K9 Bots – Man’s Best Friend Isn’t Getting Enough Exercise

K9BOTS

PROJECT REPORT: DOG’S EXERCISE

TABLE OF CONTENTS

Introduction to K9 BOTS: 1-2

 

Research:  3-12

 

Solution: 13-18

 

Sharing: 19-20

 

Ending page: 21-22

 

 

 

 

Introduction to K9 BOTS

Hello!

We are the K9 BOTS. We are a group of 10 year 5-6 students from Gordon East Public School. We try our best to learn as much as we can, as a team. Because we know that TEAM means a lot more than doing something with other people. We understand that together everyone achieves more.

 

We want to solve the problem that ‘Man’s best friend isn’t getting enough exercise.’ We want to raise awareness that dogs aren’t getting enough exercise and need to be walked and exercised more and in a safer environment because most dog parks aren’t fenced properly.

 

Our group is here to fix that…

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Get ready to start…

 

 

In this booklet we will show you how we have solved our problem that man’s best friend isn’t getting enough exercise. We will show you our research, solutions and how we shared our project

 

 

Now sit back relax and read…

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Research

As you know the K9 BOTS project is that man’s best friend isn’t getting enough exercise. We got our information these 4 things.

Research 1

Firstly we interviewed a professional called Dr Brad Garlick from Asquith & Berowra Veterinary Hospitals

Exercising:

Working dogs should be exercised 1½hrs – 2hrs per day however made to work 7-8hrs a day. Gun dogs 1 – 1½hrs per day

Other dogs should be exercised for 30mins upwards

Exercise these dogs by walking, ball chasing, free running and dog parks

 

70 – 80% of dogs don’t get enough exercise and when boredom hits the dog will start to bark have destructive behaviour or dig holes.

 

Some of the health risks of dogs not getting enough exercise are obesity, heart disease or diabetes and will likely have destructive behaviour

 

20% of people choose the wrong dog for their lifestyle because of friend’s experiences or the looks of the dog

 

Dogs need to be socialised because they used to live in packs.

 

Kids should exercise their dog, be involved with dog training sessions and to know how to control their dog.

Young children should be supervised around dogs.

Aggressive dogs must stay in own yard or away from

Smaller dogs.

Dog parks are a Great asset and should have dog owner facilities e.g. Poop bags, water and bins. People who go there should have control of their dog at dog parks.

Research 2

 

Secondly we each went around to our local dog parks and studied them and came up with this table of our surveys:

 

Fencing Facilities Size Hours/ other uses Other Issues Conclusion/Score
Killara

Bert Oldfield Oval

Springdale Rd

Yes good fence around oval but it is a little bit low Bins, seats, poo bag dispenser & signage at each entrance and one water bowl and tap. Large but not to big so dogs can socialise

Sunny open oval

Dogs have to be on leash between 11am – 3pm no matter what and also at sport events Poo bag dispensers sometimes run out of poo bags

Shady area where it can get muddy

Lots of different breeds come here and my family friend thinks it’s fine. This park deserves a 10/10
Lindfield

Edenborough

Sportsground

Bent St

Mostly fenced except for access to a walk way exiting the oval and dogs can also roam into the bush Very nicely maintained with good facilities Good size oval Shared off leash dog park….dogs need to be on lead during times that it is being used for other purposes Properties bordering onto the park leave their gates open and dogs can go into their yards 7/10 given dual usage and some lack of fencing
Lindfield

Hyndes Park

Lady Game Drive

Completely unfenced along busy Lady Game Drive Well maintained, nice trees, grass mowed. Long and narrow Dogs can use all the time No dogs use this as it is so dangerous being unfenced next to a busy road 0/10 as it was so unsafe
Lindfield Memorial Park Oval (no 2)

Tryon Road

Not fully fenced so dogs can run onto quiet internal park road.

Fences have quite large gaps under them so small dogs can easily escape.

Well maintained oval.

Patches of hard ground would be muddy in the rain.

Good size oval Shared off leash dog park….dogs need to be on lead during times that it is being used for other purposes The park is next to an environmentally sensitive area but this is not fenced off so dogs can easily access. 6/10 given dual usage and lack of fencing on one side.
Lindfield

Queen Elizabeth Reserve

Cnr Bradfield Close and Charles Street

Fully fenced Well maintained oval.

Patches of hard ground would be muddy in the rain.

Good size oval Shared off leash dog park….dogs need to be on lead during times that it is being used for other purposes 7/10

Very good but dual usage means can not always be used

Pymble

Friars Field

Ganmain Road

Not fully fenced along Ganmain Road and no gate at the back exit Well maintained Small oval with surrounding area Limited hours and dual usuage.

In winter open from 3.30pm until 8am and in summer open from 5pm until 8 am

Limited hours means use restricted to early morning and late afternoon and evening 4/10 due to small size, incomplete fencing and limited hours
Roseville

Roseville Park

Clanville Road

Fully fenced Nicely maintained park.

