ROBOTICS CURRICULUM GRADES 9-12

MIDDLETOWN PUBLIC SCHOOLS ROBOTICS CURRICULUM GRADES 9-12 Middletown High School ] June 2016

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T he Middletown Public Schools Applied Arts/Technology Curriculum for grades 9-12 was completed June 2016 by a team of 9-12 teachers. The team, identified as the Applied Arts/Technology Curriculum Writers referenced extensive resources to design the document that included but are not limited to: Standards for Technological Literacy (STL) The ISTE National Educational Technology Standards (NETS S) and Performance Indicators for Students Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (CCSS) Best Practice, New Standards for Teaching and Learning in America s Schools Classroom Instruction That Works Differentiated Instructional Strategies Model curriculum documents from several states Educational websites Webb s Depth of Knowledge The curriculum identifies what all students should know and be able to do in technology education. Each grade or course draws from Standards for Technology Literacy, National Educational Technology Standards, and Common Core State Standards for ELA, and includes research-based instructional strategies, and resources, map (or suggested timeline), rubrics, and checklists. The curriculum provides learners with a sequential comprehensive education in Science through the study of Standards for Technology Literacy (STL) The Nature of Technology Technology and Society Design Abilities for a Technological World The Designed World The ISTE National Educational Technology Standards (NETS S) and Performance Indicators for Students Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts Common Core State Standards for English Language Arts that includes: College and Career Readiness Anchor Standards for Reading College and Career Readiness Anchor Standards for Writing Mission Statement Our mission is to engage all students in a challenging, sequential, and differentiated technology education curriculum that will develop critical thinkers, problem solvers, and effective communicators RESEARCH-BASED INSTRUCTIONAL The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g. Employ strategies of best practice (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and challenging). 6/21/2016 Middletown Public Schools 2

Differentiate instruction by varying the content, process, and product and implementing o anchoring o cubing o jig-sawing o pre/post assessments o think/pair/share o tiered assignments Analyze formative assessment to direct instruction. Provide exemplars and rubrics. Provide opportunities for independent, partner and collaborative group work. Address multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist). Facilitate the integration of technology Facilitate peer and self-evaluation COMMON and SUGGESTED S REQUIRED COMMON S Design and engineer a testbed Design and engineer an Automated Guided Vehicle (robot) SUGGESTED S Anecdotal records Compiling data Conferencing Data analysis Exhibits Interviews Graphs Graphic organizers Journals Models Oral presentations Problem/Performance based/common tasks/unit Rubrics/ checklists Tests and quizzes Technology Think-alouds Writing genres o Argument o Information 6/21/2016 Middletown Public Schools 3

FOR ROBOTICS Textbook NA Books/ supplementary Robot Museums Popular Mechanics Technology Computers Projectors Elmo Multimedia, e.g. PowerPoint, video recording or equivalent, discussion boards Materials VEX Robotics kits Tools, e.g. wrenches Web Sites MIT Review Technology Sample ROBTC Lhttp://www.education.rec.ri.cmu.edu/products/teaching_robotc_cortex/setup/sample/download_samp le.pdf Common Core Standards (http://www.corestandards.org/) Standards for Technological Literacy http://www.iteawww.org 6/21/2016 Middletown Public Schools 4

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THE NATURE OF Standards for Technological Literacy (STL) TEACHER NOTES TECHNOLOGY 1. Students will develop an understanding of the characteristics and scope of technology. In order to comprehend the scope of technology, students in Grades 9-12 should learn that (STL #1): 1.1 The nature and development of technological knowledge and processes are functions of the setting. (STL # 1) Understand that robotics is a form of technology that is covered in the manufacturing, military, medical etc. Analyze and evaluate how robotics are used in many different settings, e.g. drones, factories, medical, home and private setting. Research new robotic systems and present PowerPoint or equivalent etc. explaining movements, how it affects society, positive and negative effects, what is its purpose, why do you think this robot is importance industry manufacturing medical process robotics technology See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction NOTES See complete assessment list in the introduction REQUIRED COMMON S Design and engineer a testbed Design and engineer an Automated Guided Vehicle (robot) MIT Review Technology Introduction to Robotics PowerPoint (teacher generated) 1.2 The rate of technological development and diffusion is increasing rapidly. (STL # 1.2) Explain how new technologies create new processes, e.g. jobs, manufactured goods, services. Summarize how manufacturing/engineering/software techniques and processes have evolved. Recognize how robots and their technology continue to grow and change, e.g. naturalized movements and programming with movements and language. 6/21/2016 Middletown Public Schools 6

