Key
Write
• Big Ideas
• Questions
• Integrated Lesson
• Mathematics
• English
• Excursion / Incursion
• Rich Task
• DT = Digital Technologies
• E = English
• M = Mathematics
• S = Science
• D&T = Design and Technologies
• HASS = Humanities and Social
Sciences
Excursion – Compete robots in
Robocup at Curtin University
Publish videos to class
website for whole
school viewing.
Incursion – Scitech
representative to visit
classroom and bring robots
Sensory
Data
How do robots see
the world and know
where they are?
What types of
sensors are there?
What information
can be collected?
How do sensors
work?
Why are sensors
important in robotics?
Incursion – meet a robotics
engineer to discuss sensors.
Evaluate programming experiences to justify how What problems could be Mechanical
/ a review on three peer problems could be solved by programming robots in a Engage students by presenting closed boxes of Raspberry Pi
videos [Interacting with others]
short video interview with a peer. [DT / E] solved by programming? Robot Kits. Elicit prior knowledge by think-pair-share
brainstorming about what components will be in the box and
What parts can why. Students confirm prediction through examining the
Pose questions about code types to
collect data about what codes are
make up a robot? components inside with the instructional booklet. [DT / E]
Elaborate, through research, on the Do all robots understand
used most to least often. [Data
representation and Interpretation]
different types of code languages. Examine the same code
how robots, and other technologies use
these codes to represent information. i.e.
language?
Collect data from How does the robot design Explore hands-on how the design of robots and
HTML for websites. [DT / E]
observing a robot’s change what it does? changes its capabilities to perform tasks. [D&T / E]
“random movement”
function and construct Elaborate further on coding for robotics by using Scratch
display. [statistics and to control a pre-built Raspberry Pi robot. [DT / E]
How can I program a robot?
probability]
What would my ideal robot be? Explain new understandings by creating a detailed
design plan for a customised robot. [D&T / E / M]
Use the Scratch program Explain that programming is a sequence of steps that
to solve problems. can be written as text (coding) and demonstrate this What is programming/ coding? Make measurements of
[Number and Algebra] by using Scratch to create a short animation. [DT / M]
Elaborate on mechanical parts by parts in lengths and
Will my custom weight to justify design
creating a prototype body out of
Explore programming by creating a sequence of
robot design work? LEGO materials. [D&T / M] problems encountered.
[Measurement and
Create paths with varying commands to solve a problem. i.e. the robot needs to
geometry]
angles that can be followed move from point A to point B following a path outlined How can we make a robot do something?
by the Ozobot. [Geometric on a grid, where each square is part of an overarching
reasoning] story. [DT / M / E]
Where can people go if they Evaluate robotics suppliers, through research,
and create an informational booklet for people
want to build their own robot? seeking to build a robot. [DT / E / HASS]
Write about what robot the Engage students into robotics by introducing them to How do robots move?
student liked most and why. a small variety of different robots for comparison and
[Creating literature] elicit prior knowledge / curiosities. [E / DT] Solve word problems that involve
Write a report that
Programming Present plans along accompanies the labelled
ordering parts in large quantities.
with built robots to [Number and Algebra]
design plans to justify
parents and teachers decisions made in the
in tech gallery process. [Creating texts]
Robotics
Read a children’s book about
Year 5 - The 5Es Model
engineering, making predictions from Excursion – Young
(Engage, Explore, Explain, Elaborate and Evaluate) prior experiences and reinforcing ideas Engineers LEGO Camp
Engage students with Cublets and elicit prior [Interpreting, analysing, evaluating]
knowledge about sensors through small group Create simple financial plans
brainstorming and building. [DT / M / E] Society for buying parts to estimate
Incursion – Kid Technic visit
Use nets to create 3D shapes costs for readers. [Money
using Cublets [Shape] and Financial Mathematics]
Explore littleBits to make anything that uses sensors Engage students to consider a life
and create a guide on that what has been made, without robots through story writing,
explicitly stating what each sensor does and how it Create a chance machine Discuss artificial intelligence
using littleBits, observe, list
Why are robots important? eliciting what they know about how
and debate in favour or against.
works in the design, also noting any interesting robotics has influenced changes in our
[Interacting with others]
findings (i.e. Distance that the sensor worked at; what and observe outcomes.
society [D & T / E]
did not work and why). [D&T / S / E] [Statistics and probability]
Explore robotics in industry, such as Collect data on robot sales for the food
Engage in discussion about peer Incursion –
Explain, through research, what information can be the food and fibre industry, and how industry and compare and describe it to food
presentations to clarify What type of robots are sales. [Data representation and
Guest speaker in
collected from at least 10 different types of sensors and automation has led to changes in our agriculture and
present findings in a PowerPoint. [DT / E / S] understanding and assert a point there? Are there only toys? society [D&T / E] interpretation]
of view. [Interacting with others] forestry to
discuss industry
Elaborate on research to describe how sensors robotics.
communicate information that inform the robot’s
Watch the video Origins and Explain, after research, the considerations Examine company statements
examine the metaphor and Who makes the robots that
decision making and programmed behaviour. [DT / E] to products produced by companies that to identify different viewpoints
personification of the robot. are around now? make and distribute robotics. [D&T / E] on robotics [Texts in context]
[Examining literature]
Evaluate new understandings
to justify why sensors are Create a reflective poem on robots
Excursion – Visit Miss
important in robotics. [DT / E] and their sensors [Creating literature] Write a fantasy story
How do robots change the Elaborate on how industrial and domestic robots have Maud’s bakehouse to
impacted our lives. [D&T / E] about a robot. see how robots have
way we live? [Creating literature] automated food
processing
Excursion – Scitech
Robotics and coding Evaluate information by creating a timeline of Read House of Robots Create a performance for the
workshop What if every home had a school and parents about the
Create littleBits robotics and make predictions about future [Interpreting, analysing,
showcase for other robot? changes to society caused by technological evaluating] future with robots.
classes to view and advancements. [D&T / E]
read about creations.
 ENGAGE: Meeting Nao, Dash and Dot, Sphero, mBots and Ozobots