Trees provide shade and lots of seats to sit on.

Good size rectangular block Dogs can use at all times At time of visit the only dogs present were 12 Golden retrievers.

Grass in poor condition so quite dusty and would be muddy in the rain.

9/10 very nice park
South Turramura

Kissing Point Village Green

Cnr Vernon Street and Kissing Pt Rd

St Ives Chase

Yarraluma Dog Park

Yarraluma Ave

The park was not fenced at all and there was a road running through some of it, presenting a danger for any dogs that might run onto the road There were no poo bags nor any water facilities.Although there was a bin that was there for the use of people who went to the park. The park was quite big but it crossed over a road, the park was pretty much a strip of unused land under high tension wires. Dogs could be there all the time. There was nearby bushland meaning that some dogs might have a tendency to chase rabbits that come from the bushland and therefore get lost. A dog escaping into the bushland may become feral and pose a threat to native wildlife This park is unfit for most dogs and has a lot that can be fixed about it.

I give it a 0/10.

St Ives Chase

Warimoo Avenue Oval

Warimoo Ave

Warrimoo was mostly fenced and there was no closable gate, there was no gate at all. The fence was not overly high so dogs could jump over it. There were no poo bags but luckily there was a water bowl for dogs. There were bins so people could dispose of their dogs waste. It was the size of a football field which is a good size for a dog park. The size meant dogs could have a good run around. Yes, if there was a sporting event on the dogs could come in but had to be on leash. The park did not have specific hours. None This dog park was overall a good park. But was not fully fenced and sporting hours affected the dogs having somewhere to play. 6/10

 

St Ives

Acron Oval

Acron oval is not well fenced as there are major holes in the fence There was a water bowl and only one poo bag dispenser and it is at the main entrance. It is the size of an AFL field.  Open 24 hrs. Cricket matches and they also train there and also to close to the cascade track which contains poisonous food It was really nice and also really well sized but the fact that cricket gets played there and the cascade track is a big problem overall i think this deserves a 6/10
St Ives

Barra Brui Sportsground

Baraneer Ave

Barra Brui is well fenced except there are some small holes which smaller dogs can fit through. Barra Brui has a not well maintained water bowl and it contains very unsanitary water. It has a couple poo bag dispensers but not at every entrance. Barra Brui is just a little bigger than a full sized soccer field  and that gives dogs enough space to run around. Dual usage There is lots of dog poo on the ground and people don’t pick it up. Soccer gets played on this oval This oval is ‘OK’ except for a couple things like the soccer and the dog poo so i would give this park/oval a 7/10
St Ives Showground

450 Mona Vale Rd

St Ives Showground is fully fenced and has many entry points that are all gated so can be closed and opened at will. There is a poo bag dispenser at two entries to the park. There are also two water bowls, but these need to be filled at a tap just outside of the park. The park is very big and makes a very good place for dogs to have a good run and play. Unfortunately sporting hours do affect the dogs play, if there is sport on, the dog must be on leash within those hours. None There are many gates so they often get left open. The gates being left open are of no fault to the park but the carelessness of people who visit the park. 8/10
Karuah Park
Kent Road Reserve Leashed area: Partially fenced oval(ie there are no gaps, dogs could get around the edge though) guarded by houses on the other side.

Unleashed area:Fenced on one side by houses and partial fence to oval and creek while being open to the carpark

 

Leashed area: Bins, toilets, seats, signage

Unleashed area: No poo bag dispenser, no bubbler however there was seats, water bowl and tap & signage

Leashed area: Open cricket and soccer field

Unleashed area: Hill is  big, quite open with some

trees and a creek

No set hours to both areas. However leashed area has cricket and soccer on it Leashed area: Dog on leash in leashed area even when no sport is on.

Unleashed area: More a natural scene so a fence wouldn’t be appropriate on a slope. Bins far away.

Leashed area: It is very annoying how you have to have your dog on a leash even if a game isn’t on

Unleashed area: this is a great park for your dog to run around in but you have to watch your dog encase it runs into the carpark. This park deserves 6/10

Claude Cameron Reserve
Golden Jubilee Not fully fenced. There are 2 gaps near the bike track, entries are not gated. Poop bag dispenser, water bowl, bins, footpath for walkers & bikes, benches, night lighting. Golden Jubilee Field is large. Hours: 1pm-midnight every day except when there are sporting events.

Other uses: Baseball

Dog poop despite the dispenser.

Lots of litter.

Not fully fenced.

Bins are overflowing.

Leuna Avenue Reserve No, but has natural fence with trees and shrubs, resident’s fences & and tennis court fences. Entry not gated but barricade of trees and shrubs. Bins, picnic table, benches, playground & shelter. Leuna Avenue Reserve is small. No set hours.

