KaiLab Sensor Bit Pack – Intermediate

Subjects

Computer Science

Coding Robots Involved

Create MatKailab

Difficulty

Intermediate

Grade Range

3 - 5

Standards

Framework	Standards
ACARA	AC9TDI6P02AC9TDI6P02AC9M3ST02AC9S4I03AC9S5I04AC9TDI6P02AC9TDI6P05AC9TDI6P02AC9TDI6P05

Framework	Standards
NZC	Computational Thinking - PO2Computational Thinking - PO2Computational Thinking - PO2Mathematics - 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

NZC

Computational Thinking - PO2Computational Thinking - PO2Computational Thinking - PO2Mathematics - 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 KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsComputing 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 - Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usabilityComputing 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 several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problemMathematics KS3 - Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendencyMathematics KS3 - Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraicallyComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaborationComputing 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 usabilityComputing 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 - 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 functions

Framework

Standards

UKNC

Computing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsComputing 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 - Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usabilityComputing 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 several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problemMathematics KS3 - Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendencyMathematics KS3 - Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraicallyComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaborationComputing 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 usabilityComputing 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 - 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 functions

Framework	Standards
CA-CS	3-5.AP.123-5.AP.163-5.AP.193-5.CS.13-5.CS.23-5.AP.123-5.AP.163-5.AP.193-5.AP.203-5.CS.13-5.CS.23-5.AP.123-5.AP.153-5.AP.193-5.CS.13-5.CS.23-5.IC.33-5.AP.123-5.AP.153-5.AP.163-5.AP.193-5.AP.203-5.CS.13-5.CS.23-5.CS.3
CCSS	CCSS.ELA-LITERACY.SL.2.5CCSS.ELA-LITERACY.SL.3.5CCSS.MATH.CONTENT.3.MD.A.2CCSS.MATH.CONTENT.4.MD.A.1CCSS.ELA-LITERACY.SL.2.5CCSS.MATH.CONTENT.3.MD.A.2CCSS.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.MATH.CONTENT.3.MD.A.2CCSS.MATH.CONTENT.4.MD.A.2CCSS.MATH.PRACTICE.MP2CCSS.MATH.PRACTICE.MP5
CSTA	1B-AP-091B-AP-101B-AP-121B-AP-151B-CS-011B-CS-021B-AP-091B-AP-101B-AP-121B-AP-151B-AP-161B-CS-011B-CS-021B-AP-101B-AP-111B-AP-151B-CS-011B-CS-021B-IC-181B-AP-091B-AP-101B-AP-111B-AP-121B-AP-151B-AP-161B-CS-011B-CS-021B-CS-03
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	1.1b1.3d1.5b1.6a1.6c1.1b1.5a1.6b1.1b1.3d1.5a1.5b1.6a1.6b1.1b1.3d1.5a1.5b1.6a1.6b
NGSS	3-5-ETS1-24-PS3-24-PS4-33-5-ETS1-24-PS4-24-PS4-33-5-ETS1-24-PS4-35-PS1-33-5-ETS1-24-PS3-24-PS4-3
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.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.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	127.763.c.1.C127.763.c.4.C127.763.c.5.A127.763.c.6.D127.763.c.7.A127.763.c.1.C127.763.c.4.B127.763.c.5.B127.763.c.1.C127.763.c.4.B127.763.c.4.C127.763.c.5.A127.763.c.5.B127.763.c.7.A127.763.c.1.C127.763.c.4.B127.763.c.4.C127.763.c.5.A127.763.c.5.B127.763.c.7.A
UT-CS	3.AP.33.CS.14.AP.64.CS.24.CS.35.AP.93.AP.33.CS.14.AP.64.CS.24.CS.35.AP.105.AP.93.AP.33.CS.14.CS.25.AP.55.AP.95.IC.13.AP.33.CS.14.AP.64.CS.24.CS.34.CS.45.AP.105.AP.55.AP.9

Students explore robotics components—LED matrix, IR receiver, PIR sensor, and potentiometer—learning to display shapes, control robots remotely, detect motion, and adjust inputs using analog signals. They apply coding blocks creatively for interactive projects.