| A | B | C | D | E | |
|---|---|---|---|---|---|
1 | VRC Virtual Skills Lessons | ||||
2 | VRC Virtual Skills Lesson | Standard | Code | Description | Where and How the Standard Is Reached |
3 | 2 | Computer Science Teachers Association (CSTA) | CSTA 1B-AP-10 | Create programs that include sequences, events, loops, and conditionals. | In Exploration, students will create a project that sequences behaviors to have Moby to pick up and move a Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will create a project to pick up and move a blue Mobile Goal into the blue Alliance Home Zone to score. In the Coding Extension Activity, students will sequence behaviors in their project to pick up and move two Mobile Goals to the Alliance Home Zone. |
4 | 2 | Computer Science Teachers Association (CSTA) | CSTA 1B-AP-12 | Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features. | In the mini-challenge students will remix their Exploration projects to have Moby drive to a different Mobile Goal (the blue Alliance Mobile Goal) and score it in the blue Alliance Home Zone. |
5 | 2 | Computer Science Teachers Association (CSTA) | CSTA 1B - AP - 15 | Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. | Students will test and debug their projects in the mini-challenge accomplish the task of picking up the blue Mobile Goal and moving it to the blue Alliance Home Zone to score. |
6 | 2 | Computer Science Teachers Association (CSTA) | CSTA 1B - AP - 17 | Describe choices made during program development using code comments, presentations, and demonstrations. | Students will use [Comment] blocks to plan and organize their projects. Students can also document the development of their projects in their Engineering Notebooks. |
7 | 2 | Computer Science Teachers Association (CSTA) | CSTA 2-AP-13 | Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. | In Exploration, students will break down the steps necessary to have Moby to pick up and move a Neutral Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will break down the steps necessary to have the robot score a blue Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and score two Mobile Goals. |
8 | 2 | International Society for Technology in Education (ISTE) | ISTE - (4) Innovative Designer - 4a | Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. | In Exploration, students will use the design process to create a coding project that has Moby score a Mobile Goal. Then in the mini-challenge, they will build, test, and debug a project to have Moby drive to collect and score the blue Mobile Goal. |
9 | 2 | International Society for Technology in Education (ISTE) | ISTE - (4) Innovative Designer - 4c | Students develop, test and refine prototypes as part of a cyclical design process. | In the mini-challenge, students will build, test, and debug a coding project to have Moby drive to the blue Mobile Goal, pick it up, and place it in the blue Alliance Home Zone to score. Then in the Coding Extension Activity, they will iterate on a project to pick up and score two Mobile Goals. |
10 | 2 | International Society for Technology in Education (ISTE) | ISTE - (4) Innovative Designer - 4d | Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. | Students will demonstrate perseverance and a capacity to work with open-ended problems in the mini-challenge and the Coding Extension Activity. They will need to persevere as they troubleshoot and iterate on projects to successfully score a blue Alliance Mobile Goal in the mini-challenge, and score two Mobile Goals in the Coding Extension Activity. |
11 | 2 | International Society for Technology in Education (ISTE) | ISTE - (5) Computational Thinker - 5c | Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. | In Exploration, students will break down the steps needed to have Moby score a Neutral Mobile Goal. In the mini-challenge, students will break down the steps necessary to have the robot score a different (blue) Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and move two Mobile Goals to the Alliance Home Zone. |
12 | 2 | International Society for Technology in Education (ISTE) | ISTE - (6) Creative Communicator - 6b | Students create original works or responsibly repurpose or remix digital resources into new creations. | In the mini-challenge students will remix their Exploration projects so that Moby drives to and moves a different Mobile Goal to score. |
13 | 2 | Common Core State Standards (CCSS) | CCSS.MATH.CONTENT.7.RP.A.1 | Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. | In the Math Extension Activity, students will apply their understanding of ratios of fractions to calculate the gear ratio of Moby’s Fork Motor. |
14 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.24.1.A | Listen actively to interpret a message by summarizing, asking questions, and making comments; | In Exploration, students will break down the steps needed to have Moby score a Neutral Mobile Goal. In the mini-challenge, students will break down the steps necessary to have the robot score a different (blue) Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and move two Mobile Goals to the Alliance Home Zone. |
15 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.24.1.B | Follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems; | In Exploration, students will break down the steps needed to have Moby score a Neutral Mobile Goal. In the mini-challenge, students will break down the steps necessary to have the robot score a different (blue) Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and move two Mobile Goals to the Alliance Home Zone. |
