Building Super Structures

Overview

In this 120-minute lesson, students in grades 6-8 will collaborate to design and build robotic structures using Strawbees, applying basic coding and engineering principles. This hands-on STEM activity integrates engineering design, computer science, and physical science concepts. Students will create prototypes of superhero gadgets that include some form of movement or interaction, promoting teamwork, problem-solving, and creative innovation central to the "Tech Titans: Superhero Innovations" unit.

NGSS Alignment

Performance Expectations:

MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

Disciplinary Core Ideas (DCIs):

ETS1.A: Defining and Delimiting Engineering Problems
ETS1.B: Developing Possible Solutions
PS2.A: Forces and Motion
ETS1.C: Optimizing the Design Solution

Science and Engineering Practices (SEPs):

Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Constructing Explanations and Designing Solutions

Crosscutting Concepts (CCCs):

Cause and Effect
Systems and System Models
Influence of Engineering, Technology, and Science on Society and the Natural World

Learning Objectives

By the end of this lesson, students will be able to:

Collaborate effectively in teams to design a robotic structure prototype using Strawbees that incorporates motion or interaction.
Apply basic coding skills to program simple movements or interactive elements of their prototype.
Identify and apply physical science concepts related to forces and motion affecting their robotic gadget.
Evaluate design criteria and constraints to refine solutions based on team testing and feedback.
Communicate their design process and problem-solving strategies clearly to peers.

Materials Needed (per group of 4 students)

Strawbees kits (straw connectors and straws)
Small servo motors or simple motor kits compatible with Strawbees
Microcontrollers (micro:bit, Arduino Uno, or compatible beginner-friendly board)
USB charging cables and laptops/tablets with coding software (MakeCode, Arduino IDE, or Scratch for micro:bit)
Tape, scissors, and string
Rulers and protractors
Whiteboard markers and chart paper for planning
Student notebooks or engineering journals

Lesson Activities & Timing

1. Introduction & Review (15 minutes)

Briefly revisit key concepts from previous lesson on coding fundamentals and overview of Strawbees materials.
Present the challenge: design and build a superhero gadget prototype with moving or interactive parts using Strawbees and programming.
Discuss the engineering design cycle: Ask, Imagine, Plan, Create, Test, Improve.
Define constraints (time, materials, size limits) and criteria (functionality, creativity, teamwork).

2. Team Brainstorm & Planning (20 minutes)

Students form teams of 4 and brainstorm superhero gadget ideas emphasizing motion or interaction (e.g., retractable shield, robotic arm, signal device).
Sketch initial designs; identify parts that will move or interact and determine needed coding logic.
Teams complete a planning sheet listing design goals, constraints, and roles for each member.

3. Building Prototypes with Strawbees (35 minutes)

Teams begin constructing structural frames of their gadgets using Strawbees.
Integrate servo motors or small motors where necessary to enable movement.
Microcontroller and motor placement are decided to allow coding coordination.
Teacher circulates providing targeted support, ensuring safety and scaffolded troubleshooting.

4. Coding & Programming Movement (30 minutes)

Students use block-based programming environments (MakeCode or Scratch) or beginner Arduino scripts to code simple motors/servo movements like rotation, extension, or light effects.
Teachers guide students on writing, testing, and debugging code to execute desired gadget functions.
Team members alternate roles for coding and testing to promote engagement across coding and building tasks.

5. Testing, Refining & Presentations (15 minutes)

Teams present prototypes to the class, demonstrating gadget movement/functionality.
Peers provide constructive feedback focused on design improvements and problem-solving methods.
Teams discuss any refinements they would make considering constraints and performance issues.

Assessment

Formative Assessment: Observation checklist during hands-on building and coding phases, focusing on collaboration, problem-solving, and application of scientific principles.
Team Planning Sheet & Sketches: Evaluate completeness and realistic design approach in line with constraints.
Final Prototype Demonstration: Assess use of structural design, effective functioning of movement/interaction, and coding implementation.
Reflection Journal: Each student writes a short response describing their contribution, problems encountered, and engineering solutions developed.

Differentiation Strategies

Provide coding templates or pre-written code snippets for students needing extra support.
Offer extension challenges for advanced students, such as adding sensor-triggered interaction or multiple movements.
Allow flexibility in gadget complexity to accommodate varying skill levels.
Use Think-Pair-Share during planning to scaffold brainstorming for students who need verbal processing.

Teacher Tips & Innovations

Wow Factor: Have students record short “commercial-style” videos advertising their superhero gadget showcasing the movement programmed, which boosts communication and digital literacy.
Use a classroom projection or document camera to demo coding change and motor testing live.
Incorporate a quick peer quiz on forces and motion concepts related to their gadget design for reinforcement.
Encourage use of common household recycled materials for embellishment, invoking sustainability awareness.

This lesson emphasizes integrated STEM learning with inquiry-driven engineering and coding aligned to NGSS, fostering authentic problem-solving and creativity foundational for future technology innovators.

Teaching Instructions