Curriculum Technology grades 9-12 Robotics FW - mpsri.net · • Standards for Technological ......

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Curriculum Writers: Zack Fenster, Gail Sullivan-McCune, and Allen Waite

June 2016

MIDDLETOWN PUBLIC SCHOOLS

ROBOTICS CURRICULUM

GRADES 9-12

Middletown High School

MIDDLETOWN PUBLIC SCHOOLS ROBOTICS CURRICULUM GRADES 9-12 Curriculum Writers: Zack Fenster, Gail Sullivan-McCune, and Allen Waite

6/21/2016 Middletown Public Schools 1



he Middletown Public Schools Applied Arts/Technology Curriculum for grades 9-12 was completed June 2016 by a team of 9-12 teachers. The team, identified as the Applied Arts/Technology Curriculum

Writers referenced extensive resources to design the document that included but are not limited to: •

• Standards for Technological Literacy (STL)

• The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (CCSS)

• Best Practice, New Standards for Teaching and Learning in America’s Schools

• Classroom Instruction That Works

• Differentiated Instructional Strategies

• Model curriculum documents from several states

• Educational websites

• Webb’s Depth of Knowledge

The curriculum identifies what all students should know and be able to do in technology education. Each grade or course draws from Standards for Technology Literacy, National Educational Technology

Standards, and Common Core State Standards for ELA, and includes research-based instructional strategies, and resources, map (or suggested timeline), rubrics, and checklists.

The curriculum provides learners with a sequential comprehensive education in Science through the study of Standards for Technology Literacy (STL)

• The Nature of Technology

• Technology and Society

• Design

• Abilities for a Technological World

• The Designed World

The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students

• Creativity and Innovation

• Communication and Collaboration

• Research and Information Fluency

• Critical Thinking, Problem Solving, and Decision Making

• Digital Citizenship

• Technology Operations and Concepts

Common Core State Standards for English Language Arts that includes:

• College and Career Readiness Anchor Standards for Reading

• College and Career Readiness Anchor Standards for Writing

The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g.

• Employ strategies of “best practice” (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and

challenging).

T

RESEARCH-BASED INSTRUCTIONAL STRATEGIES

Mission Statement Our mission is to engage all students

in a challenging, sequential, and

differentiated technology education

curriculum that will develop critical

thinkers, problem solvers, and effective

communicators



• Differentiate instruction by varying the content, process, and product and implementing

o anchoring

o cubing

o jig-sawing

o pre/post assessments

o think/pair/share

o tiered assignments

• Analyze formative assessment to direct instruction.

• Provide exemplars and rubrics.

• Provide opportunities for independent, partner and collaborative group work.

• Address multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist).

• Facilitate the integration of technology

• Facilitate peer and self-evaluation

REQUIRED COMMON ASSESSMENTS

• Design and engineer a testbed

• Design and engineer an Automated Guided Vehicle (robot)

SUGGESTED ASSESSMENTS

• Anecdotal records

• Compiling data

• Conferencing

• Data analysis

• Exhibits

• Interviews

• Graphs

• Graphic organizers

• Journals

• Models

• Oral presentations

• Problem/Performance based/common tasks/unit

• Rubrics/ checklists

• Tests and quizzes

• Technology

• Think-alouds

• Writing genres

o Argument

o Information

COMMON and SUGGESTED ASSESSMENTS



Textbook

• NA

Books/ supplementary

• Robot Museums

• “Popular Mechanics”

Technology

• Computers

• Projectors

• Elmo

• Multimedia, e.g. PowerPoint™, video recording or equivalent, discussion boards

Materials

• ROBOTC software

• VEX Robotics kits

• Tools, e.g. wrenches

Web Sites

• BBC Technologies www.bbc.com/news/technology

• NY Times Technology www.nytimes.com/pages/technology

• MIT Review Technology www.technologyreview.com

• Sample ROBTC

Lhttp://www.education.rec.ri.cmu.edu/products/teaching_robotc_cortex/setup/sample/download_samp

le.pdf

• Common Core Standards (http://www.corestandards.org/)

• Standards for Technological Literacy http://www.iteawww.org

RESOURCES FOR ROBOTICS



STANDARDS BENCHMARKS

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENT

EVIDENCE

THE NATURE OF

TECHNOLOGY Standards for Technological Literacy (STL)

1. Students will develop an understanding of the characteristics and scope of technology. In order to

comprehend the scope of technology, students in Grades 9-12 should learn that (STL #1):

1.1 The nature and development of technological knowledge and processes are functions of the

setting. (STL # 1)

Essential knowledge and skills

• Understand that robotics is a form of technology that is covered in the manufacturing,

military, medical etc.

