device capable of running Sphero Edu App, e.g. iPad, iPod Touch (or required software for your robot), one for each robot
• Sphero SPRK+ (or alternative programmable robot), minimum one per 3 students
• Student Worksheet (one per student).

• collaboration
• communication
• community engagement
• creativity
• critical thinking
• digital literacy
• enterprise
• problem solving
• social skills.

This is an original Cool+ lesson.