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Discovering the Solar System

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In this proposal, we will use robotics and computational thinking to explore the solar

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system and guide TrueTrue back to its spaceship and home. Each session is linked to different

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areas of the curriculum, integrating knowledge from natural sciences, mathematics, technology,

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and artistic expression. Furthermore, in each session, a clue is obtained that will be key

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to programming true true's final route back to its planet let's take a look at how this learning

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situation is structured throughout this learning situation pupils will learn to use basic

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programming commands with the true true robot identify the planets in the solar system and

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their main characteristics understand sequential logic encourage teamwork and collaboration

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grasp basic concepts of distance movement and space to carry out this proposal active

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methodologies have been used such as project-based learning cooperative work and challenge-based

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learning each working group is organized into clearly defined roles the programmer who selects

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and organizes the instructions for true true the tester who checks whether the program sequence is

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correct the uploader who physically enters the commands into the robot and the reviewer who

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observes takes notes and suggests improvements in this first session students explore the solar

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system through the subject of natural sciences or robotics and technology they are introduced

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to true true and the learning situation is framed around the theme of space exploration

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Prior knowledge is activated with questions such as, what planet do we live on?

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Students begin by working with simple sequences on themed maps like this one.

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After completing the activity, they receive their first clue, which will be essential for the final mission,

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a set of commands that will help reconstruct True True's route back home.

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We begin session 2 with an interactive presentation on the solar system,

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showing the names, characteristics, and positions of the planets in relation to the sun.

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Each team receives roll cards, which are then assigned within the group.

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Students are told that True True has lost its way and needs help finding its home planet.

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On a special board featuring different planets,

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teams must program the robot to reach the planet of origin indicated in their mission.

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If the teams succeed in guiding True True to the correct planet,

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they will unlock new commands for the final mission. This session also includes a special

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challenge. On a new board with scattered stars, teams program True True to pass over as many

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stars as possible before returning to the spaceship. In session three, from the science

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subject, pupils study the lunar cycle and how sunlight influences our perception of the moon

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from Earth. Through observation and sequential analysis, they identify the phases of the moon

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and simulate them using TrueTrue through programming, reinforcing computational thinking.

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To continue the mission, pupils receive a new clue. In this session, pupils integrate knowledge

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from art education, technology, and computational thinking to design and construct a space helmet

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for TrueTrue. This activity encourages reflection on the importance of protection in space

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exploration and fosters creativity and problem solving upon completing this task a new clue for

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the mission is revealed the earth's rotation causes the alternation between day and night

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thanks to true true this concept is made easier to understand by using programming true true is

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configured with the necessary commands to rotate on its axis using the loop or repetition card

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helping to reinforce the connection between social sciences technology and logical thinking as a

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result pupils obtain a new key clue for the final journey in this session the areas of natural

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sciences and mathematics are explored to understand how the earth's orbit around the sun determines

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the seasons of the year seasonal changes are analyzed and sequences are programmed in true

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True to simulate Earth's orbit, reinforcing the connection between astronomy and computational

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thinking. Upon completing this phase, pupils receive a new key clue to help True True continue

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its journey. In this final session, pupils integrate knowledge of computational thinking

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and natural sciences through both assessment and self-assessment. Throughout the project,

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key areas such as natural sciences, mathematics, technology, and artistic expression have been

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integrated promoting an interdisciplinary approach additionally all the clues gathered

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in previous sessions are reviewed and arranged to build the final programming sequence

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to reinforce learning an evaluation test is conducted to review key concepts about the solar

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system and programming finally the definitive route is executed allowing true true to return home