• Analyze and evaluate how robotics are used in many different settings, e.g. drones, factories,

medical, home and private setting.

Assessments

• Research new robotic systems and

present PowerPoint™ or equivalent etc.

explaining movements, how it affects

society, positive and negative effects,

what is its purpose, why do you think

this robot is importance

Academic Vocabulary

• industry

• manufacturing

• medical

• process

• robotics

• technology

Student Activities

Websites/Resources

• BBC Technologies

www.bbc.com/news/technology

• NY Times Technology

www.nytimes.com/pages/technology

• MIT Review Technology

www.technologyreview.com

• Introduction to Robotics PowerPoint™ (teacher

generated)

1.2 The rate of technological development and diffusion is increasing rapidly. (STL # 1.2)


• Explain how new technologies create new processes, e.g. jobs, manufactured goods,

services.

• Summarize how manufacturing/engineering/software techniques and processes have

evolved.

• Recognize how robots and their technology continue to grow and change, e.g. naturalized

movements and programming with movements and language.

TEACHER NOTES

See complete

instructional strategies

list in the introduction

RESOURCE NOTES

See complete resource


ASSESSMENT

NOTES

See complete

assessment list in

the introduction

REQUIRED

COMMON

ASSESSMENTS

• Design and

engineer a

testbed

• Design and

engineer an

Automated

Guided Vehicle

(robot)




INSTRUCTIONAL

STRATEGIES


EVIDENCE

• Interpret how advances in techniques and technology impact modern global manufacturing

and all fields such as medical.

• Compare and contrast current advantages and disadvantages common manufacturing

techniques and processes.

Assessments

• Research new robotic systems and

present multi-media, e.g. video

recording, PowerPoint™ or equivalent,

discussion boards, etc. explaining

movements, how it affects society,

positive and negative effects, what is

its purpose, why do you think this

robot is importance

Academic Vocabulary

• diffusion

• language

• manufacturing

• naturalized movements

• processes

• robotics

• technology

Student Activities

Websites/Resources







1.3 Inventions and innovations are the results of specific, goal-directed research.


• Understand that robotics technology is the result of specific goal-directed research and

societal needs (STL # 1.3)

Assessments

Academic Vocabulary

• robotic technology

Student Activities

• Cite evidence and argue positive or

negative reasons regarding robotic

applications such as drones, medical

operating robots, etc.

Websites/Resources










INSTRUCTIONAL

STRATEGIES


EVIDENCE

• Introduction to Robotics PowerPoint (teacher

generated)

• Robot Museums

• Popular Mechanics

• Other websites

2. Students will develop an understanding of the core concepts of concepts. In order to recognize core

concepts of technology, students in Grades 9-12 should learn that (STL #2):

2.1 Systems thinking applies logic and creativity with appropriate compromises in complex real-life

problems. (STL # 2.1)


• Understand that a complete system includes inputs, process, and output monitor

• Analyze and synthesize a real life problem and apply fundamental robotic skills to design a

solution for the problem.

• Understand and apply the steps of robotic design that include research, brainstorming,

sketches, and product retest, evaluate and redesign.

Assessments

• Apply the steps of robotic design:

research, brainstorming, concept and

technical sketches, product retest,

evaluate and redesign.

• Engineer an Automated Guided Vehicle

(robot) that will house all of the sensors

that will determine if students know how

to code each sensor and their practical

applications.

• Troubleshoot failures in the subsystems

in order for the robot to function

properly

Academic Vocabulary

• brainstorming

• concept sketch

• input

• logic

• logical

• output

• process

• robotic design

• systems thinking

• technical sketches

• technology

Student Activities

Websites/Resources









INSTRUCTIONAL

STRATEGIES


EVIDENCE


• Updated robotic book

2.2 Systems, which are the building blocks of technology, are embedded within larger technological,

social, and environmental systems. (STL # 2.2)


• Understand that robotics technology is a foundational tool that is utilized in the fields of

construction, military, medical, manufacturing industry, etc.

• Explain and demonstrate how with the development of new robotics technologies, robotics

are embedded in larger systems to efficiently complete given tasks.

Assessments

• Explain and demonstrate how robotic

systems are embedded in larger

technological systems such as

construction/manufacturing.

