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PRESENTED BY Activity Kit Guide Created byNationalGeographicEducationandChildren’s Media Visit www.NatGeoEd.org/Robots tofindmore robots content. Thiseducatorguidewascreated tocomplement Made possiblethrough thegenerous supportof Published byTheNationalGeographicSociety Melina Bellows,ChiefEducationOfficer © 2015NationalGeographicSociety Gary E.Knell,President andCEO John M.Fahey, Jr., Chairman NatGeoEd.org/Robots 2 2

© 2015 National Geographic Society 3D, National Sincerely, Geographic Weexcellent opportunitiesforhands-onlearning. hopeyouenjoy usingthem. We knowtheseactivitieswillreally capture yourstudents’interest andoffer its fulltextare alsoincluded. standards addressed bythekit.Adescriptionofeach activityandalinkto list forallactivities,worksheetsandhandouts,warm-upideas,aof using theactivitiesinyourclassroom. You willalsofindacompletematerials The followingpagesincludeinformationonhowtousetheguideandtipsfor classroom needs. the kitiscustomizable,youcanchooseactivitiesthatworkbestwithyour scientific inquiryandengineeringprocess skillsintotheclassroom. Because They are designedtoaddress NextGenerationScience Standards andintegrate The activitiesinthiskitare easilyintegratedintoanySTEMeducationprogram. activities usethesamematerialstominimizecosts. designed around asetofcommon,inexpensivematerials.Several of the in different ways forlonger, more in-depthunitsofstudy. Theactivitiesare activities thatcanbeusedindividuallyasstand-aloneorcombined This kitwasdevelopedasacompaniontotheNationalGeographicfilm so itisausefultoolforstudentswhowanttodesignorbuildtheirownrobot. concepts inrobotics. Thiskitaddresses thebasicbuildingblocksofrobotics, a hands-onwayandapplythisinformationtothemore complexusesofthese simpleconceptsin to evenwritingalgorithms.Ineachactivitystudentslearn on activitiesinthiskitcovertopicsrangingfrom circuits tosimplemachines encourage themtoexplore related scienceandengineeringtopics.Thehands- for studentsinGrades1-12,capitalizesonstudents’interest inrobots to marvels thatsometimesseemlikesciencefictioncometolife.Thiskit,intended Robots are fascinating.Studentsofallagesare captivatedbythesemechanical Dear Educator, whichexaminesadvancesinhumanoidrobots. Thekitconsistsoften NatGeoEd.org/Robots 3 Robots Robots

© 2015 National Geographic Society Grades 1-2 also listed. Suggestions for activitiesfrom othergrade levels thatare adaptable asadditionalactivitiesare If you chooseto usemultiple activitieswithinatopic, they are listed insuggested order. Activities byGradeLevel the classroom andtipsaboutthematerials neededto conducttheactivities. broken down by grade level andtopic. You willalsofindgeneral tips for usingtheseactivitiesin Operation; andReal-World Application. Inthissectionoftheguideyou willfindtheactivities and Circuits; Actuators, Mobility, andSensors; SimpleMachinesandGears; Programming and The hands-onactivitiesinthiskitincludeoptionsfor Grades 1-12 infive topic areas: Electricity Standards...... Worksheets andHandouts...... Activities...... Warm-Up Activities...... Materials List...... How to Use This Guide......

Additional Activities: • • • • • Programmingto Train andOperation: How YourRobot (Grades 2-8) Simple MachinesandGears: SimpleMachine Challenge(Grades 2-8) Actuators, Mobility, andSensors: Making “Sense” ofRobot Sensors (Grades 1-5) andCircuits:Electricity Circuits withFriends (Grades 2-5) • How Robots Move andGearingUpwithRobots. forExtend thelearning studentswhoneedadditionalchallengeswith Exploring age group. Use themodificationssuggested inBuildingCircuits towiththis usetheactivity How toUsethisGuide Table ofContents NatGeoEd.org/Robots 4 4

17 16 13 11 7 4

© 2015 National Geographic Society Grades 9-12 Grades 6-8 Grades 3-5

Additional Activities: • • Additional Activities: • • • • • Additional Activities: • • • • • • Debate:Redefining Work Real-World Applications: Actuators, Mobility, andSensors: Round andRound withSimpleMotors (Grades 6-12) • Real-World Applications: Programmingto Train andOperation: How YourRobot (Grades 2-8) Robots (Grades 3-8) Simple MachinesandGears: SimpleMachine Challenge(Grades 2-8),GearingUpwith Round withSimpleMotors (Grades 6-12) Actuators, Mobility, andSensors: ExploringHow Robots Move (Grades 3-8),Round and andCircuits:Electricity BuildingCircuits (Grades 4-8) • Real-World Applications: Programmingto andOperation: Train How YourRobot (Grades 2-8) Robots (Grades 3-8) Simple MachinesandGears: SimpleMachine Challenge(Grades 2-8),GearingUpwith “Sense” ofRobot Sensors (Grades 1-5) Actuators, Mobility, andSensors: ExploringHow Robots Move (Grades 3-8),Making andCircuits:Electricity Circuits withFriends (Grades 2-5),BuildingCircuits (Grades 4-8)

learning extensionlearning for olderstudents. Use themodificationsuggestionsinSimpleMachine Challengeasacross-curricular Use with SimpleMotors, usingthemodificationssuggested intheactivity. forExtend thelearning studentswhoneedadditionalchallengeswithRound andRound Circuits withFriends asaquick orre-teaching warm-up activity. Think Like aRobot …AndStay Safe Online!(Grades 5-9), Think Like aRobot … And Stay Safe Online!(Grades 5-9) Think Like aRobot … And Stay Safe Online!(Grades 5-9) Are Robots Taking OverOurJobs? (Grades 9-12) NatGeoEd.org/Robots 5

© 2015 National Geographic Society General Tips

• • • • • To Many ofthehands-onactivitiesinthiskitare designedto bedoneinsmallgroups. o o o o o Hands-on activitiesrequire materials. To managethosematerials: o o understand whatthey have andhave learned achance to ask. When studentshave completed anactivity, discussitasaclassto ensure thatall students trackright before they continue. Be sure to incorporatecheckpoints withinhands-onactivitiesto ensure studentsare onthe and thatthematerials you gathered asexpected. work Try yourself outeachhands-onactivity inadvance to ensure you understand how itworks facilitate thefollowing: group try work, Create groups levels. ofability withavariety Have inthesamegroups studentswork throughout thedifferent activities. each activity sotheyeach activity getachanceatevery role. role (e.g. recorder, materials manager, leader, clarifier). Have studentschange roles for To ensure have thatallstudentsparticipate, eachstudentinthegroup take onaspecific own participation. Consider providing for asimplerubric group andhave work studentsevaluate their Students shouldgetthenumber ofmaterials indicated from eachgroup ofmaterials. all wires inonegroup labeledwitha “4”, andalllightbulbs inonegroup labeledwitha “2.” lightbulbs forand two an activity, placeallthebatteries inonegroup, labeledwitha “1”, group withthenumber needed. For example, ifstudentsneedonebattery, four wires, Arrange allmaterials inonelocation. Group eachmaterial separately andlabeleach them back to theirgroup. Provide asmallbox ortray inwhichstudentscangather theirmaterials andtransport Have eachsmallgroup sendoneperson to gather andlater allneededmaterials. return NatGeoEd.org/Robots 6

© 2015 National Geographic Society Electronics Components Master MaterialsList Materials Tips For materials listed by individualactivity, seethe Activities section. list to your own needs. items are required for eachgroup, the item amountpergroup islisted soyou cancustomize this item neededfor eachgroup toinevery follows participate activity itsnameinparentheses. When These listsaccountfor five small groups to complete eachactivity. The ofeach total quantity your own custom kit. organized byofmaterial andalistofmaterials pergrade type band. Usetheseliststo create The materials listsbelow includeacomprehensive master materials listfor ALL activities • • • • • • • • • • • • • • Mini bulb withascrew-type base, 2.5volt/0.2 amp, orsmaller(10 total; 2pergroup) Knife switches (5total; 1pergroup) (1 roll total; 45-60cmofwire pergroup) Insulated magneticwire/enameled copperwire, 20gauge Donut magnets, 1¼in. (5total; 1pergroup) Bulb holderfor minibulb (10 total; 2pergroup) Battery holders/joiners, Dcell–withoutwires (5total; 1pergroup) Batteries, Dcell(5total; 1pergroup) Alligator clipleadswithwires (20total; 4pergroup) boards for studentuse. Large pegboards canbeboughtathomeimprovement stores andcutdown into smaller have to ask for counter. thematthepharmacy Syringes canbeobtained free low oratavery costfrom most pharmacies. You willoften components canbefound atelectronics stores, somehobby stores, andcanbeordered online. Materials suchasminilamps, wiring, battery holders, insulated wire, andotherelectronics of thematerials for your reference. If you are unsure whatamaterial is, text. check theactivity Someactivitiesincludephotos office supply, andcraft stores. Otheritems canbefound around home orschool. Most ofthematerials intheseactivitiescanbefound inelectronics, homeimprovement, buying enoughfor theclass. need to substitute amaterial, test withthesubstitute theactivity first before or gathering properly willnotwork Sometimes anactivity unlessspecificmaterials are used. If you do When purchasing orgathering materials, besure to getexactly thematerial described. Materials List NatGeoEd.org/Robots (all activities,bymaterialstype): 7

