Second/Fourth 9 weeks
This curriculum map is a constantly monitored and edited document by building specific administration and teachers. Changes may occur throughout the school year to stay updated with state requirements. Any questions regarding content should be directed towards the teacher of your child’s class or content area.
Overview
The second/fourth 9 weeks of STEM we will cover the following topics:
Coding using Physical Technology
Standards
VEX IQ
Sphero Edu
Microbits
CSTA K-12 Computer Science Standards
2-A-2-1 Solicit and integrate peer feedback as appropriate to develop or refine a program.
2-A-6-10 Use an iterative design process (e.g., define the problem, generate ideas, build, test, and improve solutions) to solve problems, both independently and collaboratively.
CT.L2-03 Define an algorithm as a sequence of instructions that can be processed by a computer.
CD.L2-01 Recognize that computers are devices that execute programs.
CD.L2-02 Identify a variety of electronic devices that contain computational processors.
CD.L2-03 Demonstrate an understanding of the relationship between hardware and software.
CD.L3A-04 Compare various forms of input and output.
CL.L2-03 Collaborate with peers, experts, and others using collaborative practices such as pair programming, working in project teams, and participating in group active learning activities
CT.L1:6-01 Understand and use the basic steps in algorithmic problem-solving
CT.L1:6-02 Develop a simple understanding of an algorithm using computer-free exercises
CPP.L1:6-05 Construct a program as a set of step-by-step instructions to be acted out
2-A-5-7 Create variables that represent different types of data and manipulate their values.
CL.L2-03 Collaborate with peers, experts, and others using collaborative practices such as pair programming, working in project teams, and participating in group active learning activities.
CL.L2-04 Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.
CL.L3A-01 Work in a team to design and develop a software artifact.
K-12 Computer Science Framework Core concept: Control Structures
CL.L2-05 Implement problem solutions using a programming language, including: looping behavior, conditional statements logic, expressions, variables, and functions.
CL.L3A-03 Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
CL.L2-03 Collaborate with peers, experts, and others using collaborative practices such as pair programming, working in project teams, and participating in group active learning activities.
CL.L2-04 Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.
CL.L2-05 Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables, and functions.
Student Objectives: "I can"
Below are the learning targets for the second/fourth 9 weeks in 6th grade STEM:
VEX IQ
Students will be able to:
Follow building instructions to assemble the VEX IQ Testbed.
Students will be able to identify the correct output for each sensor.
Bumper Switch: tells the robot whether the bumper is pressed (value = 1) or released (value = 0).
Color Sensor: tells the robot whether there is a near object detected and if so, the color it is. Also, detects brightness levels.
Distance Sensor: tells the robot how far away the nearest object/surface is.
Gyro Sensor: tells the robot its heading and/or how much it has turned. When turned to the left (counterclockwise), its readings increase and decrease if turned clockwise.
Touch LED: tells the robot whether a user is pressing it (value = 1) or it is released (value = 0) it and can also display a colored light to indicate its status or different parts of a project.
Be able to identify the blocks associated with each sensor in the Sensing category.
Sensing blocks will not appear until the chosen sensor is configured.
Print sensor values to the Brain’s screen using the print block.
Identify programming behaviors.
Program the Autopilot to drive forward and in reverse.
Explore drivetrain programming blocks and test student created programs.
Explain what a robot behavior is and recognize the three types of behaviors.
Program the Autopilot to turn right and left.
Explore drivetrain programming blocks and test student created programs.
Build an Autopilot robot and attach the Bumper Switch and the Smart Sensors.
Program the Autopilot to change its velocity while driving forward, in reverse, and while turning.
Evaluate student projects to improve and enhance them.
Analyze building directions and create a robot to complete a specific task.
Analyze directions to configure and program a robot to complete a series of tasks.
Explain and use loops to create a project with repeated movements.
Create a project that follows specific student created pseudocode that will direct their robot to dance.
Decompose problems into smaller subproblems to facilitate the program development process
Program the Autopilot to follow a specific path
Compare and refine algorithms for the same task and determine which is the most appropriate
Use operator blocks to make the robot move a precise distance
Test and debug a program to make sure it runs accurately
Describe choices made during program development using comments and presentations
Sphero Edu
Students will be able to:
Connect a robot
Aim a robot
Drive a robot
Tell a story with BOLT using movement, lights, and sound.
Program blocks to execute asynchronously and synchronously.
Use delay blocks to ensure a program runs as designed.
Program custom animations on BOLT’s LED matrix.
