Problem situation: The world is getting more and more crowded and there are many things people have to do.
they have responsibilities. Cooking, cleaning the house, etc. Guys do you know electricity
Before the broom was invented, cleaning was done with a grass broom. To make our life easier
Scientists have developed some machines. For example, vacuum cleaner. vacuum cleaner
Manpower was needed to use it. Then the scientists thought a little more,
They worked and began to design these tools in such a way that they could do the job on their own. Electricity
they made robot vacuums that are more capable than their vacuum cleaners. Well guys, we people’s lives
How can we make robots to make it easier?
ENTRANCE
The teacher brings a toy robot to the class to attract the attention of the students. robot toy
and students are made to observe. Meanwhile, the teacher asks some questions.
➢ Where have you seen a robot before?
➢ Who makes the robots?
➢ What movements can robots make?
➢ What do robots do?
➢ Where are robots used? etc.”
After listening to the answers, educational films about robots are watched.
https://www.youtube.com/watch?v=quIlX5R8MxU
https://www.youtube.com/watch?v=TdFeZ9qvG3E
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DISCOVER
Activity Type: Mother Tongue, Drama and Music Activities (Integrated large and small group
effectiveness)
Learning process
• The teacher reads a story about robots to the children.
• After the story, the teacher asks the children about the differences between robots and humans.
“Robots do not work according to their own will, but according to our programming.”
He says they will play a game and asks the children to stand up.
—Now I’m going to push your button and turn it on, and then smack the children’s noses one by one.
touches. Children move around the classroom with free movements.
The teacher then:
—Squat, walk slowly/fast, scratch your head, run, raise your arm, jump, somersault, etc. movement
gives instructions.
—Aaaah, you’re getting loud voices, what do you need? he asks the children
As for the “oil” response:
—Then I’ll lubricate you immediately, he says, and touches the children’s ears.
—Getting oily cheered up my robots, how nice! says.
—Now you’re out of energy, you stop, it’s said, and they ask the kids what they need for energy.
is asked. After the answers received, the energy they want is given. The battery is inserted/plugged in. To robots
new commands are given one by one this time.
—You be the robot picking up the fallen toys, I press your button.
—You, be the robot that fixes the puppet corner, routine chores in the classroom to every kid like I’m making you work
assigned a task.
—Now pair up. Let one of you be the robot and the other the owner of the robot, they are called and they play for a while.
Then they sit on the floor, explaining the roles they take in the play.
• Then the music activity is started. Children sing lyrics and robots with musical accompaniment.
repeats his movements.
https://www.youtube.com/watch?v=iipRhe5LC_U
https://www.youtube.com/watch?v=5etx3O1Hr9U (robot and motion themed sample songs)

Ece Şirin-Dr.Ufuk Ege Kindergarten/Turkey (Our trip to Feza Gürsey Science Center on Electricity) – YouTube

Evaluation:
• Do people have the freedom to choose about their own behavior?
• When you became a robot, did you act according to my wishes or according to your own will?
• What movements did you have difficulty with while playing the robot role?
• Which part of the song and which movement did you like the most in the music event?
• If you were designing a robot, what movements would you make it do?
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Activity: Moving Pencil Experiment (Science Activity)
Materials: 1 balloon, 1 pencil, 1 full water bottle
Learning Process: First of all, the teacher tells the children the name of the experiment they will do and
introduces the materials they will use in the experiment. Then tell them how to do the experiment.
starts. First he puts the pencil on the bottle of water. Then the balloon is inflated and pen
It is brought closer to the right and it is ensured that the children observe the movement. All children’s experience
are given the opportunity to do so. Next, they are asked what makes the pen move.
Emphasizing the subject of electrification, it is said that the pen can be moved by electrification.
It is noted that objects can be moved with different tools and resources.