© 2015 National Geographic Society Easily Gathered Items General School/CraftSupplies Grades 1-2MaterialsList Grade LevelMaterialsList Other Items Home Improvement Items • • • • • • • • • • • • • • • • • • • • • • • • Pencils • • • • • Paper clips(25total; 5pergroup) Modeling clay (10 oz. total; 2oz. pergroup) Milk jugfilled with water (1) Masking tape (5rolls total; 1roll pergroup) Funnel, large round (1) Donut magnets, 1¼in. (5total; 1pergroup) Cardstock paper(1pack) Broomstick/thick dowel (1) Books (smallstack) Blindfold (1) Syringes, 50mLLeur Lock (5total; 1pergroup) Syringes, 30mLLeur Lock one 30cmpiecepergroup) x 3/16” innerdiameter (150 cmtotal; Plastic tubing, clear, 5/16” outer diameter Milk jugfilled with water (1) Marshmallows, mini(1) Funnel, large round (1) Erasers (5total; 1pergroup) Dish tubs(5total; 1pergroup) Broomstick/thick dowel (1) Books (smallstack) Blindfold (1) Basketball (1) Rubber bands(20total; 4pergroup) Paper clips(25total; 5pergroup) Paper orjournal Modeling clay (10 oz. total; 2oz. pergroup) Masking tape (5rolls total; 1roll pergroup) Cardstock paper(1pack) (10 total; 2pergroup) NatGeoEd.org/Robots

8 • • • • • • • • Pencils • Paper • • • • • • • • • • • • • • • • • Trash can(1) Tennis balls(atleast6) (5mtotal;String 1mpergroup) Straws (10 total; 2pergroup) Spools (15 total; 3pergroup) Rulers, (5total; rigid 1pergroup) Rope, thin(5m) Trash can(1) Toy car, small(1) Tennis balls(atleast6) Straws (10 total; 2pergroup) Plastic spoon(1) Pennies (5total; 1per group) Paper towels orbathtowels (1roll) Nail (1) Pegs (15 total; 3pergroup) (5m;String 1mpergroup) matter (20total; 4pergroup) Spools, small–material doesnot (20 total; 4pergroup) Spools, large –material doesnotmatter Safety pins, large (10 total; 2pergroup) Rulers, (5total; rigid 1pergroup) Sandpaper (5sheetstotal; 1sheetpergroup) Rope, thin(5m) Peg board (5total; 1pergroup)

© 2015 National Geographic Society Grades 3-5MaterialsList • • • • • • • • Pencils • • • • Paper • • • • • • • • • • • • • • • • • • • • (20 total; 4pergroup) Spools, small–material doesnotmatter (20 total; 4pergroup) Spools, large –material doesnotmatter Rulers, (5total; rigid 1pergroup) Rubber bands(20total; 4per group) Rope, thin(5m) piece pergroup) x 3/16” innerdiameter (150 cmtotal; 130cm Plastic tubing, clear, 5/16” outer diameter Pennies (5total; 1pergroup) Pegs (15 total; 3pergroup) Peg board (5total; 1 pergroup) Paper towels orbathtowels Paper clips(25total; 5pergroup) Modeling clay (10 oz. total; 2oz. pergroup) or smaller(10 total; 2pergroup) Mini bulb withascrew-type base, 2.5volt/0.2 amp, . Milk jugfilled with water (1) Masking tape (5rolls total; 1 roll pergroup) Marshmallow, mini(1) Knife switches (5total; 1pergroup) Funnel, large round (1) Erasers (5total; 1pergroup) (5 total; 1pergroup) Donut magnets, 1¼in. Dish tubs(5total; 1pergroup) Cardstock paper(1pack) (10 total; 2pergroup) Bulb holderfor minibulb Broomstick/thick dowel (1) Books (smallstack) Blindfold (1) without wires (5total; 1pergroup) Battery holders/joiners, Dcell– Batteries, Dcell(5total; 1pergroup) Basketball (1) (20 total; 4pergroup) Alligator clipleadswithwires NatGeoEd.org/Robots 9 • Water • • • • • • Trash can(1) Tennis balls(atleast6) Syringes, 50mL(5total; 1pergroup) Syringes, 30mL(10 total; 2pergroup) (5mtotal;String 1mpergroup) Straws (10 total; 2pergroup)

