40 minutes per lab
Unit Essential Question(s)
- How can anything be engineered to solve an authentic problem?
- How can the iterative process be used to create a sequence of movements for the float to accomplish in the parade?
The following concepts will be covered throughout this Unit:
- How to design a solution to an authentic problem.
- How to sequence behaviors into the correct order to create a solution to a problem.
Click on the following tabs for a summary of what the students will do and learn in each lab.
Unit Standards will be addressed in every Lab within the Unit.
Computer Science Teachers Association (CSTA)
CSTA 1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
How Standard is Achieved: In Lab 1 Play sections, students will decompose the steps needed to successfully navigate their Code Base robot through two Challenge Courses.
In Lab 2 Play sections, students will create a pseudocode (step-by-step outline) to plan their project for their float to move around the parade route based on how they broke down the steps needed to complete the parade. They will run their project and troubleshoot for mistakes and errors while working together to come up with solutions to have their parade float go through the parade route successfully.
In Lab 3 Engage and Play sections, students will break down the steps needed to design and move their parade float through the class parade route successfully. They will work together to test and improve their projects.
International Society for Technology in Education (ISTE)
ISTE - (3) Knowledge Constructor - 3d: Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
How Standard is Achieved: In Lab 1 Play sections, students will build connections between real-world parade floats by the Code Base robot driving through a route. They will create that experience in the classroom by coding their Code Base robot.
In Lab 2, In Play Part 1, students will work in groups to use typical classroom materials to create a unique float based on their initial planned designs. Students experience the real-world design process as they work to create their parade float out of classroom materials.
In Lab 3 Play sections, students will apply their study of the real-world challenges of building and navigating a parade float by designing one for a class parade. They will test their project by participating in a class parade in Play Part 2.
Common Core State Standards (CCSS)
CCSS.MATH.CONTENT.K.G.A.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
How Standard is Achieved: In each Lab, students will use VEXcode GO to navigate their robot through different courses as they complete coding challenges. Students will use spatial reasoning skills to mentally map how the robot should move and navigate through the challenges.
In the Play sections, students will need to use directional words such as turn right 90 degrees, or drive forward 200 mm and gestures to communicate how their robot should navigate the courses. Teachers will be prompted in the Play sections to have the students communicate the spatial reasoning concepts. During Lab 2, students will design, build, and attach a parade float to their Code Base robot. Students will use spatial language such as on top of, next to, under, and behind in order to communicate how to attach and design the parade float to the Code Base robot.