Event: Two-Dimensional Art Event
Materials: Crayons, colored paper, scissors, cardboard and glue.
Preparation: A worksheet consisting of robot parts is distributed to students. parts of the robot
They are asked to decorate with materials such as crayons or colored paper. Then the pieces
cut with scissors. The robot is created by sticking it on another cardboard. A name for every kid robot
puts it on and introduces it to his friends. At the last stage, the names of the students are written and their products are placed on the board.
hangs. (This activity is a free-cut geometric figure without the worksheet.
It can also be prepared by combining.)
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Activity 1: Making a 3D Robot (Small Group Art Activity)

Purpose: Creating original products (prototypes) suitable for the given problem situation

1. Investigation of the characteristics of robots
2. Drawing robot designs.
3. Making the robot.
4. Introduction of robots
   Required materials:
5. Cartons, boxes, rolls, bottles, etc. waste
   materials
6. Button for eye etc. residual materials
7. Adhesive
8. Scissors

Problem situation: If you were an engineer, it would help people, make their job easier
How can we design a robot?
• First of all, the problem situation is given to the students and the ideas of the children are given by brainstorming.
is taken. Then, worksheets are distributed to students to design their own robots.
They draw the robot of their dreams. The teacher asked the students, “What can your robot do? Which
made up of parts? What moves can he make?” in students’ drawings with questions such as
movement, usage area etc. guides them to add features. Then the class goes into groups of four.
are separated.
• At the last stage, the groups are given residual materials and the three-dimensional robot making activity begins.
• Each group shares their product with their teacher and friends and examines the different designs.
seizes the opportunity. The contribution of the robots they designed to the solution of the problem was discussed.
The similarities/differences between the designs are examined. The aim here is that the student does what he or she does.
It is to provide peer learning by comparing with others.
Additional Activities: (Reading-Writing Preparation Activities)
Purpose: Creating original products (prototypes) suitable for the given problem situation

1. Investigation of the characteristics of robots
2. Drawing robot designs.
3. Making the robot.
4. Introduction of robots
   Required materials:
5. Cartons, boxes, rolls, bottles, etc. waste
   materials
6. Button for eye etc. residual materials
7. Adhesive
8. Scissors

1. 
   
   DEEPENING
   Engineering Integration
   • At this stage, the teacher asked the students, “How can we move the robots?” question
   asks. After receiving the answers of the students, the students were educated about robotic coding.
   video is played. https://www.youtube.com/watch?v=6BAaRcuJWh0 (robotic coding)
   • Then it shows the movement chart below and the moves in this chart first
   with their bodies; then play dough, lego, stick, rope, etc. asks them to create with tools.
   Activity: Making a Somersault Robot with Simple Tools (Large Group Event)
   Materials: 1 gearmotor, 4 ice cream sticks, 6 mm copper cable, 1.5 mm
   copper table, 2 leds, 1 mini switch, 3v coin battery 2032, 1 pen battery
   • It is stated that scientists have created new robots that are very similar to human movements.
   and the video is watched. https://www.youtube.com/watch?v=2LCAFRt2VMo Previous
   The importance of the concept of movement by associating it with the concepts of movement taught in the lessons
   is talked about.
   • The materials are introduced one by one and the children are examined.
   • Then, the materials were combined with the help of a teacher or an adult, and the children’s
   They are allowed to operate the robot and make observations.

Mathematics Integration
At this stage, teaching students rhythmic counting, geometric shapes and addition
is targeted.
In the first activity below, students’ rhythmic counting skills up to 7 and the number of robots
They are asked to draw the geometric shape (circle) on the part in the space. In the activity on the left
The concepts related to the collection process are included.

Author: Gülsüm Atile Scientix Ambassador

Project Team :

Barbara Trivelli ,Ece Şirin , Şerife Uysal Demet Karakaya, Ayça Demir, Neşe Yağcı , Kıymet Yalçın, Fazilet İ. Ketboğa , Şeyma Tan, Apostolia Beka , Krista Rakallidou, Ausenda Silva ,Joana Leitao,Stanislawa Stepien .