Robots & Society · SHS1 Robotics

Lesson notes

Learning Objectives

Indicator: B7.1.1.1.1 (as stated in the curriculum: 1.1.1.LI.1)

By the end of the lesson, learners can:

List at least three economic benefits and three social benefits of using robots in 21st-century workplaces and built environments.
Explain how specific benefits, such as increased productivity, cost savings, improved safety, and job creation, impact workers, businesses, and communities in Ghana and globally.
Prioritise a set of robot-related benefits in order of significance and justify each prioritisation decision with a clear reason.
Identify at least two ethical standards or guidelines that should govern the adoption and use of robots in homes and workplaces, drawing on provided documents and class discussion.
Present and defend personal and group positions on robot adoption using respectful communication and evidence-based reasoning.

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Curriculum details

Strand: Principles of Robotic Systems (Strand 1)
Sub-strand: Robots & Society (1.1)
Content standard: 1.1.1.CS.2 - 1.1.1.CS.2 Identify the uses of robots and automated systems in different workplaces guided by roboethics. 1.1.1.LO.2 Outline the essential economic and social benefits of using robots in 21st-century environments.
Indicator: 1.1.1.LI.1 - Identify the economic and social benefits of using robots in 21st-century environments (workplaces, smartly built environments such as smart homes and smart cities, playgrounds, etc.) within the confines of accepted standards and ethics.
Suggested placement: Semester 1, Week 4 (Week 4 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 28

Exemplars (from the NaCCA curriculum)

Diamond Nine: Individually list three economic and three social benefits of robots in a 21st-century working environment. Team up and work in groups of three to prioritise their nine benefits in order of most significance and share with the class.

Problem-Based Learning: In pairs or with an elbow partner, learners review ethical and standards documents, make personal ethical suggestions and elicit any ethical issues that apply to adopting and using robots at homes and workplaces. Share their thoughts with the class for comments.

Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Sticky Notes
- Flip charts
- Online Resources
- Standards and regulatory documents, Diamond Nine Sheet