Use loop forever and loop x times blocks to make programs execute blocks repeatedly.
Program BOLT to respond to events.
Modify a game to make it more fun for a user.
Define and use controls, including if/then/else statements.
Create a game to play with friends.
Use BOLT’s orientation sensor to control program execution.
Create a program using a nested if else control blocks structure to check for multiple conditions.
Use BOLT’s light sensor to control program execution.
Program a function with a parameters to organize code.
Create code from pseudocode.
Define and use variables, conditionals, loops, random within bounds, and data types.
Micro:bits
Students will be able to:
Exercise creativity and resourcefulness by coming up with ideas for using simple household materials to accommodate the micro:bit’s size and weight in many different ways.
Test and iterate using different materials and sizes in order to create an optimal design to house the micro:bit and battery pack
Learn how to download programs and move them to the micro:bit file to run on the micro:bit.
Use the design thinking process to develop an understanding for a problem or user need.
Apply their understanding in a creative way by making a “micro:pet” creature.
Understand the four components that make up a computer and their functions.
Understand that the micro:bit takes input, and after processing the input, produces output.
Learn the variety of different types of information the micro:bit takes in as input.
Apply this knowledge by creating a micro:bit program that takes input and produces an output.
Understand what variables are and why and when to use them in a program.
Learn how to create a variable, set the variable to an initial value, and change the value of the variable within a micro:bit program.
Learn how to create meaningful and understandable variable names.
Understand that a variable holds one value at a time.
Understand that when you update or change the value held by a variable, the new value replaces the previous value.
Learn how to use the basic mathematical blocks for adding, subtracting, multiplying, and dividing variables.
Apply the above knowledge and skills to create a unique program that uses variables as an integral part of the program.
Understand what variables are and why and when to use them in a program.
Learn how to create a variable, set the variable to an initial value, and change the value of the variable within a micro:bit program.
Learn how to create meaningful and understandable variable names.
Understand that a variable holds one value at a time.
Understand that when you update or change the value held by a variable, the new value replaces the previous value.
Learn how to use the basic mathematical blocks for adding, subtracting, multiplying, and dividing variables.
Apply the above knowledge and skills to create a unique program that uses variables as an integral part of the program.
Understand what conditional statements are, and why and when to use them in a program.
Learn how to use the Logic blocks ‘If…then’ and ‘If…then…else’.
Practice using the Logic blocks so different conditions yield specified outcomes.
Demonstrate understanding and apply skill by collaborating with classmates to create a game that uses a micro:bit and a program that correctly and effectively uses conditionals.
Understand the value of iteration in programming
Understand looping as a form of iteration
Learn how and when to use the Looping blocks ‘repeat’, ‘while’, and ‘for’
Apply the above knowledge and skills to create a unique program that uses iteration and looping as an integral part of the program
Understand that the 5 x 5 grid of LEDs on the micro:bit represents a coordinate grid with the origin (0,0) in the top left corner.
Understand that the values of the x coordinates range from 0 through four and increase from left to right.
Understand that the values of the y coordinates range from 0 through four and increase from top to bottom.
Learn how to refer to an individual LED by its X and Y coordinates.
Learn how to plot (turn on) and unplot (turn off) individual LEDs and how to toggle between these two states.
Learn how to check the current on or off status of an individual LED as well as check and set the brightness level.
Apply the above knowledge and skills to create a unique program that uses coordinates as an integral part of the program.
Understand what booleans and boolean operators are, and why and when to use them in a program.
Learn how to create a boolean, set the boolean to an initial value, and change the value of the boolean within a micro:bit program.
Learn how to use the random true or false block.
Apply the above knowledge and skills to create a unique program that uses booleans and boolean operators as an integral part of the program.
Understand what bits and bytes are and how they relate to computers and the way information is processed and stored.
Learn to count in Base-2 (binary) and translate numbers from Base-10 (decimal) to binary and decimal.
Apply the above knowledge and skills to create a unique program that uses binary counting as an integral part of the program.
Understand how to use the Radio blocks to send and receive data between micro:bits
Understand the specific types of data that can be sent over the Radio
Explain the steps they would take to sort a series of numbers.
Recognize three common sorting algorithms.
Practice creating Arrays.
Practice storing and retrieving values in Arrays.
Learn common Array operations such as setting and getting values by index.
Demonstrate understanding and apply skills by creating a musical instrument that uses a micro:bit and a program that correctly and effectively uses Arrays to store data.