Robot Input Output

Overview

Students explore how digital systems work by investigating robots as examples of programmable machines. They identify simple inputs and outputs, then solve a familiar classroom problem by planning an algorithm using a short sequence of steps with one decision and one repetition.

Learning intentions

Students will:

• investigate a simple robot and name its input and output parts
• identify how the robot uses a digital system to respond to a problem situation
• follow and describe an algorithm for a robot using a sequence of steps, a decision, and repetition
• work cooperatively to create and test a short “robot plan” for a classroom task

Success criteria

Students can:

• point to one input (e.g. button, sensor, sound) and one output (e.g. light, motor, sound, movement)
• explain what a robot does when an input changes (e.g. “if it detects a line, then it turns”)
• use correct step order when describing an algorithm
• test their plan and say what worked and what they would change

Curriculum links

• AC9TDI2K01: identify and explore digital systems and their components for a purpose (robots as digital systems)
• AC9TDI2P02: follow and describe algorithms with sequence, branching (decisions) and iteration (repetition)
• AC9TDI2P01: investigate simple problems for known users that can be solved with digital systems (classroom problem; known user: the class/teacher)
• AC9TDE2P04 (Design and Technologies): sequence steps for making designed solutions cooperatively (planning steps for the “solution”)

Lesson structure (60 minutes)

1. 0–5 min · Hook (Robot demo). Teacher shows a short live demo or video of a robot responding to inputs, then briefly pauses it at an action moment. Students watch and turn-and-talk: “What do you think is the input, and what is the output?”

2. 5–15 min · Explore inputs and outputs. Teacher introduces and labels terms on the board: input (what the robot receives) and output (what the robot does). Students complete a teacher-guided “input/output sorting” using picture cards (e.g. button/light, sensor/sounds, microphone/speaker, switch/motor).

3. 15–25 min · Investigate the problem. Teacher presents a familiar classroom problem: “After tidy time, we want a robot to help check and collect items from a small area.” Students discuss what the robot needs to notice (input) and what it should do (output), and the teacher records ideas as a class list.

4. 25–35 min · Teach algorithm components. Teacher models a simple algorithm structure using a visual flow on the board:

• Sequence: Step 1, Step 2, Step 3
• Decision: “If ___ then ___ else ___”
• Repetition: “Repeat the move ___ times” (e.g. repeat 3 checks) Students practise with body movements: the teacher says an input change, and students act out the decision and repeat.

5. 35–50 min · Group planning and programming (robots). Teacher forms groups of 2–3 and gives each group a template with three sections: Sequence, Decision, Repetition. Each group creates a short plan for their robot to solve the tidy-check task (example plan: “Move forward; if you detect an item, then beep and stop; else keep going; repeat 3 times”). Students use the robot platform (or block-code cards) to test their plan. Teacher circulates, checking step order and the quality of the decision and repetition.

6. 50–57 min · Share and improve. Teacher prompts: “What input did your robot use?” “What output changed?” “Did your decision work?” Students share one improvement they will make based on the test.

7. 57–60 min · Exit ticket. Students complete a quick drawing/label on paper: one input arrow and one output arrow, plus one sentence: “My algorithm repeats ____ times because ____.”

Resources

• 1–3 small classroom robots (or one robot with station rotation)
• robot input/output cards (sensor/button, light/sound/movement)
• algorithm planning templates (sequence, decision, repetition)
• picture cards for sorting inputs and outputs
• block-code cards or simple robot programming interface (teacher-prepared)
• whiteboard, markers, magnets or tape
• item objects for the “tidy-check” area (e.g. soft shapes or small markers)
• timer to manage station testing and share time

Assessment

• Teacher observation checklist during group planning: correct step order, decision included, repetition included
• Oral questioning: “What is the input?” “What output happens?” “What does the robot do if…?”
• Exit ticket: identifies at least one input and output and includes repetition in their explanation

Differentiation

• Provide sentence starters for algorithm writing: “First I will…”, “If the sensor detects…, then…”, “I will repeat… times.”
• Use picture-based templates for students needing support, allowing them to circle/choose icons rather than write full sentences.
• For students who finish early: challenge them to add a second output (e.g. colour light change plus sound) or adjust the decision condition.
• Offer additional movement rehearsal for students needing clarity on order and repetition (e.g. step 1–3 call-and-response).