In this fourth and final blog in our LEGO summer robotics camps series, we will focus on designing a cohesive series of activities for students. We’ll touch on activity goals, present a general timeline for activities, and then present three activity trajectories, one each for K-2, 3-5, and 5-8.
What are goals for children?
Since this is summer camp, the main goal for the students is to have fun in an engaging way. Robotics gives children the hands-on opportunities to engage in numerous engineering-related experiences, including the engineering design process, problem-solving, and collaboration. Through these open-ended experiences, students feel a strong sense of agency and self-efficacy because there are many moments during an activity when they get to make choices about their designs. Open-ended activities also help all children participate because they allow students to build on their own assets and interests.
Sample Activity Timeline
Creating a routine for activities will help your campers understand what is expected of them and provide predictability, which is important to many children.
The duration will depend on the children's ages and the complexity of the activity.
Children should be testing as they work.
The duration will depend on the children's ages and the complexity of the activity. We don't suggest this for quick activities. The purpose of sharing is for children to share what they are having trouble with and for others to offer suggestions. It should be done while students are still building.
The duration will depend on the activity. Building time will be longer as the week progresses.
You may have a testing station in which case you will want all children to test out their final designs. This might be incorporated into the final share.
The amount of time depends on whether children do a gallery walk or each group presents their designs.
Activity Sequences
Individual activities should build on one another so that children will progressively learn the skills needed for later activities. This includes robotics skills as well as soft skills such as collaboration. Introductory activities should not only introduce the materials, but also establish norms. We usually start the first day with an activity unrelated to robotics that helps children understand they will be working collaboratively and have the freedom to be creative and follow their own ideas. We then move to activities that help build specific skills before moving to very open-ended ones.
The following three sample activity sequences illustrate how to link separate learning activities into a cohesive, complete summer camp curriculum. The activity sequences are divided into three separate grade bands: K-2, 3-5, and 6-8. We divide students and activities into these grade bands to align with students’ average developmental readiness and needs. Within each sample activity sequence, we have provided some examples of various supporting materials including: lesson plans, placemats, and student handouts. We are sharing what we have developed to give you an idea of what is possible.
Over the course of these activity sequences, students will strengthen their awareness of engineering, build problem-solving skills, and develop emerging computer science competencies.
Although there are duplicate activities between sequences, each activity is structured to allow students to work on age-appropriate skills.
This can be done while campers arrive as you wait for all participants.
Build something that represents something exciting about this summer. At the end, they share what they have built and one piece that they thought was cool.
Play bingo with LEGO pieces.
Campers learn the names of the pieces.
Put pieces together to build names. A constraint can be using specific pieces such as connector pegs.
Campers gain experience building with pieces they may not have used before.
Design a robot that moves forward without wheels. Campers share all Silly Walkers at the same time so they can see each other's designs.
Campers gain experience in building a robot, thinking creatively, and understanding that there can be more than one solution, even when everyone has the same materials.
Build a robot that is a kinetic sculpture and uses one sensor.
Campers will gain experience using motors and a sensor. They will have a better understanding of sturdy building.
Construct a character that can perform different “dance moves.” Then, create a program that uses motor controls and loops to code the character to perform a choreographed dance sequence.
Campers explore how they can use hardware and software design as a form of creative expression.
Construct an animatronic “animal” that can respond to its environment. Program the “animal” to exhibit different behaviors depending on which colors the sensor detects.
Campers explore how sensors enable hardware to interact with real-world events.
This can be done while campers arrive as you wait for all participants.
Build something that represents something exciting about this summer. At the end they share what they have built and one piece that they thought was cool.
Campers gain experience with the pieces and with public speaking.
Play bingo with LEGO pieces.
Campers learn the names of the pieces.
Put pieces together to build names. A constraint can be the use of specific pieces, such as connector pegs.
Campers gain experience building with pieces they may not have used before.
Build a device that can be used as a backscratcher. Before campers begin, discuss the criteria for a good backscratcher (e.g., extends reach, is sturdy).
Campers gain understanding of the role of constraints in design. Campers gain understanding of the necessity of sturdy building.
Design a robot that moves forward without wheels. Campers share all Silly Walkers at the same time so they can see each others' designs.
Campers get experience building a robot, thinking creatively, and understanding that there can be more than one solution even if everyone has the same materials.
Construct a character that can perform dance. Use loops, motor and music commands to program both the character's movements and musical output, culminating in a choreographed musical performance.