• Engineer construction vehicles/ transfer

system (conveyor belts) that will

reinforce that robotics are embedded in

larger systems.

Academic Vocabulary

• construction

• embedded

• manufacturing

• robotic technology

• systems

Student Activities

Websites/Resources

• ROBOTC software







2.3 The stability of a technological system is influenced by all of the components. (STL # 2.3)


• Understand that testbeds are used to test system functions.

• Understand that in order for a robot to function, all of the subsystems (sensors, motors,

body, CPU, manipulators, drivetrain, and programming are critical for the robot to perform

successfully.




INSTRUCTIONAL

STRATEGIES


EVIDENCE

• Analyze the subsystems (sensors, motors, body, CPU, manipulators, drivetrain, programming)

realizing if one subsystem fails the whole system fails.

• Problem solve, solve, and resolve to ensure that all systems are functioning properly.

Assessments

• Design and engineer a testbed that will

house all of the sensors and will

determine if students can successfully

code each sensor and their practical

applications. Troubleshoot and resolve

failures in the subsystems in order for the

robot to function properly.

• Design and engineer an Automated

Guided Vehicle (robot) that will house all

of the sensors that will give the students

an opportunity to learn how to code each

sensor and their practical applications.

Troubleshoot and resolve failures in the

subsystems in order for the robot to

function properly.

Academic Vocabulary

• body

• CPU

• drivetrain

• manipulators

• motors

• problem solve

• robot

• sensors

• subsystems

• system

• troubleshoot

Student Activities

Websites/Resources

• ROBOTC software







2.4 The stability of a technological system is influenced by all of the components in the system,

especially those in the feedback loop. (STL # 2.4)


• Understand that in order for a robot to function, all of the subsystems are critical for it to

perform successfully especially the one the sensors that provide feedback (light sensor, line

follower, sonar, limit switch, bump switch, potentiometer, digital encoder)




INSTRUCTIONAL

STRATEGIES


EVIDENCE

Assessments





applications.

• Analyze information in the feedback loop

and troubleshoot failures in the


function properly

• Engineer a robot (prototype) that will




applications.


and troubleshoot failures in the


function properly.

Academic Vocabulary

• bump switch

• digital encoder

• feedback loop

• light sensor

• limit switch

• potentiometer

• sonar

Student Activities

Websites/Resources

• ROBOTC software







2.6 Requirements involve the identification of criteria and constraints of a product or system and

the determination of how they affect the final design and development. (STL # 2.6) Essential knowledge and skills

• Given the limitation and constraints of a given situation, identify the relevance of final robot

design.

• Differentiate the specific sensors/motors/ and hardware for specific tasks.

• Understand that every robot has to have a body/manipulator/CPU/sensors/drivetrain/power

source and has a function.




INSTRUCTIONAL

STRATEGIES


EVIDENCE

Assessments





applications.


and troubleshoot and resolve failures in

the subsystems in order for the robot to

function properly.

• Engineer a robot (prototype) that will




applications.


and troubleshoot and resolve failures in

the subsystems in order for the robot to

function properly.

Academic Vocabulary

• constraints

• drivetrain

• limitation

• manipulator

• motors

• power source

• sensors

Student Activities

Websites/Resources

• ROBOTC software







2.8 New technologies create processes. (STL # 2.8) Essential knowledge and skills

• Explain and analyze how robotics and manufacturing systems may use be used to define and

construct an effective final complete processes and or product.

• Understand with the development of new robotics technologies, the way we manufacture

goods, construct buildings perform medical procedures, and all other related fields will

create new processes.




INSTRUCTIONAL

STRATEGIES


EVIDENCE

Assessments

• Cite evidence and write/explain how new

technologies create processes.

Academic Vocabulary

• manufactured goods

• medical procedures

• robotics

Student Activities

Websites/Resources







2.9 Quality control is a planned process to ensure that a product, service, or system meets

established criteria. (STL # 2.9) Essential knowledge and skills

• Understand that quality control is relative to robotics because the robot should perform and

complete the task it is designed and programmed according to the given variables and

constraints.

Assessments






• Troubleshoot and resolve failures in the


function properly.

Academic Vocabulary

• constraints

• limitations

• product

• quality control

• system

Student Activities

Websites/Resources










INSTRUCTIONAL

STRATEGIES


EVIDENCE

2.11 Complex systems have many layers of controls and feedback loops to provide information. (STL

#2.11) Essential knowledge and skills

• Understand that a robot is made up of subsystems and that each subsystems provides

feedback and information.

• Understand that feedback and information provided by the subsystems help troubleshoot

possible mechanical or programming errors.

Assessments






• Troubleshoot and resolve failures in the


function properly.

Academic Vocabulary

• controls

• feedback

• feedback loops

• programming

Student Activities

Websites/Resources

• ROBOTC software







3. Students will develop an understanding of the relationships among technologies and the connections

between technology and other fields of study. In order to appreciate the relationships among

technologies, as well as with other fields of study, students in Grades 9-12 should learn that (STL #3):




INSTRUCTIONAL

STRATEGIES


EVIDENCE

3.1 Technology transfer occurs when a user applies an existing innovation developed for one

purpose in a different function. (STL # 3.1) Essential knowledge and skills

• Understand that a robots processes evolve with current and future societal needs. (Drones

developed for military, now used for shipping, building etc.

Assessments

• Cite evidence and write/explain how robots

processes might evolve with societal needs.

(Drones developed for military, now used

for shipping, building etc.

Academic Vocabulary

• coding

• drones

• innovation

• technology Transfer

Student Activities

Websites/Resources







TECHNOLOGY AND

SOCIETY

4. Students will develop an understanding of the cultural, social, economic, and political effects of

technology. In order to recognize the changes in society caused by the use of technology, students in

Grades 9-12 should learn that (STL #4):

4.2 Making decisions about the use of technology involves weighing the trade-offs between the

positive and negative effects. (STL # 4.2)


• Analyze and explain how robots have a negative and positive effect on society by taking away

jobs. increase quality, efficiency, etc.

• Compare and contrasts positive and negative effects robots have on society.

• Understand with robotic technologies new careers will develop.

Assessments

• Research new robotic systems and present

Multimedia, e.g. PowerPoint™, video

recording or equivalent, discussion boards,

explaining movements, how it affects

society, positive and negative effects, what

Academic Vocabulary

• positive/ negative

• trade-offs

TEACHER NOTES

See complete



RESOURCE NOTES



ASSESSMENT

NOTES

See complete

assessment list in

the introduction

REQUIRED

COMMON

ASSESSMENTS

• Design and

engineer a

testbed

• Design and

engineer an

Automated

Guided Vehicle

(robot)




INSTRUCTIONAL

STRATEGIES


EVIDENCE

is its purpose, why do you think this robot

is importance.

Student Activities

• Draw a concept web.

Websites/Resources





• MIT Review technology


4.3 Ethical considerations are important in the development, selection, and use of technologies. (STL

# 4.3)


• Compare and contrast the problems with different uses of drones or other military robots.

• Analyze why robots should be designed and programmed with ethical consideration.

• Analyze and synthesize why robotic design and implementation need to be formatted with

the safety of the general public as a top concern.

Assessments

• Compare and contrast ethical and unethical

applications of technologies/robotics

Academic Vocabulary

• ethical

Student Activities

• List ethical and no ethical points of

consideration

Websites/Resources







7. Students will develop an understanding of the influence of technology on history. In order to be aware

of the history of technology, students in Grades 9-12 should learn that (STL #7):

7.2 The evolution of civilization has been directly affected by, and has in turn affected, the




INSTRUCTIONAL

STRATEGIES


EVIDENCE

development and use of tools and materials. (STL # 7.2)


• Understand that robots have directly affected our civilization by changing the way

manufactured goods, military operations, increased safety in several applications, and helped

advance the medical field and are being utilized in all different fields.

Assessments

• Cite evidence that have directly affected

our civilization by changing the way

manufactured goods, military operations,

increased safety in several applications, and

helped advance the medical field and are

being utilized in all different fields.

Academic Vocabulary

• manufactured goods

• medical field

• safety

Student Activities

Websites/Resources







7.3 Throughout history, technology has been a powerful force in reshaping the social, cultural,

political, and economic landscape. (STL # 7.3)

Essential knowledge and skills •••• Throughout history, ROBOTICS technology has been a powerful force in reshaping the

social, cultural, political, and economic landscape by changing the way manufacture

goods, military operations, increased safety in several applications, and helped

advanced the medical field and are being utilized in all different fields.

Assessments

• Cite evidence that ROBOTICS technology

has been a powerful force in reshaping the

social, cultural, political, and economic

landscape

Academic Vocabulary

• cultural landscape

• economic landscape

• political landscape

• social landscape




INSTRUCTIONAL

STRATEGIES


EVIDENCE

Student Activities

Websites/Resources







7.8 The Information Age places emphasis on the processing and exchange of information. (STL # 7.8)


• Understand that robotic technology is relevant to the information age.

• Explain how In order for a robot to successfully operate, processing and exchanging

information occurs from programming to the robot.

• Understand that information is exchanged from the feedback of the sensors.

Assessments


house all of the sensors and will determine

if students can successfully in the


function properly. Code each sensor and

their practical applications. Troubleshoot

and resolve failures.

• Design and engineer an Automated Guided

Vehicle (robot) that will house all of the

sensors that will determine students’ ability





Academic Vocabulary

• feedback

• information

• information age

• sensors

Student Activities

Websites/Resources

• ROBOTC software









INSTRUCTIONAL

STRATEGIES


EVIDENCE


DESIGN

9. Students will develop an understanding of engineering design. In order to comprehend engineering

design, students in grades 9-12 should learn that (STL #9):

9.1 Established design principles are used to evaluate existing designs, to collect data, and to guide

the design process. (STL # 9.1).


• Understand that limitations and constraints of any given situation/need are used to evaluate

existing designs, to collect data, and to guide the design process of engineering a robot.

Assessments

• Applies the steps of robotic design:

research, brainstorming, sketches,

product retest, evaluate and redesign.





applications

Academic Vocabulary

• constraints

• data

• design process

• limitations

• problem

Student Activities

Websites/Resources

• ROBOTC software







9.3 A prototype is a working model used to test a design concept by making actual observations and

necessary adjustments. (STL # 9.3).


• Develop a prototype for a complex model (robot) to manipulate and test ROBOT programing

which will allow for actual observations in programming or mechanical complications.

TEACHER NOTES

See complete



RESOURCE NOTES



ASSESSMENT

NOTES

See complete

assessment list in

the introduction

REQUIRED

COMMON

ASSESSMENTS

• Design and

engineer a

testbed

• Design and

engineer an

Automated

Guided Vehicle

(robot)




INSTRUCTIONAL

STRATEGIES


EVIDENCE

• From the feedback of the prototype make the necessary adjustments to the prototype in

order for it to be successful.

Assessments

• Design and engineer a prototype (testbed)

that will house all of the sensors and will

determine if students can successfully in the

subsystems in order for the robot to function

properly. Code each sensor and their practical

applications.

• Troubleshoot failures.

Academic Vocabulary

• design concept

• prototype

Student Activities

Websites/Resources

• ROBOTC software







9.4 The process of engineering design takes in account a number of factors. (STL # 9.4)


• Understand that in order to successfully design a robot that a number of limitations and

constraints affect the design and programming of any given robot in order for it to complete

a specific task.

Assessments

• Applies the steps of robotic design: research,

brainstorming, sketches, product retest,

evaluate and redesign.

Academic Vocabulary

• constraints

• engineering design

• limitations

Student Activities

Websites/Resources









INSTRUCTIONAL

STRATEGIES


EVIDENCE


10. Students will develop an understanding of the role of troubleshooting, research and development,

invention and innovation, and experimentation in problem solving. In order to be able to comprehend

other problem-solving approaches, students in Grades 9-12 should learn that (STL # 10).

10.2 Technological problems must be researched before they can be solved. (STL # 10.2)


• Troubleshoot and solve mechanical issues with their VEX robotics by researching possible

solutions on VEX, PLTW Forums or Google

• Troubleshoot and solve ROBOTC programming issues by researching possible solutions on

VEX Forums or Google.

Assessments


house all of the sensors and will determine if

students can successfully in the subsystems

in order for the robot to function properly.

Code each sensor and their practical


failures.



sensors that will determine students ability





Academic Vocabulary

• technological problems

Student Activities

Websites/Resources

• Vex Forums

• ROBOTC software









INSTRUCTIONAL

STRATEGIES


EVIDENCE


ABILITIES FOR THE

TECHNOLOGICAL WORLD

12. Students will develop the abilities to use and maintain technological products and systems. As part of

learning how to use and maintain technological products and systems, students in Grades 9-12 should be

able to (STL #1):

12.1 Document processes and procedures and communicate them to different audiences using

appropriate oral and written techniques. (STL # 12.1).


• Demonstrate proper documentation of the design process involved with engineering a robot

Assessments

• Demonstrate proper documentation of the

design process involved with engineering a

robot and share with peers.

Academic Vocabulary

• technological products

• technological systems

Student Activities

• ISO 9000

Websites/Resources







12.2 Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to

repair it. (STL # 12.2).


• Troubleshoot and solve mechanical issues with their VEX robotics.

• Troubleshoot and solve ROBOTC programming issues

Assessments




Academic Vocabulary

• malfunctioning

TEACHER NOTES

See complete



RESOURCE NOTES



ASSESSMENT

NOTES

See complete

assessment list in

the introduction

REQUIRED

COMMON

ASSESSMENTS

• Design and

engineer a

testbed

• Design and

engineer an

Automated

Guided Vehicle

(robot)




INSTRUCTIONAL

STRATEGIES


EVIDENCE




failures.








Student Activities

Websites/Resources

• ROBOTC software







12.3 Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision.

(STL # 12.3).


• Analyze and troubleshoot mechanical issues with their VEX robotics to ensure safe and

proper function and precision.

• Analyze and troubleshoot ROBOTC programming issues to ensure safe and proper function

and precision

Assessments







failures.


Academic Vocabulary

• analyze

• troubleshoot




INSTRUCTIONAL

STRATEGIES


EVIDENCE







Student Activities

Websites/Resources

• ROBOTC software







12.4 Operate systems so that they function in the way they were designed. (STL # 12.4).


• Program, identify & use open and closed loop systems.

• Describe how input and output devices are part of an open and closed loop system.

• Explain the purpose of a pseudocode.

• Describe functions of ROBOTC computer programming.

• Identify how functions of a computer program can be applied to perform a task.

• Operate output devices to perform a function.

• Relate sensor input to the environment being measured.

• Create pseudocode to perform a task.

• Construct a control program to accomplish an objective such as motor reacting to the

environment.

• Modify an open loop system to be a closed loop system using sensors.

Assessments

• Design, engineer, program a testbed that will






failures.

Academic Vocabulary

• closed loop system

• open loop system

• output devices

• pseudocode

• sensor input




INSTRUCTIONAL

STRATEGIES


EVIDENCE

• Design, engineer and program an Automated

Guided Vehicle (robot) that will house all of

the sensors that will determine students

ability to code each sensor and their

practical applications. Troubleshoot and

resolve failures in the subsystems in order

for the robot to function properly.

Student Activities

Websites/Resources

• ROBOTC software







12.5 Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and

evaluate data and information in order to communicate. (STL # 12.5).


• Use motor and sensor feedback to interpret and evaluate data and information from their

robot

Assessments






applications.

• Troubleshoot and failures by using motor

and sensor feedback to interpret and

evaluate data and information from their

robot





Academic Vocabulary

• access

• data

• evaluate

• interpret

• organize

• process

• retrieve




INSTRUCTIONAL

STRATEGIES


EVIDENCE

applications. Troubleshoot failures in the

subsystems in order for the robot to function

properly.

Student Activities

Websites/Resources

• ROBOTC software







THE DESIGNED WORLD

17 Students will develop an understanding of and be able to select and use information and

communication technologies. In order to select and use information and communication technologies,

students in Grades 9-12 should learn that (STL #17):

17.1 Information and communication technologies include the inputs, processes, and outputs

associated with sending and receiving information. (STL # 17.1).


• Understand that robotic technologies include the inputs, processes, and outputs associated

with sending and receiving information through the use of sensors and the feedback loop.

Assessments






applications.

• Troubleshoot and resolve failures by using

motor and sensor feedback to interpret and

evaluate data and information from their

robot

Academic Vocabulary

• feedback loop

• information and communication

technologies

• input

• outputs

• processes

• sending/receiving information

• sensors

TEACHER NOTES

See complete



RESOURCE NOTES



ASSESSMENT

NOTES

See complete

assessment list in

the introduction

REQUIRED

COMMON

ASSESSMENTS

• Design and

engineer a

testbed

• Design and

engineer an

Automated

Guided Vehicle

(robot)




INSTRUCTIONAL

STRATEGIES


EVIDENCE

Student Activities

Websites/Resources

• ROBOTC software







17.2 Information and communication systems allow information to be transferred from human to

human, human to machine. (STL # 17.2).


• Demonstrate that information transfers when programming a robot to perform a specific

task.