16 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.24.1,D | Participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues | Students will work together to to complete the main challenge and remixes. |
17 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.A | Establish purpose for reading assigned and self-selected texts; | Students will review the STEM lab directions and reference the VEX Knowledge Base articles as needed. |
18 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.B | Generate questions about text before, during, and after reading to deepen understanding and gain information; | Students will have discussions before during and after the STEM lab activities. |
19 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.C | Make and correct or confirm predictions using text features, characteristics of genre, and structures; | Students will record any thoughts and predictions in their engineering journal and make corrections as they proceed through the lab. |
20 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.F | Make inferences and use evidence to support understanding; | In the mini-challenge students will remix their Exploration projects to have Moby drive to a different Mobile Goal (the blue Alliance Mobile Goal) and score it in the blue Alliance Home Zone. |
21 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.G | Evaluate details read to determine key ideas; | Students will read through the directions of the lab and discuss the key ideas of the lab adds a group |
22 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.H | Synthesize information to create new understanding | Students will use the information read in the STEM lamb and combine it with the hands-on experience of coding to make new understandings |
23 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.6.E | Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating; | Students will record their thoughts, predictions, and testing results in their engineering notebook. |
24 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.6.I | Reflect on and adjust responses as new evidence is presented | Students will use [Comment] blocks to plan and organize their projects. Students can also document the development of their projects in their Engineering Notebooks. |
25 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.12.B | Develop and revise a plan | In Exploration, students will break down the steps needed to have Moby score a Neutral Mobile Goal. In the mini-challenge, students will break down the steps necessary to have the robot score a different (blue) Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and move two Mobile Goals to the Alliance Home Zone. |
26 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.12.J | Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results | Students will discuss and record in their engineering notebook the steps needed to have Moby score a Neutral Mobile Goal. |
27 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.1A | Engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purpose sand | In Exploration, students will discuss the steps needed to have Moby score a Neutral Mobile Goal and record the results in their engineering notebook |
28 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.1D | Participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making. | Students will work together to meet the challenges of the STEM lab in a fair, collaborative way in order to be successful in scoring points with Moby. |
29 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.4B | Generate questions about text before, during, and after reading to deepen understanding and gain information | Students will have discussions before during and after the STEM lab activities. |
30 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.4C | Make and correct or confirm predictions using text features, characteristics of genre, and structures | Students will record any thoughts and predictions in their engineering journal and make corrections as they proceed through the lab. |
31 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.4F | Make inferences and use evidence to support understanding; | In the mini-challenge students will remix their Exploration projects to have Moby drive to a different Mobile Goal (the blue Alliance Mobile Goal) and score it in the blue Alliance Home Zone. |
32 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.4G | Evaluate details read to determine key ideas | Students will read through the directions of the lab and discuss the key ideas of the lab adds a group |
33 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.4H | Synthesize information from two texts to create new understanding | Students will use the information read in the STEM lamb and combine it with the hands-on experience of coding to make new understandings |
34 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.9.A | Plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing | In Exploration, students will break down the steps needed to have Moby score a Neutral Mobile Goal. In the mini-challenge, students will break down the steps necessary to have the robot score a different (blue) Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and move two Mobile Goals to the Alliance Home Zone. |
35 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.11.C | Develop and revise a plan | In Exploration, students will break down the steps needed to have Moby score a Neutral Mobile Goal. In the mini-challenge, students will break down the steps necessary to have the robot score a different (blue) Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and move two Mobile Goals to the Alliance Home Zone. |