© 2015 National Geographic Society Grades 9-12MaterialsList Grades 6-8MaterialsList • • • • • • • • • • • • • • • • • • • • • • • • • • • • Nail (1) Masking tape (5rolls total; 1roll pergroup) 20 gage (1roll total; 45-60 cmofwire pergroup) Insulated magneticwire/enameled copperwire, Donut magnets, 1¼in. (5total; 1pergroup) (5 total; 1pergroup) Battery holders/joiners, Dcell–withoutwires Batteries, Dcell(5total; 1pergroup) Paper towels orbathtowels Paper orjournal Paper clips(25total; 5pergroup) Nail (1) Modeling clay (10 oz. total; 2oz. pergroup) or smaller(10 total; 2pergroup) Mini bulb withascrew-type base, 2.5volt/0.2 amp, Milk jugfilled with water (1) Masking tape (5rolls total; 1 roll pergroup) Marshmallow, mini(1) Knife switches (5total; 1pergroup) 20 gauge (1roll total; 45-60cmofwire pergroup) Insulated magneticwire/enameled copperwire, Funnel, large round (1) Erasers (5total; 1pergroup) Donut magnets, 1¼in. (5total; 1pergroup) Dish tubs(5total; 1pergroup) Cardstock paper(1pack) Bulb holderfor minibulb (10 total; 2pergroup) Broomstick/thick dowel (1) (5 total; 1pergroup) Battery holders/joiners, Dcell–withoutwires Batteries, Dcell(5total; 1pergroup) Basketball (1) Alligator clipleadswithwires (20total; 4pergroup) NatGeoEd.org/Robots 10 • group) • • • • • Pencils • Paper • Water • • • • • • • • • • • • • • • • • Pencils • • Toy car, small (1) Sandpaper (5sheets total; 1sheetper Safety pins, large (10 total; 2pergroup) Rubber bands(5total; 1per group) Plastic spoon(1) Toy car, small(1) Tennis balls(5; 1pergroup) Syringes, 50mL(5 total; 1pergroup) Syringes, 30mL(10 total; 2pergroup) (5mtotal;String 1mpergroup) Straws (10 total; 2pergroup) (20 total; 4pergroup) Spools, small–material doesnotmatter (20 total; 4pergroup) Spools, large –material doesnotmatter Sandpaper (5sheetstotal; 1sheetpergroup) Safety pins, large (10 total; 2pergroup) Rulers, (5total; rigid 1pergroup) Rubber bands(20total; 4pergroup) Rope, thin(5m) piece pergroup) x 3/16” innerdiameter (150 cmtotal; 130cm Plastic tubing, clear, 5/16” outer diameter Plastic spoon(1) Pennies (5total; 1per group) Pegs (50total; 10 pergroup) Peg board (5total; 1pergroup)

© 2015 National Geographic Society compare the parts/machines foundcompare ineach. theparts/machines what they found. Encourage themto beasdetailed aspossible. Ifgroups haddifferent photos, and/orsimplemachinesthey seeintherobot.parts When studentshave finished,discuss but thephoto should beasdetailed aspossible. Ask students to circle andlabelthedifferent photo ofarobot. You canusethe same photo for allgroups orgive eachgroup a different photo, Next, have students “dissect” arobot. Dividestudentsinto smallgroups, andgive eachgroup a http://video.nationalgeographic.com/video/news/flexible-robot-vin?source=relatedvideo Flexible Rubber Robot: http://channel.nationalgeographic.com/channel/ultimate-factories/videos/the-x3-robot/ The X3Robot: (just watch thefirst minute) http://channel.nationalgeographic.com/channel/the-link/videos/from-automaton-to-robot/ From Automaton to Robot: http://video.nationalgeographic.com/video/ng-live/winter-bonus2-nglive?source=relatedvideo vs.Robot Tiger: you thinkarobot isusedfor thisjob? job doesthisrobot do?How doesitsdesign(shape, appearance) helpitdothatjob? Why do a robot isrelated to itsfunction. Ask: youthinkthislookslike Do arobot? Why orwhy not? What following questionsto ofrobots discussthevariety androbot tasks andhow theappearance of Show studentstherobots inthevideoclipsbelow, inthe order given. After eachclip, usethe become even more human-like, peopleactually beginto feel more comfortable around them. which robots canbecomehuman-like enoughto make peopleuncomfortable. However, asthey as they beginto lookandmove more like humans. According to thetheory, there isapointat level thecomfort that describes humanstend to feel around otherobjects) robots (andcertain cool andwhich are creepy? Why? Explainthatthere isahypothesis calledtheuncanny valley are coolorcreepy? Why? Isthisdifferent ofrobot? dependingonthetype Which kindsare discuss how theseresponses are similarandhow they are different. Ask: youthinkrobots Do Ask students: What doesarobot do? What doesitlooklike? Accept several answers and Grades 3-5 What body partshelphumansmove? robots Do alsouselegsto move? Why orwhy not? How are robot arms like humanarms?robot Do arms andhumanarms dothesametasks? what thoserobots mightlooklike. Have studentscompare therobots to theirown bodies. Ask: does theway itlookshelpdoitsjob? As aclass, discussothertasks robots mightdoand is doing. Ask themto therobot. describe Ask: Why doyouthinktherobot looksthatway? How live/winter-bonus2-nglive?source=relatedvideo. Ask studentswhattask therobot inthevideo Show studentsthevideo “Robot vs. Tiger”: http://video.nationalgeographic.com/video/ng- robots doing. anddifferencesidentify similarities intherobots they drew andthetasks they showed their can do. Have studentsgetinto groups ofthree andshare theirdrawings. Ask eachgroup to Ask eachstudentto draw apicture ofarobot andthendraw apicture ofsomethingthatrobots Grades 1-2 activitiestoUse thesewarm-up getyour studentsexcited aboutrobots.

