The Lego Robolab

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The Lego Robolab
Claire Lines Greenlawn Junior School New
Inn Torfaen
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The Lego Robolab
This presentation is intended to supply some
ideas for use in cross-curricular activities,
acquiring basic skills, the setting of
challenges and the interpretation of ready made
programmes.
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Creativity with Control Technology
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Control activities encourage children to develop
sequencing skills through the use of a control
language. They will learn to appreciate the
importance of accuracy in entering sequences of
commands. Children should be provided with the
opportunity to experiment with sensors (inputs)
and outputs such as lights, buzzers and
motors. Children should question, observe,
predict, measure and reach conclusions through a
variety of activities, giving them an insight
into how I.T is being used increasingly in the
outside world to control our environment.
WHY CHOOSE LEGO? Its easy to use icon based
programming no typing! Its motivating Its
challenging

Its cross-curricular!
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If teachers are to develop creativity, in the
cross-curricular use of the Lego Robolab, then it
is necessary for them to combine implementation
of skills and stimulation of the imagination.
Skill and imagination provides children with the
ability to create. When children are being
creative they will be seen to demonstrate the
qualities outlined below.
Imaginative
Inventive
Productive
Creative
Artistic
Original
Inspired
Innovative
Resourceful
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On studying the Common Requirements section of
the National Curriculum, creativeness featured
twice, once in key skills and once with regard to
further progression of gifted and talented pupils.
KEY SKILLS.
Key skills are to be integrated into all areas of
the curriculum and the Lego Robolab is a
versatile tool, which has the potential of
linking creative skills with all subjects.
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GIFTED AND TALENTED.
Creative thinking is considered a skill to be
encouraged in gifted and talented pupils,
however, I feel that if ALL children are
allocated sufficient time and resources they may
ALL develop to be creative thinkers, at a level
appropriate to them individually.
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Images
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Road Layout
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The road is set up in the classroom with a set of
accompanying rules. These rules, along with the
layout of the road, can be adapted at any time to
increase difficulty level.
The vehicle must stop when it reaches road
works (traffic cones). The vehicle must stop
when it reaches traffic lights. The vehicle must
play music when it stops near to a single yellow
line. The vehicle must have its light on when
it stops near to double yellow lines. The
vehicle must stop at a zebra crossing before
proceeding over it. The vehicle must not crash
into any of the buildings at the side of the road.
Road Rules.
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Masking tape can be used to mark a maze or a
route on the floor, which the children have to
program the Lego car around. The maze/route can
be adapted to suit level of ability. Pupils can
be provided with pre-printed sequences of
commands to predict the layout of a maze. Pupils
may also create their own mazes/routes for fellow
pupils to travel through.
 
A Simple route.
Pupils can be asked Can you change this route to
make it harder? Can you change this route to make
it easier? Can you change this route to make it
more interesting?
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The most effective method of children acquiring
the skills they need to operate the car is
practical experience. As a regular activity
(perhaps daily) pupils should be provided with
the opportunity to use the Lego Robolab. Basic
task cards, as seen below, can be created by
either teacher or children. The aim of the task
card is to introduce a new skill for every task
attempted. Cards could be colour coded to
differentiate, by which pilot level the task is
for and by which pilot level the children
create a task for. Tasks can only be created
within the limitations of the pilot level (Some
may seem ridiculously simple, but will be harder
than you expected!) Some examples of the basic
skills children will acquire are as
follows Programming the car to travel forwards
and stop in a specified place. Programming the
car to travel with the music on. Programming the
car to travel with the light on. Programming the
car to travel around a round-a-bout. Programming
the car to turn a corner. Programming the car to
travel forwards, stop, and reverse backwards to a
specified location. Programming the car to travel
forwards and crash into a specified target using
the pressure sensor to stop the vehicle.
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After children have acquired the basic skills
necessary to operate the equipment, at a variety
of pilot levels, they may then begin to combine
the skills with imagination to be creative
thinkers/learners in the use of the Lego
Robolab. Children can Create a program to
present to classmates in order for them to
predict the outcome. Create task cards for
varying pilot levels. Create challenges for
classmates to complete. Create a program to
accompany a pre-printed maze. Create competitions
for classmates and other classes to compete
in. Create their own way of using the Lego
Robolab to present/explore a topic.
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An example sheet with pupil prediction.
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When using the Lego Robolab, as a tool for
introducing creativity into areas of the
curriculum, it is important to remember that The
basic skills are best taught in isolation
first. The Lego Robolab should not be used for
the sake of it, there should be a clear reason
for using the car. Try to remember that control
is not the focus of the lesson and children
should operate the car effectively to acquire,
investigate or present information linked
directly to the subject. You should encourage
children to experiment with the different ways
that the Lego Robolab can be used and ask them,
when using the car, to be
IMAGINATIVE INVENTIVE ORIGINAL
ARTISTIC PRODUCTIVE RESOURCEFUL
INNOVATIVE
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Using Lego Robolab creatively, in other areas of
the curriculum
Science W.I.L asks, Can I describe the journey
of a chip through the digestive system?   Why
not disguise the Lego Robolab as a chip and have
a digestive system marked out on the classroom
floor? Pupils can then programme the car to
travel as a chip through the digestive system in
the correct sequence. Pupils can be presented
with three/four questions in the form of a
N.I.K.I answers to allow teachers to assess their
understanding of the topic. Great fun for pupils
and teachers alike (Little writing Little
marking)
English W.I.L asks, Can I write a set of
instructions?   Allow pupils to build a basic
car with the Lego the catch is they have to
write a set of instructions to inform others of
how to construct the car! The year 5 boys are
desperate to build a Lego car Why not use this
to your advantage and link it with the
instructional writing?