Robotics Technology

Instructional Guide 2024-2025

Robotics Technology

Utah Career and Technical Education 2022-2023 AT-A-GLANCE

Career and Technical Education provides all students access to high-quality, rigorous career-focused programs that result in attainment of credentials with labor market value.

Data Represents Secondary Education Source of Data: Utah State Board of Education

185,256 Students enrolled in CTE courses

of CTE concentrators 97% graduate in 4 years. Native American Caucasian Asian Pacific Islander Black Hispanic Economically disadvantaged Homelessness Students with disabilities 92.8% 95.1% 96.1% 96.4% 96.9% 97.0% 97.2% 98.1% 91.7% 72.2% of students who concentrated in a CTE Pathway placed in postsecondary education, military service, or employment, within six months after graduation. (October 1-December 31, 2021-2022)

97% Graduation rate for students 99% who are CTE concentrators

Graduation rate for students who are CTE completers

graduatio Compared to Utah’s statewide n rate of

88.3%

50.1% of students concentrated in a CTE Career Pathway. A concentrator is a student who has completed specific requirements in a single CTE program of study. 18.2% of students completed a CTE Career Pathway. A completer is a student who has completed specific course requirements and earned 3.0 credits in a single CTE program of study.

CREDENTIALS OF VALUE CTE Competency Certificates earned

144,201 * TOP CERTIFICATIONS Food and Nutrition 1 Child Development Woods 1 Commercial Photo 1 Interior Design 1 Exploring Computer Science 1

PORTABLE. STACKABLE. TRANSFERABLE. DRIVEN BY EMPLOYERS.

* Utah skill certifications, business, trade association, or other industry group

Utah Career and Technical Education

Top Pathways Students completing a CTE Career Pathway are recognized by the state of Utah and their high school by receiving a CTE Secondary Pathway Completer recognition Award. CTE Career Pathways with the Highest Completer Rates Health Science Broadcasting & Digital Media Programming & Software Development Business Information Management

WORKPLACE and COLLEGE READINESS 9th–12th grade CTE concentrators who earned credit, at “C” grade or better, in (CE, or IB, or AP) OR who passed skill certification/third-party industry exams. 85.2%

Engineering Automotive

Utah Members National Members 22,386 students are members of a Career and Technical Student Organization (CTSO).

3,365

2,487

227,000

442

16,208

2,667

198,000

6,272

3,275

264,487

2,029

380,432

1,850

309,565

236,529

945,988

Students who participate in school organizations in 10th grade have higher grade point averages and are more likely to be enrolled in college at 21 years of age than other students (ctsos.org).

47,015 students participated in

124,065 CTE Concurrent Enrollment (CE) credits earned

Students have opportunities to earn CE credits i CTE courses. CE provides prepared high school students with a challenging and rigorous college-level experience. Students in the program receive both college and high school credit.

n

College and Career Awareness is a middle school course designed to increase awareness of college and career pathways. Students explore high school, college, and career options based on individual interests , abilities , and skills . Students investigate high-skill and/or in-demand jobs in the Utah labor market, while developing workplace skills.

Utah CTE classes are open to all qualified students without regard to race, color, national origin, sex, disability, or age.

Utah State Board of Education | 250 East 500 South | P.O. Box 144200 | Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D. State Superintendent of Public Instruction Thalea Longhurst, State Director of Career and Technical Education

Published January 2024

CTE Knowledge Corner

CTE Key Vocabulary

Word/ Abbreviation

Definition

Association for Career and Technical Education (National)

ACTE

Agriculture

AG

A group of careers and industries that are related by skills or products.

Career Cluster

College and Career Awareness

CCA

College and Career Readiness

CCR

Concurrent Enrollment

CE

Career and Technical Education

CTE

A secondary student who has met all of the requirements of a CTE pathway by completing 3.0 credits with one course being a concentrator course. A secondary student who has completed at least two courses, with at least one concentrator course, in a specific CTE pathway. A Career Pathway is a sequence of courses within a student's area of interest that connects career interests and serves as an educational road map leading to a credential. Utah has developed 35 CTE Career Pathways that align with the national Career Clusters.

CTE Completer

CTE Concentrator

CTE Pathway

Career & Technical Student Organization

CTSO

CTSO for future leaders and entrepreneurs in careers in marketing, finance, hospitality and management.

DECA

CTSO- for Future Educators

Educators Rising

CTSO- Future Business Leaders of America

FBLA

CTSO- Family, Career and Community Leaders of America

FCCLA

Family Consumer Science

FCS

CTSO- Future Farmers of America

FFA

CTSO-Future Health Professionals

HOSA

Information Technology

IT

A listserv is an automatic emailing service. As a member of a list, you will receive copies of all the mail that is sent to the group. Lists are used to share information and ideas, ask for help or clarification on topics, etc.