Warm-Up Activities NatGeoEd.org/Robots 11

© 2015 National Geographic Society http://video.nationalgeographic.com/video/ng-live/jenkins-robots-lecture-nglive?source=relatedvideo into ourdaily lives. Show studentsthevideo “Chad Jenkins: Robots Among Us”: Tell studentsthatsomescientists are onways working integrate to further robots To whatextent dorobots thatexist today “think” for themselves?Learn? be necessary for robots to take over theworld? How are robots integrated into ourdaily lives? over theworld. Ask studentsto explain theirresponses. Prompt studentsby asking: What would Get students’ attention by askingthemto raise their handsifthey thinkrobots willsomeday take Grades 9-12 robot to dofor you? or why youthinkthey not?Do shouldbe? Why orwhy not? What daily tasks would youlike a barriers? youthinkrobots Do willbecomemore commonindaily life inthenext ten years? Why mentioned inthevideo? What are someways ChadJenkins andhis team are addressing these Discuss thevideowithstudents. Ask: What are someofthebarriers to common-placerobotics http://video.nationalgeographic.com/video/news/jenkins-robot-vin?source=relatedvideo advances inrobotics. Show thevideo “Can to Robots beMore Learn Human?”: all therobots you currently described exist. Explainthatthere have beenmany recent When you have finishedthelist,have students to theirseats.return Tell themthat Items: not tell themifthey are orwrong. right students move to thewall, discusstheitem briefly andwhy they madethechoicethey did. Do on thelistoneatatime, allowing timefor studentsto move to thewall oftheirchoice. After wall labeled “science fiction.” Have studentsstand inthemiddleof room and read theitems wall labeled “science reality.” Ifthey thinkthoserobots don’t yet exist, they shouldmove to the robots. Ifstudentsthinktherobots you are currently describing exist, they shouldmove to the opposite wall thatsays “science reality.” Explainto studentsthatyou are goingto some describe Place alabelononewall oftheclassroom thatsays “science fiction.” Placealabelonthe Grades 6-8 Allow groups to share theirideaswiththeclass. that coulddotask. they Encourage themto identified includeparts intheir robot dissection. Have eachgroup comeupwithatask they would rather notdoanddesign(onpaper)arobot could perform? become more common indaily life? Why orwhy not? What are someimportant tasks robots reasons hementioned for integrating robots more into daily life? youthinkrobots Do should robots into ourdaily lives?How are they working to lower thesebarriers? What are some Discuss thevideoasaclass. Ask: What are somebarriers Jenkins mentionedto integrating Robots thatcanforage for theirown food. Robots thatcleanyour floors. Robots thattravel to otherplanets. Humans thathave robotic limbs. themselves. Robots thatcanchangecolors to camouflage Robots thatcanassemble acar. NatGeoEd.org/Robots 12 Small robots thatcanswarm to create shapes. Robots thatcantrap homeinvaders inanet Robots thatcanofficiate atweddings equipment Help soldiers carry Robots thatcancatchaball. Robots thatcanrun. Robots thatcanidentifydifferent kindsofcheese. .

© 2015 National Geographic Society Materials: circuits andto test for insampleitems. conductivity Students experiment with batteries, wires, bulbs, andswitches to assemble andparallel series Duration: 25-35 minutes Grades: 4-8 Building Circuits • Tennis balls(atleast6)• Trash can(1)•Books(smallstack) Materials: Students explore ofacircuit by theparts modeling, asagroup, a “human” circuit. Duration: 15-25 minutes Grades: 2-5 Circuits withFriends to itandaddto ofeachactivity print thisguide. corner the upperright you have selected theactivitiesyou want to useinyour classroom, you button canusetheprint in forright your classroom. You canfi. ndthefullactivitiesonlineatNatGeoEd.org/Robots Once In thissection,you willfi ofeachactivity to help ndsummaries you choosewhichactivitiesare Bulbholderfor minibulb (2pergroup) • 0.2 amp, orsmaller (2pergroup) Minibulb withascrew-type base, 2.5volt/ • wires (1pergroup) Battery holders/joiners, D-cell–without • Batteries, D-cell(1pergroup) •

Activities NatGeoEd.org/Robots 13 (1 setpergroup) piece ofstring, eraser, band, penny rubber Items to test for conductivity: paperclip, • Knife switches (1pergroup) • Alligator clipleadswithwires (4pergroup) •

and print. download that you can of theactivity PDF version will produce a buttonprint Clicking the

