Introduction to Robotics Lesson 6 : Logic A Grade Level:​ 6-­8 Brief Description of Lesson:​ Participants will be introduced to ​logic​ and will be able to distinguish subjective worth statements​ to ​objective quantifiable statements. IDENTIFY DESIRED RESULTS Essential Questions 1. What is logic? 2. What is the difference between an objective quantifiable statement and a subjective worth statement? Enduring Understandings 1. Logic is a reasonable way of thinking about something. 2. Logic is the way that computers work. 3. An objective quantifiable statement is the first step to making decisions. 4. A quantifiable statement is called a proposition. STANDARDS Next Generation Science HS-­ETS1-­1. ​Analyze a major global challenge. ​Asking Questions and Defining Standards Problems. ​Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations. Analyze complex real-­world problems by specifying criteria and constraints for successful solutions to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. CCSS Standards for English Language Arts Standards CCSS.ELA-­LITERACY.SL.8.1​ Engage effectively in a range of collaborative discussions (one-­on-­one, in groups, and instructor-­led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-­LITERACY.L.8.6​ Acquire and use accurately grade-­appropriate general academic and domain-­specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. CCSS Standard ​CCSS.Math.Practice.MP2​ Reason abstractly and quantitatively. for Mathematical Practice: KNOWLEDGE AND SKILLS Key Content Knowledge and Skills Participants will know: 1. Logic is a reasonable way of thinking about something. 2. Logic is necessary to program computers. 3. Objective quantifiable statements, also called prepositions, are used to make decisions. Participants will be able to: ​
1. Explain why objective quantifiable statements are necessary for programming 2. Distinguish between subjective worth and objective quantifiable statements. 3. Create prepositions to fulfill ​if___ then___, as well as ​if___and/or____, then____statements English Participants will know: Language 1. Vocabulary terms such as ​logic, subjective worth, objective Development quantifiable, proposition. Knowledge and Participants will be able to: Skills (for starting, 1. Categorize statements into subjective worth or objective quantifiable emerging, and categories with 95% accuracy developing ELLs) 2. Explain why objective quantifiable statements are necessary for programming 3. Know the difference between object and objective 4. Know the difference between the grammatical use of the word preposition and the logic use of ​preposition DETERMINE ACCEPTABLE EVIDENCE Pre-­requisite/Prior knowledge for both Content and Language: 1. The meaning of objective and subjective Formative Assessment for Both Content and Language 1. Participant Product and/or Performance a. Chair Changing Game Other Forms of Assessment 1. Categorizing Subjective Vs. Objective Statements Assessment Criteria 1. Chair Changing Game: Participants come up with objective quantifiable statements using sentence frames on board without assistance 2. Categorizing Statements: Participants divided statements into appropriate categories without instructor assistance. Summative Assessment 1. Participant Product and/or Performance (tests, worksheets, oral presentations, etc.) PLAN LEARNING EXPERIENCES Time Required for Segments Minutes Grouping Arrangements Set/Hook 10 minutes Whole Class Instructor Demonstration/Lecture 30 minutes Whole Class Guided Practice 35 minutes Small Groups Closure 15 minutes Small Groups Total 90 minutes MATERIALS AND TECHNOLOGY Disposable Material Forms 1. 20 -­ Plain white paper 2. Markers, colored pencils, crayons 3. 7 -­ sets of Notecards containing 5-­10 Subjective vs. Objective statements and 2-­5 blank notecards for each group 4. 7 -­ Plastic baggies for notecards 5. 7 -­ Truth Table worksheets Pre-­Assessment/Consent Forms (Sp) /Attendance Sheets/Weekly Participant Surveys Instructor Preparation 1. Assemble materials, practice procedures beforehand, identify new vocabulary and organize workstations. 2. The instructor should arrive at the site 15-­30 minutes prior to the start of class. 3. The instructor will need to write definitions and diagrams on boards if available. 4. Watch video tutorials and lesson plans displayed in the SfT website 5. As participants arrive, instructor should take attendance so they can fully complete instructor log afterwards. Set/Hook (10 min) Plans: 1. First, the instructor will ask the class to draw a picture of a pretty person. Participants who finish early may label the “pretty” characteristics of their drawing. After a few minutes, the class will compare drawings and observe that the pictures differed. 2. Then, the instructor will ask how many of the participants are hungry and ask participants to draw something they would like to eat right now. After a few minutes, participants will share according to how hungry they are (scale 1-­3, not hungry (1), kind of hungry (2), really hungry (3) and compare drawings, again noticing that they experience different levels of hunger and want to eat different foods. Instructor Demonstration/L
