KaiLab Coding Cards – Sensing, Light, and Sound

Subjects

Computer Science

Coding Robots Involved

Create MatKailab

Difficulty

Beginner

Grade Range

2 - 4

Standards

Framework	Standards
ACARA	AC9TDI6P02AC9TDI6P05AC9TDI6P02AC9TDI6P05AC9TDI6P02AC9TDI6P05

Framework	Standards
NZC	Computational Thinking - PO4Computational Thinking - PO4Computational 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 - 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 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 KS2 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing KS3 - Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concernsComputing KS3 - Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other 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 users

Framework

Standards

UKNC

Computing KS2 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing 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 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 KS2 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing KS3 - Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concernsComputing KS3 - Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other 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 users

Framework	Standards
CA-CS	3-5.AP.136-8.AP.146-8.AP.153-5.AP.136-8.AP.146-8.AP.153-5.AP.133-5.AP.146-8.AP.14
CCSS	CCSS.Math.Content.2.MD.D.10CCSS.Math.Content.3.MD.A.2CCSS.Math.Content.4.MD.C.6CCSS.ELA-LITERACY.SL.2.5CCSS.ELA-LITERACY.SL.3.5CCSS.ELA-LITERACY.SL.4.5CCSS.ELA-LITERACY.SL.2.5CCSS.ELA-LITERACY.SL.3.5CCSS.ELA-LITERACY.SL.4.5
CSTA	1B-AP-101B-AP-121B-AP-131B-AP-101B-AP-121B-AP-131B-AP-101B-AP-111B-AP-12
FL-CS	SC.2.CS.1.1SC.2.CS.2.1SC.2.CS.3.1SC.3.CS.1.1SC.3.CS.3.1SC.4.CS.2.2SC.4.CS.2.3SC.4.CS.3.1SC.2.CS.1.1SC.2.CS.2.1SC.2.CS.3.1SC.3.CS.2.1SC.3.CS.2.2SC.3.CS.3.1SC.4.CS.2.2SC.4.CS.3.1SC.2.CS.2.1SC.2.CS.3.1SC.3.CS.2.1SC.3.CS.2.2SC.3.CS.3.1SC.4.CS.2.2SC.4.CS.2.3SC.4.CS.3.1
ISTE	1.3d1.5a1.5d1.6a1.6d1.7e1.3d1.5a1.5d1.6a1.6d1.7e1.3d1.5a1.5d1.6a1.6d1.7e
NGSS	3-5-ETS1-23-5-ETS1-34-PS3-44-PS4-33-5-ETS1-14-PS4-14-PS4-33-5-ETS1-13-5-ETS1-24-PS3-44-PS4-3
NY-CS	2-3.CS.12-3.CS.22-3.DL.12-3.DL.24-6.CS.14-6.CS.24-6.DL.14-6.DL.22-3.AP.102-3.CS.12-3.CS.22-3.DL.12-3.DL.24-6.AP.104-6.CS.14-6.CS.24-6.DL.14-6.DL.22-3.AP.102-3.CS.12-3.CS.22-3.DL.12-3.DL.24-6.AP.104-6.CS.14-6.CS.24-6.DL.14-6.DL.2
TEKS	126.73.c.4.C127.763.c.4.E127.763.c.5.A127.763.c.7.E127.789.c.6.E127.789.c.8.B126.73.c.4.C127.763.c.4.E127.763.c.5.A127.763.c.7.E127.789.c.6.E127.789.c.8.B126.73.c.4.C127.763.c.4.E127.763.c.5.A127.763.c.7.E127.789.c.6.E127.789.c.8.B
UT-CS	3.AP.15.AP.35.AP.43.AP.15.AP.35.AP.43.AP.14.AP.35.AP.3

Students learn to set up and control sensors, LEDs, and sound components on their robots. They connect hardware, configure settings in the “My Robots” tab, and use coding blocks to read sensor data, play music, or manipulate lights, ensuring proper bot selection and component activation.