Making objects move


making object move

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Students are to build a creation that moves an object – whether attached to the littleBits or not. They will look at how different objects move, use their problem-solving skills and appropriate terminology.

The goal is that students demonstrate the different types of movements that they have learned about and that all movements are not the same. Students will learn that with the help of simple machines, objects can move in different ways.

Summative Assessment – students will explain and demonstrate what they have built while incorporating simple machines and movement in their creation. This is found attached below.

Ontario Science and Technology Curriculum

2.4 use technological problem-solving skills, and knowledge and skills acquired from previous investigations,

2.5 use appropriate science and technology vocabulary, including push, pull, beside, above, wheel, axle, and inclined plane, in oral and written communication

2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes
(e.g., orally explain to the class the process they followed in building a mechanism that includes one or more simple machines)

3.1 describe different ways in which objects move (e.g., turning, spinning, swinging, bouncing, vibrating, rolling)

Duration: Approximately 5 hours

GRADE LEVEL

Elementary (ages 8-10)

DIFFICULTY
Beginner

SUBJECT
Earth & Space Science
Makerspace Workshops

MODULES & ACCESSORIES USED (67)
fan (4)
slide dimmer (2)
dc motor (4)
slide switch (2)
button (2)
power (8)
pulse (2)
vibration motor (2)
servo (3)
light wire (1)
Servo Accessories (1)
Getting Started with littleBits (1)
battery + cable (8)
powerSnap (8)
DC motor (tethered) (4)
glue dots (10)
wheel (4)
servo mount (1)

OTHER MATERIALS USED (5)
Recyclables 1
Pipe cleaners 1
Styrofoam Balls 1
pompoms 1
Hot Glue Gun 1

TOOLS USED
Document Camera
Markers and pencil crayons
paper
Poster Paper

LESSON GUIDE

STEP 1 : Step 1: Connection

Start by showing a video and reviewing pushing and pulling. Ask the students where might you push or pull an object? What are other ways of moving? Get the students to bring out the key words such as spinning, wheel, axel, turning, vibrating, lever, ramp, pulley…) Ask students to give examples of using simple machines in their own lives to their partner beside them. (Any student who helps at home and pushes a stroller, takes the dog for a walk, rings a door bell, uses a wagon, has the ramp in the school, has a clothes line, open/closes doors.) Ask students how they could create something that could make something move using a simple machine. Is there a “problem” they have that they could “solve”? Remind students about the littleBits… could they help make something move or to solve a problem? In groups of 3 or 4 students will create a plan, a poster, and a machine with littleBits that can move. They will then present their final piece to the class using terminology from the unit.

STEP 2 : Step 2: Engage

Students must now plan out how they will get an object to move with a quick sketch, and a collection of the required materials and littleBits. (The object could be as simple as having a bumblebee on the vibrating piece or spinner to using wheels and a motor). Go around and ask groups questions to enhance their idea… – could you move the object further? / – is the object attached to the littleBits or impacted by the littleBits – does the object move in one spot? does it change locations? what could you do to change locations? – is their a way for you to do less work? – could you add in more simple machines to do the same work? less ?

STEP 3 : Step 3: Teach

Specific Knowledge and Play: Students must know about the colour of the little bits – blue is power, green does something, orange expands, and pink accepts input and sends signals to what follows. Before explicitly explaining these “rules”, I would ask the student would they have found out with each of the Bits. (They should be able to say that you must have blue – the power in order for anything to work). Teach “Robot arm” or “Intro to Servo” so the students have an idea of how an objet could move and they are able to see a very basic template. Refining and Improving: In the groups each student will have to come up with one thing they can add, remove, or change to their project that will make it better. This will be shared in a small group as a join each group for about 5 minutes. Students will also re-sketch their project as it has most certainly changed from their initial plan.

STEP 4 : Step 4: Practice

Depending on where the students are in terms of their understanding, ask similar questions that you used for the goal of the lesson. – How could you make this objet move MORE – either quicker, or further? – How can YOU do less work? – Can your creation do something? How can it be USEFUL? – What if the object had to move from one location to another? – What if the object that you are moving, was not attached to the littleBits? – What if the object was attached to the littleBits?

STEP 5 : Step 5: Close

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Students create a poster of their project – what it looks like, how it moves, what it does, any difficulties they can into, and present and demonstrate it to the class.