| A | B | C | D | E | F | |
|---|---|---|---|---|---|---|
1 | Calm Down Robot STEM Lab Unit | |||||
2 | Subject | Key Stage # | Years(s) | Subject Content | Standard | Where and How the Standard is Reached |
3 | English | -- | Years 1-6 | Spoken language | listen and respond appropriately to adults and their peers | Throughout the Unit, students respond to questions and engage in conversations within their group and class about how the behaviours of the 123 Robot connect to human emotions and calming down behaviours. In each of these moments, students are expected to take turns speaking and listening, and respond in respectful, socially appropriate ways. |
4 | English | -- | Years 1-6 | Spoken language | ask relevant questions to extend their understanding and knowledge | Throughout the Unit, students work with their group to code the 123 Robot to carry out behaviours that align with human emotions and calming down behaviours. Students work collaboratively within their group, asking and answering questions to peers and teachers as needed, to complete the activities successfully. |
5 | English | -- | Years 1-6 | Spoken language | use relevant strategies to build their vocabulary | In each Unit, vocabulary words are included in the Unit Overview. These vocabulary words are then used in context throughout the Lab discussions with students, to help them build their vocabulary in context with the 123 Robot. |
6 | English | -- | Years 1-6 | Spoken language | give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings | During the Engage, Mid Play Break, and Share sections, students engage in conversations about how their feelings connect to their behaviours, and how they represented human behaviours with the 123 Robot. In Lab 1, students code the 123 Robots to act both out of control and in control. In Lab 2, students build on this to create 'calm down codes' for the 123 Robot to carry out sequences of behaviours that represent their own calming behaviours. |
7 | English | -- | Years 1-6 | Spoken language | maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments | In the Engage section of each Lab, students engage in a whole class conversation to set the stage for the Lab activities and connect to students' prior knowledge. In the Mid Play Break and Share sections, students share and describe their observations and projects, asking and answering questions from peers and teachers appropriately. During the Play section, teachers facilitate conversations with each group about how they are coding the 123 Robot to act out of control, in control, or in a sequence of calm down behaviours. |
8 | English | -- | Years 1-6 | Spoken language | use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas | In Lab 1, students code their 123 Robots to act both in and out of control, speculating, imagining and exploring how human behaviours of those feelings can be represented with robot behaviours. In Lab 2, students build on this idea by imagining the behaviours they use to calm down, and then exploring how to create calm down codes to represent those behaviours with the 123 Robot. |
9 | English | -- | Years 1-6 | Spoken language | consider and evaluate different viewpoints, attending to and building on the contributions of others | As students are building their projects with their group, they will discuss the robot behaviours that they want to sequence to act in or out of control, or to calm down. They will then create the project collaboratively in their groups. Students will listen to and build on each others ideas within their groups, as well as within the class, when they share and discuss their calm down codes and the reasoning behind their projects. |
10 | English | KS 1 | Year 1 | Reading - comprehension | develop pleasure in reading, motivation to read, vocabulary and understanding by: being encouraged to link what they read or hear to their own experiences | In Lab 1, students engage in a story about a class of 123 Robots who are too out of control to make it to afternoon story time in the school library. They then code their 123 Robots to act 'out of control', and discuss how the robot's behaviours connect to their own. |
11 | English | KS 1 | Years 1 and 2 | Reading - comprehension | understand both the books they can read accurately and fluently and those they listen to by: making inferences on the basis of what is being said and done | Building on the story to start Lab 1, during the Play section students make inferences about how the class of robots should act to show that they are 'in control' and able to participate in library storytime. They share how they would interpret the things the characters in the story say or do as "in control" or "out of control", and connect that to their own emotional expression. |
12 | English | KS 1 | Years 1 and 2 | Reading - comprehension | participate in discussion about what is read to them, taking turns and listening to what others say | Throughout Lab 1, students connect to the story that set the scene for the activities, and take turns listening and discussing the behaviours that students see or use to express when they feel in or out of control. |
13 | Computing | KS 1 | -- | -- | understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions | During the Play section of the Lab, students work with their groups to build projects that sequence Coder cards to code the 123 Robot to act out behaviours that reflect feelings of in or out of control, or calming down. They learn to sequence, test, and iterate on their projects to ensure that the robot carries out the behaviours in the precise order as intended by the students. |
14 | Computing | KS 1 | -- | -- | create and debug simple programs | During each Lab, students code their 123 Robot to act out behaviours that reflect feelings of in or out of control, and calming down. They build, test, and debug their projects to ensure that their 'calm down codes' are performed as intended. |
15 | Computing | KS 1 | -- | -- | use logical reasoning to predict the behaviour of simple programs | To build their projects, students will predict and plan the robot behaviours they wish to see executed, and in what order. When they test their projects, they then compare the observed behaviours to the intended behaviours and debug as needed so that their project executes as desired. |
16 | Computing | KS 2 | -- | -- | design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts | In Lab 2, students build 'calm down codes' for their 123 Robots. In these projects sequences of behaviours that represent various calming down strategies the students use themselves are combined to create calm down codes. To create the project students must first break down a calm down strategy into its component robot behaviours, then sequence multiple strategies to make their robot act out the calm down code as intended. |
17 | Design and Technology | KS 1 | -- | Design | generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology | In order to create their projects in this Unit, students work collaboratively to share and discuss the behaviours they associate with being in or out of control or calming down, and how those human behaviours can be represented with 123 Robot behaviours. To do this, they will model, act out, test, and communicate their ideas to their group so that they can come to consensus and build their projects collaboratively. |