Grades 7-8, One Trimester

Identify Desired Results (Stage 1)

Established Goals:
Standard 4: Students will develop an understanding of the cultural, social, economic, and
political effects of technology.
BM D:
The use of technology affects humans in various ways, including their
safety, comfort, choices, and attitudes about technologys
development and use.
BM E:
Technology, by itself, is neither good nor bad, but decisions about the
use of products and systems can result in desirable or undesirable
consequences.
BM F:
The development and use of technology poses ethical issues.
BM G:
Economic, political, and cultural issues are influenced by the
development and use of technology.

What essential questions will be considered?

What understandings are desired?

1. What kind of restrictions should be placed on the use

and development of robotics?
2. Thinking of our lives today, what kind of robot is
most widely used and impacts our lives the greatest?
3. What types of consequences should be looked at
when using robots for work instead of humans?
4. Do you think that robots will have a significant
impact on our future? In 5 years? 25 years?

1. Automation is the use of technology to ease human

labor or to extend the mental or physical capabilities of
humans.
2. Robotics is the specialized field of engineering and
computer science that deals with the design,
construction, and application of robots.
3. The use of automation and robotics affects humans
in various ways, both positively and negatively,
including their safety, comfort, choices, and attitudes
about a technologys development and use.
4. Automation and robotics have had an influence on
society in the past and present and will influence
society in the future.
5. Engineers, designers, and engineering technologists
are in high demand for the development of future
technology to meet societal needs and wants.

What key knowledge and skills will students acquire as a result of the unit?
Learn about engineering careers in the automation and robotics field and the education needed.
The current and future uses of automation and robotics and the potential future effect on their lives and on
industry.
Understand and appreciate the importance of good communication and teamwork skills.
Key terms- Automation, Controller, Computer Program, Economics, Factory, Impact, Robotics, Robot

Determine Acceptable Evidence (Stage 2)

What evidence will show that students understand? Performance Tasks:

Students will create a short presentation, that explains a specific type of robotic engineer (medical,
industrial, military, space, domestic) including job description, education requirements, salary and
job outlook.
Every student will create a brochure explaining a different type of robot and its functions.
Including its impact on society today and the future.
Build an automated robot as a class that meets certain criteria in which it must be able to drive
forward and backward fifty feet. The robot must have one sound activated function.
Challenge- build a robot that can either switch from four wheel drive to two wheel drive or be able
to navigate around a corner

What other evidence needs to be collected with respect to Desired Results (Stage 1)?
Other Evidence:

Weekly quizzes- key terms, current topic of discussion

Test- What are the different types of robots and their functions

Class participation building the Windmill, vehicle, and vehicle that can pick up objects

Complete the challenge successfully

Student Self-Assessment and Reflection:

If you had the choice, what type of engineer would you like to be?

What would you like to have change on the class robot? Why?

How was the class overall participation during the class robot?

For the challenge? What would you have changed if you had time to redesign your robot?

Learning Experiences (Stage 3)

WHERETO Elements:

Present Key terms, concepts and essential questions(W,E,O)

Power point on how technology does exactly what the programmer tells it to do(W,O,E)
Show Video Understanding Robots- Mass Customization(H) http://www.youtube.com/watch?

v=HJzzPXeDdX8
Have students write out ways robots can be used (stores, movie theaters, school)(E-2,R)
Students will complete a short presentation, that explains a specific type of robotic engineer
(medical, industrial, military, space, domestic) including job description, education requirements,

salary and job outlook. (see rubric) (R,E-2,W,T,E)

Class discussion on What do we use robots for(H,W,E,E-2)
Every student will create a brochure explaining a different type of robot and its functions.

Including its impact on society today and the future.(W,T,E,R,E-2)

Show Engineering Paradise Video http://www.youtube.com/watch?v=Y0DxmthvkKU ()
Introduce VEX Mechanisms and its inventory (H)
Students will build an automated robot using a VEX Kit as a class that meets certain criteria in
which it must be able to drive forward and backward fifty feet. The robot must have one sound

activated function. (W,H,E,R,T,E-2)

Students in groups of two or three will build a Windmill using VEX kits and its instructions
(W,H,E,R,T,E-2)

Students in groups of two or three will build a vehicle that can drive forward and pick up an object

(W,H,E,R,T,E-2)
Challenge- In groups of two or three build a robot using a VEX Kit that can either switch from
four wheel drive to two wheel drive or be able to navigate around a corner (W,H,E,R,T,E-2)