San Beda College Alabang

8 Don Manolo Blvd., Alabang Hills Village,

Muntinlupa City, 1770

Integrated Basic Education Department

Primary School

ROBOTICS PROGRESS REPORT

A.Y. 2021 – 2022

I. INTRODUCTION

“Growth in knowledge, cannot be separated from growth in

being, for both growth and the self that grows are a whole.
What one knows affects the quality of one’s being, and what
one influences the nature and quality of one’s knowledge.
Further, overt behavior is a manifestation of knowledge and
being, and at the same time constantly molds both. Thus, the
intricate web of life is constituted of what one knows and is
learning, of what one is and is becoming, and of what ones
does and is planning.”

—Earl V. Pullas: Toward Excellence

Human learning can be considered both selective and creative. Humans

are the only creatures who are not merely created but a creator, as well.
As a creator, humans become what God has designed them to be—
through the act of creating himself. That is, the man brings his potentialities
into actualities.

In the fourth year of the Robotics curriculum implementation, the learners

were given creative situations that allow them to develop their habits of
learning through various robotics learning tools from building, planning,
and writing programs to animating their robot to solve mission challenges.

Through this, various mental processes are brought into action: listening,
visualizing, reasoning, judgment, and thinking, in the hopes that these
learnings are not only active but, active in a specific direction—that is, to
be what God has intended him to be.

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 San Beda College Alabang
8 Don Manolo Blvd., Alabang Hills Village,
Muntinlupa City, 1770

Integrated Basic Education Department

Primary School

II. MONTHLY TASKS AND PERFORMANCE TASKS

Mission challenges were given to each group of learners, of different levels;

to enhance their skills in coding and building the robots. Mission challenges
were given in such a way that the learners would develop their thinking
abilities through both implicit and explicit instruction to provide possible
means for practicing and honing their ways of thinking.

GRADE 1

Topic Objectives Remarks

Introduction ▪ Create an account in SAM Studio. Discussed
to SAM Studio during the first
▪ Launch and identify the features of
quarter.
SAM Studio.
▪ Name the parts of SAM Studio.
▪ Operate the keyboard and mouse

Introduction ▪ Define software. Discussed

to SAM during the
▪ Become familiar with the SAM
Space second quarter.
Space interface.
▪ Differentiate input blocks from
output blocks.
▪ Create and name a SAM Space
project in SAM Studio.
▪ Build a smart system that turns on a
light using the blocks under the
[INPUTS] and [OUTPUTS] tabs.

An ▪ Define hardware and distinguish Discussed

Introduction during the third
hardware from software.
to SAM Blocks quarter.
▪ Turn a SAM Block on and off such
as RGB LED.
▪ Pair or connect a SAM block, RGB
LED to SAM Space via Bluetooth.
▪ Learn the function of the color
cycle block and include it in the
system.

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 San Beda College Alabang
8 Don Manolo Blvd., Alabang Hills Village,
Muntinlupa City, 1770

Integrated Basic Education Department

Primary School

▪ Create a system that can turn on

a light and cycle through the
colors red, green, and blue every
time the key press virtual key or
space bar key is pressed.
Let’s Build ▪ Explore how the DC Motor and Discussed
Together during the
RGB LED work.
fourth quarter.
▪ Control the DC Motor and RGB
LED blocks using the computer
keyboard key.
▪ Build a prototype robot using the
SAM LABS kit.
▪ Create a system to spin the DC
Motor and light up the RGB LED
with three different colors.

GRADE 2

Topic Objectives Remarks

Introduction ▪ Create an account in SAM Studio. Discussed
to SAM Studio during the first
▪ Launch and identify the features of
quarter.
SAM Studio.
▪ Name the parts of SAM Studio.
▪ Operate the keyboard and mouse

Introduction ▪ Define software. Discussed

to SAM during the
▪ Become familiar with the SAM
Space second
Space interface.
quarter.
▪ Differentiate input blocks from
output blocks.
▪ Create and name a SAM Space
project in SAM Studio.
▪ Build a smart system that turns on a
light using the blocks under the
[INPUTS] and [OUTPUTS] tabs.

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 San Beda College Alabang
8 Don Manolo Blvd., Alabang Hills Village,
Muntinlupa City, 1770

Integrated Basic Education Department

Primary School

An ▪ Define hardware and distinguish Discussed

Introduction during the third
hardware from software.
to SAM Blocks quarter.
▪ Turn a SAM Block on and off such
as RGB LED.
▪ Pair or connect a SAM block, RGB
LED to SAM Space via Bluetooth.
▪ Learn the function of the color
cycle and interval blocks and
include them in the system.
▪ Create a system that can turn on
a light and cycle through the
colors red, green, and blue every
second.

Let’s Build ▪ Explore how the DC Motor and Discussed

Together during the
RGB LED work.
fourth quarter.
▪ Control the DC Motor and RGB
LED blocks using the light sensor as
a button.
▪ Build a prototype robot using the
SAM LABS kit.
▪ Create a system to spin the DC
Motor and light up the RGB LED
with three different colors.

GRADE 3

Topic Objectives Remarks

Introduction ▪ Create an account in SAM Studio. Discussed during
to SAM Studio the first quarter.
▪ Launch and identify the features of
SAM Studio.
▪ Name the parts of SAM Studio.
▪ Operate the keyboard and mouse

Smart Light ▪ Define software. Discussed during

System the second
▪ Distinguish input, output, and
quarter.
behavior blocks.
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 San Beda College Alabang
8 Don Manolo Blvd., Alabang Hills Village,
Muntinlupa City, 1770

Integrated Basic Education Department

Primary School

▪ Become familiar with the SAM

Space interface.
▪ Create and name a SAM Space
project in SAM Studio.
▪ Determine the different input,
output, and behavior blocks.
▪ Build a smart system that turns on a
light using the blocks under the
[INPUTS] and [OUTPUTS] tabs.

An ▪ Define hardware and distinguish Discussed during

Introduction the third quarter.
hardware from software.
to SAM Blocks
▪ Turn a SAM Block on and off such
as RGB LED.
▪ Pair or connect a SAM block, RGB
LED to SAM Space via Bluetooth.
▪ Learn the function of the counter
block, compare block, and color
block, and include them in the
system.
▪ Create a counting system where
the color changes every time the
number increases by one.

Mars Rover ▪ Recognize how vehicles are Discussed during

the fourth
modified to suit their environment.
quarter.
▪ Explain the design and purpose of
the Mars Rover.
▪ Create a system to control a ‘Mars
Rover’ with two different steering
mechanisms and test the steering
control.
▪ Test different steering systems
against each other.

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 San Beda College Alabang
8 Don Manolo Blvd., Alabang Hills Village,
Muntinlupa City, 1770

Integrated Basic Education Department

Primary School

III. COMPETITION

Last March 4, 2023, the San Beda College – Alabang, Integrated Basic
Education Department – Primary School joined the 8th Philippine
ROBOTHON 2O23, SUMOBOT Challenge Apprentice Category held at San
Beda College – Alabang gymnasium.

This category is a game-based competition where two competing robots

aim to outwit and outsmart each other by pushing the other one outside the
arena.

A team composed of three members won a distinction award for SUMOBOT

Apprentice Category.

▪ Philicia M. Libuano – 3 Joseph

▪ Woo Joo Lee – 3 Aaron
▪ Bella Brianna Katigbak – 3 Isaac

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 San Beda College Alabang
8 Don Manolo Blvd., Alabang Hills Village,
Muntinlupa City, 1770

Integrated Basic Education Department

Primary School

IV. STRENGTHS
The world is evolving so rapidly that the technology our students have
today will quickly become obsolete. Robotics activities and programs
are a great way to get kids excited and familiarized with STEAM.

Here are some strengths of robotics implementation in San Beda

College – Alabang Integrated Basic Education Department Primary
School:
▪ Robotics excites the pupils and can generate interest in a future
STEAM career or help the pupils feel more comfortable in STEAM
projects.
▪ Robotics teaches critical thinking skills as the pupils are working on
their projects, they discuss and share specific ideas that they
might need to test out.
▪ Robotics Creates a Space for Inclusive Learning.
▪ The one-on-one implementation in primary schools allows every
student to pursue independent learning. Because of the smaller
class size, the facilitator can easily keep track of each student's
development.

V. WEAKNESS
▪ Once a month session is not enough to complete the activities
needed for each quarter.
▪ Unstable internet connection.

VI. RECOMMENDATION
▪ Increase the robotics sessions to twice a month to complete the
activities needed for each quarter.
▪ If this is not possible, compute the robotics grades every semester
instead of quarterly.

Prepared by:

MS. JESSEL MONTILLA – CARIÑO

FEI STEM Robotics Facilitator