ListServ

Federal CTE funding

Perkins

CTSO- for Future Skilled Workers

SkillsUSA

Technology & Engineering

TE

CTSO- Technology Student Association

TSA

Utah State Board of Education

USBE

Utah Association for Career and Technical Education

UtahACTE

Work-Based Learning

WBL

Helpful Websites ● ACTE ● CSDCTE ● USBE- CTE ● UtahACTE

Utah CTE Career PATHWAYS Pathways to College & Career Readiness School Year 2024-2025

Career Cluster® > Career Pathway

Agriculture, Food & Natural Resources > Agricultural Mechanics Systems > Agricultural Production Systems > Animal & Veterinary Science > Food Science, Dietetics & Nutrition > Natural Resource Science > Plant Science Architecture & Construction > Architectural & Interior Design > Construction & Structural Systems Arts, Audio/Visual Technology & Communications

Education & Training > Pre-K: Early Childhood Education > K-12: Teaching as a Profession Engineering & Technology > Engineering Health Science > Health Science Hospitality & Tourism > Culinary Arts > Hospitality & Tourism Human Services > Family & Human Services > Personal Care Services Law, Public Safety, Corrections & Security > Protective Services Manufacturing > Manufacturing & Production > Welding & Machining Transportation, Distribution & Logistics > Automotive >Aviation >Diesel

> Broadcasting & Digital Media > Fashion Apparel & Textiles > Graphic Design & Communication Business, Finance & Marketing

>Business >Finance > Marketing Computer Science & Information Technology > Cybersecurity > Information Technology Systems > Programming & Software Development > Web Development

32 CTE Career Pathways

As of August 2023 ADA Compliant: August 2023

Year- at- a Glance Robotics Technology

Robotics Technology, A/B Day

Course Introduction Safety Practices in Robotics

History and Impact of Robotics

Introduction to Robotic Hardware

Software Design and Programming

Design Process and Prototyping

Career Opportunities in Robotics Course Conclusion &Review

Units

Pacing

3Weeks

4Weeks

10Weeks

10Weeks

10Weeks

4Weeks

Strand1: Safety Standards: 1-3

Strand2: History and Impact of Robotics Standards: 1-3

Strand3: Robotics Hardware Standards: 1 & 2

Strand4: Software Design and Programmin g Standard: 1

Strand 5: Design Process and Prototyping Standards: 1-4

Strand 6: Career Opportunities in Robotics Standards: 1-3

Standards

Robotics Technology, Semester

1st Quarter/3rd Quarter

2nd Quarter/4th Quarter

Software Design and Programming Design Process and Prototyping Career Opportunities in Robotics Course Conclusion & Review Software Design and Programming 5Weeks Design Process and Prototyping 4Weeks Career Opportunities in Robotics 1Weeks Course Conclusion and Review 1-2Days

Course Introduction Safety Practices in Robotics History and Impact of Robotics Introduction to Robotics Hardware Course Introduction 1Week Safety Practices in Robotics 2Weeks History and Impact of Robotics 2Weeks Introduction to Robotics Hardware 3Weeks Strand 1: Safety Standards: 1-3 Strand 2: History and Impact of Robotics Standards: 1-3 Strand 3: Robotics Hardware Standards: 1 & 2

Units

Pacing

Strand 4: Software Design and Programming Standard: 1 Strand 5: Design Process and Prototyping Standards: 1-4 Strand 6: Career Opportunities in Robotics Standards: 1-3

Standards

DWSBA and Testing Window: (DWSBAs are found in the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the first two weeks of the semester. Post Assessment : Within the last two weeks of the semester. SALTA Extensions: ● Consider precision partnering or individualized work for PBL and simulation assignments. ● Allow a student to develop potential new projects for the cluster area lesson. ● Students developed lesson materials (graphic organizers, relevant articles, career brochures, etc.). ● Consider more involved projects: e.g., instead of the student making the pencil roll, allow the student to make a drawstring bag.

History and Impact of Robotics

Unit 1

Safety Practices in Robotics

Pacing

Key Language Usage

● 2Weeks

Narrate Argue Inform Explain

Key Standard(s) Strand 1 : Students will follow safety practices. Standard 1 : Identify potential safety hazards and follow general laboratory safety practices. ● Assess workplace conditions regarding safety and health. ● Identify potential safety issues and align with relevant safety standards to ensure a safe workplace/job site. ● Locate and understand the use of shop safety equipment. ● Select appropriate personal protective equipment. Standard2 : Use safe work practices. ● Use personal protective equipment according to manufacturer rules and regulations. ● Follow correct procedures when using any hand or power tools. ● Ref: https://schools.utah.gov/file/4de1dd59-0425-4f76-9e33-fdcf5 de45dbf Standard3 : Complete a basic safety test without errors (100%) before using any tools or shop equipment. End of Unit Competency ● I can identify potential safety and health hazards when working with robotics. ● I can identify and align potential safety issues with relevant safety standards and practices.

