Education Standards
Units and/or lessons that incorporate Learn Robotics align effectively with national standards:
- Next Generation Science Standards (NGSS)
- Common Core State Standards
- Computer Science Teachers Association (CSTA)
- 21st Century Learning and Innovation Skills
- International Technology and Engineering Educators Association
In addition to being a useful learning tool, Learn Robotics curriculum can also serve as an authentic assessment of student understanding and performance on key objectives of those standards.
Next Generation Science Standards
Within the NGSS, there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard and each dimension works with the other two to help students build a cohesive understanding of science over time.
Learn Robotics provides a hands-on, minds-on approach to assist with addressing these three dimensions of learning science.
| Learn Robotics Level 1 | Learn Robotics Level 2 | Standard | Description | |
|---|---|---|---|---|
| HS-ETS1-1 | X | HS-ETS1-1 | Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. | |
| HS-ETS1-2 | X | X | HS-ETS1-2. | Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. |
| HS-ETS1-3 | X | X | HS-ETS1-3. | Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. |
| HS-ETS1-4 | X | HS-ETS1-4. | Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. | |
| MS-ETS1-1 | X | X | MS-ETS1-1. | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| MS-ETS1-2 | X | X | MS-ETS1-2. | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| MS-ETS1-3 | X | X | MS-ETS1-3. | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
| MS-ETS1-4 | X | X | MS-ETS1-4. | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |
Common Core
While working on Learn Robotics projects, students can communicate their ideas and understanding orally, through writing, and through multi-media demonstrations.
| Learn Robotics Level 1 | Learn Robotics Level 2 | Standard | Description | Type | |
|---|---|---|---|---|---|
| RST.11-12.7 | X | X | RST.11-12.7 | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1),(HS-ETS1-3) | ELA/Literacy |
| RST.11-12.8 | X | X | RST.11-12.8 | Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1),(HS-ETS1-3) | ELA/Literacy |
| RST.11-12.9 | X | X | RST.11-12.9 | Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1),(HS-ETS1-3) | ELA/Literacy |
| RST.6-8.1 | X | X | RST.6-8.1 | Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3) | ELA/Literacy |
| RST.6-8.7 | X | X | RST.6-8.7 | Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3) | ELA/Literacy |
| RST.6-8.9 | X | X | RST.6-8.9 | Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-2),(MS-ETS1-3) | ELA/Literacy |
| WHST.6-8.7 | X | X | WHST.6-8.7 | Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ETS1-2) | ELA/Literacy |
| SL.8.5 | X | X | SL.8.5 | Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.(MS-ETS1-4) | ELA/Literacy |
| MP.2 | X | X | MP.2 | Reason abstractly and quantitatively. (HS-ETS1-1),(HS-ETS1-3),(HS-ETS1-4),(MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4) | Mathematics |
| MP.4 | X | X | MP.4 | Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4) | Mathematics |
| 7.EE.3 | X | 7.EE.3 | Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3) | Mathematics |
Computer Science Teachers Association
Computer science and the technologies it enables rest at the heart of our economy and the way we live our lives. To be well-educated citizens in a computing-intensive world and to be prepared for careers in the 21st century, our students must have a clear understanding of the principles and practices of computer science. The CSTA K–12 Computer Science Standards delineate a core set of learning objectives designed to provide the foundation for a complete computer science curriculum and its implementation at the K–12 levels.
To this end, the CSTA Standards:
- Introduce the fundamental concepts of computer science to all students, beginning at the elementary school level.
- Present computer science at the secondary school level in a way that can fulfill a computer science, math, or science graduation credit.
- Encourage schools to offer additional secondary-level computer science courses that will allow interested students to study facets of computer science in more depth and prepare them for entry into the work force or college.