Assessments

• Design, program and engineer an Automated

Guided Vehicle (robot) that will house all of

the sensors that will determine students

ability to code each sensor and their

practical applications. Troubleshoot and

resolve failures in the subsystems in order

for the robot to function properly

Academic Vocabulary

• human to human

• human to machine

• information and communication systems

• programming

• transfer

Student Activities

Websites/Resources

• ROBOTC software







17.6 Technological knowledge and processes are communicated using symbols, measurement,

conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and

tactile stimuli. (STL # 17.6).




INSTRUCTIONAL

STRATEGIES


EVIDENCE


• Understand and demonstrate that technological knowledge and processes are

communicated through a variety of technological tools, using ROBOTC language.

Assessments

• Design, program and engineer an

Automated Guided Vehicle (robot) that will

house all of the sensors that will determine

students ability to code each sensor and

their practical applications. Troubleshoot


robot to function properly

Academic Vocabulary

• conventions

• graphic images

• icons

• language

• measurement

• symbols

• technological knowledge and processes

Student Activities

Websites/Resources

• ROBOTC software







19.5 The interchangeability of parts increases the effectiveness of manufacturing processes. (STL

#19):


• Understand & demonstrate that robot parts (sensors, motors, framework, manipulators,

drive train power sources etc.) can be used on any robot to complete any given task.

• Understand and demonstrate that robot parts are universal.

Assessments

• Design, program and engineer an

Automated Guided Vehicle (robot) that will

house all of the sensors that will determine

students’ ability to code each sensor and

their practical applications.

• Engineer construction vehicles/ conveyor

belts (transfer system) that will reinforce

Academic Vocabulary

• effectiveness

• interchangeability

• manufacturing processes




INSTRUCTIONAL

STRATEGIES


EVIDENCE

that robotics are embedded in larger

systems.

Student Activities

Websites/Resources

• ROBOTC software







COMMON CORE ELA

(Science and Technical

Subjects)

Reading

Informational

Text

COMMON CORE ELA (Science and Technical Subjects)

Students

Key Ideas and Details

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text.

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the

text.

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in

which the points are made, how they are introduced and developed, and the connections that are

Craft and Structure

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and

tone (e.g., how the language of a court opinion differs from that of a newspaper).

TEACHER NOTES

See complete



RESOURCE NOTES



ASSESSMENT

NOTES

See complete

assessment list in

the introduction

REQUIRED

COMMON

ASSESSMENTS

• Design and

engineer a

testbed

• Design and

engineer an

Automated

Guided Vehicle

(robot)




INSTRUCTIONAL

STRATEGIES


EVIDENCE

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular

sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric

to advance that point of view or purpose.

Integration of Knowledge and Ideas

RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both

print and multimedia), determining which details are emphasized in each account.

RI.9-10.8 Delineate and evaluate the argument and specific claims in a text,

assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements

and fallacious reasoning.

RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell

Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”),

including how they address related themes and concepts.

Range and Level of Text Complexity

RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text

complexity band (Lexile rates 1080-1305) proficiently, with scaffolding as needed at the high end of the range.

RI.9-10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–

10 text complexity band (Lexile rates 1080-1305) independently and proficiently.

COMMON CORE ELA

(Science and Technical

Subjects)

Writing

Arguments and

The student

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that establishes clear relationships among claim(s), counterclaims,

TEACHER NOTES

RESOURCE NOTES

ASSESSMENT

NOTES




INSTRUCTIONAL

STRATEGIES


EVIDENCE

Informational

Texts

reasons, and evidence. (W.9-10.1a)

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the

strengths and limitations of both in a manner that anticipates the audience’s knowledge level

and concerns. (W.9-10.1b)

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and

clarify the relationships between claim(s) and reasons, between reasons and evidence, and

between claim(s) and counterclaims. (W.9-10.1c)

d. Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing. (W.9-10.1d)

e. Provide a concluding statement or section that follows from and supports the argument

presented. (W.9-10.1e)

W.9-10.2 Write informative texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the

effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important

connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,

tables), and multimedia when useful to aiding comprehension. (W.9-10.2a)

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the

audience’s knowledge of the topic. (W.9-10.2b)

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion,

and clarify the relationships among complex ideas and concepts. (W.9-10.2c)

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

(W.9-10.2d)

e. Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing. (W.9-10.2e)

f. Provide a concluding statement or section that follows from and supports the information or

explanation presented (e.g., articulating implications or the significance of the topic). (W.9-

10.2f)

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