Lesson 2: My Robotic Friends Jr.

55 minutes

Overview Objectives
In this context-setting lesson, students will use a set of Students will be able to:
symbols to instruct a "robot" to stack cups in different patterns.
Students will take turns participating as the robot, responding Attend to precision when creating
only to the algorithm defined by their peers. instructions
Identify and address bugs or errors in
sequenced instructions
Purpose Name daily processes where you

This unplugged lesson brings the class together as a team with follow an algorithm of steps to
a simple task to complete: get a "robot" to stack cups in a complete a task.
specific design. This activity lays the groundwork for the
programming that students will do throughout the course as
they learn the importance of defining a clearly communicated Preparation
algorithm.
Prepare a stack of 20 paper cups (or
paper trapezoids) for each group of
2-3 students.
Standards Full Course Alignment
Display the symbols from *Symbol
CSTA K-12 Computer Science Standards (2017) Key where students can reference

AP - Algorithms & Programming throughout the lesson.

(Optional) Print out one *Cup
Stacking Ideas per group of 2-3
Agenda students.

Warm Up (15 minutes)

Reflect Links
Vocabulary
Introduction Heads Up! Please make a copy of any
documents you plan to share with
Activity (30 minutes)
students.
My Robotic Friends

Wrap Up (10 minutes) For the teachers

Reflection
CSF - Course C - Slides - Slides
(Download)  Make a Copy

For the students

My Robotic Friends - Cup Spacing

 Make a Copy
My Robotic Friends - Symbol Key
 Make a Copy
My Robotic Friends - Unplugged
Video (Download)
 My Robotic Friends - Cup Stacking
Ideas  Make a Copy
My Robotic Friends - Paper Trapezoid
Template  Make a Copy

Vocabulary
Algorithm - A list of steps to finish a
task.
Bug - Part of a program that does not
work correctly.
Debugging - Finding and fixing
problems in an algorithm or program.
Program - An algorithm that has been
coded into something that can be run
by a machine.

Teaching Guide

Warm Up (15 minutes)

Reflect

 Display: Show “Reflect” slide

Discuss: When would you need to complete a list of steps in order?

Discussion Goal: Students will think of examples of when they would need to complete a list of steps in order. Such
as steps to turn on the light in your classroom or to get a drink of water.

Vocabulary

 Display: Show “Vocabulary” slide

Algorithm - A list of steps to finish a task.

Bug - Part of a program that does not work correctly.

Debugging - Finding and fixing problems in an algorithm or program.

Program - An algorithm that has been coded into something that can be run by a machine

Introduction

Talking to Robots
 Display: Show “Introduction” slide

Watch one of the videos below to give students context for the types of things that robots can do:

Asimo by Honda (3:58)

Egg Drawing Robot (3:15)
Dancing Lego Robot (1:35)
 Display: Show “Discuss” slide

Discuss: Refer to the video that you chose and ask students:

How do you think that the robot knew what to do?

Does a robot really “understand” what you say?
Is it worried about getting in trouble if it doesn't do what it's told?

The goal of this quick discussion is to call out that while robots may seem to behave like people, they're actually
responding only to their programming. Students will likely refer to robots from movies and TV that behave more like
humans. Push them to consider robots that they've seen or heard of in real life, like Roombas, or even digital
assistants like Amazon Alexa.

Say: Robots can only do what they've been told to do, but we don't just tell them using words. In order to do
something, a robot needs to have a list of steps that it can read. Today, we are going to learn what it takes to
make that happen.

Activity (30 minutes)

My Robotic Friends

Unplugged Activity My Robotic Friends - Unplugged Activity

 2 My Robotic Friend - Student Resources

Introduction and Modeling
Set Up: Have stacks of cups or cut paper trapezoids available for groups.

 Teaching Tip 

Handy Rules:

Up means that the cup automatically goes up as high as it needs to.

Down means that it automatically goes down until it lands on something.
The hand automatically returns to cup stack after setting down a cup.
 Forward means the robot moves one step (1/2 cup width) forward.
Backward means the robot moves one step (1/2 cup width) backward.
Note: Students may not use backward at this age unless they want to build the cup stacks in reverse
(which is also okay).
Programmers are not allowed to talk when the robot is working. This includes blurting out answers or
pointing out when the robot has done something wrong.
Programmers should raise their hand if they see a bug.

Differentiation Options:

Simplify: Does this all feel a little complicated for your students?

Don't forget to model this in front of the class until students understand all of the rules. If it's still confusing, try
running this whole activity together as a classroom using volunteers as robots, instead of breaking up into
groups!