No other set uses e.g. sporting

Not very good fence around playground- low. Gate not self-closing. No water facilities. No poop bag dispenser. Not fully fenced.
Twin Creeks Reserve No, but has natural fence with trees and shrubs, fencing from 1 resident only. 1 resident didn’t have any fencing. No gated entries. Bins. Water bowl. Poop bags without dispenser (hung on playground fence). Benches. Small. No set hours.

No other set uses e.g. sporting

Dogs can escape through the natural ‘fence’ into properties and bushland

Some litter

Not fully fenced

 

Bicentennial Dog Park It was fully fenced and the fences were pretty high because there was a road right next to it. There was a poo bag dispenser at the entrance and a water bowl but the bowl was quite small and had to be refilled often. The park was tiny and did not have enough space for a dog to have a proper run. The park was open all the time.

 

The park was right next to a busy road, so was very loud and smelly. One side of the park was hill which was inconvenient. If you were going to the park for the first time it was quite hard to find. This dog park would not be my first choice of park as it was small and next to a busy road. 3/10

 

 

Research 3

We also got some info from websites including: www.cesarsway.com/get-involved/choosing-a-compatible-dog/Common-mistakes-of-first-time-dog-owner realsimple.com/work-life/family/pets/top-pet-owner-mistakes/encourage-social-physical-activities, 10 fun ways to exercise your dog, healthy pets and animal planet. These websites all gave us great information about dog’s exercise and other mistakes.

 

Research 4

 

Lastly we searched through a few books including Cesar Millan’s short guide to a happy dog: 98 tips and techniques and Cesar’s Way.

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Team Solutions

Our team came up with 4 effective solutions to help people give their dogs more exercise and to raise awareness.

Solution 1 – Dog walk

We held a dog walk called the Dog Fun Run, that made exercise fun for owners and dogs. It was a 2km walk that went from our school to our local park – Darnley Oval and back to have a nice barbeque. We sold tickets (for the entry and barbeque) on Wednesday, Thursday and Friday. To advertise this event, we created posters and brochures.

Solution 2 – Walk Your “Friends” Dog

Our next solution was to walk your “friends” dog. This solution helped exercise dogs that weren’t being exercised enough. We lead by example and walked other dogs in our community. E.g. several of our team members walked their neighbours and friend’s dogs for about 30 minutes to 1 hour. We also promoted this with the dog walk.

Solution 3– Created a Scratch Game

Our last solution was that we created a scratch game. In this game you are in control of a dog. The dog is playing fetch but you have to save the dog from going into dangerous areas. We based this game on real life as many dog parks are unsafe or unsuitable for dogs.

Solution 4 – Fixing Dog Parks

Another solution we used was to fix dog parks. We found that many dog parks had no fences or were unusable. To fix this, we wrote a letter to council. We also raised awareness in many ways. For example, we sent a letter to the editor in North Shore Times, made posters, wristbands and came up with an effective slogan. Here it is:

If you want more barks improve your parks

Letter To Council:

Dear Kuringai Council,

We (from Gordon East PS) have discovered a serious problem about dog parks. On a mission to help dogs get more exercise we visited many dog parks in the Kuringai area. We noted many different issues and were horrified to realise how badly they were maintained. Some of these issues for dog parks include fences/gates, other uses and not enough facilities.

At many of the parks we visited we noted that the fences were either not properly fenced or broken. Most of the dog parks we researched were not completely fenced or had holes in them. Another issue is that when people leave the dog park they commonly forget to close the gate. This poses as a serious danger to dogs as they can easily escape.

Many dog parks also have sporting events at them regularly. For example one of the parks we visited (Golden Jubilee Field) had a baseball field adjacent to it. This means dogs cannot visit the park while these events are happening. This may mean that dogs cannot get enough exercise because of these events.

It is essential for dog parks to have the appropriate facilities. A good dog park needs a water bowl/s, bins and a poop dispenser, but unfortunately, many dog parks did not have these facilities. For example Leuna Dog Park did not have any of these facilities which made it difficult for dogs and dog owners to enjoy visiting the park. Every park should have these things, so we strongly advise you to change this situation for the better.

As you can see there are many serious issues with dog parks in the Kuringai area and we are very disappointed with their maintenance. We highly recommend you to view these parks and improve them to create safer and more enjoyable parks for our dogs.

Sincerely,

K9 Bots, Gordon East PS, First Lego League Team

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SHARING               

How we shared our project with others

 

  1. Our school

To share our project with our school we made a dog fun run. On this walk people could bring themselves and their dogs on a 2km walk from Gordon East P.S to Darnley oval and back. We sold tickets for $5 around our school. We helped advertise this with brochures. At the end of the walk there was a sausage sizzle and drink. By doing this people got to exercise dogs in a fun, easy and safe way.

We also shared our work with our school by using wristbands. On these wristbands were the words ‘If you want more barks, improve your parks.’

To raise awareness for the unsafe and badly fenced parks. With these wristbands people knew that these parks needed to be fixed and repaired.