Campers explore how they can use hardware and software design as a form of creative expression.
Design a machine to throw a small plastic ball as far as possible, and that uses one sensor. Outline constraints, such as size and allowed materials.
Campers get experience combining motors and sensors. Campers will understand the role constraints play in design.
Construct an animatronic “animal” that can respond to its environment. Program the “animal” to exhibit different behaviors depending on which colors the sensor detects. An extension is to have animals dig like a specific animal.
Campers explore the foundations of autonomous behavior in the technologies around them and how to make their own “smart” hardware with sensors.
Build a train that goes from point A to B, returns to A, and uses more than one sensor.
Campers gain experience in building and programming with multiple sensors.
Write a short scene about a brave character on a journey to rescue someone or something. Then build characters, design key moments in the journey, and program the hero's actions.
Through this activity, campers explore multimedia expression by combining writing, hardware, and software into a cohesive presentation.
Design and construct a device to pick up trash on the ocean floor. Campers can see the trash (water bottles, LEGO pieces, etc.) they will be picking up before they begin designing. Designs may include devices that push or pick up garbage. Students can test their designs before the final trial.
Campers gain experience making design changes based on testing results and constructing devices that move in two ways (the mover and the arm/pusher).
Design and construct a mascot for an imaginary sports team. Program the mascot to respond to various game events and perform a choreographed halftime show.
Campers learn about the different aspects of parallel and sequential programs, as well as how to make hardware behave autonomously in response to pre-programmed sensor events.
This can be done while campers arrive as you wait for all participants.
Build something that represents something exciting about this summer. At the end, they share what they have built and one piece that they thought was cool.
Campers gain experience with the pieces and with speaking in public.
Play bingo with LEGO pieces.
Campers learn the names of the pieces.
Put pieces together to build names. A constraint can be the use of specific pieces, such as connector pegs.
Campers gain experience building with pieces they may not have used before.
Build a chair structure strong enough to support a stuffed animal or a heavy doll.
Campers explore concepts related to sturdy design, including balance, force, bracing, and strength.
Design a robot that moves forward without wheels. Campers share all Silly Walkers at the same time so they can see each other's designs.
Campers gain experience building a robot, thinking creatively, and understanding that there can be more than one solution, even when everyone has the same materials.
Build a train that goes from point A to B, returns to A, and uses more than one sensor.
Campers gain experience in building and programming with multiple sensors.
Design and construct a cross-city food delivery system. Program delivery vehicles to respond to different city locations and restaurant orders by triggering motor movements, sounds, and delivery sequences.
Campers learn about event-driven programming, sequential actions, and how sensors can be used to make hardware respond autonomously to different locations in a designed environment.
Build a motorized fishing rod that uses gears. (Campers will also need string. You can make fish (laminated fish images) and attach them with a paper clip. Campers can have a magnet at the end of their string.)
Campers will gain experience incorporating gears into their robotic designs.
Design and construct a device to clean the floor. Campers can see the trash (LEGO pieces, etc.) they will be picking up before they begin designing. Designs may include devices that push or pick up garbage. Students can test their designs before the final trial.
Campers gain experience making design changes based on testing results and constructing devices that move in two ways (the mover and the arm/pusher).
Design and build a device that picks up LEGO bricks. It can be handheld or on a fixed base. Campers can decide how they will program their device to open and close.
Campers will work toward specific design criteria and on programming a robot to function with precision.
Design and construct a rover for an extraterrestrial exploration mission. Program the rover to respond to remote-control commands as it travels across alien terrain, collects samples, and completes mission challenges.
Campers learn how sensors can be used as inputs to control hardware, while exploring how programmed single- and double-motor sequences can help a robot navigate and interact with its environment.
Design and construct a musical instrument using LEGO Education bricks, motors, sensors, and an AI camera. Program the instrument to respond to gestures, motor movements, or sensor inputs by playing sounds, changing rhythms, or triggering different musical patterns.
Campers learn how sensors and AI can be used as inputs for creative expression, while exploring how hardware, software, and machine learning can work together to create interactive media.
Design and construct a parade float that represents your team. Program the float to move, play music, and respond to audience interactions through programmed motor sequences and sensor-triggered features.
Campers learn how hardware and software can work together to create expressive and interactive designs, while also exploring how sensors, motors, and sound can bring a multimedia presentation to life.
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