Lego Robotics Applied ICT & logic workshop in a fun coding environment for primary students Enquire Now An interactive hands-on STEM workshop designed to demonstrate how a robot really works! This engaging workshop offers students a chance to learn real-time programming in a fun atmosphere. Using laptops and EV3 Lego Mindstorms robots, students are asked to complete a variety of tasks whilst learning about basic programming. The programming itself is based on Lego’s easy-to-understand software, whereby students intuitively use simple ‘drag and drop’ icons to form their code. Our experienced presenter will guide the students step by step on how to program their robots to perform precise movements as well as how to operate environmental sensors such as those for light and sound. The school workshop concludes with students creatively programming their own robots to perform a short dance routine or another separate fun challenge chosen based on students’ abilities and interests. Trustpilot Quick Links Past projects Requirements Cost per Science Show Free Science Resources Back to Primary Science Visits 150 Free Experiments Fizzics in the Media Australian Curriculum Mapping for all science workshops & shows Australian National Curriculum Mapping for all our STEM workshops & shows Australian ACARA Content Outcomes: Digital Technologies F-10 Version 9.0 Years 3 & 4 recognise different types of data and explore how the same data can be represented differently depending on the purpose AC9TDI4K03 define problems with given design criteria and by co-creating user stories AC9TDI4P01 follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02 implement simple algorithms as visual programs involving control structures and input AC9TDI4P04 discuss how existing and student solutions satisfy the design criteria and user stories AC9TDI4P05 use the core features of common digital tools to create, locate and communicate content, following agreed conventions AC9TDI4P06 Years 5 & 6 explain how digital systems represent all data using numbers AC9TDI6K03 explore how data can be represented by off and on states (zeros and ones in binary) AC9TDI6K04 define problems with given or co-developed design criteria and by creating user stories AC9TDI6P01 design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02 generate, modify, communicate and evaluate designs AC9TDI6P04 implement algorithms as visual programs involving control structures, variables and input AC9TDI6P05 evaluate existing and student solutions against the design criteria and user stories and their broader community impact AC9TDI6P06 Australian National Curriculum Mapping for all our science workshops & shows NSW SCIENCE SYLLABUS CONTENT for all our incursions NSW K – 10 Science Syllabus mapping for all our incursions NSW Science & Technology Syllabus Content A student: ST2-11DI-T describes how digital systems represent and transmit data – Use core features of common digital tools to locate, select, store and retrieve relevant information – Use core features of common digital tools to share content, plan tasks and collaborate safely following an agreed code of conduct – Design algorithms that use branching and iteration to document and program a procedure – Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose – Select, enter and represent different types of data using digital tools ST2-2DP-T selects and uses materials, tools and equipment to develop solutions for a need or opportunity ST2-3DP-T defines problems, describes and follows algorithms to develop solutions – Recognise that data are entered, processed and transmitted in digital systems – Explore how and why data can be represented as binary code and in other forms – Create, test and modify algorithms as visual programs that include branching and iteration – Evaluate a digital system that accepts and displays information – Connect components in a digital system to collect data – Use collected data to create an algorithm to perform a function ST3-11DI-T explains how digital systems represent data, connect together to form networks and transmit data ST3-2DP-T plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-3DP-T defines problems, and designs, modifies and follows algorithms to develop solutions NSW Science and Technology K–6 Syllabus (Implementation from 2027) For explanatory points & implementation advice for each dot point, please visit the NESA Science and Technology K–6 Curriculum site Stage 2 ST2-DDT-02 designs and uses algorithms, represents data and uses digital systems for a purpose – Digital systems can be created and controlled Use core features of common digital tools to locate, select, store and retrieve relevant information Design algorithms that use branching and iteration to document and program a procedure Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose Select, enter and represent different types of data using digital tools ST2-DAT-01 uses and interprets data to describe patterns and relationships Stage 3 ST3-DDT-02 creates, evaluates and modifies algorithms to code or control digital devices and systems – Design processes explore opportunities and develop solutions Collect data about a user need to generate design criteria for sustainable solutions Develop design ideas to build a prototype using design criteria Test, evaluate and modify the prototype to meet the design criteria – The future can be shaped by building and connecting digital systems Recognise that data are entered, processed and transmitted in digital systems Explore how and why data can be represented as binary code and in other forms Create, test and modify algorithms as visual programs that include branching and iteration Use collected data to create an algorithm to perform a function ST3-DAT-01 interprets data to support explanations and arguments NSW K – 10 Science Syllabus mapping for all our incursions Print a PDF which details K to 6 mapping of all our science visits VIC Curriculum F–10 Version 2.0 Digital Technologies Curriculum Levels 3 & 4 define simple problems with teacher-provided requirements. VC2TDI4C01 follow, describe and represent algorithms involving sequencing, comparison operators (branching) and iteration. VC2TDI4C02 design a simple user interface, generate, communicate and compare the designs. VC2TDI4C03 implement simple algorithms as visual programs involving control structures and input. VC2TDI4C04 discuss how existing and student-created solutions satisfy the given requirements. VC2TDI4C05 Levels 5 & 6 define problems with teacher-provided or co-developed functional requirements. VC2TDI6C01 design and represent algorithms involving multiple alternatives (branching) and iteration. VC2TDI6C02 design and modify a user interface for a digital system, and generate, communicate and evaluate the designs. VC2TDI6C03 implement algorithms as visual programs involving control structures, variables and input. VC2TDI6C04 evaluate existing and student-created solutions against the requirements and their broader community impact. VC2TDI6C05 VIC F – 6 Syllabus mapping for all our incursions Print a PDF which details P to 6 mapping of all our VIC STEM visits School Testimonials View All St Patricks Kogarah Feedback on: Lego Robotics G & T I liked that the varied levels challenged the kids and kept them on task! Very hands on and age appropriate. The students thoroughly enjoyed the incursion. A very worthwhile day! Gresford Public School. Feedback on: Lego robotics Many thanks for a fantastic day last week. Our students loved their robotics session and now have more confidence to go on with their explorations. Engaging for students! Challenges that your students could be doing (based on student ability): Use motors to accelerate, brake, reverse in the correct sequence Vary motor power to perform a point and curve turn Use loop based programming to drive the robot in a square Clear a table of light obstacles using a basic programming sequence Program the robot to stop on the sound of a loud hand clap Use a light sensor to detect light levels in the room Use logic based programming to make the robot follow a black line Use a touch sensor or ultrasonic sensor to detect a solid wall Program the robot to react to differing light levels in the room Use a combination of motors and light detectors to hit a golf shot Determine the correct force required to score an ice hockey goal Negotiate a maze of solid objects Sensor calibration…..and more (it’s only limited by time and imagination!) Posts about this school robotics incursion Thanks @holkershaw and Russell from @FizzicsEd for a fabulous Robotics Day! @PsCondell @SydneyEducator @MissLyonCPPS @MissNguyen_ pic.twitter.com/7r1Amu5Chu — Souha Malak (@MissMalak5_6M) March 28, 2018 Trustpilot Requirements Appropriate for Years 3 to 6 with a maximum of 30 students per class 10 tables needed Access to at least 2 electrical power sockets with a wide floor space Chairs are not required Duration 90 minutes, 3 hours or full day, set up time 30 minutes and pack up time 30 minutes During Social Distancing – Contact us and we’ll tailor a program to suit both your school and the State’s social distancing requirements. Further details here Go further – Complete Units of Work to support your teaching! Hours of High-Quality videos, printable experiments, quizzes, vocabulary lists, Scope & sequences, cross-curricular teaching ideas, marking rubrics & more Save time & engage students in STEM Find out more! Did you know about our larger stage shows? Designed to engage groups of up to 240 students, pair this workshop with one of these school favourites! Big Science Big Fun tick tick BOOM! Destination Moon Food Science Show Deep Blue Oceans Cost $660 inc. GST for a 90-minute workshop with 30 students. $1100 inc. GST for 3 hours with 30 students. Find out about offers & discounts here! In a regional area? Find out how we can attend your school as part of a country science tour! Call 1300 856 828, or click below to make a booking for your primary school. Print a PDF for mapping of all our K to 6 science visits Trustpilot Find out more here Enquire Now Extension Ideas! STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More Extension Ideas! Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More Fizzics Education Awards Related Shows …tick, tick BOOM! Years K to 6 Maximum 240 students Science show (NSW, ACT & VIC) 60 minutes New South Wales Victoria Year 3 Year 4 Year 5 Year 6 Whole School Chemical Science Human Endeavor Physical Science Science Inquiry Read More Enquire Now Bridge Building 101 Years 3 to 6 Maximum 30 students Workshop (NSW only) 60 or 90 minutes Year 6 Human Endeavor Physical Science Science Inquiry New South Wales Victoria Year 3 Year 4 Year 5 Read More Enquire Now Digging Dinosaurs Years K to 6 Maximum 30 students School Workshop 60 or 90 minutes Online Class Available Year 2 Year 3 Biological Science Year 4 Earth and Space Year 5 Human Endeavor Year 6 Science Inquiry New South Wales Victoria Australian Capital Territory Kindergarten Year 1 Read More Enquire Now
Australian National Curriculum Mapping for all our STEM workshops & shows Australian ACARA Content Outcomes: Digital Technologies F-10 Version 9.0 Years 3 & 4 recognise different types of data and explore how the same data can be represented differently depending on the purpose AC9TDI4K03 define problems with given design criteria and by co-creating user stories AC9TDI4P01 follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02 implement simple algorithms as visual programs involving control structures and input AC9TDI4P04 discuss how existing and student solutions satisfy the design criteria and user stories AC9TDI4P05 use the core features of common digital tools to create, locate and communicate content, following agreed conventions AC9TDI4P06 Years 5 & 6 explain how digital systems represent all data using numbers AC9TDI6K03 explore how data can be represented by off and on states (zeros and ones in binary) AC9TDI6K04 define problems with given or co-developed design criteria and by creating user stories AC9TDI6P01 design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02 generate, modify, communicate and evaluate designs AC9TDI6P04 implement algorithms as visual programs involving control structures, variables and input AC9TDI6P05 evaluate existing and student solutions against the design criteria and user stories and their broader community impact AC9TDI6P06 Australian National Curriculum Mapping for all our science workshops & shows