36 | 2 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.11.F | Synthesize information from a variety of sources | Students will use the information read in the STEM lamb and combine it with the hands-on experience of coding to make new understandings |
37 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.27.1.A | Apply mathematics to problems arising in everyday life, society, and the workplace; | In Exploration, students will break down the steps necessary to have Moby to pick up and move a Neutral Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will break down the steps necessary to have the robot score a blue Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and score two Mobile Goals. |
38 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.27.1.B | Use 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; | In Exploration, students will create a project that sequences behaviors to have Moby to pick up and move a Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will create a project to pick up and move a blue Mobile Goal into the blue Alliance Home Zone to score. In the Coding Extension Activity, students will sequence behaviors in their project to pick up and move two Mobile Goals to the Alliance Home Zone. |
39 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.27.1.C | Select 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; | Students will use the Moby build, VEXcode and their engineering journals to solve the STEM lab challenge. |
40 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.27.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; | In Exploration, students will break down the steps necessary to have Moby to pick up and move a Neutral Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will break down the steps necessary to have the robot score a blue Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and score two Mobile Goals. |
41 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.27.1.E | Create and use representations to organize, record, and communicate mathematical ideas; | Students will analyze the the behaviors needed for Moby to accomplish the task of driving to the first Neutral Mobile Goal, picking it up, then moving it to the Alliance Home Zone to score. |
42 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.27.1.F | Analyze mathematical relationships to connect and communicate mathematical ideas | Students will use ratios of fractions to calculate the gear ratio of Moby’s right Fork Motor |
43 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.27.1.G | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. | Students will analyze the the behaviors needed for Moby to accomplish the task of driving to the first Neutral Mobile Goal, picking it up, then moving it to the Alliance Home Zone to score. |
44 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.27.2.A | Add, subtract, multiply, and divide rational numbers fluently | Students will use ratios of fractions to calculate the gear ratio of Moby’s right Fork Motor |
45 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.27.6.A | Represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt; | Students will use ratios of fractions to calculate the gear ratio of Moby’s right Fork Motor |
46 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.27.11.B | Determine the circumference and area of circles; | Students will use blocks to program Moby’s Fork to move and be angled at approximately 45 degrees |
47 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.28.1.B | Use 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; | In Exploration, students will create a project that sequences behaviors to have Moby to pick up and move a Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will create a project to pick up and move a blue Mobile Goal into the blue Alliance Home Zone to score. In the Coding Extension Activity, students will sequence behaviors in their project to pick up and move two Mobile Goals to the Alliance Home Zone. |
48 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.28.1.C | Select 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; | Students will use the Moby build, VEXcode and their engineering journals to solve the STEM lab challenge. |
49 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.28.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; | In Exploration, students will break down the steps necessary to have Moby to pick up and move a Neutral Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will break down the steps necessary to have the robot score a blue Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and score two Mobile Goals. |
50 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.28.1.E | Create and use representations to organize, record, and communicate mathematical ideas; | Students will analyze the the behaviors needed for Moby to accomplish the task of driving to the first Neutral Mobile Goal, picking it up, then moving it to the Alliance Home Zone to score. |
51 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.28.1.F | Analyze mathematical relationships to connect and communicate mathematical ideas; and | Students will use ratios of fractions to calculate the gear ratio of Moby’s right Fork Motor |
52 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.28.1.G | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. | Students will analyze the the behaviors needed for Moby to accomplish the task of driving to the first Neutral Mobile Goal, picking it up, then moving it to the Alliance Home Zone to score. |
