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  • 60-90 minutes

Robot Helpers: What Can Machines Actually Do?

  Some machines can do clever things, like answer questions or move by themselves. Today we find out what a smart machine can really do, and what only a person can do.  

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Robot Helpers: What Can Machines Actually Do?

Your Mission
Become a Robot Detective! Find out what smart machines can and can’t do.
Your mission is to sort real jobs into ‘a machine could do this’ and ‘only a person can do this,’ and show your class what you found out.
The Shape of This Challenge
Discover
✏️ ️ Light, curious
Explore
️ Focused, rising
Create
✏️ Deep, the peak
Reflect
️ Calm, close

Discover

Step 1

Spot the Smart Machines

️ Talk / Verbal
We are learning to notice smart machines we already know about. Your task: Talk with a partner. Name 3 machines you think are smart, machines that can do something clever, not just a toy.
  • 5 minutes.
I can name a smart machine I already know.
→ This helps you become a Robot Detective
Critical ThinkingCommunication
Step 2

Sort the Jobs

️ Hands-on / Kinaesthetic
We are learning to sort real jobs into machine jobs and people jobs.

Some jobs are easy for a machine. Some jobs need a real person.

Your task: Take your picture cards. Sort them into 2 baskets: ‘A Machine Could Do This’ and ‘Only a Person Can Do This.’
  • 8 minutes.
I can sort at least 4 job cards into the right basket.
→ This helps you become a Robot Detective
Critical ThinkingDigital Literacy

Explore

Step 3

Be the Machine!

Move / Stand up
We are learning to act out what a smart machine does. Your task: Stand up! Pick one machine job from your sorted cards. When your partner says ‘Go!’, act out the machine doing its job.
  • 6 minutes.
I can act out one machine job with my body.
→ This helps you become a Robot Detective
CreativityCommunication
Step 4

Why Does It Need a Person?

️ Talk / Verbal
We are learning to explain why some jobs really do need a real person. Your task: Pick one ‘person job’ card. Talk with a partner about why you think a machine couldn’t do it.
  • 5 minutes.
I can give one reason a job needs a real person.
→ This helps you become a Robot Detective
Critical ThinkingCommunication

Create

Step 5

Show What You Found Out

Drawing / Physical
We are learning to share what we learned about machines and people. Your task: Choose ONE way to show one machine job and one person job you sorted: draw them, show and tell, or act them out.
Drawing / Picture Card
1 paper card, max 5 words
around 10 minutes
Show and Tell
60 to 90 seconds spoken
around 5 minutes to prepare
Play-acting Roleplay
60 to 90 seconds
around 5 minutes to prepare
  • 10 minutes.
I can show one machine job and one person job I learned about.
Content CreationCommunication
Step 6

Show and Celebrate

️ Talk / Verbal
We are learning to share our work and celebrate finishing the mission. Your task: Show your work to a friend. Tell them one machine job and one person job. Give each other a high-five.
  • 5 minutes.
I can share what I learned with a friend.
CommunicationReflection
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Tools and Links
Educator notes

TOOLKIT

Picture cards showing everyday jobs and machines.
Open Learning Panel

Educator / Parent Notes

Age, Stage and Prior Learning: P1-P3 (ages 4 to 7), Foundation level. Fully unplugged, uses picture cards and physical sorting, no devices needed.
Before You Start: Prepare picture cards showing a mix of jobs, some machines can do (sorting objects, answering a simple question) and some only a person can do (comforting a friend, telling a joke that makes sense).
How to Open This: "Today we're Robot Detectives! We're going to find out what smart machines can really do, and what jobs still need a real person."
Scheduling: Roughly 30 to 40 minutes total, works well as a standalone session.
If a Pupil Gets Stuck: If a child is unsure, sort the first 2 cards together as a whole group before letting pairs try their own set.
For Fast Finishers: Ask fast finishers to think of one job a machine does now that it couldn't do a few years ago.
Marking Guidance: There's no wrong answer here. Look for genuine reasoning, can the child explain why they sorted a card the way they did.
Open Learning Panel

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