© 2015 National Geographic Society Materials: of sensesandexperiment usingecholocationasanexample.Students discusstheimportance Duration: 15- 30minutes Grades: 1-5 Making “Sense”ofRobotSensors Materials: to complete asimpletask actingasarobot. Students apply logicandsequencingskillsto for write instructions, calledanalgorithm, astudent Duration: 30-40minutes Grades: 2-8 How toTrain Your Robot Materials: force, speed, ordirection ofmotioninmachines. Students experiment withgearmotionto understand how gears to work change theamountof Duration: 30-40minutes Grades: 3-8 Gearing UpwithRobots Exploring HowRobotsMove Materials: movement. Students experiment withpneumaticsandhydraulics andapply thesesystems to produce Duration: 30-40minutes Grades: 3-8 • Pencils • • • • • • • • • • Objectsneededfor tasks basedon student-selected (willvary task) • Paper •Pencil Paper Pegs (atleast3pergroup) Peg board (1pergroup) Basketball (1) Tennis balls(3) inner diameter (30cmpergroup) Plastic tubing, clear, 5/16” outer diameter x3/16” Syringes, 50mL(1pergroup) Syringes, 30mL(2pergroup) Marshmallow, mini(1) NatGeoEd.org/Robots

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• Blindfold (1) • Maskingtape • • • Water • Pencils • Paper • • Rubber bands(4pergroup) (8 pergroup) Spools, small–material doesnotmatter Paper towels orbathtowels Dish tubs(1pergroup)

© 2015 National Geographic Society Redefining Work Debate:Are Robots Taking OverOurJobs? Materials: specific tasks. Students are challenged,usingeveryday objects, to create simplemachinesto complete Duration: 45-60minutes Grades: 2-8 Simple MachineChallenge Materials: energy into mechanicalenergy. motorelectric usingwire, amagnet,andDcellbattery to explore how motors convert electrical Students forge ahypothesis abouthow motors make thingsmove, andthenbuild asimple Duration: 60minutes Grades: 6-12 Round andwithSimpleMotors • Materials: inadebatejobs by ontheissue. participating Students investigate conflicts surrounding theissuesof robots andautomation replacing human Duration: 3-4hours Grades: 9-12 • • • • • • • • Pens • • • • • • • Paper Paper •Pencils Spools (3pergroup) Rope, thin(5m) Broomstick/thick dowel (1) Milk jugfilled with water (1) Tennis balls(1pergroup) Masking tape (1roll pergroup) Rulers, (1pergroup) rigid Paper orjournal 20 gauge (45-60cmofwire pergroup) Insulated magneticwire/enameled copperwire, Rubber bands(1pergroup) Safety pins, large (2pergroup) (1 pergroup) Battery holders/joiners, Dcell–withoutwires Batteries, Dcell(1pergroup) NatGeoEd.org/Robots 15 • • • • • • • • • • Pencils • • • • • Cardstock paper(1pack) Straws (2pergroup) Modeling clay (2oz. pergroup) Funnel, large round (1) Paper clips(5pergroup) Donut magnets, 1¼in. (1pergroup) Pencils, round (3pergroup) (1mpergroup)String Donut magnets, 1¼ in. (1pergroup) Nail (1) Masking tape (1roll) Plastic spoon(1) Toy car, small(1) Sandpaper (1sheetpergroup)

© 2015 National Geographic Society this guide. oftheactivity’s andaddthemtocorner worksheets mediacarousel to thenecessary print activities you want to useinyour classroom, you canusethedownload button inthelower right Worksheets andhandoutsfor allactivitiesare available online. Onceyou have selected the Materials: None decision-making strategy for avoiding situations. unsafe onlineandsocialnetworking mindfulness. They identifythree dangers inonlinecommunications anddevelop athree-step Students explore commonrobotic programming strategies of aswell asoneoftheprinciples Duration: 4hours Grades: 5-9 Think LikeaRobot.AndStaySafeOnline! Worksheets andHandouts NatGeoEd.org/Robots 16 print. that you can the worksheet PDF version of produce a button will download Clicking the