● I can explain the location and proper use of shop safety equipment.

● I can identify and explain the use of personal protective equipment for given situations.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

History and Impact of Robotics ■ Verbs to define career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to define and classify entities. ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Differentiation in Action Skill Building Hazard Identification Exercise:

● Create a mock workshop or laboratory setup with intentional safety hazards.

● Have students identify and document potential risks. ● Discuss findings as a group and propose solutions.

Safety Standards Matching Game:

● Prepare cards with safety issues and corresponding safety standards. ● Students match the issues to the appropriate standards.

Safety Equipment Scavenger Hunt:

● Hide various pieces of safety equipment around the classroom or shop. ● Students locate and explain the proper use of each item they find.

PPE Selection Scenarios:

● Present different workplace scenarios. ● Students select and justify the appropriate PPE for each situation.

Tool Safety Demonstrations:

● Students research and present correct procedures for using specific hand or power tools. ● Peers evaluate and provide feedback on the demonstrations.

Safety Procedure Role-Play:

History and Impact of Robotics

● Students act out scenarios demonstrating proper and improper safety practices. ● The class discusses and critiques each performance.

Safety Poster Design:

● Students create informative posters about specific safety topics. ● Display posters in the workshop or laboratory.

Safety Quiz Bowl:

● Organize a competitive quiz game with safety-related questions. ● This helps prepare students for the final safety test.

Virtual Reality Safety Simulations:

● If available, use VR technology to simulate hazardous situations safely.

"Spot the Difference" Safety Images:

● Show before and after images of workspaces, with safety improvements made. ● Students identify the changes and explain their importance.

Extension

Safety Improvement Project:

● Students identify a safety issue in their school or community and develop a proposal to address it. ● This could include research, design, and presentation components.

Safety Communication Project:

● Develop a safety campaign for younger students or the wider community. ● This could include creating videos, infographics, or interactive presentations.

History and Impact of Robotics

Resources/ Suggested Lesson(s)

Skills : Students must pass a general safety test with a score of 100%.

Scaffolded Learning: Visual Aids:

● Create posters or infographics displaying common safety symbols and their meanings. ● Use color-coding systems to categorize different types of hazards or safety equipment. Vocabulary Building: ● Develop a safety glossary with key terms and definitions. ● Use word walls or interactive digital tools to reinforce safety terminology. Graphic Organizers: ● Provide templates for hazard assessment checklists. ● Use mind maps to connect safety issues with corresponding safety standards. Guided Practice: ● Implement an "I do, We do, You do" approach to demonstrate safety procedures. ● Use think-aloud strategies when modeling hazard identification. Tiered Assignments: ● Offer tasks at varying levels of difficulty to accommodate different learning paces. ● For example, start with simple PPE selection scenarios and progress to more complex ones. Chunking Information: ● Break down complex safety procedures into smaller, manageable steps. ● Create flow charts for multi-step processes like using specific power tools. Cooperative Learning: ● Use pair-share activities to discuss potential safety issues. ● Implement peer teaching for different aspects of shop safety equipment. Mnemonic Devices: ● Create memorable acronyms or rhymes for key safety rules or procedures. Scaffolded Quizzes: ● Start with multiple-choice questions and gradually move to open-ended responses.

History and Impact of Robotics

● Provide practice tests with immediate feedback before the final safety test. Interactive Technology: ● Use online simulations or apps that allow students to practice safety procedures virtually. ● Implement gamified learning platforms to make safety content more engaging. Hands-on Demonstrations: ● Provide step-by-step guidance for handling tools, with increasing independence over time. ● Use tactile learning experiences for PPE, allowing students to handle and examine equipment. Differentiated Resources: ● Offer safety information in various formats (text, audio, video) to cater to different learning styles. ● Provide simplified versions of safety standards for students who need additional support. Reflection Prompts: ● Use guided questions to help students connect safety practices to real-world scenarios. ● Encourage students to maintain safety journals to track their learning progress. Anchor Charts: ● Create reference charts for common safety procedures that remain visible in the classroom. ● Update these charts collaboratively as new concepts are introduced.