53 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.43.1.A | Apply mathematics to problems arising in everyday life, society, and the workplace; | Students will use ratios of fractions to calculate the gear ratio of Moby’s right Fork Motor |
54 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.43.1.B | Use 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; | In Exploration, students will create a project that sequences behaviors to have Moby to pick up and move a Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will create a project to pick up and move a blue Mobile Goal into the blue Alliance Home Zone to score. In the Coding Extension Activity, students will sequence behaviors in their project to pick up and move two Mobile Goals to the Alliance Home Zone. |
55 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.43.1.C | Select 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; | Students will use the Moby build, VEXcode and their engineering journals to solve the STEM lab challenge. |
56 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.43.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; | In Exploration, students will break down the steps necessary to have Moby to pick up and move a Neutral Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will break down the steps necessary to have the robot score a blue Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and score two Mobile Goals. |
57 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.43.1.E | Create and use representations to organize, record, and communicate mathematical ideas; | Students will analyze the the behaviors needed for Moby to accomplish the task of driving to the first Neutral Mobile Goal, picking it up, then moving it to the Alliance Home Zone to score. |
58 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.43.1.F | Analyze mathematical relationships to connect and communicate mathematical ideas; and | Students will use ratios of fractions to calculate the gear ratio of Moby’s right Fork Motor |
59 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.43.1.G | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. | Students will analyze the the behaviors needed for Moby to accomplish the task of driving to the first Neutral Mobile Goal, picking it up, then moving it to the Alliance Home Zone to score. |
60 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.43.2.C | Formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions; | Students will analyze the the behaviors needed for Moby to accomplish the task of driving to the first Neutral Mobile Goal, picking it up, then moving it to the Alliance Home Zone to score. |
61 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.43.10.A | Formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions | Students will analyze the the behaviors needed for Moby to accomplish the task of driving to the first Neutral Mobile Goal, picking it up, then moving it to the Alliance Home Zone to score. |
62 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.43.10.B | Communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multimedia presentation. | In Exploration, students will break down the steps necessary to have Moby to pick up and move a Neutral Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will break down the steps necessary to have the robot score a blue Mobile Goal. In the Coding Extension Activity, students will need to break down the steps to have Moby pick up and score two Mobile Goals. |
63 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.46.1A | Apply mathematics to problems arising in everyday life, society, and the workplace; | Students will analyze the the behaviors needed for Moby to accomplish the task of driving to the first Neutral Mobile Goal, picking it up, then moving it to the Alliance Home Zone to score. |
64 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.46.1B | Use 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; | In Exploration, students will create a project that sequences behaviors to have Moby to pick up and move a Mobile Goal to the Alliance Home Zone to score. In the mini-challenge, students will create a project to pick up and move a blue Mobile Goal into the blue Alliance Home Zone to score. In the Coding Extension Activity, students will sequence behaviors in their project to pick up and move two Mobile Goals to the Alliance Home Zone. |
65 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.46.1.C | Select 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; | Students will use the Moby build, VEXcode and their engineering journals to solve the STEM lab challenge. |
66 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.46.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; | Students will use ratios of fractions to calculate the gear ratio of Moby’s right Fork Motor |
67 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.46.1.F | Analyze mathematical relationships to connect and communicate mathematical ideas; and | Students will use ratios of fractions to calculate the gear ratio of Moby’s right Fork Motor |
68 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.46.1G | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. | Students will analyze the the behaviors needed for Moby to accomplish the task of driving to the first Neutral Mobile Goal, picking it up, then moving it to the Alliance Home Zone to score. |
