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Classroom Robotics- Language Arts Day1- Pg. 1
Classroom
RoboticsLanguage Arts
Day 1
Overview
For this project, Language Arts will help the students
identify and organize the math and science concepts the
students will learn. This will allow them to understand the
relationships between the key concepts and robotics. This
deeper understanding will help them write better
paragraphs and presentations about their experiences.
Learning Objectives:
Students will be able to…


Organize what they are learning using concept maps
Decide what material is “important”
Suitable Ages: 11+
Time Needed: 1 hr 15 min
In this packet
Teacher’s Guide
Day 1 Vocabulary
Day 1 Vocabulary Definitions
(for your reference)
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Classroom Robotics- Language Arts Day1- Pg. 2
TEACHER’S GUIDE
Lesson Goal
The goal of this lesson is for students to start distinguishing between main concepts and supporting
material.
Objectives
Students will be able to…
 Organize what they are learning using concept maps
 Decide what material is “important”
Materials


Robotics Introduction PPT
Journals – folders with brads


Copies of Vocabulary Sheets – hole punched
Notebook Paper
Set Up
Download the PowerPoint. If you would like, print the notes though you can see them while presenting by
using presentation view.
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Classroom Robotics- Language Arts Day1- Pg. 3
Procedure
Time
5 min
Action
1. Explain to the students that the language arts portion of the
robotics unit will be to help them keep track of what they learned
so when they create their notebook in the final week, they have
something to refer back to.
Materials Needed
Powerpoint
2. Go through the powerpoint using the notes.
25 min
5 min
2 min
15 min
5 min
3. Pass out a journal to each student. Have them put several
pieces of notebook paper in the pockets but one in the brads
with today’s date.
Journals
Notebook Paper
4. Instruct students to divide their notebook paper in half long
ways, titling the left column “Main Concepts” and the right
column “Supporting Materials”
5. Discuss the difference between a main concept and supporting
material. Discuss when writers use each and why.
6. Instruct the students to individually identify the main concepts
and the supporting material in the powerpoint, listing them in the
corresponding column.
7. Discuss the students’ results.
5 min
5 min
5 min
<75
minutes
8. Hand out the vocabulary sheets. Have the students put this
sheet behind their robotic powerpoint notes
Vocabulary sheets
9. Instruct the students to work in groups to fill out as many
vocabulary words as they can so far. Tell them it needs to be
completed for homework if they do not finish it in their classes
today.
We encourage and welcome your feedback!
Please fill out the feedback form based on your experience and observations and forward
it to <NETID>@utdallas.edu at the Science and Engineering Education Center.
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Classroom Robotics- Language Arts Day1- Pg. 4
Day 1 Vocabulary
1. 4 D’s of Robotics
2. Robot
3. Motor
4. Engine
5. Chassis
6. Axle
7. Rim
8. Tire
9. Wheel
10. Bushing
11. Sensor
12. Sonar
13. Gear
14. Beams
15. Connector Pegs
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Classroom Robotics- Language Arts Day1- Pg. 5
Day 1 Vocabulary Definitions
1.
4 D’s of Robotics- Robotics to tasks that are Dangerous, Difficult, Dirty and Dull.
2.
Robot- A machine that is programed to do a task, moves in the environment, and senses the environment
3.
Motor- A device that converts electrical energy to mechanical energy
4.
Engine- A device that converts chemical energy to mechanical energy; Contrary to common belief, most cars do not have
motors, only engines.
5.
Chassis- The frame on which the robot rests
6.
Axle- A rod that connects rotating pieces
7.
Rim- The inside part of a wheel
8.
Tire- The rubber part of a wheel
9.
Wheel- Rim inside of a tire
10. Bushing- A small circular piece that holds an object on an axle or fills in a measured gap
11. Sensor- A device that takes in information from the environment by measuring energy
12. Sonar- A device that measures the time that it takes a sound wave to reflects off of an object. This is how bats “see” in the
dark. This is also how the Ultrasonic sensor in the LEGO mindstorms kit works.
13. Gear- A set of tooth wheels that work together to alter the relation between the driving mechanism (such as a motor or
engine) and the speed of the driven parts (wheels)
14. Beams- A sturdy piece that provides structure and support. In the LEGO mindstorms kit, there are two varieties: Square
Beam and Rounded Beam.
15. Connector Pegs- Pieces that connect two beams together. They come in many lengths, as well as in Friction and Frictionless
forms.