Grade 4 are practising using Edison robots, both as an engaging way to learn about coding and robotics as well as helping prepare for their upcoming unit on “Systems”.
We are running through a sequence of self-directed intro activities to help students understand:
- The different features of the robots, the various inputs (barcode, sound, light and digital upload via cable)
- The various commands & outputs (movement, sound, line tracking, stopping/avoiding lines & physical barriers)
- Some of the basic things Edison can do (driving, navigating, racing, tracing, sumo wrestling(!))
Shortly, we will upload some student videos, also attached are some activity sheets to give you an idea of how the learning material is structured.
While these activities are probably best suited to Grades 2-5, the learning sequence continues into more complex activities that would likely be applicable to higher grades. If you would like to know more, please get in touch!
The Edison robot is a powerful, engaging tool for teaching Elementary students computational thinking and computer programming in a hands-on way.
With built-in sensors as well as lights, sounds and autonomous behaviour capabilities, Edison makes robotics education accessible to students of all ages.
- Respond to light and sound
- Follow lines and avoid obstacles
- Communicate with other Edison robots
- Connect to other Edison robots and LEGO bricks
- And much more!
Edison robots can be programmed in different ways to suit students’ age/ability:
- Printable barcodes that the robot reads as it drives over (simple)
- “Ed Blocks” drag and drop block graphic language coding that students perform on iPad (intermediate)
- “EdWare” hybrid coding app (block or script) (UES)
- “EdPy” line based script coding using Python (advanced)
We can work with you and your team to plan some discrete or integrated robotics activities using Edison robots. Currently we have around 30 robots based in the ES Design Lab that we can play with in either the lab or in classrooms.
Tinkercad is a free, online 3D design and 3D printing app suitable for students, teachers and professional designers. Tinkercad is easy to use; supported by excellent tutorials, an active online community and inspiring blog.
“Illumunated Octopus” by CaptObvious https://www.thingiverse.com/thing:2258040
To get started, it is worth setting up a free Autodesk account – this will allow you access to a wide range of resources and apps.
What is Tinkercad?
Hello Grade 4!
Your Design Challenge for today is to create a car that travels the quickest/furthest distance possible using balloon power.
- You will work in a team of 3 people. Make a name for your team!
- One person per team is responsible for taking pictures and videos
- One person per team is responsible for sketching the design concepts
- One person per team is responsible for recording all times and distances travelled by your car
- Make a labeled sketch of how you think your car design will look and work
- Your sketch must be approved by your teacher before you begin making your car
- You should update your sketch each time you make a major change to your design
- Use the materials supplied in the basket. You may use other materials available in your classroom (check with your teacher)
- Test your car’s speed and distance on the space marked out in your classroom
- Use the iPad timer and record your times/distances on the sheet provided
- Each team is allowed one visit to either Mr. Jerry, Mr. Geoff or Mr. Sam for technical support
We will learn about problem solving, teamwork, and the design process as well as potential & kinetic energy, friction and resistance, and measurement.
Mr. Sam and Mr. Jerry
Plastic bottle car design:
Cardboard car design:
Grade 6 students OneDay project: Create ISB in Minecraft
One Day is an opportunity for middle school students at ISB to Design and Create their own learning for the day based on their interests.
I was fortunate this year to “take over” this event from our Assistant Principal who has facilitated this for the past few years. It was an easy “YES” when I was asked to consider helping with One Day.
The most difficult challenge I had was trying to organize 450 students and about 50 teachers to make this event successful. I took feedback from teachers on previous OneDays and tried to make minor revisions based on that feedback and my own experiences with student driven project based learning, as a MYP Design Teacher and Personal Project Coordinator.
I wanted teachers to have ownership over OneDay since a lot of the success of this project hangs on them. I led an informational session and gathered feedback and suggestions from teachers in November. Then after One Day, I held another feedback session, where I gathered a lot (too much, maybe) information from teachers regarding strengths, weaknesses and where we want to go with OneDay in the future.
Overall, I was really happy with One Day and I felt that a majority of the student projects were done well for the amount of time that they had to create – really only about 5 hours. I am still left a lot of questions:
Originally I wanted to try to stretch out OneDay into a week-long experience, very much like our Future’s Academy’s Ignite Weeks, but they are exhausting to facilitate and it would leave some amazing mentors out of the picture for other grade levels, like one of our grade 6 teachers who is an amazing fashionista and clothing designer.
I also love the idea of walking around school and seeing EVERY middle schooler creating at the same time, there is definitely something very special about the idea.
So, in the next month, I will meet with the middle school teachers with a proposal for next year’s OneDay… and then start planning for next year!