KaiLab Sensor Bit Pack – Beginner

Subjects

Computer Science

Coding Robots Involved

Create MatKailab

Difficulty

Beginner

Grade Range

2 - 5

Standards

Framework	Standards
ACARA	AC9S4U02AC9TDI6P02AC9S4U02AC9TDI6P02AC9S4U02AC9TDI6P02AC9TDI6P02AC9TDI6P05

Framework	Standards
NZC	Communicating in Science - Lv 2Computational Thinking - PO3Understanding about Science - Lv 2Communicating in Science - Lv 2Computational Thinking - PO3Understanding about Science - Lv 2Communicating in Science - Lv 2Computational Thinking - PO4Understanding about Science - Lv 2Computational Thinking - PO3

Framework	Standards
UKNC	Computing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing 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 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing 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 - Understand several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problemComputing 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 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 - 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 KS1 - Use technology purposefully to create, organise, store, manipulate and retrieve digital contentComputing 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 - 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 - 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 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing 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 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing 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 - Understand several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problemComputing 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 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 - 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 KS1 - Use technology purposefully to create, organise, store, manipulate and retrieve digital contentComputing 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 - 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 - 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.113-5.AP.123-5.AP.153-5.AP.193-5.CS.13-5.CS.23-5.AP.113-5.AP.123-5.AP.153-5.AP.193-5.CS.13-5.CS.23-5.CS.33-5.AP.123-5.AP.163-5.AP.193-5.CS.13-5.CS.23-5.AP.123-5.AP.153-5.AP.193-5.CS.13-5.CS.23-5.DA.43-5.DA.5
CCSS	CCSS.ELA-LITERACY.RI.3.3CCSS.ELA-LITERACY.RI.4.3CCSS.MATH.PRACTICE.MP1CCSS.MATH.PRACTICE.MP5CCSS.ELA-LITERACY.RI.3.3CCSS.ELA-LITERACY.RI.4.3CCSS.MATH.CONTENT.4.MD.A.1CCSS.MATH.PRACTICE.MP5CCSS.ELA-LITERACY.RI.3.3CCSS.ELA-LITERACY.RI.4.3CCSS.MATH.CONTENT.4.MD.A.2CCSS.MATH.PRACTICE.MP1CCSS.MATH.PRACTICE.MP4CCSS.ELA-LITERACY.RI.3.3CCSS.ELA-LITERACY.RI.4.7CCSS.MATH.CONTENT.3.MD.B.4CCSS.MATH.PRACTICE.MP2CCSS.MATH.PRACTICE.MP5
CSTA	1B-AP-081B-AP-101B-AP-111B-AP-151B-CS-011B-CS-021B-AP-081B-AP-101B-AP-111B-AP-151B-CS-011B-CS-021B-CS-031B-AP-091B-AP-101B-AP-121B-AP-151B-CS-011B-CS-021B-AP-101B-AP-111B-AP-151B-CS-011B-CS-021B-DA-051B-DA-06
FL-CS	SC.1.CS.2.1SC.1.CS.3.1SC.2.CS.3.1SC.3.CS.3.1SC.4.CS.3.1SC.5.CS.3.1SC.K.CS.2.1SC.K.CS.3.1SC.1.CS.2.1SC.1.CS.3.1SC.2.CS.3.1SC.3.CS.3.1SC.4.CS.3.1SC.5.CS.3.1SC.K.CS.2.1SC.K.CS.3.1SC.1.CS.2.1SC.1.CS.3.1SC.2.CS.3.1SC.3.CS.3.1SC.4.CS.3.1SC.5.CS.3.1SC.K.CS.2.1SC.K.CS.3.1SC.1.CS.2.1SC.1.CS.3.1SC.2.CS.3.1SC.3.CS.3.1SC.4.CS.3.1SC.5.CS.3.1SC.K.CS.2.1SC.K.CS.3.1
ISTE	1.5a1.5d1.1a1.1b1.5a1.6c1.1b1.5a1.6b1.1b1.3b1.5a1.7c
NGSS	3-PS2-14-PS4-3K-2-ETS1-13-5-ETS1-24-PS3-24-PS4-33-5-ETS1-24-PS3-24-PS4-33-ESS2-14-ESS3-25-PS1-3
NY-CS	2-3.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.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.CS.12-3.CS.22-3.DA.22-3.DL.12-3.DL.24-6.CS.14-6.CS.24-6.DA.24-6.DL.14-6.DL.2
TEKS	126.73.c.4.C127.763.c.4.D126.73.c.1.B126.73.c.4.C127.763.c.1.B127.763.c.6.D126.73.c.1.B126.73.c.4.C127.763.c.5.F126.73.c.4.C126.73.c.6.A127.763.c.8.A127.789.c.2.B
UT-CS	3.AP.23.AP.33.CS.14.CS.25.AP.55.AP.93.AP.23.AP.33.CS.14.CS.24.CS.45.AP.55.AP.93.AP.33.CS.14.AP.64.CS.24.CS.35.AP.93.AP.33.CS.14.CS.24.DA.35.AP.55.AP.95.DA.4

Students explore robotics by integrating buttons, LEDs, and environmental sensors. They learn to install components, program interactions, and visualize outputs like light patterns or temperature readings, fostering hands-on coding and hardware skills.