ecture (30 min) Explain your execution of the following procedures​: 1. Connecting previous and current learning; 2. Instructor modeling (including a logical sequence or chunking of the explanation or modeling); 3. Use of academic language to develop content understanding and 4. Checking for understanding of the procedures, expected behaviors, and anticipated products. Plans: 1. Instructor will ask, “How do we express our needs?” Participants should respond that we use English/Spanish to communicate. Instructor will say, “So, for example, “I am hungry, so I am eating. Does this phrase have the same meaning for everybody? What about our ‘pretty’ drawings? Were those the same? Why were our drawings so different?” Listen to participant responses. 2. So we see that “I am hungry” is not well defined, and “I am eating” is not well defined because all our pictures were different. “I am pretty” is not well defined because we each have a different idea of pretty. 3. Who can tell me the difference between subjective and objective? (Write on board, give examples) Do our pictures belong in the subjective or objective category? 4. Most of our language is subjective and needs interpretation. If I want to avoid interpretation I need to redefine everything I am saying in a meaningful way, with only one possible interpretation. This is how a computer or a robot can understand you. 5. So, if you tell a robot that you are hungry, what could you tell him that is specific?” Take responses—push participants to be specific (I am hungry, so I need crackers—correct to say how many crackers, what kind of crackers, and/or how many calories). 6. Going from subjective worth statement to a set of objective quantifiable statements is the first step to making decisions. Ask participants to work in pairs or small groups to give at least one example of subjective worth statements and change it to a quantifiable statement. 7. A quantifiable statement is called a ​preposition​ (quantifiable and completely defined). This statement has only one valid interpretation no matter who reads it. 8. There are two responses to a preposition:​ true or false. Here is a true or false statement: If I am pretty, then I will go to a movie. First what is wrong with this statement? (It is subjective) Change the sentence to make it quantifiable objective. (If I have two brown eyes, I will go to a movie.) So when will I go to the movie? (When I have two brown eyes) We can also form more complex prepositions, using, ​and or ​or. For example, If I have two brown eyes ​and am 5 feet tall, I will go to a movie. Let’s make a table to help us to understand this. Brown eyes 5 feet tall Go to the Movies True True True True False False False True False False False False What if we use ​or instead? So what would our sentence be? (If I have brown eyes ​or I am 5 feet tall, I will go to a movie) Brown eyes 5 feet tall Go to the Movies True True True True False True False True True False False False Guided Practice (35 min) 1. Card Categories Directions: First, we’re going to do an activity to make sure you can distinguish between subjective and objective statements. Working in pairs, you are going to make two categories or stacks. Read the notecards and decide if the statement is a subjective or objective statement, and put it in the appropriate pile. If you finish early, there are blank note cards so you can make up your own objective and subjective statements to add to the pile. 2. Pass out the plastic baggies and have participants make the two stacks. Float around and observe if any pairs are having difficulties. 3. Give participants about ten minutes. After ten minutes, ask each pair to read one of the objective cards, and then go through the subjective cards. Discuss if there are any discrepancies. 4. Extension Activity: Pass out worksheet with two data tables (one for and, one for ​or). Pick one card from each pile. First, you are going to have to change the subjective statement into an objective statement. Then, write each statement on the appropriate line. You decide what the result will be. Then, you are going to answer true or false like we did together in class. Go through each possible combination. Pre-­requisite/prior knowledge:​ meaning of objective, subjective Formative Assessment:​ Observations of Objective/ Subjective Card Sort, Worksheet from extension activity. Independent Practice Chair Changing Game switching games using ​If/then objective quantifiable statements -­​Write sentence frames on board If____________, then If ______ ​or ______, then change chairs! If______ ​and______, then change chairs! Directions: Put everyone’s chair in a circle, minus one chair. (So if there are 15 participants, you need 14 chairs.) One person will stand in the middle, and will come up with a ​If/then objective quantifiable statement, such as “If you are wearing a purple t-­shirt, then change chairs!” Everyone who is wearing a purple t-­shirt must get up and sit in a different chair (can’t be chair next to you). The person without a chair is the new person in the middle and has to think of a different ​If/then objective quantifiable statement. Monitor to make sure statements are appropriate and participants are playing safely. Closure (15 min) 1. Bring participants back together and ask “Why are we doing this? What was the purpose of learning this?” Take participant responses (To build a robot in the future, we have to understand these prepositions and to make decisions. There are no maybes! 2. Give participants exit ticket with exponents to check how if re-­teaching of exponents is necessary for next day’s lesson 3. Pass out weekly​ ​survey​ that will be done each week. 4. Give participants a preview of what participants will be doing the following week as to keep them engaged and coming back. 5. The Instructor will submit the weekly Activity Journal at the end of every class located at​ ​www.scientistsfortomorrow.org/logs