 

  1. Our community:

We shared our project with our community by making wristbands, posters and brochures saying ‘if you want more parks improve your parks. We also hosted a 2km dog walk. To show this to the Kuringai council we wrote them a letter showing our concern for dog parks and how extremely unsafe they are. We also had an article posted in the North shore times showing what we were doing for our project and listing our concerns about dog parks

 

  1. The world:

To share our project with the world we created a scratch game. This game informs players about dog parks. The players have to keep the dog inside the fences and not let them run away onto the road. This way everyone who views or plays the game, wherever they are will know and the deteriorating state of dog parks all around the world.

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Thank You For Reading!

From the:

K9 Bots!!!

Gordon East Lego League Team!

 

 

 

 

 

 

Years 5 and 6 have the ‘Big Paper Plane Launch’ using the NXT launcher they made and modified.

Dear Bloggers,

Students in years 5 and 6 made NXT paper plane launchers. Many modifications and changes later the challenge was on to find a set of finalists who could use the device to launch the plane the greatest distance.

This is what the launcher looked like.

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untitled-146Here are the finals.

plane-finals-025 plane-finals-033 plane-finals-034Drum roll.

The winners launched their plane 5.75m
plane-finals-037Second place launched their plane 4.8m

plane-finals-039and third place launched their plane about 3.72cm

plane-finals-040Well done all.

Thanks for calling by

Mrs Garlick

GEPS go to the NSW State Robocup Competition

Dear Bloggers,

Last week, 4 teams from Gordon East Public School competed in the NSW State Robocup Competition.  The event spanned two days and was at the University of NSW. There were 45 Primary School entries from around the state and 8 proceeded to the finals.  Two of our teams: ‘Simply Amazing’ and ‘Dance Bots’ were finalists.

Here is a video of our teams. Unfortunately my video footage of ‘Simply Amazing’ did not work…I am so sorry about this.

Let me introduce our teams.

The ‘Disco Dancers’ had well dressed dancers spinning on a special disc designed to sit on their robots’ third motors.

robocup-075robocup-2-2

The team encountered some difficulties when they were caught in a torrential rainstorm when travelling home from school and their props were ruined.   They showed great resilience, team work and tenacity as they rebuilt the items.

‘Nanobots’ had a pirate themed performance with rocking boats, shining silver swords and dramatic battles at sea.

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robocup-037

‘Simply Amazing’ had three robots, two carried out synchronised dancing while the third precariously circled around a small centre stage.

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‘Dance Bots’ had a dance off between two bots with a talking referee.

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Here is a close up of the ref.

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The teams were judged on their robot performances and interview.  Please see the marking guidelines below.

marking sheet

interview sheet for blog

 

Here is what some of our wonderful teams members had to say:

‘I thought that RoboCup was hard but I enjoyed it and would definitely do it again’……Jack

‘I loved the experience of writing a journal. I also liked how you got to see how other people’s robot went and got inspiration from them. I also really liked how I could learn what I could improve on in the competition’…….Risa

Thanks for calling by

 

Years 5 and 6 Compete in the Regional Robodance on Saturday 30th July 2016

Dear Bloggers,

Last Saturday all students from Years 5 and 6 were invited to compete in the Sydney Regional Robodance  Competition at St Pius X College, Chatswood.  43 students and 15 teams from Gordon East Public School embarked upon the challenge of designing, programming and making robots that danced or performed to music. Below is what the judges were looking for.

marking sheet

Drum roll………..It is with great pleasure that I announce the following 4 teams performed very well and will be representing Gordon East Public School in the NSW State Robocup Competition.

‘Simply Ammmazing’ with Alice, Meaghan and Mandana received third place prize overall and were the highest GEPS performing team. Well done girls.

Robodance regional 2016-160

Here are some pictures of the girls and their  Bots in action.

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2nd highest Gordon East Public School performing team was the….The Disco Dancers….. with Grace and Risa.

Three lovely sequined ladies perched on the robots and carried out beautiful synchronised dancing keeping in  time with the music.

Robodance regional 2016-019 Robodance regional 2016-018 Robodance regional 2016-013Here are the Disco Dancers with their support crew back at school.

untitled-0143rd Place from Gordon East Public School was ‘Crazy Blue’ with Genevieve, Eilidh and Annalisa. A lovely lady in feathers paraded on the robot and a clever robotic hand clapped her.

Robodance regional 2016-156

Robodance regional 2016-003Robodance regional 2016-084Here is a pic of the team back at school with their support crew.

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There were three highly commended teams and Ms Simmonds and Mrs Garlick had the difficult task of choosing which one would progress to the State Competition. See for yourself how difficult our job was.

