Automated Warehouse – Beginner

Subjects

Computer Science

Coding Robots Involved

Automated Warehouse Ar Vr MatKailab

Difficulty

Beginner

Grade Range

4 - 6

Standards

Framework	Standards
ACARA	AC9TDI6P02AC9TDI6P05AC9M10ST02AC9M10ST05AC9M7P01AC9S4I03AC9S5I06AC9TDI6P07AC9TDI6P05

Framework	Standards
NZC	Computational Thinking - PO3Computational Thinking - PO3Mathematics - Use logic and reasoning to solve problems, connect mathematical and statistical concepts, and investigate patterns. Use conventions, and algebraic notation to explain solutions and approaches. Make generalisations, identify and calculate unknowns, and introduce irrational numbersComputational Thinking - PO3

Framework	Standards
UKNC	Computing KS2 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsComputing KS3 - Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known usersComputing KS3 - Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures; design and develop modular programs that use procedures or functionsComputing KS3 - Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digitsComputing KS3 - Understand several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problemMathematics KS3 - Describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphsMathematics KS3 - Record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scaleMathematics KS4 - Construct and interpret diagrams for grouped discrete data and continuous data and know their appropriate useComputing KS2 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing KS3 - Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability

Framework

Standards

UKNC

Computing KS2 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsComputing KS3 - Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known usersComputing KS3 - Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures; design and develop modular programs that use procedures or functionsComputing KS3 - Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digitsComputing KS3 - Understand several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problemMathematics KS3 - Describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphsMathematics KS3 - Record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scaleMathematics KS4 - Construct and interpret diagrams for grouped discrete data and continuous data and know their appropriate useComputing KS2 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing KS3 - Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability

Framework	Standards
CA-CS	3-5.AP.123-5.DA.43-5.DA.56-8.AP.146-8.AP.176-8.DA.5K-2.AP.133-5.AP.123-5.AP.163-5.AP.176-8.AP.136-8.AP.176-8.AP.219-12.AP.179-12.AP.189-12.AP.193-5.AP.113-5.AP.123-5.AP.186-8.AP.146-8.DA.66-8.IC.5K-2.AP.13K-2.CS.1
CCSS	CCSS.ELA-LITERACY.RST.4-6.3CCSS.MATH.PRACTICE.MP1CCSS.MATH.PRACTICE.MP6CCSS.ELA-LITERACY.SL.5.1CCSS.MATH.CONTENT.5.G.A.2CCSS.MATH.PRACTICE.MP1CCSS.MATH.PRACTICE.MP5CCSS.ELA-LITERACY.SL.5.1CCSS.MATH.CONTENT.5.G.A.2CCSS.MATH.PRACTICE.MP1CCSS.MATH.PRACTICE.MP5
CSTA	1A-AP-101B-AP-101B-DA-061B-DA-072-AP-11.2-AP-122-DA-081B-AP-101B-AP-141B-AP-152-AP-102-AP-122-AP-173A-AP-133A-AP-143A-AP-15.1A-AP-101A-CS-011B-AP-081B-AP-101B-AP-161B-AP-16.2-AP-112-DA-072-IC-21
FL-CS	SC.4.PE.1.1SC.4.PE.1.2SC.4.PE.1.3SC.5.PE.1.1SC.5.PE.1.2SC.6.PE.1.2SC.K12.CTR.2.1SC.K12.CTR.5.1SC.4.PE.1.1SC.4.PE.1.2SC.4.PE.1.3SC.5.PE.1.1SC.5.PE.1.2SC.5.PE.1.3SC.K12.CTR.2.1SC.K12.CTR.5.1SC.4.CC.1.1SC.4.PE.1.1SC.4.PE.1.2SC.4.PE.1.3SC.5.PE.1.1SC.5.PE.1.3SC.6.PE.1.2SC.K12.CTR.5.1
ISTE	1.3c1.3d1.4b1.5a1.5b1.5d1.7c1.4b1.5a1.5d1.6a1.6b1.6c1.1a1.3e1.4b1.5a1.5b1.5c1.6c1.7e
NGSS	3-5-ETS1-23-5-ETS1-34-GA-14-PS3-43-5-ETS1-23-5-ETS1-34-GA-14-PS3-43-5-ETS1-23-5-ETS1-34-PS3-24-PS3-4
NY-CS	4-6.CT.104-6.CT.44-6.CT.84-6.CT.94-6.NSD.24-6.CT.104-6.CT.44-6.CT.84-6.CT.94-6.NSD.24-6.CT.104-6.CT.44-6.CT.84-6.CT.94-6.DL.24-6.IC.14-6.NSD.24-6.NSD.3
SC-CS	4.AP.1.14.CS.1.24.CS.2.15.AP.1.15.AP.3.15.AP.3.25.AP.4.14.AP.1.14.CS.1.25.AP.1.15.AP.2.15.AP.2.25.AP.3.15.AP.3.25.AP.4.14.AP.1.14.CS.1.14.CS.1.24.CS.2.15.AP.1.15.AP.2.15.AP.2.25.AP.3.15.AP.3.25.AP.4.1
TEKS	126.73.c.4.C127.763.c.4.C127.763.c.4.D127.763.c.5.E127.763.c.7.A127.763.c.7.B127.763.c.8.A127.763.c.4.B127.763.c.4.D127.763.c.5.E127.763.c.5.F127.763.c.6.B127.763.c.6.C127.789.c.5.A127.789.c.5.B127.789.c.5.C126.73.c.1.A126.73.c.4.C127.763.c.3.E127.763.c.4.C127.763.c.5.E127.763.c.6.C127.763.c.7.E127.763.c.8.B
UT-CS	1.AP.43.AP.34.DA.35.DA.47.AP.48.AP.48.DA.43.AP.35.AP.75.AP.87.AP.38.AP.48.AP.6CSIII.AP.4CSIII.AP.5CSIII.AP.61.AP.43.AP.23.AP.35.AP.97.AP.47.DA.57.IC.3K.CS.1

Students program a warehouse robot to locate, collect, and sort misplaced packages using navigation, grippers, and loops. Later, they add conditional logic to move packages only when detected in specific zones. Finally, pairs collaborate: one monitors temperature with sensors, triggering the other to relocate packages if overheating occurs. Skills include sequencing, conditionals, sensor integration, and teamwork. Setup involves mats, robots, and objects, with troubleshooting for common errors like incorrect coordinates or logic.