Interpret how advances in techniques and technology impact modern global manufacturing and all fields such as medical. Compare and contrast current advantages and disadvantages common manufacturing techniques and processes. Research new robotic systems and present multi-media, e.g. video recording, PowerPoint or equivalent, discussion boards, etc. explaining movements, how it affects society, positive and negative effects, what is its purpose, why do you think this robot is importance diffusion language manufacturing naturalized movements processes robotics technology MIT Review Technology 1.3 Inventions and innovations are the results of specific, goal-directed research. Understand that robotics technology is the result of specific goal-directed research and societal needs (STL # 1.3) Cite evidence and argue positive or negative reasons regarding robotic applications such as drones, medical operating robots, etc. robotic technology MIT Review Technology 6/21/2016 Middletown Public Schools 7

Introduction to Robotics PowerPoint (teacher generated) Robot Museums Popular Mechanics Other websites 2. Students will develop an understanding of the core concepts of concepts. In order to recognize core concepts of technology, students in Grades 9-12 should learn that (STL #2): 2.1 Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems. (STL # 2.1) Understand that a complete system includes inputs, process, and output monitor Analyze and synthesize a real life problem and apply fundamental robotic skills to design a solution for the problem. Understand and apply the steps of robotic design that include research, brainstorming, sketches, and product retest, evaluate and redesign. Apply the steps of robotic design: research, brainstorming, concept and technical sketches, product retest, evaluate and redesign. Engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will determine if students know how to code each sensor and their practical applications. Troubleshoot failures in the subsystems in order for the robot to function properly brainstorming concept sketch input logic logical output process robotic design systems thinking technical sketches technology MIT Review Technology 6/21/2016 Middletown Public Schools 8

Updated robotic book 2.2 Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems. (STL # 2.2) Understand that robotics technology is a foundational tool that is utilized in the fields of construction, military, medical, manufacturing industry, etc. Explain and demonstrate how with the development of new robotics technologies, robotics are embedded in larger systems to efficiently complete given tasks. Explain and demonstrate how robotic systems are embedded in larger technological systems such as construction/manufacturing. Engineer construction vehicles/ transfer system (conveyor belts) that will reinforce that robotics are embedded in larger systems. construction embedded manufacturing robotic technology systems MIT Review Technology 2.3 The stability of a technological system is influenced by all of the components. (STL # 2.3) Understand that testbeds are used to test system functions. Understand that in order for a robot to function, all of the subsystems (sensors, motors, body, CPU, manipulators, drivetrain, and programming are critical for the robot to perform successfully. 6/21/2016 Middletown Public Schools 9

Analyze the subsystems (sensors, motors, body, CPU, manipulators, drivetrain, programming) realizing if one subsystem fails the whole system fails. Problem solve, solve, and resolve to ensure that all systems are functioning properly. Design and engineer a testbed that will house all of the sensors and will determine if students can successfully code each sensor and their practical applications. Troubleshoot and resolve failures in the subsystems in order for the robot to function properly. Design and engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will give the students an opportunity to learn how to code each sensor and their practical applications. Troubleshoot and resolve failures in the subsystems in order for the robot to function properly. body CPU drivetrain manipulators motors problem solve robot sensors subsystems system troubleshoot MIT Review Technology 2.4 The stability of a technological system is influenced by all of the components in the system, especially those in the feedback loop. (STL # 2.4) Understand that in order for a robot to function, all of the subsystems are critical for it to perform successfully especially the one the sensors that provide feedback (light sensor, line follower, sonar, limit switch, bump switch, potentiometer, digital encoder) 6/21/2016 Middletown Public Schools 10

