Robots & Society · SHS3 Robotics

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.2 - Learners should identify, document, and present problems in society and local industries, as well as suggest the role robots can play in solving these problems.

By the end of the lesson, learners can:

Identify and document at least two real problems in Ghanaian society or local industries through structured group research and discussion.
Propose robot-based design ideas that address the identified problems, considering local and realistic components that can be sourced in Ghana.
Sketch out design ideas on paper and annotate them with labels showing the function of each robot part.
Present their group’s design solution to the class, explaining how the team arrived at the final design and how each member contributed.
Evaluate the designs of peer groups using a simple set of criteria (realism, feasibility, and community benefit).

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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.2 - Learners should identify, document, and present problems in society and local industries, as well as suggest the role robots can play in solving these problems.
Suggested placement: Semester 1, Week 2 (Week 2 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)

Project-Based Learning: For a given local Ghanaian industry, Learners should work in groups to discuss robot-based design ideas that can be used to address the problem or opportunity. The following steps will be a good guide:
- The group should adopt one of the problems or opportunities and discuss robot-based design ideas that can be used to address the problem or opportunity.
- Learners Sketch out design ideas on paper and consider local and realistic components that can be sourced and used to implement the various ideas.
- Group discussion and prioritisation of different concepts and the selection of the best-fit solution.
- Each group should prepare to share the following with the rest of the class. a. How did the team arrive at the final design solution? b. Is the design realistic and well proportioned? c. How did each team member contribute towards the overall design? d. Do you feel like everyone had an equal opportunity to contribute to the creative process?

Assessment (3.1.1.AS.2). 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