NSW K – 10 Science Syllabus mapping for all our incursions NSW Science & Technology Syllabus Content A student: ST2-11DI-T describes how digital systems represent and transmit data – Use core features of common digital tools to locate, select, store and retrieve relevant information – Use core features of common digital tools to share content, plan tasks and collaborate safely following an agreed code of conduct – Design algorithms that use branching and iteration to document and program a procedure – Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose – Select, enter and represent different types of data using digital tools ST2-2DP-T selects and uses materials, tools and equipment to develop solutions for a need or opportunity ST2-3DP-T defines problems, describes and follows algorithms to develop solutions – Recognise that data are entered, processed and transmitted in digital systems – Explore how and why data can be represented as binary code and in other forms – Create, test and modify algorithms as visual programs that include branching and iteration – Evaluate a digital system that accepts and displays information – Connect components in a digital system to collect data – Use collected data to create an algorithm to perform a function ST3-11DI-T explains how digital systems represent data, connect together to form networks and transmit data ST3-2DP-T plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-3DP-T defines problems, and designs, modifies and follows algorithms to develop solutions NSW Science and Technology K–6 Syllabus (Implementation from 2027) For explanatory points & implementation advice for each dot point, please visit the NESA Science and Technology K–6 Curriculum site Stage 2 ST2-DDT-02 designs and uses algorithms, represents data and uses digital systems for a purpose – Digital systems can be created and controlled Use core features of common digital tools to locate, select, store and retrieve relevant information Design algorithms that use branching and iteration to document and program a procedure Explore how data can be represented by letters, numbers, symbols, images and sounds depending on the purpose Select, enter and represent different types of data using digital tools ST2-DAT-01 uses and interprets data to describe patterns and relationships Stage 3 ST3-DDT-02 creates, evaluates and modifies algorithms to code or control digital devices and systems – Design processes explore opportunities and develop solutions Collect data about a user need to generate design criteria for sustainable solutions Develop design ideas to build a prototype using design criteria Test, evaluate and modify the prototype to meet the design criteria – The future can be shaped by building and connecting digital systems Recognise that data are entered, processed and transmitted in digital systems Explore how and why data can be represented as binary code and in other forms Create, test and modify algorithms as visual programs that include branching and iteration Use collected data to create an algorithm to perform a function ST3-DAT-01 interprets data to support explanations and arguments NSW K – 10 Science Syllabus mapping for all our incursions Print a PDF which details K to 6 mapping of all our science visits VIC Curriculum F–10 Version 2.0 Digital Technologies Curriculum Levels 3 & 4 define simple problems with teacher-provided requirements. VC2TDI4C01 follow, describe and represent algorithms involving sequencing, comparison operators (branching) and iteration. VC2TDI4C02 design a simple user interface, generate, communicate and compare the designs. VC2TDI4C03 implement simple algorithms as visual programs involving control structures and input. VC2TDI4C04 discuss how existing and student-created solutions satisfy the given requirements. VC2TDI4C05 Levels 5 & 6 define problems with teacher-provided or co-developed functional requirements. VC2TDI6C01 design and represent algorithms involving multiple alternatives (branching) and iteration. VC2TDI6C02 design and modify a user interface for a digital system, and generate, communicate and evaluate the designs. VC2TDI6C03 implement algorithms as visual programs involving control structures, variables and input. VC2TDI6C04 evaluate existing and student-created solutions against the requirements and their broader community impact. VC2TDI6C05 VIC F – 6 Syllabus mapping for all our incursions Print a PDF which details P to 6 mapping of all our VIC STEM visits
Challenges that your students could be doing (based on student ability): Use motors to accelerate, brake, reverse in the correct sequence Vary motor power to perform a point and curve turn Use loop based programming to drive the robot in a square Clear a table of light obstacles using a basic programming sequence Program the robot to stop on the sound of a loud hand clap Use a light sensor to detect light levels in the room Use logic based programming to make the robot follow a black line Use a touch sensor or ultrasonic sensor to detect a solid wall Program the robot to react to differing light levels in the room Use a combination of motors and light detectors to hit a golf shot Determine the correct force required to score an ice hockey goal Negotiate a maze of solid objects Sensor calibration…..and more (it’s only limited by time and imagination!) Posts about this school robotics incursion Thanks @holkershaw and Russell from @FizzicsEd for a fabulous Robotics Day! @PsCondell @SydneyEducator @MissLyonCPPS @MissNguyen_ pic.twitter.com/7r1Amu5Chu — Souha Malak (@MissMalak5_6M) March 28, 2018 Trustpilot
STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More
STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More
Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More
Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More
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