Intensify: Are your students more advanced? Do you want this lesson to relate more closely to the online
puzzles? Here are some modifications that you can make:

One arrow corresponds to one movement:

When a cup is removed from the stack, it returns to table-level before moving.
Students need to use multiple "up" arrows to lift the cup multiple levels.
Students need to use multiple "down" arrows to lower the cups multiple levels.
Students need to use the "back" arrows to get back to the cup stack.

 Display: Show “Symbol Key” slide

Display: *Symbol Key or write the allowed actions on the board - make sure these are in a place where they can be
seen for the whole activity. Explain to the class that these will be the only four actions that they can use for this
exercise. For this task, they will instruct their “robot” friend to build a specific cup stack using only the commands
listed on the key.

 Display: Show “Three Cup Pattern” slide

Model: In order to explain how the instructions are intended to work, model for the class how to create and follow
an algorithm for replicating a simple pattern. Place a single stack of cups in front of you to start.

Display: Hold up the pattern you plan to model. A simple three cup pattern is a great place to start.
 Display: Show “List of Steps” slide

Prompt: Ask the class what the first instruction should be, using only the four instructions allowed. The first move
should be to "pick up cup." If students suggest something else from the list, perform that action and allow them to
see their error. If they suggest something not from the list, make a clear malfunction reaction and let them know
that the command is not understood.

With cup in hand, ask the class to continue giving you instructions until the first cup is placed. This is a great place
to clarify that "step forward" and "step backward" each imply moving half a cup width. See the image below for
reference.

Continue asking for instructions from the classroom until you have completed the entire design.
Once your stack is complete, point out that they just gave you a list of steps for completing a task. That's an
algorithm. Algorithms are great for sharing ideas, but spelling them out word by word can take a long time. That's
what the symbols are for! When you change an algorithm into symbols that a robot (or computer) understands,
that's called programming.

Ask the class to help you write the "program" for that first move by changing the text into an arrow. Then work with
them to write down the rest of the moves necessary to complete the pattern. Depending on the confidence of your
students, you might switch back and forth frequently between acting as the "robot" and writing down the code, or
you might push them to write the whole program before you will implement it.

 Display: Show “Answer Key” slide

Say: One possible solution looks like this:

Volunteer: Once the class has completed the model program, ask one of the students to come up and act as the
"robot" to ensure that the program really works. Encourage them to say the instructions out loud as they "run" the
code.

Programming Your Robots

 Display: Show “Programming Your Robots” slide

Group: Place students into groups of 4. Each group should then further break down into two pairs - each pair will
develop their own program to be "run" by the other pair.

Distribute: Give each group one stack of cups or paper cutouts.

Display: *Cup Stacking Ideas to the class or hand out individual copies for groups to use. Have each pair (not
group) choose which design they would like their robots to do. Try to push for an easier design for the first time,
then have them choose a more complex design later on. Encourage pairs to keep their choice secret from the other
half of their group.

Say:

Once you are in your group, divide into partners.

Look at Cup Stacking Ideas.

With your partner, choose one design for your robot to do.
 Display: Show “The “Program” slide

Discuss:

In pairs, discuss how the stack should be built, using only arrows.
Write down your algorithm on a piece of paper.

 Display: Show “Running and Debugging Your Robots” slide

Say:

Now it’s time to be a robot! Trade algorithms with the other partners in your group.

Be on the lookout for bugs. If you see one, have the robot finish the instructions as best as it can.

Discuss the bug with your partners and come up with a solution.

Keep testing the algorithm until it works!

Circulate: Look for groups who are trying to take shortcuts by adding extra things (like numbers) to their code.
Praise them for their ingenuity, but remind them that for this exercise, the robots do not understand anything but
the provided symbols. If you like, you can hint that they should save their brilliant solution for the next time they
play this game, since they might get the chance to use their invention soon!

Iterate: Depending on the time available, mix up the pairs and give them a chance to do a different pattern. Each
time groups repeat the process, encourage them to choose a more challenging pattern.

 Display: Show “Discuss” slide

Discuss: After everyone has had a chance to be the robot, bring the class back together to discuss their experience.
The goal of this discussion is to give students space to make sense of their experience both as robot and
programmer. The questions are intentionally broad, but designed to get students thinking about the challenges of
writing a clear program and the constraints of a robot or computer in interpreting your instructions. In particular,
discuss as a class:

What was the most difficult part of coming up with the instructions?

When you were the robot, what was the hardest part of following the instructions you were given?

 Display: Show “Discuss (continued)” slide

Did anyone find a bug in your instructions once your robot started following them?

What was the bug?

Why do you think you didn't notice it when writing the program?
Wrap Up (10 minutes)

Reflection

 Teaching Tip 

Reflection prompts like these can be completed in a variety of styles. Journaling or discussion (with groups or
partners) are great options!

 Display: Show “Reflect” slide

Reflect: Draw your own stack of cups that you would like to see a robot build. Can you create a program for that
cup stack?

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