Robots & Society · SHS3 Robotics

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.1 - Identify both local and global problems that can be fixed using robots and automated systems.

By the end of the lesson, learners can:

Define a robot and an automated system in their own words, distinguishing between the two.
Brainstorm and list at least five local problems in Ghanaian industries (e.g., agriculture, health, manufacturing, waste management) that could be addressed with robots.
Research and identify at least three global problems currently being tackled using robots and automated systems.
Categorise problems as local or global and match each problem to a plausible robot-based solution, justifying their reasoning.
Collaborate effectively in groups, presenting one prioritised problem-solution pair to the class with clear justification.

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Curriculum details

Strand: Principles of Robotic Systems (Strand 1)
Sub-strand: Robots & Society (1.1)
Content standard: 3.1.1.CS.1 - 3.1.1.CS.1 Demonstrate the ability to relate robots to address real societal and industrial problems. 3.1.1.LO.1 Conceive, evaluate and document high-level robot-based solutions to real-world problems.
Indicator: 3.1.1.LI.1 - Identify both local and global problems that can be fixed using robots and automated systems.
Suggested placement: Semester 1, Week 1 (Week 1 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. 138

Exemplars (from the NaCCA curriculum)

Think-Pair-Share:
- Brainstorm and discuss challenges in a Ghanaian local industry.
- Each member in a group identifies an industry and points out a problem or identifies an opportunity that requires automation or robot integration in the current operational processes of a local industry.
- Share the identified problem or opportunity with group members
- Group should discuss and prioritise the list of problems and opportunities.

Assessment (3.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Video Documentaries
- Charts
- Pictures/videos of simple physical machines
- Field trip
- Articles
- Narratives
- Reports
- Computers with presentation tools like PowerPoint
- Flip charts