Strawbees Robotic Inventions for micro:bit

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Strawbees Robotic Inventions for micro:bit

Strawbees Robotic Inventions for micro:bit

Robotics and programming
Robotic Inventions kit makes it possible to combine Strawbees with micro:bit!

A classroom set of 10 robotics boards to make it even easier to attach and program servo motors with the micro:bit! You can also control two RGB-pixel lights to create a full light spectrum for a show. This board comes with a removable Strawbees building clip to snap connectors and straws for making robots or mechanical structures like a crane. Using this classroom-sized kit, there are enough materials to start building for 20 students and can go up to 30 in total.

Age groups 
Middle school
Desktop Windows
Desktop Mac
Mobile Android
Mobile iOS
Not required
Offline play 
Internet required
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

Strawbees promotes learning by doing through projects which is an active way of learning. Robotic Inventions Kit extends the possibilities of Strawbees School Kit.
Learning happens through creative work that allows mixing programming and creative construction work.
Strawbees School Kit and Robotic Innovations can offer infinite learning outcomes since the building is easy, easy to vary, and there's great potential to create innovative constructions.
Programmin can be best learned by doing it yourself, and with easy to use programming interface in micro:bit, hte learners can work autonomously in the project. However, Strawbees is great for working together within a small group but also within a bigger classroom, because the learners can flexibly mix and match parts, and the Strwabees School Kit has a good amount of parts available.

The following are the high educational quality aspects in this product.

Robotic Inventions for micro:bit! Extends the possibilities of the Strawbees School Kit to programming and electronics projects.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Soft skills learning goals

Using technology as a part of explorative and creative process
Practicing logical reasoning, algorithms and programming through making
Using technology as a part of explorative process
Learning to notice causal connections
Practicing to notice causal connections
Learning to build information on top of previously learned
Encouraging to build new information and visions
Learning to combine information to find new innovations
Practicing to notice links between subjects learned
Learning to understand people, surroundings and phenomenons around us
Learning about different countries and their characteristics
Building common knowledge of technological solutions and their meaning in everyday life
Using technology resources for problem solving
Understanding technological system operations through making
Practicing fine motor skills
Practicing persistent working
Developing problem solving skills
Learning to find the joy of learning and new challenges
Creating requirements for creative thinking
Practicing creative thinking
Practicing to improvise
Encouraging students to be innovative and express new ideas
Practicing to use imagination and to be innovative
Learning to face failures and disappointments
Learning decision-making, influencing and accountability
Practicing decision making
Practicing versatile ways of working

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation