Robot Maker Lab
I can assemble a robot model and predict outputs when only repeat count changes.
Your activities & worksheet
Assemble a rover model, choose its inputs, and prove that one controlled change produces a different result. Work with a partner, swap roles, and record your own thinking.
How can a controlled comparison explain a model’s output?
Activity 1 · Assemble and inspect
- Open Robot Maker Lab. Attach chassis, leg module, and sensor head; inspect the changing 3D robot.
- Identify each model part and one aspect it simplifies.
Activity 2 · Calibrate Test A
- Keep movement at one tile per action and Repeat 3 from C1 R3.
- Predict the endpoint, then Run calibration. Record the observation and pass Test A.
Activity 3 · Compare Test B
- Keep start, heading, and one-tile movement fixed. Change only Repeat from 3 to 2.
- Predict and run Test B. Complete both calibrations, then describe why this was a fair comparison.
Individual exit check
Which inputs must stay fixed to compare repeat 3 with repeat 2 fairly?
Teach this lesson
A 50-minute plan with preparation, prompts, model responses, differentiation, and an individual assessment.
How can a controlled comparison explain a model’s output?
| Planning element | Teacher notes |
|---|---|
| Learning target | I can assemble a robot model and predict outputs when only repeat count changes. |
| Evidence of learning | Assemble three modules, then pass two calibration tests with correct endpoint predictions. Keep individual predictions, observations, and an explanation; a completion badge alone does not establish mastery. |
| Standards focus | Supporting controlled-test practice: 4-6.CT.7. Add the learner-authored Scratch extension before collecting evidence for 4-6.CT.1 or 4-6.DL.4. |
| Vocabulary | module, model, parameter, input, output, controlled comparison |
| Readiness | Follow a short sequence and use a grid. Revisit the previous week’s prediction and explanation before introducing this game. |
| Preparation | Open game-week-08.html (Robot Maker Lab). Check the modular walking robot and Blueprint Builder Studio scene. Prepare a 5-by-5 grid, arrow counter, and worksheet. Use one device per pair and review the goal before revealing a solution. Game awards and worksheet responses save locally on this device; use teacher records for assessment. |
50-minute lesson sequence
| Minutes | Teaching moves | Look for |
|---|---|---|
| 0-5 | Introduce the mission Read the story and goal. Ask: How can a controlled comparison explain a model’s output? Identify what must be observed to verify success. | Learners restate the task and constraints. |
| 5-12 | Model one action or test Demonstrate one control without solving the whole game. Explain the difference between robot heading and camera view. Ask for a prediction before clicking Run. | Each learner names an input, expected action, and observable result. |
| 12-20 | Activity 1: Assemble and inspect Open Robot Maker Lab. Attach chassis, leg module, and sensor head; inspect the changing 3D robot. Identify each model part and one aspect it simplifies. Ask pairs to trace with a counter before retesting. | Collect the first worksheet prediction and observation. |
| 20-35 | Activity 2: Calibrate Test A Keep movement at one tile per action and Repeat 3 from C1 R3. Predict the endpoint, then Run calibration. Record the observation and pass Test A. Swap driver and navigator after one run. Pause at the first unexpected state. | Both partners connect a block, label, or parameter with the observed result. |
| 35-43 | Activity 3: Compare Test B Keep start, heading, and one-tile movement fixed. Change only Repeat from 3 to 2. Predict and run Test B. Complete both calibrations, then describe why this was a fair comparison. | A revision or comparison is supported by a recorded test. |
| 43-48 | Independent exit check Ask each learner: Which inputs must stay fixed to compare repeat 3 with repeat 2 fairly? Allow a spoken answer, drawing, or written response without a partner supplying the explanation. | Use the model answer as a guide; accept other explanations grounded in the run. |
| 48-50 | Save evidence and reflect Record completion and a next teaching step. Ask learners to download their worksheet or use a teacher-approved classroom record. | A next test or remaining limitation is named. |
Model program and expected behavior
Attach a chassis, movement module, and sensor. Test A: repeat 3 -> C4. Test B: same start and module; repeat 2 -> C3.
All three module buttons change the robot assembly. Test A requires one tile per move, repeat 3, and a C4 prediction; Test B requires the same start and movement scale, repeat 2, and a C3 prediction. Wrong predictions or different parameters produce feedback and do not pass the calibration. The supplied model is not evidence of independently authoring a computational model.
2D teaching reference
Columns run west to east; rows run north to south. S = start, G = goal, M = mission item, X = barrier, P = route. Start heading: east. Use counters and this grid as an alternative to interpreting the 3D view.
| Grid | C1 | C2 | C3 | C4 | C5 |
|---|---|---|---|---|---|
| R1 | . | . | . | . | . |
| R2 | . | . | . | . | . |
| R3 | S | P | P | G | P |
| R4 | . | . | . | . | . |
| R5 | . | . | . | . | . |
Misconceptions and a useful response
| Misconception | Response |
|---|---|
| Changing several inputs explains the cause. | Keep a two-column input record. Circle repeat count as the only difference; keep start, heading, and movement scale fixed. |
| Finishing the game proves I understand everything. | Ask for an individual prediction, trace, explanation, and a next test. Use completion as one piece of evidence. |
Differentiate the task
Support: Provide a five-cell strip and move a counter before each digital prediction. Let learners name modules orally. Provide the written position/heading status and a 2D or tactile map when the 3D view is not useful.
Extend: Author a rover sprite and trail in Scratch, define move 40 as one tile, compare equivalent scripts, and test a changed repeat count. Save the authored project; this adds model-development evidence toward 4-6.CT.1.
Independent exit check
Prompt: Which inputs must stay fixed to compare repeat 3 with repeat 2 fairly?
Teacher key: Keep the same starting position, heading, and one-tile movement module. Change only repeat count.
Connect to Scratch or physical robotics
Scratch extension: create a sprite, start position and direction, movement scale, and repeat script. The browser module assembly alone is guided configuration; a learner-created Scratch model provides stronger authorship evidence.