Sample: Technology Education Task Template

1. Task:

Robotic Arm

Suggested grade level: 5 – 8

In this activity, students will work as part of a team to design and manufacture a model robotic arm which will be able to pick up a small object from one location and move it to another location. They will also submit a report and give a presentation.

  1. Citation for task:

Douglas Militzok, West Hartford Public Schools, as submitted by Pat Drago.

Person piloting task:

Camille Westfall, Plainville Public Schools

  1. Resources required to complete the task:

Three 10cc syringes, three 30cc syringes; 1/2” x 12” x 24” plywood base; six feet of 1/8” I.D. tubing; wood, dowels, and assorted fasteners (i.e. nails, screws, washers, nuts, bolts, etc.)

Fluid Power, Robotics, and Problem Solving booklets from Theta Industrial Products, Inc.

Design & Make Folio #8 from DJK Technology

  1. Context:

This activity is part of two units of study in the eighth grade, one on the problem solving process itself and the other on modern manufacturing methods using industrial robots. The unit took approximately 20 class periods to complete.

  1. Standards:

#4 Problem solving/Research & Development;

#5 Leadership

  1. Prior Learning:

Students will have a basic understanding and working knowledge of simple hand tools, fluid power as applies to the water based syringes to be used; the similarities and differences of pneumatics and hydraulics; the creative problem solving process; and of industrial robotic applications.

  1. Scoring:

Use Standard rubric developed for Part 1 Holistic Score.

For Part 2 Analytic Score, the core elements are:

#4: -select & apply a problem solving model…; identify research methods…; apply cooperative techniques…; engage in an activity that requires creativity…; develop, test, and modify a design…; develop a solution for a real life problem.

#5: engage in presentation activities; identify and demonstrate organizational skills; explore different roles…; demonstrate strategies for effectively managing time; develop organizational skills through practical experiences.

  1. Teacher’s Refection after task administration:

This was the first year that I taught this activity and it was a very worthwhile experience. When I told my students at the beginning of the year what I was asking them to do, they thought I was crazy. At the end of the trimester when most groups had actually finished, they were so proud of themselves! When my next batch of students came in, they couldn’t wait to get started.

The unit does require a solid foundation of knowledge prior to beginning the actual task. If the students don’t have the proper knowledge, they will get easily frustrated. It also took me some time to set up materials so that we were able to progress in the most efficient manner. It also took the students some time to realize that there was no “one right way” – that each groups solution would be different. The amount of creativity that is fostered by this unit is amazing. I will definitely continue to include the robotic arm in my curriculum.

  1. Student Work: See Attached Images
  1. Annotation:

I had 12 classes of eighth graders complete this unit throughout the course of the school year. In each class there were 5 – 7 groups with a group consisting of 3 – 4 students. Most groups completed the task with the major difficulties being time management and the distractibility of this age group.

CTSDE Technology Education Model Curriculum Draft: 10/10/18