Miserden C of E Primary School Medium Term Plan – Spring Term 2015 : The Robot Revolution!
Key Question 1
What is a robot? What makes it different from other machines?
I can say what a robot is
I can find out about where the word robot comes from
 I can investigate the 4D’s of robotic work (dull, dirty, dangerous, delicate)
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I can find out about robotic production lines
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I can programme a robot to follow commands (through use of Roma floor turtle and via computer programming)
Activities
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Lesson 1 and Lesson 2 (week 1)
To begin the lesson off take a big box (big enough to wear!), cover it in tinfoil, cut holes for arms & head, put it on(or
ask TA!) .. enter the classroom! With robotic movements & voice introduce the topic. What’s right or what’s wrong?
Subject coverage/ Key skills
I can say what a robot is
I can find out about where the word robot comes from
Discuss.
Encourage chn to think about the I cans for today… What is a robot? Where does the word Robot come from?
Children to create mind map in groups of what they think a robot is
Then each child to have post it and write what they think the word robot means
Definition most commonly accepted: Any machine that can move around & do tasks without human help but there are
some differences of opinion as to exact definition. Meaning : Czech word Robota meaning hard work, forced labour
but came from a long time ago (see history sheet where slaves were called robots) Complete the true/false question
sheets to elicit what the children already know or if there are misconceptions
In groups children will have some time to research the robotic area for their group using the material provided and
weblinks (if computers are free) related to the different types of robots. Each group will have a different type of
robot to investigate and then they will ‘shop around’ the different tables to collect information with a spokesperson
for their table remaining to give information to visitors. Each child in the group will have a set role.eg information
giver, information seeker, information recorder and question asker . Ensure all chn are participants and work
together
Where are robots being used? What do robots look like? (Not all upright and human-like!) Are robots better workers
than humans? Could a Human do this job? Are there famous robots from film or TV? How do robots work?
Opportunities should be given for chn to pose own questions & find answers to any true or false questions that they
Must…I can say what the word robot means
Should...I can give an explanation of the origins of the word robot
Could…I can give a full historical record of the origins of the word robot
Must – I can list some different types of robot
Should – I can explain what each type of robot does in simple terms
Could – I can give examples of the different types of robot, explain their function
and add extra detail
Milestones coverage
History Milestone 2
Understand the concept of change over time
Use dates and terms to describe events
Communication Milestone 2
Engage in discussions, making relevant points
Seek clarification by actively seeking to understand others’ points of view.
Respectfully challenge opinions or points, offering an alternative
were unsure of. Can each child write down an interesting fact about robots to share?
Groups of robot to investigate: exploration robots (army/medical/space), robots used in manufacture, domestic
robots, android robots, toys/film robots
By end of lessons children will know what types of robot there are, what the word robot means and its
origin and will have presented their findings in some way (choice mat)
https://www.youtube.com/watch?v=zXnlMckRiyE origins of word robot
Activities
Lesson 3 (week 2)
Timeline of robotics development
Where/why do toys fit in? Development of leisure industries and manufacturing
Children to make up a song/poem to explain the 4 Ds of robotics
Subject coverage/ Key skills
I can investigate the 4D’s of robotic work (dull, dirty, dangerous, delicate)
Must – I can
Should – I can
Could – I can.
Milestones coverage
History Milestone 2
Understand the concept of change over time
Use dates and terms to describe events
Communication Milestone 2
Engage in discussions, making relevant points
Seek clarification by actively seeking to understand others’ points of view.
Respectfully challenge opinions or points, offering an alternative
Activities
Lesson 4,5,6 (week 2 – possibly one whole day)
Car production line
Automated sheep shearing
Automated milking parlour
Class experience…plan a production line….then carry it out
Subject coverage/ Key skills
I can find out about robotic production lines and processes
I can plan and implement a production line
Must – I can
Should – I can
Could – I can.
What went well, what was hard? How could it be improved?
Pitfall of robotics?!
Milestones coverage
Activities
Lesson 5 and 6 (week 3)
Subject coverage/ Key skills
I can programme a robot to follow commands (through use of Roma floor turtle
and via Scratch computer programming)
Must – I can
Should – I can
Could – I can.
Milestones coverage
Computing Milestone 1
Control motion by specifying the number of steps to travel, direction and turn.
Computing Milestone 2
Use specified screen coordinates to control movement.
Use some of the advanced features of applications and devices
Key Question: