Learners could: create a tableau; hot seat; note down ideas; words or sentences on sugar paper; collect different elements of the experience to create tool box or learning wall.
[Insert your activities here]
Learning Cycle
WOW!
(An engaging event to capture interest and energise.
Guided by an adult initially; a supported experience)
-Using vibrating motors (an unbalanced electric motor) to make things move
Learners could:
Demonstrate their understanding by writing recounts, plays scripts, making a TV commercial, organising an event, poetry, dance, music, or making models…
[Insert your activities here]
The Challenge
(Proving learning, developing independence; answering the question. Assessment opportunity)
Does it draw?
Competition – Who can get through the most challenges and collect the most items – league table
Challenges – get the bot to push a small of heap of small junk items across the end line (30cm space with starting line 30cm away from end line).
-Get the bot to move items across the end line as before but now the junk items are in separate piles.
Learners could:
Produce draft journal entries from different perspectives; give verbal presentations; use different instruments as representations, or create mini cardboard models.
[Insert your activities here]
Have-a-go
(Responding to learning by showing an understanding repeatedly in a variety of ways)
Build a possible design and test it
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Learners could:
Listen; discuss; engage in an issue; use a text or image to stimulate discussion; watch film clip; piece of music; go on a visit, meet real/imaginary visitor.
At what point shall we share the challenge?
Immersion…
(Developing empathy and an understanding of language through speaking & listening activities)
Groups of 2-3 to discuss ideas
Learners could:
Create a tableau; hot seat; note down ideas; words or sentences on sugar paper; collect different elements of the experience to create toolbox or learning wall.
[Insert your activities here]
How and where are we recording our journey?
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Session structure
Choose the most accurate session diagram below (delete others and enlarge so that text corresponds with the appropriate stage of the shape.) o 1-5mins Session leader discuss the idea and asks for volunteers to come up and touch the motor when balanced and unbalanced and to comment of the increase in vibration. Ask the question “Can you think of a way that this could be used to make the bit move” o 5-30 mins In groups build the ‘bots’ during this time the facilitator goes to each group and repeats the touch the motor when balanced and unbalanced and to comment of the increase in vibration exercise. o 30-40mins Each group tries there ‘bot’ to the whole group for the first challenge. Scores on a whiteboard. o 40-60mins To adjust and improved and retry or move on to the next challenge. o 60-70mins Each group tries there ‘bot’ to the whole group for their challenge. Scores on a whiteboard. o 80-100mins To adjust and improved and retry or move on to the next challenge100-110 mins Each group tries there ‘bot’ to the whole group for their challenge. Scores on a whiteboard. o 110-120 mins Session leader “Can we build a drawing bot from junk?”, and “What made it move?”. The groups are left with the question “How could we make this even better?” Who won?
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[Enquiry question] Can we produce a bot that draws?
Lead adult: Scott Turner
Supporting adults:
[Setting name]
HE STEM outreach session planning
School: Primary School and year 7
Group: year 6 and 7
Teacher/s:
Specific resources required:

Paper

Drinks cans (empty) per group

Pens (any that work)

Sticky tape per group

Electric motor per group. Ideally two motors per group.

Batteries and battery holders per group

Broken propeller or other materials to unbalance the motor.
Generic Learning Outcomes highlighted as appropriate (GLOs from www.mla.gov.uk)
Knowledge and Understanding
Knowing what or about something xLearning facts or information xMaking sense of something
Deepening understanding
How museums, libraries and archives operate
Making links and relationships between things
Skills
Knowing how to do something
Being able to do new things xIntellectual skills
Information management skills
Social skills xCommunication skills xPhysical skills
Enjoyment, inspiration, creativity xHaving fun, xBeing surprised
Innovative thoughts,
Creativity xExploration, experimentation and making.
Being inspired
Activity, behaviour, progression
What people do
What people intend to do
What people have done xReported or observed actions
A change in the way that people manage their lives
Additional Notes
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Attitudes and Values
Feelings
Perceptions
Opinions about ourselves (eg self esteem)
Opinions or attitudes towards other people
Increased capacity for tolerance
Empathy xIncreased motivation
Attitudes towards an organisation (eg a museum, archive or library) xPositive and negative attitudes in relation to an experience
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Activity plan
WOW:
Introduce the question of the session. “Can we produce a junk clearing bot from junk?” volunteers to come up and touch the motor when balanced and unbalanced and to comment of the increase in vibration. Ask the question “Can you think of a way that this could be used to make the bit move”
Immersion:
In groups build the ‘bots’ during this time the facilitator goes to each group and repeats the touch the motor when balanced and unbalanced and to comment of the increase in vibration exercise.
Have a Go:
In groups build the ‘bots’ during this time the facilitator goes to each group and repeats the touch the motor when balanced and unbalanced and to comment of the increase in vibration exercise.
Re design and re testing the idea after seeing other groups solutions
Challenge:
Each group tries there ‘bot’ to the whole group.
Plenary:
“ Can we produce a junk clearing bot from junk ?”, and “What made it move?”. The groups are left with the question “How could we make this even better?”
Different groups of children to consider:
SEN/G&T/EAL/BGME
What would you like the teacher to do/ focus on?
The idea of design it together -> Build it-> test and learn from the mistakes
Design  Build |
^ V
| _____ Test
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Possible post-session activities or signposts.
Activities: How could we make this even better?”
Resources: http://junkbots.blogspot.co.uk/
People to contact
Scott Turner ( scott.turner@northampton.ac.uk
)
Places to visit:
Useful websites/publications:
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