69 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.46.2.I | Distinguish between algorithms that yield optimal solutions and those that give nearly optimal solutions; | |
70 | 2 | Texas Essential Knowledge Skills (TEKS)-Math | 111.46. 4A | Identify fair division procedures that exhibit envy-freeness | Students will work together to complete the challenges, with everyone taking a turn. |
71 | 3 | Computer Science Teachers Association (CSTA) | CSTA 1B-AP-10 | Create programs that include sequences, events, loops, and conditionals. | In Exploration, students will create a project that sequences behaviors to have Moby drive to a Mobile Goal and score with two Preload Rings. In the mini-challenge, students will create a project to have the robot drive to a different Mobile Goal and score two Preloads. In the Coding Extension Activity, they will create a project that sequences behaviors to have the robot the score all three Preload Rings with a Mobile Goal. |
72 | 3 | Computer Science Teachers Association (CSTA) | CSTA 1B-AP-12 | Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features. | In the mini-challenge students will remix their Exploration projects to have Moby drive to a different Mobile Goal and score two Preload Rings. |
73 | 3 | Computer Science Teachers Association (CSTA) | CSTA 1B - AP - 15 | Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. | Students will test and debug their projects in the mini-challenge accomplish the task of scoring two Preload Rings with the blue Mobile Goal. |
74 | 3 | Computer Science Teachers Association (CSTA) | CSTA 1B - AP - 17 | Describe choices made during program development using code comments, presentations, and demonstrations. | Students will use [Comment] blocks to plan and organize their projects. Students can also document the development of their projects in their Engineering Notebooks. |
75 | 3 | Computer Science Teachers Association (CSTA) | CSTA 2-AP-13 | Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. | In Exploration, students will break down the steps needed to have Moby drive to a Mobile Goal and score with two Preload Rings. In the mini-challenge, they will then need to decompose the steps needed to drive to a different Mobile Goal and score two Preloads. Additionally, students will need to break down the steps necessary to score all three Preloads in a Mobile Goal of their choice to complete the Coding Extension Activity. |
76 | 3 | International Society for Technology in Education (ISTE) | ISTE - (4) Innovative Designer - 4a | Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. | In Exploration, students will use the design process to create a coding project to have score two preloads with a Neutral Mobile Goal. Then in the mini-challenge, they will build, test, and debug a project ot have the robot score two Preloads with the blue Mobile Goal. |
77 | 3 | International Society for Technology in Education (ISTE) | ISTE - (4) Innovative Designer - 4c | Students develop, test and refine prototypes as part of a cyclical design process. | In the mini-challenge, students will build, test and debug a coding project to have Moby score two Preloads in the blue Mobile Goal. Then in the Coding Extension Activity, they will iterate on a project to have the robot score all three Preloads in a Mobile Goal of their choosing. |
78 | 3 | International Society for Technology in Education (ISTE) | ISTE - (4) Innovative Designer - 4d | Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. | Students will demonstrate perseverance and a capacity to work with open-ended problems in the mini-challenge and the Coding Extension Activity. They will need to persevere as they troubleshoot and iterate on coding projects to successfully score 2 Preload Rings in the mini-challenge and all three Preloads in the Coding Extension Activity. |
79 | 3 | International Society for Technology in Education (ISTE) | ISTE - (5) Computational Thinker - 5c | Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. | In Exploration, students will break down the steps needed to have Moby score two Preload Rings with a Mobile Goal. In the mini-challenge, they will then need to break down steps to drive to a different Mobile Goal and score two Preloads. Students will need to break down the steps necessary to score all three Preloads in a Mobile Goal of their choice to complete the Coding Extension Activity. |
80 | 3 | International Society for Technology in Education (ISTE) | ISTE - (6) Creative Communicator - 6b | Students create original works or responsibly repurpose or remix digital resources into new creations. | In the mini-challenge students will remix their Exploration projects so that Moby drive to a different Mobile Goal, and scores two Preloads in that goal. |
81 | 3 | Common Core State Standards (CCSS) | CCSS.MATH.CONTENT.7.G.B.5 | Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. | In the Math Extension Activity, students will apply what they know about complementary and supplementary angles to calculate how many degrees Moby will need to turn so that it can drive toward the nearest Neutral Mobile Goal. |
82 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.24.1.A | Listen actively to interpret a message by summarizing, asking questions, and making comments; | In Exploration, students will break down the steps needed to have Moby drive to a Mobile Goal and score with two Preload Rings. In the mini-challenge, they will then need to decompose the steps needed to drive to a different Mobile Goal and score two Preloads. Additionally, students will need to break down the steps necessary to score all three Preloads in a Mobile Goal of their choice to complete the Coding Extension Activity. |