Vocabulary

Safety Hazard

Risk Assessment

Personal Protective Equipment (PPE)

Occupational Safety and Health

Safety Standard

Emergency Procedure

Safety Data Sheet (SDS)

Fire Safety

Electrical Safety

Chemical Safety

Machine Guarding

Compliance

History and Impact of Robotics

Unit 2

History and Impact of Robotics

Pacing

Key Language Usage

Narrate Argue Inform Explain

A/B Day: 4 Weeks Semester: 2 Weeks

Standards Strand2 : Students will be introduced to the history, environmental, societal, and economic impacts of robotics and mechatronics. Standard 1 : Analyze the historical impacts of robotics technology and compare them with contemporary applications. For example: ● Analyze the key elements that led to the invention of the modern robot. ● Define robotics and mechatronics. ● Discuss the future of robotics and mechatronics. Standard2 : Discuss the political and societal impacts of robotics. For example: ● Understand how the use of robots and drones affects society. ● Explore the use of robots in industry and their effect on the economy. Standard3 : Explore the different types of robots and mechatronics systems. For example: ● Automated Guided Vehicle (AGV)

● CNC machines ● Industrial robots ● Domestic robots

End of Unit Competency ● I can explain the key historical developments that led to the invention of modern robots. ● I can explain potential future trends and applications in robotics and mechatronics. ● I can identify and explain different types of robots and mechatronic systems. ● I can explain the different functions and applications of AGVs, CNC machines, industrial robots, and domestic robots. ● I can explain the difference between historical and contemporary applications of robotics technology.

History and Impact of Robotics

● I can narrate the impacts of robotics and mechatronics in various industries.

Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to define career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to define and classify entities ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building Research and Presentation:

● Assign students to research key figures or milestones in robotics history and present their findings to the class. ● Have students create timelines showing the evolution of robotics technology.

Case Studies:

● Analyze real-world examples of robotics implementation in various industries. ● Examine the economic impact of automation in specific companies or sectors.

Hands-on Demonstrations:

● If possible, arrange for demonstrations of different types of robots (AGVs, industrial robots, etc.). ● Use virtual reality or simulation software to explore robotic systems.

Project-Based Learning:

● Have students design a hypothetical robot to solve a current societal issue.

History and Impact of Robotics

● Create group projects to develop simple mechatronic systems.

Comparative Analysis:

● Compare historical robots with their modern counterparts. ● Analyze the use of robots in different countries and cultures.

Media Analysis:

● Examine portrayals of robots in movies, books, and media over time. ● Analyze news articles about recent developments in robotics.

Scenario Planning:

● Have students create future scenarios based on projected advancements in robotics.

Ethical Dilemmas:

● Present ethical dilemmas related to robotics and have students discuss solutions.

Infographic Creation:

● Have students create infographics explaining different types of robots or mechatronic systems.

Terminology Exercises:

● Develop exercises to reinforce understanding of key terms in robotics and mechatronics.

Extension

Guest Speakers:

● Invite professionals from robotics fields to speak about their work and industry trends.

History and Impact of Robotics

Resources/ Suggested Lesson(s)

Skills: Historical Understanding: ● Tracing robotics development over time Technical Comprehension: ● Grasping basic robotics and mechatronics concepts Critical Analysis: ● Evaluating the impacts of robotics on society and the economy Future Thinking: ● Predicting trends in robotics and mechatronics Impact Assessment: ● Understanding the societal and economic effects of robotics Classification: ● Identifying different types of robots and systems Research: ● Finding and evaluating information about robotics Communication: ● Explaining robotics concepts and their impacts clearly

Scaffolded Learning:

Vocabulary Support: ● Glossary and visual aids for key terms Visual Organizers: ● Timelines, charts, and diagrams Categorization Tools:

History and Impact of Robotics

● Sorting exercises and Venn diagrams Multimedia Resources: ● Videos, simulations, and audio materials Step-by-Step Tasks: ● Breaking complex assignments into smaller parts

Vocabulary

Robotics

Mechatronics

Automation

Artificial Intelligence (AI)

Industrial Revolution

CNC (Computer Numerical Control)

AGV (Automated Guided Vehicle)

Drone

Industrial robot

Domestic robotic

Automation

Economy

Society

Environment

Innovation

Manufacturing

Productivity

Labor Market

Ethics

Efficiency

Programming

Sensors

Actuators

Machine Learning

History and Impact of Robotics

Unit 3

Introduction to Robotic Hardware

Pacing

Key Language Usage

A/B Day: 10 Weeks Semester: 5 Weeks

Narrate Argue Inform Explain

Standards Strand3: Students will be introduced to the hardware used to create Robots and other Mechatronics systems. Standard 1 : Students will be introduced to the basic electronics and control systems used to create robots and other mechatronic systems. For Example: ● Input ● Outputs ● Processors ● Electronic components Standard2 : Students will be introduced to the mechanical components available in robots and other mechatronic systems. For Example: ● Structural components

● Hydraulic systems ● Pneumatic systems

End of Unit Competency ● I can identify and explain the function of basic input devices used in robotics and mechatronics systems.

● I can identify various output devices and their applications in robotic systems.

● I can explain processors' roles and basic functions in robotic control systems.

● I can identify and explain the purpose of common electronic components used in robotics. ● I can identify and explain the use of different structural components in building robots and mechatronic systems.

● I can explain the basic principles and applications of hydraulic systems in robotics.

● I can explain the fundamentals of pneumatic systems and their use in mechatronics.

History and Impact of Robotics

● I can argue the differences between hydraulic and pneumatic systems in robotic applications. ● I can narrate how to design a simple robotic system, incorporating appropriate input, output, and processing components. ● I can narrate how a given robotic or mechatronic system functions and identify its key hardware components. Language Functions & Features: ■ Verbs to define career pathways or attributes (eg.; have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building Hands-on experimentation: ● Build simple circuits using breadboards ● Experiment with different input devices (e.g., sensors) and output devices (e.g., LEDs, motors) ● Assemble and disassemble basic mechanical structures Project-based learning: ● Create a basic robot using a microcontroller (e.g., Arduino or Raspberry Pi, Lego Mindstorms) ● Design and build a simple hydraulic or pneumatic system Component identification exercises: ● Practice identifying various electronic components (resistors, capacitors, transistors) ● Learn to read and interpret datasheets for different components Simulation software: ● Use circuit simulation software (e.g., TinkerCAD, Fritzing) to design and test circuits ● Experiment with 3D modeling software for mechanical ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

History and Impact of Robotics

components Programming exercises: ● Learn basic programming for microcontrollers (e.g., Arduino IDE, Python for Raspberry Pi) ● Practice writing code to control various inputs and outputs Reverse engineering: ● Disassemble old electronics or mechanical devices to understand their components and operation ● Analyze and document the function of each part Group projects: ● Collaborate on building a more complex mechatronic system, dividing tasks among team members Design challenges: ● Set specific goals (e.g., build a robot that can follow a line) and work towards achieving them Video tutorials and online courses: ● Follow along with video tutorials on specific topics (e.g., how to use a multimeter, how to set up a pneumatic system) Documentation practice: ● Create detailed diagrams of circuits and mechanical systems ● Write technical reports on projects and experiments Safety training: ● Learn and practice proper safety procedures for working with electronic and mechanical components Troubleshooting exercises: ● Intentionally introduce faults in systems and practice diagnosing and fixing them

History and Impact of Robotics

Extension

Simple AI concepts:

● Introduce basic AI concepts through games and interactive demos ● Create a simple chatbot using block-based programming

Mini-hydraulics and pneumatics:

● Build simple hydraulic or pneumatic systems using syringes and tubing ● Create a model of a hydraulic bridge or a pneumatic grabber

Resources/ Suggested Lesson(s) Sphero VR- coding Sphero IRL- driving Sphero IRL- coding

Students will explore how robots operate and understand how they execute programmed instructions (code). They will undertake a variety of tasks both in virtual reality (VR) and in real-life settings to program Spheros to perform specific actions. You can check out Spheros from the district, and connect with the CTE Specialist for more information.

Vocabulary

Input Device

Control Systems

Digital Signal

Output Device

Power Supply

Feedback Loop

Microcontrollers

Signal Processing

Communication Protocol

Electronic Components

Analog Signal

Structural Components

Hydraulic Systems

Pneumatic Systems

Actuators

History and Impact of Robotics

Unit 4

Software Design and Programming

Pacing

Key Language Usage

Narrate Argue Inform Explain

A/B Day: 10 Weeks Semester: 5 Weeks

Standards Strand4 : Students will be introduced to software design, coding structures, and software development. Standard 1 : Explore the concepts of computational thinking, the software design process, programming structures, and programming languages. ● Understand the concepts in computational thinking. ○ Decomposition, algorithms, binary, etc. ● Understand and use the software design process

○ Input, processing, output. ○ User interface design (UI) ○ User experience (UX) ● Understand and use programming structures. ○ Sequence programming ○ Decisions with if – then – else statements

○ Loops – repeat, for, while, etc. ○ Functions, modules, methods ○ Variables ● Understand and explore different programming languages.

○ Block type languages ○ Text-based languages

End of Unit Competency ● I can explain how to break down a big problem into smaller, easier parts. ● I can explain how to create step-by-step instructions (algorithms) to solve a problem. ● I can identify and explain the use of basic computer ideas like binary numbers and simple logic. ● I can explain how software is created, including how data is input, processed, and output. ● I can explain how to design simple, easy-to-use screens for a program (User Interface). ● I can explain why making a program easy and fun to use (User Experience) is important. ● I can narrate how to write programs that follow steps in the right order.

History and Impact of Robotics

● I can explain using "if-then-else" statements to make decisions in my programs. ● I can identify how to use loops (like repeat or while) to make my programs do tasks over and over. ● I can narrate how to create and use functions or blocks of code to reuse in different parts of my program. ● I can explain how to use variables to store and change information in my programs. ● I can narrate how to make simple programs using block-based coding languages. ● I can explain how to write basic programs using text-based coding languages. ● I can explain the differences between block-based and text-based coding languages and when each might be better to use.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to define career pathways or attributes (eg.; have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

Unplugged Computation Thinking Activities ● Decomposition Treasure Hunt ● Binary Code Bracelets Block-Based Programming Platforms ● Scratch Programming Projects ● Code.org Courses ● Blockly Games UI/UX Design Challenges ● Design a Mobile App Prototype ● Website Redesign Challenge Algorithm and Problem-Solving Activity ● Robot Navigation Game ● Sorting Challenge Introduction to Text-Based Languages ● Python or JavaScript Basics ● Hour of Code Collaborative Coding Projects ● Group Game Development

History and Impact of Robotics

Physical Computing and Robotics ● Micro: Bit Projects ● LEGO Mindstorms ● Arduino Starter Projects Computational Thinking Board Games ● Create games that demonstrate algorithmic thinking, decision trees, and logical problem-solving. ● Design games that require players to follow specific rules and sequences. Online Learning Platforms ● Khan Academy Coding Courses ● Coursera’s Intro to Computational Thinking ● MIT App Inventor ● CodeCombat Assessment and Reflection Activities ● Coding Journals ● Presentation of Projects ● Peer Review Sessions

Extension

G uest Speakers to speak about: ● Technical Communication Workshops

● Design Thinking Sessions ● Digital Ethics Discussions ● Accessibility Technology Design ● Responsible Innovation Seminar

Resources/Suggested Lesson(s)

Recommended Tools and Resources: ● Scratch ● Code.org

● Blockly ● Repl.it ● Code Academy ● Micro: bit ● Arduino ● Figma (for UI design)

Vocabulary

Decomposition

Algorithm

Binary

Pattern Recognition

Abstraction

User Interface (UI)

User Experience (UX)

Sequence

Conditional Statements

History and Impact of Robotics

If-then

If-else

Comparison Operators

Loops

Block-based Languages

Scratch

Blockly

Code.org blocks

Text-based Languages

Python

Javascript

HTML

CSS

Debugging

Syntax

Compiler

IDE

Open Source

Machine Learning

Artificial Intelligence

Cybersecurity

History and Impact of Robotics

Unit 5

Design Process and Prototyping

Pacing

Key Language Usage

Narrate Argue Inform Explain

A/B Day: 10 Weeks Semester: 4 Weeks

Standards Strand5: Students will use a design process to create a computer program for a robot to perform a physical task. Standard 1: Work in teams in a collaborative environment. Standard 2: Use a design process and document the work. For example: 1. Identify & define the problem (criteria & constraints). 2. Brainstorm solutions. 3. Create a model (predictive analysis) & build a prototype. 4. Test the prototype (gather data). 5. Iteration (redesign & optimize). Standard3 : Code the program using an appropriate programming environment and debug the program as needed. Standard4 : Successfully operate the robot with the program or application that is developed. ● I identify and describe how to collaborate with team members by contributing relevant ideas during brainstorming sessions and completing my assigned tasks by agreed deadlines. ● I can identify a problem by writing a clear problem statement that includes specific criteria and constraints. ● I can narrate how to maintain an engineering notebook with daily entries documenting our design process, including sketches, data, and iteration notes. ● I can explain how to design and build a working prototype of our robot that meets all project requirements within the given materials budget. ● I can explain how to write a program using sequences, loops, and at least two conditional statements to control the robot's movements. ● I can identify how to debug my code by identifying and fixing programming errors through systematic testing. ● I can narrate how a robot completes its assigned task with 90% accuracy over three consecutive trials. End of Unit Competency

History and Impact of Robotics

● I can identify and optimize my robot's performance by making at least two improvements based on testing data. ● I can explain all the changes made to our robot design by recording modifications and the results in an engineering notebook. ● I can narrate our final robot design to the class, explaining how our solution meets the original criteria and what improvements we made through iteration. Language Functions & Features: ■ Verbs to define career pathways or attributes (eg.; have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

Differentiation in Action Skill Building

Problem-Solving Robotics Challenges:

● Rescue Mission Simulations ● Obstacle Course Navigation ● Precision Movement Challenges ● Environmental Clean-up Scenarios

Design Process Documentation Workshops

● Digital Portfolio Development ● Project Tracking Spreadsheets ● Process Visualization Techniques ● Collaborative Documentation Tools

Robotics Programming and Coding activities

● Autonomous Navigation Coding ● Sensor Integration Projects ● Remote Control Applications

Extension

Advanced Robotics Integration

Interdisciplinary Projects

● Environmental Monitoring Robots

History and Impact of Robotics ● Scientific Research Assistants ● Medical Technology Simulations ● Space Exploration Prototypes ● Climate Change Monitoring Devices

Cross-Disciplinary Collaboration

● STEM Integration Projects ● Industry Expert Mentorship ● Academic Partnership Programs ● Technology Showcase Events ● Robotics Competition Preparation

Resources/ Suggested Lesson(s)

Recommended Robotics Platforms ● LEGO Mindstorms ● VEX Robotics ● Arduino ● Raspberry Pi ● Micro: bit ● Sphero

Vocabulary

Problem Definition

Criteria

Constraints

Brainstorming

Solution Design

Predictive analysis

Prototype

Iteration

Optimization

documentation

Actuator

Sensor

Servo

Motor

Chassis

Effector

Microcontroller

Programming Environment

Algorithm

Debugging

History and Impact of Robotics

Unit 6

Career Opportunities in Robotics

Pacing

Key Language Usage

Narrate Argue Inform Explain

A/B Day: 2 Weeks Semester: 1 Week

Standards Strand6 : Students will investigate career opportunities in robotics and the automated manufacturing industry. Standard 1 : Identify available courses to complete the Engineering pathway with an emphasis on Robotics. ● Career Pathway: Engineering ● Ref: https://schools.utah.gov/file/4de1dd59-0425-4f76-9e33-fdcf5de45dbf (scroll down to page 23) Standard2 : Identify occupations related to robotics and automated manufacturing. For example: ● Mechatronics ● Electrical Engineering ● Mechanical Engineering ● Computer Science ● Industrial Maintenance ● Manufacturing Engineering Standard3 : Identify different types of opportunities to pursue training in Robotics and Automation. For example: End of Unit Competency ● I identify the Engineering pathway courses at my school and future high school, including which robotics and engineering classes are available. ● I explain different robotics-related careers, including their typical job duties, required education, and salary ranges. ● I can explain the difference between mechatronics and traditional engineering roles in the automation industry. ● I explain a personal education plan that aligns with my chosen robotics career path, including high school courses and post-secondary options. ● Apprenticeship ● Technical School ● College & University

History and Impact of Robotics

● I can argue the benefits and requirements of at least three different training paths: apprenticeships, technical schools, and university programs. ● I can identify local companies that hire robotics and automation professionals in my area. ● I can explain how computer science skills apply specifically to careers in robotics and automated manufacturing. ● I can explain what industrial maintenance technicians do and list the certifications they typically need. ● I can argue which type of post-secondary training (apprenticeship, technical school, or university) best matches my career goals and learning style. ● I can identify essential components of potential robotics and automation training programs, including their admission requirements, costs, and program lengths. Language Functions & Features: ■ Verbs to define career pathways or attributes (eg.; have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

Differentiation in Action Skill Building

Career Awareness Activities

● Industry Professional Panel Discussions ● Virtual Career Shadow Experiences ● Career Fair Participation ● Guest Speakers

Educational Pathway Mapping

● Course Selection Workshops ● Academic Planning Sessions ● Pathway Visualization Exercises ● High School Credit Planning

Career Investigation Techniques

● Job Research Projects ● Occupation Comparison Matrices ● Career Spotlight Presentations ● Industry Trend Research

History and Impact of Robotics

*Contact your Work-Based Learning Facilitator for planning assistance with this unit.

Extension

Research high-wage in-demand jobs related to robotics and automation. Create an infographic to share the learned information.

Resources/ Suggested Lesson(s)

Career One Stop

You Science

O*Net Online Vocabulary

Career Pathway

Specialization

Mechatronics

Electrical Engineering

Mechanical Engineering

Computer Science

Industrial Maintenance

Manufacturing Engineering Robotics Engineering

Systems Engineering

Automation Engineering

Control Engineering

Apprenticeship

Technical School

Community College

University

Certification

Professional Training

Workforce Development

Industry Certification

Credentials

Mentorship

Internship

Skill Portfolio

Disciplinary literacy refers to the specifics of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines (Shanahan & Shanahan, 2012). Each discipline (e.g., science, math, history, art, technology, etc.) has a specialized vocabulary and components that DISCIPLINARY LITERACY Specific reading, writing, and communicating within a discipline.

are unique to that discipline. Secondary students need to be taught what is unique about each discipline and the “nuanced differences in producing knowledge via written language across multiple disciplines” (Moje, 2007, p. 9). Content literacy strategies typically include ways to approach text in any discipline; these strategies help with comprehension but are not sufficient for an in-depth understanding of a particular discipline. Content literacy strategies include predicting what the text might be about before reading, paraphrasing during reading, and summarizing after reading.

However, in addition to these strategies, students must learn and use specific strategies to comprehend complex text in the disciplines. For example, when reading historical documents, students need to contextualize information (When was it written? Who was the audience? What was going on in society at that time?); source the document (Who wrote it? For what purpose?); and corroborate conclusions (Do other documents written during that time have the same perspective and come to the same conclusions?).