- Increase the availability of rigorous computer science for all students, especially those who are members of underrepresented groups.
| Learn Robotics Level 1 | Learn Robotics Level 2 | Standard | Description | Type | |
|---|---|---|---|---|---|
| 3A-CS-01 | X | 3A-CS-01 | Explain how abstractions hide the underlying implementation details of computing systems embedded in everyday objects. | Computing Systems | |
| 3A-CS-02 | X | X | 3A-CS-02 | Compare levels of abstraction and interactions between application software, system software, and hardware layers. | Computing Systems |
| 3A-CS-03 | X | X | 3A-CS-03 | Develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors. | Computing Systems |
| 3A-DA-09 | X | X | 3A-DA-09 | Translate between different bit representations of real-world phenomena, such as characters, numbers, and images. | Data & Analysis: Storage |
| 3A-DA-11 | X | X | 3A-DA-11 | Create interactive data visualizations using software tools to help others better understand real-world phenomena. | Data & Analysis: Collection Visualization & Transformation |
| 3A-DA-12 | X | X | 3A-DA-12 | Create computational models that represent the relationships among different elements of data collected from a phenomenon or process. | Data & Analysis: Inference & Models |
| 3A-AP-13 | X | X | 3A-AP-13 | Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests. | Algorithms |
| 3A-AP-14 | X | 3A-AP-14 | Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables. | Variables | |
| 3A-AP-15 | X | X | 3A-AP-15 | Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance, and explain the benefits and drawbacks of choices made. (i.e. Conditional Statements and Loops) | Control |
| 3A-AP-16 | X | X | 3A-AP-16 | Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions. | Control |
| 3A-AP-17 | X | X | 3A-AP-17 | Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects. | Control |
| 3A-AP-18 | X | X | 3A-AP-18 | Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs. (i.e.programs, simulations, visualizations, digital animations, robotic systems, and apps.) | Control |
| 3A-AP-20 | X | X | 3A-AP-20 | Evaluate and refine computational artifacts to make them more usable and accessible. (i.e. This process includes debugging (identifying and fixing errors) and comparing actual outcomes to intended | |
| outcomes.) | Program Development | ||||
| 3A-AP-23 | X | X | 3A-AP-23 | Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs. | Program Development |
| 3B-CS-02 | X | X | 3B-CS-02 | Illustrate ways computing systems implement logic, input, and output through hardware components. | Troubleshooting |
| 3B-DA-06 | X | X | 3B-DA-06 | Select data collection tools and techniques to generate data sets that support a claim or communicate information. | Collection Visualization & Transformation |
| 3B-DA-07 | X | 3B-DA-07 | Evaluate the ability of models and simulations to test and support the refinement of hypotheses. | Inference & Models | |
| 3B-AP-14 | X | 3B-AP-14 | Construct solutions to problems using student-created components, such as procedures, modules and/or objects. | Modularity | |
| 3B-AP-16 | X | 3B-AP-16 | Demonstrate code reuse by creating programming solutions using libraries and APIs. | Program Development | |
| 3B-AP-20 | X | X | 3B-AP-20 | Use version control systems, integrated development environments (IDEs), and collaborative tools and practices (code documentation) in a group software project. | Program Development |
| 3B-AP-22 | X | X | 3B-AP-22 | Modify an existing program to add additional functionality and discuss intended and unintended implications (e.g., breaking other functionality). | Program Development |
21st Century Learning and Innovation Skills
These are skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. Creativity, critical thinking, communication and collaboration are critical to prepare students for the future (P21.org).
Creativity and Innovation:
- Think Creatively (ex. Create new and worthwhile ideas).
- Work Creatively with Others (ex. Demonstrate originality and inventiveness in work and understand real world limits to adopting new ideas).
- Implement Innovations.
Critical Thinking and Problem Solving:
- Reason Effectively.
- Use Systems Thinking (ex. Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems).
- Make Judgements and Decisions.
- Solve Problems (ex. Solve different kinds of non-familiar problems in both conventional and innovative ways).
Communication and Collaboration:
- Communicate Clearly (ex. Utilize multiple media and technologies, and know how to judge effectiveness a priority as well as assess their impact).
- Collaborate with Others (ex. Assume shared responsibility for collaborative work, and value the individual contributions made by each team member).
International Technology and Engineering Educators Association
The Standards for Technological Literacy (STL) specify what students should “know and be able to do” in order to be considered technologically literate and provide standards that prescribe what the outcomes of the study of technology in grades 9-12 should be.
Here are few examples of STLs that students may develop while working on Learn Robotics Projects:
Design:
- Std. 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
Abilities for a Technological World:
- Std. 11: Students will develop the abilities to apply the design process.
- Std. 12: Students will develop the abilities to use and maintain technological products and systems.
The Designed World:
- Std. 17: Students will develop an understanding of and be able to select and use information and communication technologies.