Grade 1 Robotics Lab Session 1: Robot Introduction Expedition
Session Architect: Muhammad Bilal
Session Length: 40 - 50 minutes
Learning Objectives
In this session, students will:
- Understand the basic components of the robotics kit.
- Learn how to control the robot using an on-screen gamepad in Scratch.
- Develop curiosity and problem-solving skills by experimenting with the robot’s movements.
- Familiarize themselves with the environment of Scratch.
Equipment Required:
- M3D Robotics kit (including M3D Go, its attachments, and necessary connections).
- Laptops with Scratch pre-installed.
- Paper and pencils for students to document their discoveries and ideas.
- Markers and small obstacles for robot navigation.
Teaching Aids
Visual aids:
- Scratch app running on a projector for better visual aid.
- Game pad program of scratch of the “M3D Go” next to the on-screen gamepad. (See Figure 3.2)
- Projector and screen (optional for the video demonstration).
Resources:
Scratch Code for the session:
Grade 2 Session 1.sb3 (1.5 MB)
Perquisites:
- The teacher should be familiar with block coding in Scratch and it’s different categories of blocks. If not, we suggest using online resources to learn. We recommend the playlist by “ShiftClickLearn” on Youtube.
Introduction (15 minutes):
Begin by introducing the topic in a fun and engaging way, using examples from their daily lives. You could say:
“Today, we’re going to begin an exciting adventure into the world of robots! Who here has ever seen a robot? Maybe on TV, or at a store?”
Listen to their responses and build upon their answers. If they struggle to think of examples, you could help by saying:
“Have you ever seen an automatic door that opens when you walk up to it? Or maybe you’ve seen a robot vacuum cleaner at home? Those are robots too!”
You can continue by asking:
“What do you think makes robots special? Are they just like other machines or can they do more?”
Guide their answers to help them understand the role of robots in the world. You could say:
“Well, robots are machines that can follow instructions to do different jobs. Today, we’re going to meet our very own robot, and soon, you’ll be the ones telling it what to do!”
- Show examples of robots they can relate to, like cleaning robots (robot vacuums), delivery robots, or toys that move on their own.
- Briefly explain the key parts of a robot and what each part does (motors for movement, wheels for rolling, sensors for detecting things, etc.). Keep it simple and focused on things they might encounter in everyday life (e.g., a robot vacuum or a toy car).
- Reinforce that robots can do many things, from helping at home to working in factories.
Hands-on Exploration :
Now, introduce the robot to the class. Explain the key parts while demonstrating their function, and encourage students to touch the robot as they learn:
- Motors: “These help the robot move, just like how cars use engines to go forward.”
- Wheels: “These are like the wheels on a bike, helping the robot roll and move around.”
- Battery: “This is what powers the robot, just like batteries power toys or remote controls.”
- Attachments: “These are special tools the robot can use, like the dumper or forklift to carry things.”
Encourage the students to get familiar with the robot, helping them see how each part works together to make the robot move and interact with the world.
Familiarization with Scratch:
Once students have a basic understanding, guide them in small groups to open Scratch on their computers and turn on the robot.
- Show the Scratch app running on a projector screen and explain each part of the interface so that the students don’t get overwhelmed. [In preparation, if you are not familiar with Scratch, you can watch a short introductory video on its layout. You can use any resources for this you want. We recommend Scratch Basics: Episode 1 by Ampere on Youtube].
Figure 3.1: Scratch Editor
You may say something like:
“This is just like the physical controller you use to play with your toy cars. Only this time, it is on a laptop screen as you can see in the top left corner. The different colored boxes on the left side are what tell the robot what to do when you press a button”
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You may click the “Full Screen” button in the top right corner so that the students can focus their attention on the controller in this first session and not get overwhelmed by the blocks.
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Encourage them to hover their mouse over the digital on-screen gamepad on the top right corner and familiarize themselves with all the buttons.
Figure 3.2: Scratch Gamepad Program
After that, show them how to connect it to their computers [Instruction video available on the M3D Go page].
Instructor’s Role:
Encourage curiosity by asking questions like:
- “What happens when you press a specific button, e.g., the forward button?”
- “How much does it move in one click?
- “What is that belt that connects the two wheels of the robot?” Students may link the appearance similar to a tank which will help familiarize them with the M3D Go robot.
Simple Activities:
- Moving the robot forward, backward, and turning.
- Provide simple tasks to students, such as driving the robot in a straight line or moving from one specific spot to another.
Guided Experimentation (20 minutes):
Allow students to explore the robot on their own, using the gamepad to control it freely. Move around the room and interact with each group, offering suggestions for what they can try next. Let them:
- Draw path/lines on paper and make the robot follow these paths.
- Race with each others’ robots.
- Experiment with uneven terrain, e.g. small obstacles, grass/carpet, and slippery surfaces, inclined surfaces.
Encourage students to experiment with how they control the robot’s direction and precision.
Using Arrow Keys (5 Minutes):
Allow students to explore controlling the robot using arrow keys. Let them freely move the robot around and try different movements. As you move around the room, interact with each group, offering suggestions on what they can try:
- Guide the robot around obstacles placed in the room (e.g., books, toys).
- Create a small path or maze using classroom objects and challenge the students to navigate through it using only the arrow keys.
- Encourage them to try moving the robot in straight lines and sharp turns to see how it responds.
- Provide them with all the attachments e.g. display, motors, dumper, forklift to familiarize them with the kit and assist them in connecting the attachments.
Reflection and Discussion (10 minutes):
Gather the students together and ask them to share their experiences:
- What was the most fun thing they did with the robot?
- Did they find anything tricky when controlling the robot?
- What would they like to see in this robot in the next class?
- How does the robot turn? How is it different from a car?
End with a reflection on the importance of robotics in solving real-world problems, linking this back to their experimentation.
Wrap-up (5 minutes):
Summarize the session by highlighting the key learning points:
“Today, you all took the first steps toward becoming robot controllers! You learned how robots move and how you can control their movements. Next time, we’ll go even deeper and see how we can program robots to do more complex things!”
Encourage students to think about what else they would like to learn about robots and share their ideas in the next class.
Glossary
- Robot: A machine designed to carry out tasks, often controlled by a human or a computer program.
- Gamepad: A device used to control a robot or other machines.
- Experiment: Trying out new things to see what happens.