Jawz was a scary shark robot with menacing jaws that snapped open and closed.  The music was from the Jaws music and Alex and Helena did a fabulous job.shark-078

‘Salute’ with Teisha and Carolyn was very impressive as the robots saluted and danced around.Robodance regional 2016-150 Robodance regional 2016-147The ‘Nano Bots’ with Olivia and Claudia saw the girls dancing with their robots as their pirate ship robots navigated the seas of the dance floor. Tremendous job girls.Robodance regional 2016-111 Robodance regional 2016-110 Robodance regional 2016-109

Drum roll………………And the fourth team to represent GEPS at the State titles is………NANO BOTS.

Now let’s have a close look at all our wonderful GEPS competitors  as everyone did a great job and hopefully had lots of fun.

Mr Scruff was Aidan’s bot and he was helped on the day by Ben.  Mr Scruff had some snappy moves and performed well.

Mr Scruff-076

The Hungry Hunters with Josie and Chloe (unfortunately Charlotte was unwell) were very creative and looked terrific as they sought food on the dance floor. Watch out for the guy with the spear!!!

untitled-019 untitled-018 untitled-017‘Dance Corp’ with Nick, Jack B and Darcy had a hovering robot that moved in an innovative way…wow

Robodance regional 2016-106 Robodance regional 2016-105 Robodance regional 2016-104 Robodance regional 2016-103 ‘Keep Up’ with Dom and Jack had some very smooth moves with their  bots cleverly gyrating front arm.

Robodance regional 2016-043 Robodance regional 2016-040Robodance regional 2016-006Robodance regional 2016-097‘The Hair Razors’ with Rachel, Tilly, Lucy and Elyssa had bots with clever rotating crosses…These looked great on the dance floor when the robots remained stationary and the blades spun.

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‘Racetrack Rumble’ with Ben, Mitchell, Cheyanne and Nikka were a very resilient and hard working team.  In round 1 their racetrack came apart.  Not deterred they industriously fixed their props and had a great round 2 as their robot went around the track. Nika composed the music himself in ‘Garage Band’.  He is a boy of many talents.

Robodance regional 2016-119 Robodance regional 2016-004‘Mario Mechanics’ with So Young, Julian, Brayden, Alex and Serina had fabulous props with a racing track and spectators in a stand.  Well done Julian for your impressive effort creating these.  In round 2 the Bot did an impressive figure of 8 moves around the track.Robodance regional 2016-121

Robodance regional 2016-123Robodance regional 2016-124Here is the team back at school getting ready for the event.untitled-011

Charlie, Evan and Sebastian were ‘Smashing Sailors’ as their beautifully made boats floated synchronistically down the dance floor.  They even had an origami folded dragon head on the bow of one of the boats.  Fabulous work boys.

Robodance regional 2016-048Robodance regional 2016-049 Robodance regional 2016-142‘Day and Night’ with Jeslyn and Amulya looked terrific

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‘Flying Piranhas’ with Leo and James had great under the sea props and the robots were very clever as they designed and built a crab and a sting ray. Ben was a fantastic helper on the day.

Robodance regional 2016-137 Robodance regional 2016-136 Robodance regional 2016-135 Robodance regional 2016-134Here are some pictures of the smiles because we all know children learn best when they are happy.

Robodance regional 2016-102 Robodance regional 2016-097 Robodance regional 2016-096 Robodance regional 2016-095 Robodance regional 2016-087 Robodance regional 2016-003 Robodance regional 2016-004 Robodance regional 2016-005 Robodance regional 2016-006 Robodance regional 2016-002Three GEPS teams were not able to compete on the day because of sporting and other commitments.  Here is a quick look at two of the fantastic bots that did not perform at St PiusX. Especially well done to Kaito who was the main designer and builder.

untitled-002Robocup also includes two other competitions: Roborescue and Robosoccer.  All three events run at one time and here are some pictures.

Roborescue

Robodance regional 2016-010 Robodance regional 2016-008Robosoccer

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Wow that was a long post but it really was a fantastic day full of so much fun and learning!  Thanks for calling by.

Kind regards

Mrs Garlick

Snapshots of GEPS Robotics Classroom in National Science Week e-book

Dear Bloggers,

In 2016,  National Science Week will embrace the ‘Technology’ in STEM, in particular autonomous technology, with school theme Drones, Droids and Robots.

The theme will centre on the real-world application of autonomous technologies in areas including agriculture, mining, manufacturing, medicine and space and deep ocean exploration. It will look at how this technology has transformed our day-to-day lives – from robot vacuum cleaners and lawn mowers to automated pool cleaners.

The National Science e-book  Drones, Droids and Robots is very informative and great to read.

It includes snapshots of what is happening in robotics in the classroom. Pages 80-82 showcase what is happening at Gordon East Public School.

science week mag-2science week mag-2-2science week mag-2-3

 

Thanks for calling by

 

Mrs Garlick

 

A new students at GEPS…….a ‘Robotic Boy’.

Dear Bloggers,

As teachers it is always thrilling to see children taking their everyday lives.

One very talented boy from Year 4 spent many intensive hours at home industrious creating his ‘Robotic Friend’.

Below are some pictures and a video of his creation.

Anakin bot-133

Anakin bot-132

Thanks for calling by

Mrs Garlick

 

Lego Robotic Drivers’ Licence Program by Jenny Garlick

Dear Bloggers,

As the recipient of the 2016 Australian Primary School, Lego Robotics Teacher Award, I presented my Drivers’ Licence Program  at the Tufts University Lego Learning Symposium 2016.  The focus of the conference was exploring new STEAM (Science,Technology, Engineering, Art and Mathematics) teaching methods for K – 12 education.

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 It is my hope that by sharing it with you, you will benefit in your own Lego Robotics education journey.

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 Download all the resources for the DLP program here

DLP Book 1 – Let’s Get Moving by Jenny Garlick

DLP Book 2 Using Sensors by Jenny Garlick

DLP Book 3 – Switches, My Blocks and more by Jenny Garlick

DLP licences and plates by Jenny Garlick

To begin my name is Jenny Garlick and I began teaching primary school Lego Robotics in 2006. I have a Bachelor of Science, a post graduate Diploma of Education and 28 years of teaching experience.  For the last five years I have been teaching robotics to students aged 7 to 12 years at Gordon East Public School. This is a medium sized State Primary School with 345 students in Sydney, Australia.  I teach in a classroom setting and focus on team work, engineering and open ended problem solving.

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The Lego Robotics ‘Drivers’ Licence Program’ (DLP) is an innovative lego robotics program that I have developed and implemented over the past 18 months.

I modelled the program on the Australian Drivers’ licence system where drivers’ progress through a sequence of licences: Learner, Red Provisional licence, Green Provisional licence and finally a full licence.

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Here is picture of my daughter with her Red P plates. more pic-003

This picture was taken a year later and shows her newly acquired Green P plates on the car.

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Simarly in the classroom students take about 15 hours as they progress through this graduated system to achieve their open or full Robotics Drivers’ Licence when they have achieved mastery of all the required programming skills.

 

The Problem

Whilst teaching large classes of students in Year 5 and 6 how to program their NXT robots, many students had difficulty moving from explicit, highly structured, teacher directed lessons onto student centred learning.

How could one teacher do this and cater for the large range of abilities, needs and learning styles in a class of 30 students?

How could one person provide constant feedback and support to all pupils during a class?

The solution

The solution is the DLP, a student centred self-paced unit of work that aims to teach children 9 to 12 years old how to program their NXT robots.

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Why is it so remarkable?

The remarkable success of the DLP is the delivery of highly differentiated lessons in the class room environment. With a ratio of 30 students to 1 teacher each pupil receives regular assessment, feedback, mentoring and recognition for their achievements. The DLP caters to a variety of learning styles and accommodates all levels of students with a mix of highly scaffolded basic exercises ranging to opportunities for extension.

The program has a high level of versatility and adaptability and can be easily used for other robots such as EV3, WeDo, RCX or any subject matter by simply slotting different activities into the DLP framework.

In my opinion, the greatest achievement of the program has been the incredible level of student success and engagement which has been achieved. I believe this type of approach would enhance student learning at any stage in any subject matter.

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How exactly does it work?

The DLP consists of three stages each with a booklet that contains programming and building activities, check points, tick sheet and driving test.

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The children work sequentially through the three booklets. The pages are well set out, clear, uncluttered and contain big clear colourful hints for inbuilt structural supports to facilitate a higher level of learning.

There are extension exercises throughout each booklet and the students choose whether they will carry these out.   This way no one is pigeon holed into only doing advanced or regular tasks.  Pupils, carrying out the regular activities, are provided with large amounts of scaffolding and can always see the advanced work so they are aware of what they are working towards. Other students may be able to achieve the advanced work because of the confidence and support the highly visual scaffolding provides. Students may fluidly move between the two levels depending on their ability and how confident they are feeling.

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This use of Peer Mentoring is pivotal to the success of the program. At the completion of each challenge there is a check point and the team demonstrate and explain their work to their mentor team or ‘marking partner’. The marking partners check the challenge, troubleshoot if necessary, encourage the other team, provide constructive feedback and sign off the activity on the marking sheet. This will happen multiple times a lesson so their support and feedback is regular and ongoing.  Children also have highly visible up to date records of their progress.  Hence the teacher can see at any time where the team is up to and know the previous tasks have been successfully completed. This transparency and accountability is essential for the success of a self-paced unit.

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At the successful completion of each stage students sit a ‘Driving Test’. There is an advanced and regular test and the students’ choose which test they will sit. The successful teams are awarded a badge -, ‘Red Ps’, ‘Green Ps’ and ultimately their ‘Full Licence’.  These may be regular or advanced licences

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The teacher marks the test and teams do not progress onto the next level until they have demonstrated mastery of the skills being tested. Additionally students receive a paper licence that provides a written summary of the programming and building skills achieved.

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Students are required to display their plates on their robots. The robot plating, not only delights and engages the students but also ensures the teacher can visually asses what level each pair was working at (advanced or regular) and what section they are working on by just glancing around the room.

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I will now show sample pages from each of the three stages and outline what each focuses on. Remember you can slot into the framework your own activities.

Stage 1 ‘Let’s get moving’ includes basic Robot Movements, Sounds, Displays and Parallel Sequence Beams. You can see a sample of a page of the workbook on the screen.

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Stage 2 ‘Using Sensors’ covers using sensors.

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Stage 3 – ‘Switches, My Blocks and Using the View menu’.

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Once the complete Licence is gained, this is a gateway to further activities.

In summary the Drivers Licence Program

Is a framework for self-paced student centred learning that can be adapted to any subject providing a high level of student engagement, motivation and success.

The lessons are highly differentiated and cater to a variety of learning styles and accommodate all levels of students with a mix of highly scaffolded basic exercises ranging to opportunities for extension.

It involves a high level of peer assessment and mentoring with a highly motivating inbuilt reward system.

 

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Jenny Garlick’s Interview in the Lego Education News Jan-Feb 2016

Dear  Bloggers,

Below is a copy of the interview with Jenny Garlick in the Jan-Feb Lego Education News

 Jenny Garlick: LEGO Education Teacher Award Recipient

Jenny Garlick (Gordon East Public School, NSW) is a winner of the LEGO Education Teacher Award for 2016.

The focus of Jenny’s application was on a LEGO Robotics “Driver’s Licence Program” (DLP) that she has developed and implemented over the past 12 months.

The judges were particularly impressed by her well-thought-out and specific presentation abstract (focusing on the DLP), the quality of her support materials, and her blog (that is full of information and photos).

How long have you been a teacher?
I’ve been a teacher for 30 years, but I did have 7 years off when I had my children.

What ages and subjects do you teach?
I’m trained as a high-school teacher, and as a high-school teacher I taught science and then I also taught physics, biology, and general science. But then, after some time off, I started teaching science at a local primary school, and did that for 12 years. And now I’ve changed to Gordon East Primary, where I’ve been for four years.

Why did you originally become a teacher?
I became a teacher because it ticks a whole lot of boxes for me. I really like working with children. It sounds altruistic, but I try to make a difference. I really enjoy finding that bit that makes their eyes shine and then working on it, and building on it. I find that hugely satisfying. I enjoy being part of a team that’s not about sales, it’s just about helping kids, and everyone wants the kids to progress. And, it’s not high on the list but it’s pretty good, when you have your own kids, that the holidays fit in!

What are the most important things that you want your students to learn?
I want them to learn how to think for themselves, how to answer questions, how to problem solve, and how to find the best in themselves, and to develop that.

And from the robotics, there’s lots I want them to learn from it. I don’t know what the main thing is, but what I feel really passionate about is I want to be able to extend the top kids. I want to give them open-ended problem solving. And for the kids who find life really difficult, I want them to want to come to school because there’s a program they can do, they can do hands-on LEGO, they can do programming. There are a lot of kids that don’t fit, but with the LEGO they find a fit.

I also like to promote education of boys. I think that girls do better in the current education system than boys, and I like the fact that it provide a platform where boys can achieve.

I want them to do controlled risk-taking. Because so many kids are bubble-wrapped and don’t take many risks, and especially high-achieving children, they’re scared of failure. I want for them to do something and it fails, and be happy that it fails, because it makes them ask, “why?”. If everything works the first time, they haven’t really pushed themselves, have they? Fail fast, ask why, and move on. And a failure is not really a failure, it just means that it didn’t work. It’s a process of elimination. I like the resilience building that comes out of that.

I like the concept that we can copy everybody and, unless it’s a test, it’s a collaborative think-tank. The kids find that really amusing, and that if you can’t work out a solution, go shopping, go around the room and get someone’s ideas.

It’s really important to develop the teamwork, that everything is a team. There’s no “I”, it’s “we”. There’s the team of the two children as pairs. I like to get mentor pairs going. There’s the team within the class, and the team within the grade.

When did you get started with using LEGO in the classroom?
Back on the time of the RCX bricks, CSIRO came out to our school for an incursion, and I just thought it was really cool and got some sets. Back then I just taught each year 5 and 6 for a term, so the students had one term in year 5, and one term in term 6.

And then, after quite some time, I left that school, and was looking for part-time work, and contacted a local school that was interested in LEGO robotics. I rang them and said, “if you want to give me a job, I can run a LEGO program for you”. I then had every child from year 2 to year 6 for either an hour or an hour-and-a-quarter each week, so it was a much bigger thing than previously. I now have every child for an hour a week for the whole their school life from year 2 to year 6.

What are the greatest challenges or blockers?
The year 5 and 6 are always a composite class. I introduce them to MINDSTORMS in year 5 and 6, so every year half the class has a year more experience than the other.

How did you manage this?
I always do mentor systems. Mentoring is absolutely terrific and works really well for the first term, but I find that with having them for only an hour a week, some of the top year sixes really want to be able to move ahead. I’ve done it with mentor partners. I put two very capable students as mentors for another pair of students. Each pair works at their own rate with their partner, but they have a mentor to go to, which I found as a bit of a solution.

Every challenge I do has at least three levels. Last year, I let the students choose their levels. That came with problems, because I talked them up about challenging themselves, and putting themselves out of their comfort zone, and they all did that! And then weren’t prepared to step back. So that’s why I introduced a badge system (the “Driver’s Licence Program”), where everyone had to work through all the different levels.

How does robotics fit into the curriculum in your school?
It interlinks with Maths, Science and Technology, and a bit of English, but what the Principal got me in to do was open-ended problem-solving, resilience-building, and team work.

Is there a student you could tell me about that’s been positively affected by this approach?
There was a girl, who was a bit left-field, not clever in the traditional sense, but had the most amazing work habits and passion. I put her into my FIRST LEGO League team and she worked doggedly at that board, day in and day out. It brought her out of herself, and she just blossomed. The robotics helped her to grow into herself, and she went onto high school and won so many awards on presentation day that she couldn’t carry them all!

Do you have any tips for other people who want to get started with LEGO robotics?
I think that WeDo is a really good starting point for people doing LEGO robotics. I think a lot of people want to go into NXTs or EV3s, but for people who aren’t particularly experienced, they should start with the WeDo.

I think the WeDo is an amazing, overlooked little system that people can confidently do. As a teacher, you don’t need to know a lot, but if you know more, you can get a lot more out of it.

 

Thank you for reading

 

Mrs Garlick

 

Jenny Garlick wins the Lego Education Teacher Award and will be the Primary School Australian representative at the 2016 Lego Engineering symposium at Tufts University in Boston USA.

Mrs Jenny Garlick, Lego Robotics Teacher, at Gordon East Public School has won the first round Lego Education Teacher Award and will be the Primary School Australian representative and guest lecturer at the 2016 Lego Engineering Symposium at Tufts University in Boston USA ,June this year.

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Please see below the announcement in the Lego Education News

LEGO Education Teacher Award

The purpose of the LEGO Education Teacher Award is to recognise innovative classroom teachers in Australia who have an interesting story to tell and provide assistance to present their work at the LEGO Engineering Symposium 2016 at Tufts University in Boston, USA.

The award is aimed at classroom teachers, both primary and secondary, who have been using LEGO Education products in innovative ways to support their students’ learning and understanding of engineering.

UPDATE: Winner announced!

Winner announced!
Jenny Garlick (Gordon East Public School, NSW) is the winner of the LEGO Education Teacher Award for 2016.

The focus of Jenny’s application was on a LEGO Robotics “Driver’s Licence Program” (DLP) that she has developed and implemented over the past 12 months.

The judges were particularly impressed by her well-thought-out and specific presentation abstract (focusing on the DLP), the quality of her support materials, and her blog (that is full of information and photos).

Jenny will receive a $3000 bursary to go towards flights and accommodation to attend the LEGO Engineering Symposium in Boston, June 2016.

Purpose
The purpose of the LEGO Education Teacher Award is to recognise innovative classroom teachers in Australia who have an interesting story to tell and provide assistance to present their work at the LEGO Engineering Symposium 2016 at Tufts University in Boston, USA.

Target group
The award is aimed at classroom teachers, both primary and secondary, who have been using LEGO Education products in innovative ways to support their students learning and understanding of engineering.

About the LEGO Engineering Symposium
The first LEGO Engineering Symposium was held at Tufts University in Boston in 2007, and provided classroom teachers with the opportunity to inspire and support each other in how to use LEGO products to foster engineering in the classroom.

Recipient benefits
The benefits for the award recipient include the opportunity to:
– Meeting with like-minded teachers from around the world and networking
– Visiting the inspirational Centre for Engineering Education and Outreach (CEEO) at Tufts University (http://www.ceeo.tufts.edu/)
– Share innovative teaching practice
– Test new products and provide feedback directly to LEGO Education.

Recipient expectations
The award recipient will be expected to give a 7-min TED-style presentation at the Symposium and may be invited to help run workshops around their area of expertise in Australia.

Material from presentations and workshops will subsequently be shared via the LEGOengineering.com and LEGOeducation.com.au websites.

Application process

The process for applying for a LEGO Education Teacher Award is intended to be straightforward. Applicants are required to submit the standard application form, including:
– An abstract of the proposed Symposium presentation
– Lesson materials and/or resources, e.g. a sample worksheet or lesson plan
– Evidence of implementation, e.g. a photo or sample of student work
– Evidence of contribution to the teaching community
– A brief self-evaluation and/or reflection.

 

Please see the interview in the Term 1 edition of the Lego Education News