© 2015 National Geographic Society Arts Standards,Arts National Geography Standards, andISTE Standards for Students. Generation ScienceStandards, Common Core State Standards, IRA/NCTEEnglishLanguage below shows whichactivitiesalignwithNationalScienceEducationStandards,The chart Next Standard solving, anddecisionmaking ISTE -Standard 4-Critical thinking, problem exchange of information). learning, enjoyment, persuasion, andthe accomplish theirown purposes (e.g., for spoken, written, and visuallanguage to IRA/NCTE -Standard 12 -Students use knowledge. information andto create andcommunicate networks, video)to gatherandsynthesize resources (e.g., libraries, databases, computer variety oftechnological andinformational IRA/NCTE -Standard 8-Students use a suit theirpurpose andaudience. communicate theirdiscoveries inways that print andnonprint texts, artifacts, people)to synthesize datafrom avariety ofsources (e.g., posing problems. They gather, evaluate, and generating ideasandquestions, andby research onissuesandinterests by IRA/NCTE -Standard 7-Students conduct Types andPurposes CCSS (6-12) - Writing Standards W.9-10.1 - Text Text Types andPurposes CCSS (6-12) - Writing Standards W.11-12.1 - Knowledge andIdeas Standards SL.9-10.4 -Presentation of CCSS (6-12) -SpeakingandListening Knowledge andIdeas Standards SL.11-12.4 -Presentation of CCSS (6-12) -SpeakingandListening Standards NatGeoEd.org/Robots 17 Activities Safe Online! Think Like aRobot… And Stay Robots Taking Over OurJobs? Debate:Redefining Work Are Robots Taking Over OurJobs? Debate:Redefining Work Are Robots Taking Over OurJobs? Debate:Redefining Work Are Robots Taking Over OurJobs? Debate:Redefining Work Are Robots Taking Over OurJobs? Debate:Redefining Work Are Robots Taking Over OurJobs? Debate:Redefining Work Are Robots Taking Over OurJobs? Debate:Redefining Work Are

© 2015 National Geographic Society Standard solutions 6: Constructing explanations anddesigning NGSS -ScienceandEngineering Practices thinking 5: Usingmathematicsandcomputational NGSS -ScienceandEngineering Practices Analyzing andinterpreting data NGSS -ScienceandEngineering Practices 4: Planning andcarrying outinvestigations NGSS -ScienceandEngineering Practices 3: Developing andusingmodels NGSS -ScienceandEngineering Practices 2: Asking questionsanddefiningproblems NGSS -ScienceandEngineering Practices 1: of resources the meaning, use, distribution, andimportance NGS -Standard 16 - The changes thatoccurin concepts ISTE -Standard 6- Technology operations and ISTE -Standard 5-Digitalcitizenship NatGeoEd.org/Robots 18 Activities Challenge Robot Sensors, SimpleMachine Your Robot, Making “Sense” of Up withRobots, How to Train How Robots Move, Gearing Build aSimpleMotor, Exploring Challenge Train Your Robot, SimpleMachine UpwithRobots,Gearing How to Machine Challenge UpwithRobots,Gearing Simple Machine Challenge How to Train Your Robot, Simple Move, upwithRobots, Gearing Friends, How Exploring Robots Building Circuits, Circuits with Challenge Train Your Robot, SimpleMachine UpwithRobots,Gearing How to HowExploring Robots Move, Circuits, Circuits withFriends, Build aSimpleMotor, Building Challenge of Robot Sensors, SimpleMachine Train Your Robot, Making “Sense” UpwithRobots,Gearing How to HowExploring Robots Move, Circuits, Circuits withFriends, Build aSimpleMotor, Building Robots Taking Over OurJobs? Debate:Redefining Work Are Safe Online! Think Like aRobot… And Stay Safe Online! Think Like aRobot… And Stay

© 2015 National Geographic Society Standard Design NGSS -Standard MS-ETS1-1 - Engineering NGSS -Standard 4-PS3-4-Energy NGSS -Standard 4-PS3-2-Energy and Information Processing NGSS -Standard 4-LS1-2 -Structure, Function, and Information Processing NGSS -Standard 4-LS1-1 -Structure, Function, Stability: Forces andInteractions NGSS -Standard 3-PS2-2 -Motionand Stability: Forces andInteractions NGSS -Standard 3-PS2-1 -Motionand Design NGSS -Standard 3-5-ETS1-3 -Engineering Design NGSS -Standard 3-5-ETS1-2 -Engineering Design NGSS -Standard 3-5-ETS1-1 -Engineering Function, andInformation Processing NGSS -Standard 1-LS-1-1 -Structure, Transfer Applications in Technology for Information NGSS -Standard 1.PS4-4 - Waves andtheir Obtaining, evaluating, andcommunicating NGSS -ScienceandEngineering Practices 8: Engaging inargument from evidence NGSS -ScienceandEngineering Practices 7: NatGeoEd.org/Robots 19 Activities Machine Challenge How to Train Your Robot, Simple Move, Up withRobots, Gearing Circuits, How Exploring Robots Build aSimpleMotor, Building Building Circuits Friends Building Circuits, Circuits with Making “Sense” ofRobot Sensors Making “Sense” ofRobot Sensors Simple MachineChallenge Simple MachineChallenge Robot, SimpleMachineChallenge Building Circuits, How to Train Your Machine Challenge How to Train Your Robot, Simple Simple MachineChallenge Robots, How to Train Your Robot, Building Circuits, Upwith Gearing Making “Sense” ofRobot Sensors Making “Sense” ofRobot Sensors Challenge Robots Move, SimpleMachine Robot Sensors, How Exploring with Robots, Making “Sense” of Build aSimpleMotor, Up Gearing UpwithRobotsGearing