Lesson Information
Purpose The purpose of this lesson is to engage students in robotics, as an
initial introduction that is aligned with the 5Es Teaching and Learning
Model (PrimaryConnections, n.d.; Whitton, Barker, Nosworthy,
Sinclair and Nanlohy, 2010, pp. 88-89). The experience will seek to
acquire student prior knowledge about robots through think-pair-
share discussions between couples and small groups (Murdoch,
2015, pp.57-62). Evidence will be collected through small group
brainstorms and the whole class creation of the K (what I know) and
W (What I want to know) sections of a KWL chart.
Curriculum The curriculum used for this lesson has been taken from the School
Outcomes Curriculum and Standards Authority [SCSA] (www.scsa.wa.edu.au).

Year 5: Digital Technologies – Digital Implementation

“Implement and use simple programming environments that include
branching (decisions) and iteration (repetition) (ACTDIP020)“ (SCSA,
n.d.a).

Year 5: English – Interacting with others

“Clarify understanding of content as it unfolds in formal and informal
situations, connecting ideas to students’ own experiences and
present and justify a point of view (ACELY1699)“ (SCSA, n.d.b).

Year 5: English – Creating Texts

“Plan, draft and publish imaginative, informative and persuasive print
and multimodal texts, choosing text structures, language features,
images and sound appropriate to purpose and audience
(ACELY1704)” (SCSA, n.d.b).
Objectives By the end of this lesson, students will be able to:
• Recall and describe instances of robotics previously experienced.
• Give an example of how any of the five different types of robots
experienced uses repetitive instructions to move.
 • Work with others effectively to compare and contrast five different
robots, outlining similarities and differences.

Resources • Robots: Nao, Dash and Dot, Sphero, mBots and Ozobots
(Available through teacher networking)
• KWL Chart
Key language Digital Technologies:
• Iteration
• Programming

English:
• Clarifying questions and language
• Personal connections
• Informative writing
• Key words
• Comparisons
Target Questions • Have you played with robots before?
• How do you think robots move?
• What can you tell me about robots?
• Can you name any of these parts?
• Do all the robots here robots have [this part]?
• What is this team doing to compare the robots?
• Can you tell me what is the same/ different about these two
robots?
Assessment of Strategies for Assessing Evidence:
evidence • Self-evaluation, peer evaluation and teacher evaluation (see
Appendices 1.).

Evidence collected:
• KWL chart (Appendices 2.)
• Written robot comparisons (Appendices 3.)
Duration 60 minutes
 Lesson Sequence
The Hook Students will be hooked into the subject through the diverse range of
robots accessible to them for this experience.
Learning • Students are asked to sit in a circle
strategies & • Teacher introduces the inquiry topic of robotics
activities: • Students think-pair-share their understandings
introductory • Teacher passes out post-it notes and brings out KWL chart
• Students complete post-it note with what they know and what they
want to know
• Discussion occurs during this time
• Teacher presents outcomes for the lesson and provides
evaluation rubric for success
o Share what you know
o Explain how a robot moves
o Make comparisons between all robots
• Teacher excuses students from circle to work on objectives
Learning • Students work in small groups to collaborate, referencing outcome
strategies & requirements as they go.
activities: • Teacher is available to asks appropriate questions to every group
developmental and encourage deeper thinking, extending and aiding students
where needed (Murdoch, 2015, p. 59).
Learning • Teacher goes to each group to ask questions about the objective
strategies & criteria and ticks box once satisfied with student contributions.
activities: • Once all groups have been checked, a sharing circle is called.
concluding • Brief discussion about the objectives will occur before concluding
the lesson.
 References

PrimaryConnections. (n.d.). 5Es teaching and learning model. Retrieved from

https://primaryconnections.org.au/about/teaching

School Curriculum and Standards Authority. (n.d.a). Digital technologies. Retrieved

from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-

browser/technologies/digital-technologies2

School Curriculum and Standards Authority. (n.d.b). English v8.1. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-

v8

Murdoch, K. (2015). The power of inquiry. Northcote, VIC: Seastar Education.

Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., and Nanlohy, P. (2010). Learning

for teaching: Teaching for learning (2nd ed.). South Melbourne, VIC: Cengage

Learning.
 Appendices

1. Student self-evaluation, peer evaluation and teacher evaluation:

criteria has been met Criteria I think… My friend The teacher

thinks... thinks….
Tick the box if the

that I have contributed ideas

about what I know of robots.
that I can explain how a robot
moves.
that I have been able to show
how the five robots are the
same and different.

2. KWL Chart

What I KNOW What I WANT to know What I have LEARNT

3. Example of Compare and Contrast:

Compare and Contrast

Unique Features of Similarities: Unique Features of
Dash and Dot: mBots:

Unique Features of Unique Features of Nao: Unique Features of

Sphero: Ozobots: