Sphero Clipper Boat

thingiverse

Sphero Clipper Boat (Designed for K12 however hobbyists can have fun playing with it too!) Sphero Clipper Boat is a STEAM project for K12 educators to tickle the curiosity, ignite the creativity and inspire the passion of students. Sphero Clipper combines robotics technology of the Sphero SPRK, computer science with Tickle Programming, and math/engineering with 3D modeling/printing (ex: TinkerCAD/Makerbot). The Sphero Clipper curriculum is an interwoven mesh of activities utilizing the design thinking methology from k12 lab at Stanford's d.school, maker empowerment through Agency by Design from Project Zero (Harvard Graduate School of Education) and cognitive psychology/neuroscience principles by Dr. Kenneth Wesson. Students strategize and design the Sphero Clipper boat to complete several challenges such as timed races, programming the Continent Challenge, performing the Search and Rescue mission, battle and joust. Educators can pick and choose which activities or extensions to plug-in for a personalized learning experience that matches their own students and curriculum needs. A Sphero Clipper core base with attachment hooks sits on top of the Sphero SPRK robot allowing students to design attachments that become the outer hull and tools. The Sphero Clipper then becomes a creatively designed Sphero boat with unlimited possibilities.. Get ready to set sail with the Sphero Clipper! MBMAKEATHONSF Thanks to Dan Breyre, Caroline Solis and Poppy Lyttle from MakerBot for help with software, photography, troubleshooting and for letting us work so late at night! This is still a work in progress. More revisions to the Agency by Design components will be expanded. ~~ TTClipper Team (Tony & Tesin) p.s. We understand from some feedback that educators unfamiliar with d.school's methodology and Project Zero's Agency by Design might find all these project-based learning extensions confusing. Feel free to skip those for your own needs or if interested in learning more, sign up for an educator PD workshop at Stanford d.school's k12 lab (http://www.k12lab.org/) or attend an Agency by Design (http://www.agencybydesign.org/) workshop. For educators unfamiliar with Dr. Kenneth Wesson's lectures on neuroscience, we recommend reading his articles on ScienceMaster (http://www.sciencemaster.com/) or watching one of his talks (https://vimeo.com/104564707). Have fun! ~~O~~~~~ Print Settings Printer Brand: MakerBot Printer: MakerBot Replicator Resolution: Medium Infill: 2% Notes: We printed with a Makerbot Replicator using PLA as well as a Flashforge Creator Pro using ABS to test buoyancy with various air pocket models. How I Designed This Sphero Clipper Boat Design Sphero Clipper Boat Educator Guide The Sphero Clipper Boat has 2 components for the educator to pre-print and 1 component for students to design or pre-print examples of. 1) Sphero Clipper Boat Core Base The Sphero Clipper Core Base works best with the Sphero SPRK. Educators may print the .stl files themselves or order them here on Thingiverse. (Other configurations: We did not test with a plain Sphero 2. We did test with a BB8 base however the extra magnet weight results in much lower buoyancy. Instead of being 60% submerged like the SPRK, the BB8 was about 80% submerged. The BB8 also more friction on the outer shell so it does not work as smoothly as the SPRK. Also note that Sphero only classifies the BB8 base as waterproof, not the head. The head is only water resistant so it is not recommended to use BB8 in this configuration.) Included are 60mm 73mm and 80mm inside circle diameter (thin torus) core bases to accommodate variances in Sphero ball buoyancy. 73mm is our optimum measurement for using with a Sphero SPRK assuming it submerges about 66%. There is also a thicker torus design to cover for variances in filament density and resulting buoyancy. The thin torus core base has been designed and tested in ABS to ensure optimum buoyancy with a lower print cost and print time requirement. A thicker torus with enclosed air chamber is included for materials with higher density than PLA/ABS. The print time/cost of the thick design is much higher. The Sphero Clipper Core Base thick and thin torus files were tested successfully using PLA at 2% infill with support/raft on a MakerBot Replicator. If printing the Sphero Clipper Core Base with thinner torus utilizing ABS filament, we suggest using an infill % such as 10-20% with raft/support. The presence of more filament will not adversely affect buoyancy. Also the cooling properties of ABS required more support when tested on a FlashForge Creator Pro. The Sphero Clipper Core Base includes a small 40mm flag pole for students to artistically design and decor a personalized watercraft. Our example Sphero Clipper seen in the project pictures was made using GIMP image editing and Inkscape vector graphics. Students can artistically design flags using construction paper, fuzzy balls and more. The sample printout was laminated then cut to size and taped with packing tape onto the flag pole. 2) Search and Rescue Robot Students may substitute their own people, animals or things to rescue. Educators may print the included .stl or order from Thingiverse. The included example Maker Faire Robot is an unmodified model of the robot from Make (http://www.thingiverse.com/thing:40212). 3) Sphero Clipper Boat Attachments Students design their own best attachments for the Sphero Clipper to race the course objectives in the "Continent Challenge". TinkerCAD 3D modeling software is available for students to use for free online. Using a scientific inquiry and exploratory approach, students will learn physical science concepts such as fluid dynamics. Certain shape combinations and designs travel faster than others. Students also practice mathematical concepts in 3D geometrical shapes creating the outer hull of the Sphero Clipper. Students may also rescue the lost (person/object) in the sea "Search and Rescue" challenge. A pre-built attachment hook .stl is available for students to add their shapes to. This makes it easy for kids to get designing quickly. Educators may pre-print example attachments for students to experiment with as well. Our example attachments have been designed with buoyant air enclosures to ensure proper floating with a variety of materials. The example attachments are tested to work with standard ABS and PLA. If students are using ABS 3D prints, the air pockets may be eliminated in their designs because ABS has lower density than PLA. Additional design challenge opportunities with older students are available in the attachment hooks as well as the flagpole. Students may participate in a Sphero Clipper Cargo challenge. Instead of creating air pockets in the attachments students can try to move the most cargo in the shortest time with the best watercraft hull design. Educators with access to 3D printers can print custom Sphero Clipper attachments themselves or upload student designs to Thingiverse to order prints. ~~~~O~~~ A short 60s Sphero Clipper video to see it in action! Sphero SPRK, Makerbot and TickleApp programming Standards NGSS Overview and Background Project Name: Sphero Clipper Boat Captains! Man your ships for a high sea adventure! Design, build, program and navigate your Sphero Clipper for the ultimate sea adventure! With Sphero SPRK robotics, Tickle programming, a 3D printer and your CREATIVITY, you shall embark on oceanic challenges! Race against other captains! Complete missions around the world! Transport cargo across the ocean! And rescue those lost at sea! The SPHERO CLIPPER BOAT CHALLENGE awaits all who dare to conquer the ocean! Sphero Clipper Boat in the Search and Rescue Challenge using Stanford d.school k12lab design thinking methodology Overview Sphero Clipper is developed to engage and motivate elementary students' interest in learning science and engineering related subjects. This is done through the use of Sphero robotics, Tickle visual programming and 3D printing. Sphero Clipper supports a hands-on, passion-inspired learning solution that gives students the confidence to ask questions and the tools to find the answers and to solve challenges. Students must question the challenge and explore solutions using design thinking principles. Students will empathize, define, ideate, prototype and test through the design process. (Stanford d.school) Additional curriculum extension through Agency by Design give students a sense of maker empowerment by learning to notice and engage with the designed dimension of one’s physical and conceptual environment. Students in turn build a sensitivity to design. This sensitivity develops when students have opportunities to: look closely and reflect on the design of objects and systems, explore the complexity of design, and understand themselves as designers of their worlds. Through this circle, students will look closely, explore complexity and find opportunity. (Harvard Graduate School of Education Project Zero) Also integrated into the Sphero Clipper design are cognitive psychology and neuroscience principles of education by Dr. Kenneth Wesson on "Brain Considerate Learning" and the power of touch. Agency by Design Maker Empowerment by Project Zero of the Harvard Graduate School of Education Objectives The Sphero Clipper Curriculum is designed to present a project-based learning medium that meets Next Generation Science Standards utilizing design thinking principles and creating extensions into English Language Arts and Math Common Core State Standards through Agency by Design. The habits of mind students will practice per the NAE and NRC are: Systems Thinking Creativity Optimism Collaboration Communication Social considerations Sphero Clipper with short rectangular attachment examples. Curriculum Target Sphero Clipper Boat can be used both by casual hobbyists as well as educators in the classroom. When projects are creative and inspiring, they are an even better match for education! Sphero Clipper Boat has a range of challenges that educators may implement depending on the best personalization for the needs of students. Sphero Clipper Race with Pre-Built Attachments (K-5, 6-9, 10-12) For students to experiment without using 3D modeling. Students can try attaching different shapes to the hook points that together create many different geometric shapes for the boat hull. How this will affect fluid dynamics as the boat sails is up to the students to discover. (We could give you hints but that would ruin the fun of your discovery as well so we have left out the results of our testing.) Sphero Clipper Boat Race with Student Designed Attachments (G1-5, 6-9, 10-12) For students who are learning 3D modeling and 3D printing. Using the file "SpheroClipper_AttachmentHook_ForStudentDesigns.stl" students can duplicate the file and start adding on their own Sphero Clipper exterior. There are 4 hook points geometrically spread across the Sphero Core Base for students to design on. Sphero Clipper Mission with Tickle Programming (G1-5, 6-9, 10-12) For students who are learning visual programming and can read with ease. Once the Sphero Clipper has been designed, students can work on programming it to travel to various rendezvous points in your ocean setup. Depending on your resources, it could be the 4 point corners of an underbed storage bin filled with water or it could be a swimming pool at a school. If using toddler pools, there may be quite a few rendezvous points including toddler slides. For additional challenges, have students design and build an obstacle course in the water. Sphero Clipper Cargo Challenge (G1-5, 6-9, 10-12) Travel across the sea has historically not just been for transporting people but for transporting supplies as well. The needs that must be considered when designing for such situations require different features. Starting with the attachment hooks, have students design attachments on the 4 sides of the Sphero Clipper that can carry the most cargo across the sea from destination A to B such as (Europe to North America). Sphero Clipper Search and Rescue (K-5, 6-9, 10-12) Search and Rescue challenge is for students using the Sphero controller via a tablet device with the Sphero app. Programmed rescue missions are also possible with pre-positioned objects to collect. Sphero Clipper Search and Rescue can be tied into Sphero Clipper Storymaking using different objects/people to rescue. Extended Language Arts opportunities to weave Agency by Design discussions and design thinking's share and show steps abound. Sphero Clipper Storymaking (K-5, 6-9, 10-12) Students can develop narrative stories around a rescue mission at sea. Students may draw or paint pictures, write in journals, record videos, green screen, create plays, etc. Refer to the Agency by Design handouts for additional opportunities for students to tie language arts to the Sphero Clipper when they discuss Parts, People, Interactions as well as Think, Feel, Care. Through making stories especially these inanimate feelings can be expressed. And finally the what if, leaves the possibilities open for students to create stories about futuristic marine travel, rescue technology or robotics. Sphero Clipper Battle (G1-5, 6-9, 10-12) In this design challenge, students create Sphero Clipper attachments to disable other Sphero Clipper watercraft. Students able to use 3D modeling can brainstorm different shapes that could allow their Sphero Clipper to block or ram other ships backwards. Considerations relating to power and force are thus more relevant. Sphero Clipper Joust (G10-12) The Sphero Clipper Joust is another challenge that may be added onto the activity depending on student comfort with 3D modeling. Students will blow up small water balloons and attach them to the Sphero Clipper flag pole. Each team will design an arm piece to hold a nail or sewing needle (only use with older students) on the same flagpole that will aim to pop the enemy's balloon. The last Sphero Clipper with balloon intact wins. Sphero Clipper Boat Attachment Triangle Example in TinkerCAD 3D modeling software. Sphero Clipper Boat triangular attachment example. Students may try to predict how the water will flow with just 3 triangles. Subjects The Sphero Clipper Boat subject is centered around design thinking and maker empowerment. The Sphero Clipper Boat and all the science, math, art, engineering, language arts and technology behind it allows for each educator to customize particular subjects and depth of activity to their own needs. Sphero Clipper Boat is designed for a project-based learning and blended learning environment. Through PBL, many different subjects can be fused together into a meaningful and passion-inspired activity for students. Teams can work together on each aspect or split up programming, driving and design tasks. Many possibilities. Skills Learned in Sphero Clipper Boat The most important skills learned are in the process, not the product. Our goal is for students to walk away feeling the curiosity of discovery, the creativity of innovation and the passionate flow of inspiration. One of Sphero Clipper's primary focus is to immerse students in the design thinking process as professed by the d.school k12 lab at Stanford University. Another core component is to open the eyes of students to see the interconnected world and discover innovative opportunities by leveraging the Agency by Design process from Project Zero at the Harvard Graduate School of Business. For a more traditional list of skills learned, we have compiled a list below: Sphero Clipper Curriculum by Next Generation Science Standards disciplinary core ideas. Earth and Space Science Physical Science Engineering, Technology, and Applications of Science Curriculum overview of Sphero Clipper by Next Generation Science Standards (NGSS) A Sphero Clipper merged view of the curriculum by NGSS with design thinking and Agency by Design. Practice 1: a) Empathize. Ask questions. b) Define problems. c) Ideate. Idea generation. Practice 2: Prototype. Develop and use models. Practice 3: Test. Plan and carry out investigations. Practice 4: Analyze and interpret data. Practice 5: Use mathematics and computational thinking. Practice 6: Construct explanations and design solutions. Practice 7: Engage in discussion from evidence. Iterate with other ideas. Practice 8: Obtain, evaluate and communicate information. Sphero Clipper Boat attachment example using small semicircle shapes and the thick torus. Sphero Clipper Boat Logistics Planning Sphero Clipper offers educators a great deal of flexibility in picking individual portions that match the personalized instruction and needs of students as well as variable time constraints in the classroom environment. Activities range from 15min presentations up to week long activities and challenges. Best of all, not all of it has to be done inside the classroom. Take the Sphero Clipper challenge outside with a large under-the-bed plastic storage box or toddler swimming pool. Students can program at home, in a computer lab or in the classroom. 3D modeling design can be down in class, at home or a computer lab as well. If short on 3D printing time, we suggest using the thin torus 60mm, 73mm or 80mm Sphero Clipper Core Base designs instead of the thicker one. Sphero Clipper Boat with 4 Rectangular Examples over a map of the Pacific Ocean. We suggest enlarging the Ocean print. Lesson Plan and Activity 1) Empathize Ponder why mankind wished to travel and specifically why over rivers and oceans? Some people may have wanted to travel while other perhaps wished to transport cargo. Explore different ways scientists and engineers have developed systems of travel. To successfully travel across water, what kind of vehicles did mankind use? What level of control was there in earlier times? How has travel over water evolved? Lead students in how to empathize by observing. Empathize by interviewing or engaging people in conversation. Watch and listen to different people discuss the needs for traveling over water. Integration of the first steps of Agency by Design could also include a discussion of the parts, nuances and details. What do boats have? What is needed to travel across water? Break up the students into small groups to brainstorm what are all the different parts and system then present their findings to the class. A discussion on the Sphero SPRK and the differences in its movement versus a traditional boat will need to be considered. Why do traditional boats have propellers facing one direction and how their movement is controlled. When examining the Sphero SPRK, students will need to ask questions about its different degrees of movement (360) and how it achieves it. Students will discover that the Sphero SPRK moves by shifting the weight inside the spherical shell which causes the center of mass to shift. This imbalance of the force of gravity against the water surface along will cause the Sphero SPRK to swim in the direction that it spins. Inertia as well as the flow of the fluid around it will then move the Sphero SPRK forward. If including the Sphero Clipper Search and Rescue Challenge, have the students include the rescue victim as one of the parts to ponder. If performing a Search and Rescue at sea, what was that part (fisherman, refugee, passenger on an airplane, passenger on a boat, surfer, cruise patron, etc.) doing? 2) Define the challenge. Educator may select one or multiple for the students to be challenged with. What are the specific goals in this challenge for the team? Create a list of needs then synthesize the information into insights. Does the boat need to travel fast? Does it need to travel with more accuracy and control? How much weight does each need have? In Agency by Design, this would be a great time to give the students some hands-on example toy boats and to play some of the example videos linked below from YouTube that show real-life use of robotics in the ocean for search and rescue. Have students discuss what systems, order or organization these parts belong to. A boat is part of a system of travel. Traveling is part of migration in the world ecosystem. Use whiteboards or easel pads to capture ideas from breakout groups. If including the Sphero Clipper Search and Rescue Challenge, have students in their breakout groups ponder what system of order the person or item lost at sea is a part of? Depending on whether they chose a fisherman, refugee, cruise patron, airplane passenger, surfer, etc, the whole realm of purpose in different systems will have many possibilities. Entertainment, work, fishing, food industry, travel industry, escape from war, etc. It is important to let kids touch some model boats and feel the geometry. Per neuroscience and cognitive psychology studies by Dr. Kenneth Wesson, encourage students to glide their fingers around every corner of the boat to feel the curves, sharp corners and angles. Touch memory will give them a sense of how water vehicles are constructed. Encourage the students to close their eyes and slide their fingers like water flowing on the surface of the boat. How does it feel? which way does the water naturally move without our vision interfering? Put the toy boats in small plastic containers and have students feel the water movement with one hand while another student drives the boat. Try feeling the water flow with and without looking at which way the boat driving student and navigating the boat. These physical sensations will give students clues to fluid dynamics. After feeling the fluid dynamics, a possible add-on is to ask students to draw the shape and draw some swirls or lines to show how they think the water would flow. This part can also be extended by adding things to a small container of water so that they can visualize better how the water is flowing. Sprinkle glitter, add drops of yellow corn oil. Then let them swirl their finger or coffee stirring stick through the fluid to see how things move. Were their predictions like what they saw? How were they similar? How were they different? How will their observations affect how they design their Sphero Clipper? Sphero Clipper Activity Setup Sphero Clipper Race with Pre-Built Attachments Have teams of students experiment with the pre-made attachments to race across the ocean the fastest. Adventures in art extensions are available with decorating the flag pole on the Sphero Clipper Core Base. Sphero Clipper Race with Student Designed Attachments Have teams of students design their own attachments using the stl template to see how different shapes affect the motion of the clipper. Which clipper setup will be the fastest? Students can extend into art design activities with the watercraft's flag pole or they could also design attachments to fit over the flag pole and extend into the water. Sphero Clipper Continent Challenge with Tickle Programming Once students have a design, jump into programming with Tickle. Leverage the social studies students maps of either the Pacific Ocean or the Atlantic Ocean challenging teams to place the continents on the correct corners of the water container. Then Starting at the SouthWest point with the SPRK calibrated for facing forward North from the corner, launch a program that will hit all 4 continent corners. For extended challenge, see if students can program Sphero Clipper to reach continents in different orders. Examples for the Pacific Ocean map set: [Start at Australia, travel to Asia, travel to North America, travel to South America then back to Australia]. For the Atlantic Ocean have students start at South America, travel to Africa, travel to Europe, travel to North America then back to South America. Be sure to include a compass for students to practice positioning and calling out directions on the map! Sphero Clipper Cargo Challenge Using the Sphero Clipper Attachment Hook .stl, have students design the outer hull to carry cargo such as pennies across the ocean. Trade routes could be from Europe to North America or Asia to Australia, etc. Students may keep the air pockets for buoyancy and add cargo bays on top of the attachments or make the attachments open on top to carry cargo. Creative students may also use the flag pole attachment to add on cargo attachments. Challenge metrics could be to have students transfer a certain amount of cargo in the shortest amount of time, transfer the most amount of cargo in a set amount of time, transfer the largest load of cargo in one trip, etc. For G10-12 physics research reference, ABS is 1.05 g/cm3 while PLA is 1.25 g/cm3 . Educators may have students calculate and make predictions on the buoyancy of their designs. Sphero Clipper Rescue Using the Sphero App and a grabbing attachment (pre-made or designed by students) control the rescue maritime vehicle to rescue a person or object from the sea. Sphero Clipper Storymaker Develop a storyline around a rescue at sea while running the Sphero Clipper to save the day! Has bad weather tipped over a fishing boat? Has an airplane crashed into the sea? Do rocket boosters need to be recovered from the ocean? Are refugees capsized from their boat? Sphero Clipper Battle Instead of fast attachments, develop battle attachments. See which Sphero Clipper can knock their opponent into the opposite wall or into other dangerous objects in the ocean. Students may also design battle attachments onto the flag pole to block opponent watercraft travel or cause other watercraft to fail. Give students the Sphero Clipper Attachment Hook .stl to start with. From there, they may design components to knock the enemy ships back. Sphero Clipper Joust Another challenge activity is to blow up water balloon size balloons and attach them to the flag poles. Each Sphero Clipper will then design an attachment joust to try and pop the opponent's balloon. This joust weapon could be on the flag pole or one of the attachment points holding a pointed object such as a sewing needle (This recommended only for older students). The last Sphero Clipper with balloon intact wins. 3) Ideate = idea generation. Have students create solutions for the need. Go beyond obvious solutions by innovating. Harness the collective perspectives and strengths of the team. Uncover unexpected areas of exploration. Create fluency and flexibility in innovation options. What attachment shapes might meet the needs identified earlier? What shapes can students come up with travel faster or more accurately? Which shapes have higher buoyancy? Which shapes can carry more cargo? What shapes are better for rescuing people in the sea? 4) Prototype. Begin the iterative generation of artifacts to answer questions that lead to a solution. The prototype can be made out of anything such as paper or blocks. While prototyping the students must communicate. Prototypes can fail especially early on because it is quicker and thus cheaper. Use prototypes to test possibilities. Breaking the problem down into smaller chunks can also lead to a variable in prototype solutions. 5) Test. Solicit feedback about the prototype. Refine prototypes and solutions in an iterative process. 6) Document and Share. Students can share their Sphero Clipper attachments with each other. Let students physically feel how the attachments make the outer hull of the watercraft feel. Let students close their eyes and imagine how the water would flow around it. Have a discussion about what the students discovered and how they went about it. Then have students record information about their challenge experience. Consider what other potential uses are there for robotics in the ocean? Discuss and investigate many non-fiction and fictional stories around rescues at sea. Ponder how robotics technology could be used in the future to further assist people, animals or to conserve the environment. Document it in a journal, video or drawing. This is the perfect time to create extension activities by wrapping with the last part of Agency by Design. What if? What if there were other modes of transportation across water? What if there were no need to move supplies? What if climate change affects future water travel? What if water travel becomes of interest on other planets? Let students break up into groups and come up with their own "What if?" with no limits to their imagination. And finally, COME BACK HERE TO SHARE WITH US! Click the "I MADE ONE" button and upload pictures of what you or your students have made! We would love to see all the creative ideas people came up with! TinkerCAD 3D modeling of an example attachment for Duration of Lesson Activities range from 15min presentations up to week long activities and challenges. Preparation The core of the Sphero Clipper STEAM curriculum is the interweaving of the design thinking process from Stanford's d.school, Agency by Design from Project Zero at the Harvard Graduate School of Education, and the technology of 3D modeling/printing, Sphero robotics and Tickle visual programming. Together these amazing educational resources fuse together into a blended learning environment on a project-based learning platform. If unfamiliar with any of these components, please refer to the references section for great resources. Also consider registering for a free workshop with the k12 lab at Stanford's d.school or a workshop on Agency by Design by Project Zero. Depending on the number of students and number of students per device, Educators will need Sphero SPRK and accompanying tablets. If implementing the programming Continent Challenge, the Tickle programming app should be installed. If implementing the Search and Rescue Challenge, the Sphero robot controlling app will need to be installed on a tablet. Software Downloads TickleApp can be downloaded from the Apple App Storehttps://itunes.apple.com/app/tickle-program-drones-robots/id1063639403 The Sphero controller app by Orbotix can be downloaded from the Apple App Storehttps://itunes.apple.com/us/app/sphero/id468699619?mt=8 The Sphero controller app by Orbotix for Androidhttps://play.google.com/store/apps/details?id=orbotix.sphero&hl=en SPRK Lightning Lab by Orbotix from the Apple App Store.https://itunes.apple.com/us/app/sprk-lightning-lab-programming/id1017847674?mt=8 SPRK Lightning Lab app can also be downloaded on Android tabletshttps://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en 3D Printing Preparation Educators will need to print at least one base core Clipper 3D for students to use. If implementing the Search and Rescue activity, 3D print the robot or use any lightweight floating toy such as a LEGO character. Depending on whether educators wish to have students design attachments, use the included sample attachments or do both, these files may or not need to be printed. If students are designing their own attachments, give them the attachment base file. If including the Social Studies geography extension in the Continent Challenge, print out the referenced Britannica maps of the Pacific Ocean, Atlantic Ocean, North America, Australia, Europe, Africa, Asia and South America. Laminating the printouts is suggested to protect them from water damage and to easily slide under a see-through water container. If including an artistic design extension through the ocean obstacle course or the Sphero Clipper flag design, art supplies may be necessary. The Sphero Clipper can be operated smoothly without the flag getting wet however to be safe, we suggest laminating the flag before taping it onto the pole. If implementing the Sphero Clipper Joust, balloons and toothpicks or sewing needles will be needed. TickleApp visual programming on a tablet to control the Sphero Clipper. Sphero Clipper Boat Handouts & Videos Design Thinking Handbook by Stanford d.school For K-1, teachers can just write the main points on the board or use easel pad paper to title each page. For G2-5, educators can have students write their breakout group brainstorm ideas on the easel pad or whiteboard under each category. For G4+, we suggest printing these handouts and as guides for the breakout groups. https://dschool.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuideBOOTCAMP2010L.pdf ~~O~~ Agency by Design Agency by Design Educator Resource by Harvard Graduate School of Education For K-1, we suggest only writing the titles on the whiteboard and moving straight to hands-on touching and feeling of model boat structures. Pass around toy boats so that students can feel the geometrical shapes of the bottom, front, rear and top. Have students in breakout groups discuss all the parts they see then reconvene as a class to discuss all the parts they noticed. For G2-4, educators may have students write their ideas on easel pad or whiteboard. http://www.agencybydesign.org/educator_resource/ For G5+ we suggest using the Agency by Design handouts to spark more in depth conversation along with physically touching and feeling various water vehicles and viewing videos to spark discussion. Parts, Purposes, Complexities Handout by Harvard Graduate School of Educationhttp://www.agencybydesign.org/wp-content/uploads/2014/10/AbD_PPC.pdf Parts, People, Interactions by Harvard Graduate School of Educationhttp://www.agencybydesign.org/wp-content/uploads/2014/10/AbD_PPI.pdf Think, Feel, Care by Harvard Graduate School of Educationhttp://www.agencybydesign.org/wp-content/uploads/2014/10/AbD_TFC.pdf Imagine If.... Finding Opportunity by Harvard Graduate School of Educationhttp://www.agencybydesign.org/wp-content/uploads/2014/10/AbD_Imagine-If.pdf Discussion Starters for "Purpose" breakout groups. Coast Guard Search and Rescuehttps://youtu.be/xNQt4QIvV64 Robots Helping Search and Rescue Teams Save Liveshttps://youtu.be/FrgEbx6esYE Navy SEALS Conduct Search and Rescuehttps://youtu.be/C5XiYtF0v1E US Navy Deep Sea Search and Rescuehttps://youtu.be/JLPpM4QWUaQ ~~O~~ Social Studies Extension in Continent Challenge 1) Color Map of Pacific Ocean (Britannica)http://media.web.britannica.com/eb-media/20/89920-050-809B5D63.gif 2) Color Map of Atlantic Ocean (Britannica)http://media.web.britannica.com/eb-media/49/89849-050-EF98904C.gif 3) Color Map of North America (Britannica)http://media-2.web.britannica.com/eb-media/50/525x733x3050-004-E07870F6.jpg.pagespeed.ic.4_C8LodBe9.jpg 4) Color Map of South America (Britannica)http://media-2.web.britannica.com/eb-media/86/524x732x3886-004-EF76CBE6.jpg.pagespeed.ic.mfPQ7WJpF_.jpg 5) Color Map of Asia (Britannica)http://media-2.web.britannica.com/eb-media/20/607x435x5920-004-630FF7AD.jpg.pagespeed.ic.lbToZCUFRI.jpg 6) Color Map of Europe (Britannica)http://media-2.web.britannica.com/eb-media/67/607x435x367-004-79097CB0.jpg.pagespeed.ic.dOtrtn2lWk.jpg 7) Color Map of Africa (Britannica)http://media-2.web.britannica.com/eb-media/63/525x733x5363-004-02D7D903.jpg.pagespeed.ic.boW86xvU8x.jpg 8) Color Map of Australia (Britannica)http://media-2.web.britannica.com/eb-media/79/x6079-004-09B36FB1.jpg.pagespeed.ic.Kt6iHjYsHT.jpg 9) Color Map of Antarctica (Britannica)http://media.web.britannica.com/eb-media/93/135893-050-070527A5.gif ~~O~~ Atlantic Ocean Color Map Pacific Ocean Color Map Africa Color Map Antarctica Color Map South America Color Map Australia Color Map Asia Color Map Europe Color Map North America Color Map Rubric and Assessment Sphero Clipper Boat Rubrics and Assessment We believe in the process, not the resulting product. For a rubric system aligned with standards, we suggest integrating Design Thinking, Agency by Design, Next Generation Science Standards while rolling in Common Core State Standards depending on your specific student needs. Below is a general outline applicable to all grade levels. 5 Rubric Areas to Assess: 1) Empathize Explore Observe Engage Watch and Listen 2) Define Frame the problem Inspire the Team Create Criteria for Ideas Capture Passion 3) Ideate Increase innovation Collective Perspectives Create Fluency and Flexibility 4) Prototype Create, Problem-Solve, Communicate Fail Quickly and Cheaply Test Possibilities Manage the Solution-Building Process 5) Test Refine Prototypes and solutions Learn more about your user Refine your Point of View Show Don't Tell Create Experiences Ask Users to Compare Iterate and Make the Process Your Own Students work as teams designing their Sphero Clipper. References Sphero Clipper 60s video for students to see Design Thinking by Stanford Hasso Plattner Institute of Design d.school k12 lab We inspire and develop the creative confidence of educators and support edu innovators catalyzing new models for teaching and learning.) http://dschool.stanford.edu/k-12-lab/ Katie Krummeck, Program Manager of k12 lab network (Katie inspired us in our design thinking methodology for the Sphero Clipper project. Check out what she has to say!)https://youtu.be/efHUrBBYgvI Thanks to Devon Young and Katie Krummeck at the k12 lab network for enlightening our minds with the d.school methodology as well as the super cool SPARKTruck! Check out their SPARKTruck cards for more awesome maker activities for k12! Red Lab, Research in Education and Designhttp://web.stanford.edu/group/redlab/cgi-bin/ Agency by Design Agency by Design by Harvard Graduate School of Education Project Zero (Investigating the promises, practices, and pedagogies of maker-centered learning) http://www.agencybydesign.org/ Jen Ryan at TEDxDirigo Generatehttps://youtu.be/cI2cMyOZVgE (And thanks to Brooke Toczylowski, Arts/Maker Integration Specialist and Coach, Oakland International High School for inspiring us with the Agency By Design model). Neuroscience by Dr. Kenneth Wesson ScienceMaster "Brain Considerate Learning" by Dr. Kenneth Wessonhttp://www.sciencemaster.com/http://brainworldmagazine.com/education-for-the-real-world/ Dr. Kenneth Wesson at Alameda County Office of Educationhttps://vimeo.com/104564707 3D Modeling TinkerCAD by Autodeskhttps://www.tinkercad.com/ 3D Printing Resources by MakerBothttp://www.makerbot.com/resources/webinars Sphero SPRK Sphero SPRKhttp://www.sphero.com/sphero-sprk TickleApp Tickle Programminghttps://tickleapp.com/ NextGen Education Project-Based Learninghttp://www.edutopia.org/project-based-learning New Models of Education at MindShifthttp://ww2.kqed.org/mindshift/ Education Technology at EdSurgehttps://www.edsurge.com/ Teachers Guildhttp://teachersguild.org/ Example Sphero Clipper using 3 Triangular attachments.