English Language Arts

Mathematics

Social Studies

Science

• Story elements: who, what when, where, why • Literal vs. implied meaning • Themes Text structures • Genres: i.e., poetry, essay, fiction

• Search for the “truth” and for errors • Importance of each word and symbol • Interpretation of information presented in unusual ways • Mathematical modeling & problem solving

• Author’s perspective and bias; sourcing • Time period: contextualization • Corroboration of multiple perspectives and documents • Rhetorical constructions

• Facts based on evidence • Graphs, charts, formulas • Corroboration and transformation • Concepts such as data analysis, hypothesis,

observations, investigations

Literacy in the disciplines is crucial for several reasons. A secondary students’ ability to read complex texts is strongly predictive of their performance in college math and science courses (Alliance for Excellent Education, 2011). Yet students are reading less in high school than they did fifty years ago. The Common Core State Standards (CCSS) (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) emphasize close reading of complex text in the disciplines to build a foundation for college and career readiness.

Adapted from Shanahan, shanahanonliteracy.com

Canyons School District

Instructional Supports Department

TEXT COMPLEXITY Implementation Tools & Resources

A critical component of the Utah Core Standards for Reading is the requirement that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general. To grow, our students must read a lot, more specifically they must read a lot of complex texts that offer them new language, new knowledge, and new modes of thought.

The Utah Core Standards define a three-part model for determining how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling (Reading standard 10). These are to be used together with grade-specific standards that require increasing sophistication in students’ reading comprehension abilities (Reading standards 1–9). In this way, the Standards approach the intertwined issues of what and how students read. The three-part model includes quantitative and qualitative measures of text complexity as well as reader and task considerations.

Quantitative

Qualitative

Reader & Task Considerations

Readability and other scores of text complexity often best measured by computer software.

Levels of meaning, structure, language conventionality and clarify, and knowledge demands often best measured by an attentive human reader. Levels of meaning, levels of purpose, structure, organization, language conventionality, language clarity, prior knowledge demands

Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Considerations such as motivation, prior knowledge, purpose for reading, complexity of task assigned regarding text.

Word length, word frequency, word difficulty, sentence length, text length, text cohesion

Determine lexile level of a text at lexile.com

Use the text complexity rubrics

Reader & Task Considerations

Revisiting How We Match Readers and Texts “For decades, teachers have been told that quality instruction requires a careful matching of materials to students. The goal has been to select materials that are neither too difficult nor too easy for student. Typically, students are assessed on their ability to orally read and comprehend text. Then, instructional materials are selected to match the students’ current performance” (Fisher, Frey, & Lapp, 2012). The main issue with this approach is it limits what students can read with instruction and creates a divide between what the Standards are calling for and what students’ access. “There is evidence that students learn, and perhaps more, when they are taught from challenging texts“ (Morgan, Wilcox, & Eldredge, 2000; O’Connor, Swanson, & Geraghty, 2010).

Canyons School District

Instructional Supports Department

TEXT COMPLEXITY Quantitative Measures

A popular method used to measure a student reader’s ability is Lexile level or a Lexile Measure. A Lexile measure is a valuable tool for teachers, parents, and students. It serves two unique functions: it is the measure of how difficult a text is OR a student’s reading ability level.

Teachers can determine the Lexile of any text at lexile.com. First, a free account must be created, next paste text, and a Lexile score will be determined.

The Reading Inventory (RI) is given to students in Grades 4-12 and SALTA students Grades 1-5, as a screener 3 times per year (Fall, Winter, Spring). This exam calculates a student reader’s ability to read. The Lexile text level for each CSD student can be found on the CSD Data Dashboard. Knowing the reading ability of each student will help determine what types of scaffolds are needed.

When planning a close read, grade level text should be used, even if students are below grade level. The purpose of close reading is to scaffold the text enough for all students to be able to access the text.

The table below displays grade band Lexile levels. Students who fall in the Basic or Below Basic categories will require significant scaffolds to access grade level text.

Grade

Below Basic

Basic

Proficient

Advanced

1

BR

BR - 99

100 - 400

401 - 1700+

2

BR - 99

100 - 449

450 - 620

621 - 1700+

3

BR - 299

300 - 609

610 - 790

791 - 1700+

4

BR - 499

500 - 769

770 - 885

886 - 1700+

5

BR - 599

600-864

865 - 980

981 - 1700+

6

BR - 699

700 - 954

955 - 1020

1021 - 1700+

7

BR - 749

750 - 995

996 - 1060

1061 - 1700+

8

BR - 799

800 - 1038

1039 - 1155

1156 - 1700+

9

BR - 849

850 - 1079

1080 - 1210

1211 - 1700+

10

BR - 849

850 - 1186

1187 - 1305

1306 - 1700+

11

BR - 899

900 - 1214

1215 - 1310

1311 - 1700+

12

BR - 899

900 - 1284

1285 - 1355

1356 - 1700+