ABCDEFG
1
Full Volume STEM Lab Unit
2
Subject AreaGrade(s)Standard NumberStrandKnowledge StatementDescriptionHow and Where The Standard Is Reached
3
English Language Arts and Reading5, 6, 7, 85.6B
6.5B
7.5B
8.5B		Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts.The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.Generate questions about text before, during, and after reading to deepen understanding and gain information.Students will read the Full Volume Game Manual in order to learn the rules of the game. Before reading the game manual, they will watch a video briefly introducing the game and scoring. This will help students to generate questions that can then be answered by reading the Game Manual.
4
English Language Arts and Reading6, 7, 86.1A
7.1A
8.1A		Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussions.Listen actively to interpret a message, ask clarifying questions, and respond appropriately. Throughout the Lab, students will watch and listen to Learn videos to learn about the Full Volume game, coding the robot, and using sensors in their code. They will ask clarifying questions of their teacher and other students and use the information to help them practice and compete.
5
English Language Arts and Reading66.1DDeveloping and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. Participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.Students will discuss elements of their code and game strategy with their teammates, and ask questions about how each should be changed after each test. Students will support their assertions in these conversations using data from previous testing, to offer viable arguments and critique the reasoning of others through data-driven decision making practices.
6
English Language Arts and Reading66.2BDeveloping and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary.The student uses newly acquired vocabulary expressively.Use context such as definition, analogy, and examples to clarify the meaning of words.As students read the Game Manual and watch the Learn videos, they will learn about new words and definitions of those words in the contect of the game. They will use the definition provided as well as the context of those word and use them in context as they practice and compete in a Skills Match.
7
English Language Arts and Reading6, 7, 86.5A
7.5A
8.5A		Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts.The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.Establish purpose for reading assigned and self-selected texts.Students will read the Full Volume Game Manual in order to learn the rules of the game. This will help students learn the details of the Full Volume game and understand the larger goals of the game as well as the small details within the game.
8
English Language Arts and Reading6, 7, 86.6E
7.6E
8.6E		Response skills: listening, speaking, reading, writing, and thinking using multiple texts.The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating.During the Learn section of the Lab, students will watch direct-instruction videos. They will take notes on those videos in their engineering notebook so that they can use the information later in the Practice and Compete sections.
9
English Language Arts and Reading6, 7, 86.12A
7.12A
8.12A		Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts.The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.Generate student-selected and teacher-guided questions for formal and informal inquiryDuring the Learn, Practice, and Compete sections of each Lesson, students will be given Practice and Challenge activities that they will use to generate questions for inquiry, as they build and code their robots to clear cubes from the Field in increasingly complex ways.
10
English Language Arts and Reading6, 7, 86.12B
7.12B
8.12B		Inquiry and research: listening, speaking, reading, writing, and thinking using multiple textsThe student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.Develop and revise a plan.Students will document their game strategy and project planning in their engineering notebooks and through comments in their VEXcode IQ projects. They will use their initial plans as a jumping off point for revisions based on testing and data collection, and will document their plans for iteration as well.
11
English Language Arts and Reading77.1DDeveloping and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writingEngage in meaningful discourse and provide and accept constructive feedback from others.Engage in meaningful discourse and provide and accept constructive feedback from others.Students will discuss elements of their code and robot design with their teammates, asking questions about how it should be changed after each test, and incorporating constructive feedback from the group. Students will support their assertions in these conversations using data from previous testing, to offer viable arguments and critique the reasoning of others through data-driven decision making practices.
12
English Language Arts and Reading88.1DDeveloping and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--oral languageThe student develops oral language through listening, speaking, and discussion.Participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issuesStudents will discuss elements of their code and game strategy with their teammates, and ask questions about how it should be changed after each test. Students will document these conversations, and the rationale for iterative changes to their projects and robots in their engineering notebooks, and will use that evidence to help come to consensus within the group.
13
Mathematics44.7DGeometry and measurementThe student applies mathematical process standards to solve problems involving angles less that or equal to 180 degrees.Draw an angle with a given measure.In order to code the robot to move around the Field to collect and score Blocks, students will need to calculate and use angle measurements in their VEXcode IQ projects.
14
Mathematics55.3ANumber and operationsThe student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy.Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or divisionIn order to score their Driving Skills and Autonomous Coding Skills Matches, students will need to write out and solve a problem using both addition and multiplication. They will need to multiply the number of Blocks scored in a Goal by the score per Block, multiply scores for all Uniform Goals, multiply the number of Red Blocks removed from their Starting Pegs, and add up all of these scores as well as the other scoring elements as determined in the Game Manual.
15
Mathematics6, 7, 86.1A
7.1A
8.1A		Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understandingApply mathematics to problems arising in everyday life, society, and the workplace;Students will apply mathematical concepts to driving and coding Byte to navigate the Full Volume Field, score game objects, and calculate match scores in each Lesson.
16
Mathematics6, 7, 86.1B
7.1B
8.1B		Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understandingUse a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;Throughout the Unit, students will use the engineering design process to identify the goal of the task and the criteria and constraints, formulate a plan, come to consensus about a solution to try, and test their solution in order to gather data used to continue the engineering design process for the next iteration.
17
Mathematics6, 7, 86.1C
7.1C
8.1C		Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understandingSelect tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;In Lesson 3 and 4, students code the Arm on Byte. They learn about using the Device Info on the VEX IQ (2nd gen) Brain screen and using that as a method for determining how far to spin the motor in order to have the Arm raise and lower, and apply those values to create a project that moves the robot around the Field as intended, in order to accomplish the unique tasks presented by the game Field.
18
Mathematics6, 7, 86.1D
7.1D
8.1D		Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understandingCommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriateThroughout the Unit as students prepare for Skills Matches, they will need to describe their code or driving strategy in their engineering notebook. They will use diagrams, path plans, written explanations, and more to communicate their strategy. After testing the strategy, they will record results in their engineering notebooks and compare how the plan related to the results. This will inform their future decision making.
19
Mathematics6, 7, 86.1E
7.1E
8.1E		Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understandingCreate and use representations to organize, record, and communicate mathematical ideas;As students test their projects in the Practice section, they will need to record the results of their practice in their engineering notebooks. They are encouraged to begin by sketching the Field and planning their driving or coding path. After each trial, they will record any changes to their strategy or code and why they made that change.
20
Mathematics66.3DNumber and operationsThe student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions.Add, subtract, multiply, and divide integers fluentlyIn order to score their Driving Skills and Autonomous Coding Skills Matches, students will need to write out and solve a problem using both addition and multiplication. They will need to multiply the number of Blocks scored in a Goal by the score per Block, multiply scores for all Uniform Goals, multiply the number of Red Blocks removed from their Starting Pegs, and add up all of these scores as well as the other scoring elements as determined in the Game Manual.
21
Mathematics66.3ENumber and operationsThe student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions.Multiply and divide positive rational numbers fluentlyIn order to score their Driving Skills and Autonomous Coding Skills Matches, students will need to write out the statements to calculate the Height Bonus for each Fill Level attained across the three Goals. They will need to also do multiplication problems to determine the points earned for each Block scored in a Goal.