© 2015 National Geographic Society Standard about scientificinquiry NSES (K-4)-Standard A-2 -Understandings tonecessary doscientificinquiry NSES (K-4)-Standard A-1 - Abilities NGSS -Standard HS-PS3-5-Energy NGSS -Standard HS-PS3-3 -Energy Stability: Forces andInteractions NGSS -Standard HS-PS2-5 -Motionand Design NGSS -Standard HS-ETS1-3 -Engineering Design NGSS -Standard HS-ETS1-1 -Engineering Stability: Forces andInteractions NGSS -Standard MS-PS2-5 -Motionand Stability: Forces andInteractions NGSS -Standard MS-PS2-3 -Motionand Stability: Forces andInteractions NGSS -Standard MS-PS2-2-Motionand Design NGSS -Standard MS-ETS1-4 -Engineering Design NGSS -Standard MS-ETS1-3 -Engineering Design NGSS -Standard MS-ETS1-2 -Engineering NatGeoEd.org/Robots 20 Activities Simple MachineChallenge Move, Up withRobots, Gearing Sensors, How Exploring Robots Friends, Making “Sense” ofRobot Building Circuits, Circuits with Challenge, Circuits withFriends with Robots, Simple Machine How Robots Move, Up Gearing Building Circuits, Exploring Making “Sense” ofRobot Sensors, Build aSimpleMotor Build aSimpleMotor Build aSimpleMotor Robots Taking Over OurJobs? Debate:Redefining Work Are Robots Taking Over OurJobs? Debate:Redefining Work Are Build aSimpleMotor Build aSimpleMotor Simple MachineChallenge HowExploring Robots Move, Machine Challenge How Robots Move, Simple Build aSimpleMotor, Exploring Simple MachineChallenge Move, How to Train Your Robot, Circuits, How Exploring Robots Build aSimpleMotor, Building Simple MachineChallenge Move, How to Train Your Robot, Circuits, How Exploring Robots Build aSimpleMotor, Building

© 2015 National Geographic Society Standard NSES (5-8)-Standard B-2-MotionandForces NSES (5-8)-Standard B-2-MotionandForces about scientificinquiry NSES (5-8)-Standard A-2 -Understandings to doscientificinquiry NSES (5-8)-Standard A-1 - Abilities necessary objects madeby humans distinguish between natural objects and NSES (K-4)-Standard E-3- Abilities to about scienceandtechnology NSES (K-4)-Standard E-2-Understanding technological design NSES (K-4)-Standard E-1- Abilities of environments NSES (K-4)-Standard C-3-Organisms and organisms NSES (K-4)-Standard C-1-Characteristics of electricity, andmagnetism NSES (K-4)-Standard B-3-Light, heat, motion ofobjects NSES (K-4)-Standard B-2-Position and objects andmaterials NSES (K-4)-Standard B-1-Properties of NSES (5-8)-Standard B-2-MotionsandForces NatGeoEd.org/Robots 21 Activities Simple MachineChallenge UpwithRobotsGearing HowExploring Robots Move Simple MachineChallenge Move, UpwithRobots, Gearing Circuits, How Exploring Robots Build aSimpleMotor, Building Simple MachineChallenge Move, UpwithRobots, Gearing Circuits, How Exploring Robots Build aSimpleMotor, Building Making “Sense” ofRobot Sensors Train Your Robot “Sense” ofRobot Sensors, How to Machine Challenge, Making UpwithRobots,Gearing Simple HowExploring Robots Move, Train YourRobot “Sense” ofRobot Sensors, How to UpwithRobots,Gearing Making HowExploring Robots Move, Making “Sense” ofRobot Sensors Making “Sense” ofRobot Sensors Friends Building Circuits, Circuits with Machine Challenge “Sense” ofRobot Sensors, Simple UpwithRobots,Gearing Making HowExploring Robots Move, Building Circuits

© 2015 National Geographic Society Standard challenges technology inlocal, national, andglobal NSES (9-12) -Standard F-6 -Scienceand about scienceandtechnology NSES (5-8)-Standard E-2 -Understanding technological design NSES (5-8)-Standard E-1- Abilities of adaptations oforganisms NSES (5-8)-Standard C-5-Diversity and behavior NSES (5-8)-Standard C-3-Regulation and NSES (5-8)-Standard B-3- Transfer ofEnergy NatGeoEd.org/Robots 22 Activities Robots Taking Over OurJobs? Debate:Redefining Work Are of Robot Sensors Train Your Robot, Making “Sense” UpwithRobots,Gearing How to HowExploring Robots Move, Train YourRobot UpwithRobots,Gearing How to HowExploring Robots Move, Making “Sense” ofRobot Sensors Making “Sense” ofRobot Sensors Circuits withFriends Simple Motor, BuildingCircuits, UpwithRobots,Gearing Builda HowExploring Robots Move,

© 2015 National Geographic Society