Reptiles: Cold-Blooded Robots

Reptiles: Cold-Blooded Robots

Reptiles: Cold-Blooded Robots

$100.00

SKU: REPTILEGPG

Turn the GoPiGo into a cold-blooded animal and program it to move into the shade when it gets to hot, or move into the sun when it gets too cold. The students will choose an animal, attach a temperature & humidity sensor, and program it to act like a cold-blooded animal.

Students learn about cold-blooded and warm-blooded animals and then apply that knowledge by programming a GoPiGo to be a “cold-blooded” robot.

Objective: Students demonstrate an understanding of the characteristics of cold-blooded animals by programming a robot to behave like a cold-blooded animal.

This Unit consists of 1 Lessons: 1-2 class periods

Each Lesson includes the following elements:

  • Background information & resource links (some to share with students & some for teachers)
  • Introductory questions & information to share with the students
  • Step-by-step procedure for the project
  • Student handouts, charts, worksheets
  • Closure exercises
  • Assessment questions
  • Extension

Coding:

  • The Lessons use Scratch, a beginner drag-and-drop programming language developed at MIT. It is perfect for beginners, and no prior experience is expected or required.

Recommended Age: 10+

What’s included:

This curriculum comes in the form of a one-time downloadable PDF with a license for 1 classroom. If you are interested in using this curriculum school-wide or district-wide, please contact us for that pricing at DexterEd (at) dexterindustries.com.

What else will I need that does not come with this curriculum?

For purchases of 5 or more robots, please see our GoPiGo Classroom Kit.

  • GoPiGo Base Kit
  • Raspberry Pi (works with any version of the Raspberry Pi)
  • Wifi Dongle (requires our custom Wifi Dongle, even for the Pi 3, because our software is not yet totally compatible with the onboard wifi)
  • microSD card (with Dexter Industries custom software – available for purchase pre-loaded with our software or else you can download and image the cards yourself) *If you are using this in a school setting and don’t want to have to deal with your IT department to get the GoPiGo robot on your school network, we have another option which is very easy called “CINCH”. Please be sure to select a kit with the “CINCH” software. Read more about CINCH here.
  • Temperature & Humidity Sensor 
  • Acrylic Sensor Mounts set of 4 (recommended for mounting sensors on the GoPiGo)
  • Ethernet Cable (not required if using CINCH)
  • Power Wall Adapter
  • 8 AA batteries (not included, we recommend rechargeable) for each robot
  • A computer with wifi & an internet connection and a web browser (Chrome preferred, but use Firefox if using touch-screen laptops)
  • Environment at least two different temperatures
    • Example:
      • Outside – sunny area and a shady area
      • Indoors – heat lamp(s) setup to increase the temperature in a portion of the room
  • Optional (for extension activities) – craft materials such as construction paper, cardboard, pipe cleaners

Standards

National Science Standards

  • 4-LS1-1 — Students who demonstrate understanding can

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

  • 5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
  • 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Common Core Reading

CCSS.ELA-LITERACY.L.4.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

  1. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
  2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
  3. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

CCSS.ELA-LITERACY.L.5.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

  1. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
  2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
  3. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

CCSS.ELA-LITERACY.L.6.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

  1. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  2. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
  3. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Additional Information

Options

GoBoxEd Classroom Kit, Mission Only Classroom Kit

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