Module 5: Robotics Fundamentals
Lesson Objectives
Demonstrate how input, processing, and output work together through a simple robotics activity.
Use a virtual robot simulator (VEXcode VR or the Micro:bit online simulator) to model programmable robot behaviour.
Facilitate a beginner-friendly robotics activity using either digital devices, Micro:bit, or low-cost/no-cost classroom materials.
Guide learners through the engineering design cycle: planning, building, testing, evaluating, and improving a robotics solution.
Adapt robotics instruction for different classroom contexts, including resource-constrained schools.
Virtual and Physical Robotics Activity
In the previous lesson, you explored the basic components of a robot and how these components work together to produce purposeful actions. In this lesson, you will bring those ideas to life through a hands-on classroom activity. This activity demonstrates how a robot receives information, processes it, and produces an output.
One of the key intentions of the CAPS Coding and Robotics curriculum is for learners to understand robotics conceptually before interacting with complex hardware. For this reason, this lesson provides multiple pathways: a virtual robotics simulation for schools with digital access, a Micro:bit-based activity, and a no-tech alternative that still teaches the same principles. These approaches ensure that every teacher—regardless of context—can meaningfully introduce robotics.
Option A: Virtual Robotics Activity (Using VEXcode VR)
The virtual robotics option is ideal for classrooms without physical robots. VEXcode VR (https://vr.vex.com) allows learners to program a robot entirely online using block-based coding. The robot moves in a virtual space, giving learners a clear view of how coded instructions translate into actions.
In this activity, teachers guide learners to create a simple program that instructs the virtual robot to draw a basic geometric shape such as a square. This helps learners understand sequencing, repetition, and directional control.
To begin, open the VEXcode VR website and select an environment—preferably the “Art Canvas Playground,” which is specifically designed for drawing shapes. Learners start by dragging and connecting blocks to instruct the robot to move forward a set distance and then turn at a 90-degree angle. By repeating this set of commands four times, the robot completes a square.
Once the program is run, the robot traces the shape on the virtual floor, allowing learners to immediately observe the output of their coded instructions. After testing, encourage learners to evaluate whether the shape came out as expected. If not, they can modify distances, angles, or repetitions. This process introduces debugging in a natural and engaging way.
This activity clearly demonstrates the robotics framework: the code serves as input, the robot’s onboard controller performs the processing, and the robot’s movements and drawings represent the output.
Teachers can extend the activity by challenging learners to draw a triangle, design a pattern, or increase speed. This encourages creativity while reinforcing computational thinking.
Option B: Micro:bit Robotics Activity (Simulator or Device)
If you have access to Micro:bit devices—or simply the online Micro:bit simulator—this second option provides an excellent introduction to programmable hardware. The Micro:bit is a small, inexpensive microcontroller with built-in LEDs, buttons, sensors, and inputs that mimic the basic “brain” of a robot.
In this activity, teachers guide learners to create an “Emotion Badge”—a simple program that displays a face or symbol when Button A is pressed. This introductory activity helps learners see how inputs trigger outputs through coded logic.
Begin by opening the MakeCode platform at https://makecode.microbit.org and creating a new project. Learners drag an “On Button A Pressed” block onto the workspace and then add a “Show LEDs” block. Using the LED grid, they design a smiley face, heart, star, or any symbol they like. When the code is simulated, pressing Button A triggers the LED image to appear.
This activity allows teachers to explicitly connect the robotics components: the input is the button press, the processing occurs in the Micro:bit’s microcontroller as it interprets the code, and the output is the LED display. If a physical Micro:bit is available, learners can download the program to their device and see the results directly.
Teachers can extend this project by assigning different images to Button B or A+B, adding simple sound effects, or creating a sequence of expressions. These extensions help learners understand the relationship between events and programmed actions.
Option C: Low-Tech / No-Tech Robotics Activity
For classrooms without digital devices, robotics can still be taught effectively using simple materials such as cardboard, bottle caps, string, straws, markers, and split pins. In this option, learners design and build a “Paper Robot” that performs actions based on a series of written commands.
To begin, learners sketch a basic robot figure on cardboard and cut out moveable parts such as arms or wheels. These can be attached using split pins or string so they can move. Learners then create a “command sheet” that acts as their robot’s programming language. Each command corresponds to an action, such as raising an arm, turning left, or moving forward across the desk.
Learners work in pairs: one reads the commands (acting as the “computer”), and the other manipulates the robot according to the instructions (acting as the “robot”). As learners follow the commands, they may encounter problems—for example, the robot not moving in the intended direction. This provides an opportunity to introduce debugging as learners adjust their commands to improve the robot’s behaviour.
Although this activity does not involve electronic components, it still captures the essence of robotics: students create a system that follows instructions, evaluates results, and makes improvements. It is highly accessible and aligns well with the CAPS emphasis on the engineering design process.
Discussion and Reflection
After completing one of the activity options, teachers should engage learners in a short discussion about how robotics concepts appeared in their work. You might ask learners to identify the input, processing, and output in their specific activity. Encourage them to describe any challenges they faced during testing, and how they corrected or improved their designs. This helps reinforce that robotics is an iterative process involving planning, testing, evaluating, and refining.
Teachers can also encourage cross-curricular connections. For example, drawing shapes with a virtual robot links to mathematics, while constructing a paper robot supports creative arts and basic engineering.
Mini Quiz
In a robotics activity, what does the term input refer to?
Name one platform teachers can use to teach robotics without physical hardware.
What part of a robot is responsible for processing coded instructions?
-
Add a short summary or a list of helpful resources here.