| A | B | C | D | |
|---|---|---|---|---|
1 | VEX V5 STEM Lab Unit - VRC Over Under | |||
2 | Standard | Code | Description | How and Where The Standard Is Reached |
3 | Computer Science Teachers Association (CSTA) | CSTA 1B-AP-10 | Create programs that include sequences, events, loops, and conditionals. | In Lessons 3 and 4, students will learn about coding Striker to play Over Under in an Autonomous Coding Skills match. They will learn about the commands used to control the drivetrain, arm, and intake in Lesson 3. In Lesson 4, they will learn about the sensors on Striker, and will participate in a Robot Skills Match where part of their score will be determined by their autonomous coding project. |
4 | 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 Lesson 4, students will download and run example projects to learn about how each of the sensors on Striker can function in the Over Under game. They will be able to iterate on these projects as they prepare for the Robot Skills Match which concludes the Unit. |
5 | 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 Lessons 3 and 4 as they prepare for the Compete section in each Lesson. |
6 | Computer Science Teachers Association (CSTA) | CSTA 1B - AP - 17 | Describe choices made during program development using code comments, presentations, and demonstrations. | Students can document the development of their projects in their Engineering Notebooks. |
7 | Computer Science Teachers Association (CSTA) | CSTA 2-AP-13 | Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. | Students will have to break down a path to score game objects on the Over Under Field, into smaller parts to be able to build, test, and iterate on their projects effectively. Based on their testing, they will review their projects with the goal of scoring more points in the game, and iterate to improve their score. |
8 | International Society for Technology in Education (ISTE) | ISTE - (3) Knowledge Constructor - 3d | Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. | Students will explore and develop solutions for the authentic problems presented in the Over Under competition game so that they can explore solutions for driving and coding strategy and compete in driver, coding, and Robot Skills Matches successfully. |
9 | 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. | Throughout the Lab, students will follow the Learn-Practice-Compete cycle to first learn about a concept, then practice it, then apply what they learned and practiced to compete in a skills match in Over Under. Through this process they will continually develop and test strategies and projects, and will work collaboratively to solve the authentic problem of scoring the most points in Over Under. |
10 | 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 each Lesson as they seek to optimize their score in Over Under. In each Lesson, students will learn new concepts that they can incorporate into their overall strategy to score points in a match. The unit concludes with a full Robot Skills Match where students apply all that they have learned to a driving and coding competition. |
11 | 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. | Students will use the Game Manual in order to better understand the game play, rules, and scoring in the Over Under game. They will document their learning in their engineering notebook, and use what they learned through the hands-on activities in the Lab and the Game Manual in order to optimize their score as a team in the Over Under game. |
12 | International Society for Technology in Education (ISTE) | ISTE - (7) Global Collaborator - 7c | Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. | Students work with their team in each Lesson to learn about the Over Under game, and how to optimize their score with driving and coding Striker. Students will rotate roles like builder, driver, and programmer throughout the Lab so that they are able to work effectively towards the goal of the Robot Skills Match at the end of the Unit. |