Engineer an Automated Guided Vehicle bump switch (robot) that will house all of the sensors digital encoder that will determine if students know how feedback loop to code each sensor and their practical light sensor applications. limit switch Analyze information in the feedback loop potentiometer and troubleshoot failures in the sonar subsystems in order for the robot to function properly Engineer a robot (prototype) that will house all of the sensors and will determine if students can successfully code each sensor and their practical applications. Analyze information in the feedback loop and troubleshoot failures in the subsystems in order for the robot to function properly. MIT Review Technology 2.6 Requirements involve the identification of criteria and constraints of a product or system and the determination of how they affect the final design and development. (STL # 2.6) Given the limitation and constraints of a given situation, identify the relevance of final robot design. Differentiate the specific sensors/motors/ and hardware for specific tasks. Understand that every robot has to have a body/manipulator/cpu/sensors/drivetrain/power source and has a function. 6/21/2016 Middletown Public Schools 11

Engineer an Automated Guided Vehicle constraints (robot) that will house all of the sensors drivetrain that will determine if students know how limitation to code each sensor and their practical manipulator applications. motors Analyze information in the feedback loop power source and troubleshoot and resolve failures in sensors the subsystems in order for the robot to function properly. Engineer a robot (prototype) that will house all of the sensors and will determine if students can successfully code each sensor and their practical applications. Analyze information in the feedback loop and troubleshoot and resolve failures in the subsystems in order for the robot to function properly. MIT Review Technology 2.8 New technologies create processes. (STL # 2.8) Explain and analyze how robotics and manufacturing systems may use be used to define and construct an effective final complete processes and or product. Understand with the development of new robotics technologies, the way we manufacture goods, construct buildings perform medical procedures, and all other related fields will create new processes. 6/21/2016 Middletown Public Schools 12

Cite evidence and write/explain how new manufactured goods technologies create processes. medical procedures robotics MIT Review Technology 2.9 Quality control is a planned process to ensure that a product, service, or system meets established criteria. (STL # 2.9) Understand that quality control is relative to robotics because the robot should perform and complete the task it is designed and programmed according to the given variables and constraints. Design and engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will give the students an opportunity to learn how to code each sensor and their practical applications. Troubleshoot and resolve failures in the subsystems in order for the robot to function properly. constraints limitations product quality control system MIT Review Technology 6/21/2016 Middletown Public Schools 13

2.11 Complex systems have many layers of controls and feedback loops to provide information. (STL #2.11) Understand that a robot is made up of subsystems and that each subsystems provides feedback and information. Understand that feedback and information provided by the subsystems help troubleshoot possible mechanical or programming errors. Design and engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will give the students an opportunity to learn how to code each sensor and their practical applications. Troubleshoot and resolve failures in the subsystems in order for the robot to function properly. controls feedback feedback loops programming MIT Review Technology 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. In order to appreciate the relationships among technologies, as well as with other fields of study, students in Grades 9-12 should learn that (STL #3): 6/21/2016 Middletown Public Schools 14

3.1 Technology transfer occurs when a user applies an existing innovation developed for one purpose in a different function. (STL# 3.1) Understand that a robots processes evolve with current and future societal needs. (Drones developed for military, now used for shipping, building etc. Cite evidence and write/explain how robots processes might evolve with societal needs. (Drones developed for military, now used for shipping, building etc. coding drones innovation technology Transfer MIT Review Technology TECHNOLOGY AND SOCIETY 4. Students will develop an understanding of the cultural, social, economic, and political effects of technology. In order to recognize the changes in society caused by the use of technology, students in Grades 9-12 should learn that (STL #4): 4.2 Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. (STL # 4.2) Analyze and explain how robots have a negative and positive effect on society by taking away jobs. increase quality, efficiency, etc. Compare and contrasts positive and negative effects robots have on society. Understand with robotic technologies new careers will develop. Research new robotic systems and present Multimedia, e.g. PowerPoint, video recording or equivalent, discussion boards, explaining movements, how it affects society, positive and negative effects, what positive/ negative trade-offs TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction NOTES See complete assessment list in the introduction REQUIRED COMMON S Design and engineer a testbed Design and engineer an Automated Guided Vehicle (robot) 6/21/2016 Middletown Public Schools 15

is its purpose, why do you think this robot is importance. Draw a concept web. 4.3 Ethical considerations are important in the development, selection, and use of technologies. (STL # 4.3) Compare and contrast the problems with different uses of drones or other military robots. Analyze why robots should be designed and programmed with ethical consideration. Analyze and synthesize why robotic design and implementation need to be formatted with the safety of the general public as a top concern. Compare and contrast ethical and unethical applications of technologies/robotics ethical List ethical and no ethical points of consideration 7. Students will develop an understanding of the influence of technology on history. In order to be aware of the history of technology, students in Grades 9-12 should learn that (STL #7): 7.2 The evolution of civilization has been directly affected by, and has in turn affected, the 6/21/2016 Middletown Public Schools 16

development and use of tools and materials. (STL# 7.2) Understand that robots have directly affected our civilization by changing the way manufactured goods, military operations, increased safety in several applications, and helped advance the medical field and are being utilized in all different fields. Cite evidence that have directly affected our civilization by changing the way manufactured goods, military operations, increased safety in several applications, and helped advance the medical field and are being utilized in all different fields. manufactured goods medical field safety 7.3 Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. (STL # 7.3) Throughout history, ROBOTICS technology has been a powerful force in reshaping the social, cultural, political, and economic landscape by changing the way manufacture goods, military operations, increased safety in several applications, and helped advanced the medical field and are being utilized in all different fields. Cite evidence that ROBOTICS technology has been a powerful force in reshaping the social, cultural, political, and economic landscape cultural landscape economic landscape political landscape social landscape 6/21/2016 Middletown Public Schools 17

7.8 The Information Age places emphasis on the processing and exchange of information. (STL # 7.8) Understand that robotic technology is relevant to the information age. Explain how In order for a robot to successfully operate, processing and exchanging information occurs from programming to the robot. Understand that information is exchanged from the feedback of the sensors. Design and engineer a testbed that will house all of the sensors and will determine if students can successfully in the subsystems in order for the robot to function properly. Code each sensor and their practical applications. Troubleshoot and resolve failures. Design and engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will determine students ability to code each sensor and their practical applications. Troubleshoot and resolve failures in the subsystems in order for the robot to function properly. feedback information information age sensors 6/21/2016 Middletown Public Schools 18

DESIGN 9. Students will develop an understanding of engineering design. In order to comprehend engineering design, students in grades 9-12 should learn that (STL #9): 9.1 Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. (STL # 9.1). Understand that limitations and constraints of any given situation/need are used to evaluate existing designs, to collect data, and to guide the design process of engineering a robot. Applies the steps of robotic design: research, brainstorming, sketches, product retest, evaluate and redesign. Engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will determine if students know how to code each sensor and their practical applications constraints data design process limitations problem TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction NOTES See complete assessment list in the introduction REQUIRED COMMON S Design and engineer a testbed Design and engineer an Automated Guided Vehicle (robot) 9.3 A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. (STL # 9.3). Develop a prototype for a complex model (robot) to manipulate and test ROBOT programing which will allow for actual observations in programming or mechanical complications. 6/21/2016 Middletown Public Schools 19

From the feedback of the prototype make the necessary adjustments to the prototype in order for it to be successful. Design and engineer a prototype (testbed) that will house all of the sensors and will determine if students can successfully in the subsystems in order for the robot to function properly. Code each sensor and their practical applications. Troubleshoot failures. design concept prototype 9.4 The process of engineering design takes in account a number of factors. (STL # 9.4) Understand that in order to successfully design a robot that a number of limitations and constraints affect the design and programming of any given robot in order for it to complete a specific task. Applies the steps of robotic design: research, brainstorming, sketches, product retest, evaluate and redesign. constraints engineering design limitations 6/21/2016 Middletown Public Schools 20

10. Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. In order to be able to comprehend other problem-solving approaches, students in Grades 9-12 should learn that (STL # 10). 10.2 Technological problems must be researched before they can be solved. (STL # 10.2) Troubleshoot and solve mechanical issues with their VEX robotics by researching possible solutions on VEX, PLTW Forums or Google Troubleshoot and solve ROBOTC programming issues by researching possible solutions on VEX Forums or Google. Design and engineer a testbed that will house all of the sensors and will determine if students can successfully in the subsystems in order for the robot to function properly. Code each sensor and their practical applications. Troubleshoot and resolve failures. Design and engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will determine students ability to code each sensor and their practical applications. Troubleshoot and resolve failures in the subsystems in order for the robot to function properly. technological problems Vex Forums 6/21/2016 Middletown Public Schools 21

ABILITIES FOR THE TECHNOLOGICAL WORLD 12. Students will develop the abilities to use and maintain technological products and systems. As part of learning how to use and maintain technological products and systems, students in Grades 9-12 should be able to (STL #1): 12.1 Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques. (STL # 12.1). Demonstrate proper documentation of the design process involved with engineering a robot Demonstrate proper documentation of the design process involved with engineering a robot and share with peers. ISO 9000 technological products technological systems TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction NOTES See complete assessment list in the introduction REQUIRED COMMON S Design and engineer a testbed Design and engineer an Automated Guided Vehicle (robot) 12.2 Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it. (STL # 12.2). Troubleshoot and solve mechanical issues with their VEX robotics. Troubleshoot and solve ROBOTC programming issues Design and engineer a testbed that will house all of the sensors and will determine if students can successfully in the subsystems malfunctioning 6/21/2016 Middletown Public Schools 22

in order for the robot to function properly. Code each sensor and their practical applications. Troubleshoot and resolve failures. Design and engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will determine students ability to code each sensor and their practical applications. Troubleshoot and resolve failures in the subsystems in order for the robot to function properly. 12.3 Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision. (STL # 12.3). Analyze and troubleshoot mechanical issues with their VEX robotics to ensure safe and proper function and precision. Analyze and troubleshoot ROBOTC programming issues to ensure safe and proper function and precision Design and engineer a testbed that will house all of the sensors and will determine if students can successfully in the subsystems in order for the robot to function properly. Code each sensor and their practical applications. Troubleshoot and resolve failures. Design and engineer an Automated Guided analyze troubleshoot 6/21/2016 Middletown Public Schools 23

Vehicle (robot) that will house all of the sensors that will determine students ability to code each sensor and their practical applications. Troubleshoot and resolve failures in the subsystems in order for the robot to function properly. 12.4 Operate systems so that they function in the way they were designed. (STL # 12.4). Program, identify & use open and closed loop systems. Describe how input and output devices are part of an open and closed loop system. Explain the purpose of a pseudocode. Describe functions of ROBOTC computer programming. Identify how functions of a computer program can be applied to perform a task. Operate output devices to perform a function. Relate sensor input to the environment being measured. Create pseudocode to perform a task. Construct a control program to accomplish an objective such as motor reacting to the environment. Modify an open loop system to be a closed loop system using sensors. Design, engineer, program a testbed that will house all of the sensors and will determine if students can successfully in the subsystems in order for the robot to function properly. Code each sensor and their practical applications. Troubleshoot and resolve failures. closed loop system open loop system output devices pseudocode sensor input 6/21/2016 Middletown Public Schools 24

Design, engineer and program an Automated Guided Vehicle (robot) that will house all of the sensors that will determine students ability to code each sensor and their practical applications. Troubleshoot and resolve failures in the subsystems in order for the robot to function properly. 12.5 Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate. (STL # 12.5). Use motor and sensor feedback to interpret and evaluate data and information from their robot Design and engineer a testbed that will house all of the sensors and will determine if students can successfully in the subsystems in order for the robot to function properly. Code each sensor and their practical applications. Troubleshoot and failures by using motor and sensor feedback to interpret and evaluate data and information from their robot Design and engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will determine students ability to code each sensor and their practical access data evaluate interpret organize process retrieve 6/21/2016 Middletown Public Schools 25

applications. Troubleshoot failures in the subsystems in order for the robot to function properly. THE DESIGNED WORLD 17 Students will develop an understanding of and be able to select and use information and communication technologies. In order to select and use information and communication technologies, students in Grades 9-12 should learn that (STL #17): TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction NOTES See complete assessment list in the introduction 17.1 Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. (STL # 17.1). Understand that robotic technologies include the inputs, processes, and outputs associated with sending and receiving information through the use of sensors and the feedback loop. Design and engineer a testbed that will house all of the sensors and will determine if students can successfully in the subsystems in order for the robot to function properly. code each sensor and their practical applications. Troubleshoot and resolve failures by using motor and sensor feedback to interpret and evaluate data and information from their robot feedback loop information and communication technologies input outputs processes sending/receiving information sensors REQUIRED COMMON S Design and engineer a testbed Design and engineer an Automated Guided Vehicle (robot) 6/21/2016 Middletown Public Schools 26

17.2 Information and communication systems allow information to be transferred from human to human, human to machine. (STL # 17.2). Demonstrate that information transfers when programming a robot to perform a specific task. Design, program and engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will determine students ability to code each sensor and their practical applications. Troubleshoot and resolve failures in the subsystems in order for the robot to function properly human to human human to machine information and communication systems programming transfer 17.6 Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. (STL # 17.6). 6/21/2016 Middletown Public Schools 27

Understand and demonstrate that technological knowledge and processes are communicated through a variety of technological tools, using ROBOTC language. Design, program and engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will determine students ability to code each sensor and their practical applications. Troubleshoot failures in the subsystems in order for the robot to function properly conventions graphic images icons language measurement symbols technological knowledge and processes 19.5 The interchangeability of parts increases the effectiveness of manufacturing processes. (STL #19): Understand & demonstrate that robot parts (sensors, motors, framework, manipulators, drive train power sources etc.) can be used on any robot to complete any given task. Understand and demonstrate that robot parts are universal. Design, program and engineer an Automated Guided Vehicle (robot) that will house all of the sensors that will determine students ability to code each sensor and their practical applications. Engineer construction vehicles/ conveyor belts (transfer system) that will reinforce effectiveness interchangeability manufacturing processes 6/21/2016 Middletown Public Schools 28

that robotics are embedded in larger systems. COMMON CORE ELA (Science and Technical Subjects) Reading Informational Text COMMON CORE ELA (Science and Technical Subjects) Students Key Ideas and Details RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction NOTES See complete assessment list in the introduction REQUIRED COMMON S Design and engineer a testbed Design and engineer an Automated Guided Vehicle (robot) Craft and Structure RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 6/21/2016 Middletown Public Schools 29

RI.9-10.5 Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI.9-10.6 Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Integration of Knowledge and Ideas RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington s Farewell Address, the Gettysburg Address, Roosevelt s Four Freedoms speech, King s Letter from Birmingham Jail ), including how they address related themes and concepts. Range and Level of Text Complexity RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band (Lexile rates 1080-1305) proficiently, with scaffolding as needed at the high end of the range. RI.9-10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band (Lexile rates 1080-1305) independently and proficiently. COMMON CORE ELA (Science and Technical Subjects) Writing Arguments and The student W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, TEACHER NOTES RESOURCE NOTES NOTES 6/21/2016 Middletown Public Schools 30

Informational reasons, and evidence. (W.9-10.1a) Texts b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. (W.9-10.1b) c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (W.9-10.1c) d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (W.9-10.1d) e. Provide a concluding statement or section that follows from and supports the argument presented. (W.9-10.1e) W.9-10.2 Write informative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (W.9-10.2a) b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. (W.9-10.2b) c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (W.9-10.2c) d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. (W.9-10.2d) e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (W.9-10.2e) f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (W.9-10.2f) 6/21/2016 Middletown Public Schools 31

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