83 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.24.1.B | Follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems; | In Exploration, students will create a project that sequences behaviors to have Moby drive to a Mobile Goal and score with two Preload Rings. In the mini-challenge, students will create a project to have the robot drive to a different Mobile Goal and score two Preloads. In the Coding Extension Activity, they will create a project that sequences behaviors to have the robot the score all three Preload Rings with a Mobile Goal. |
84 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.24.1,D | Participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues | In the mini-challenge, students will build, test and debug a coding project to have Moby score two Preloads in the blue Mobile Goal. Then in the Coding Extension Activity, they will iterate on a project to have the robot score all three Preloads in a Mobile Goal of their choosing. |
85 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.A | Establish purpose for reading assigned and self-selected texts; | Students will review the STEM lab directions and reference the VEX Knowledge Base articles as needed. |
86 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.B | Generate questions about text before, during, and after reading to deepen understanding and gain information; | Students will have discussions before during and after the STEM lab activities. |
87 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.C | Make and correct or confirm predictions using text features, characteristics of genre, and structures; | Students will record any thoughts and predictions in their engineering journal and make corrections as they proceed through the lab. |
88 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.F | Make inferences and use evidence to support understanding; | In the mini-challenge students will remix their Exploration projects to have Moby drive to a different Mobile Goal (the blue Alliance Mobile Goal) and score it in the blue Alliance Home Zone. |
89 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.G | Evaluate details read to determine key ideas; | Students will read through the directions of the lab and discuss the key ideas of the lab adds a group |
90 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.5.H | Synthesize information to create new understanding; and | Students will use the information read in the STEM lamb and combine it with the hands-on experience of coding to make new understandings |
91 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.6.E | Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating; | Students will record their thoughts, predictions, and testing results in their engineering notebook. |
92 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.6.I | Reflect on and adjust responses as new evidence is presented | In Exploration, students will create a project that sequences behaviors to have Moby drive to a Mobile Goal and score with two Preload Rings. In the mini-challenge, students will create a project to have the robot drive to a different Mobile Goal and score two Preloads. In the Coding Extension Activity, they will create a project that sequences behaviors to have the robot the score all three Preload Rings with a Mobile Goal. |
93 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.12.B | Develop and revise a plan | In the mini-challenge, students will build, test and debug a coding project to have Moby score two Preloads in the blue Mobile Goal. Then in the Coding Extension Activity, they will iterate on a project to have the robot score all three Preloads in a Mobile Goal of their choosing. |
94 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 111.24.12.J | Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results | Students will discuss and record in their engineering notebook the steps needed to have Moby score a Neutral Mobile Goal. |
95 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.1D | Participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making. | Students will work together to meet the challenges of the STEM lab in a fair, collaborative way in order to be successful in scoring points with Moby. |
96 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.4A | Establish purpose for reading assigned and self-selected texts | Students will review the STEM lab directions and reference the VEX Knowledge Base articles as needed. |
97 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.4B | Generate questions about text before, during, and after reading to deepen understanding and gain information | Students will have discussions before during and after the STEM lab activities. |
98 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.4C | Make and correct or confirm predictions using text features, characteristics of genre, and structures | Students will record any thoughts and predictions in their engineering journal and make corrections as they proceed through the lab. |
99 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.4F | Make inferences and use evidence to support understanding; | In the mini-challenge students will remix their Exploration projects to have Moby drive to a different Mobile Goal (the blue Alliance Mobile Goal) and score it in the blue Alliance Home Zone. |
100 | 3 | Texas Essential Knowledge Skills (TEKS)-ELA | 110.36.4G | Evaluate details read to determine key ideas | Students will read through the directions of the lab and discuss the key ideas of the lab adds a group |