Mars Discovery – Intermediate

Subjects

Computer ScienceEarth and SpaceEnglish Language ArtsGeographyMathematicsScience

Coding Robots Involved

KailabMars Discovery Ar Vr Mat

Difficulty

Intermediate

Grade Range

4 - 9

Standards

Framework	Standards
ACARA	AC9TDI4P02AC9TDI4P02AC9TDI4P04AC9TDI4P02AC9TDI4P04AC9TDI4P02AC9TDI6P02AC9TDI6P02

Framework	Standards
NZC	Computational Thinking - PO2Computational Thinking - PO2Computational Thinking - PO3Computational Thinking - PO2Computational Thinking - PO3Computational Thinking - PO2Computational Thinking - PO3Computational 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 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 - Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systemsComputing 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 - 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 - Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systemsComputing 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 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing KS3 - Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systemsComputing 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 the hardware and software components that make up computer systems, and how they communicate with one another and with other systemsComputing 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 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing KS2 - Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contactComputing 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 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

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 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 - Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systemsComputing 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 - 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 - Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systemsComputing 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 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing KS3 - Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systemsComputing 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 the hardware and software components that make up computer systems, and how they communicate with one another and with other systemsComputing 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 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputComputing KS2 - Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contactComputing 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 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Framework	Standards
CA-CS	3-5.AP.103-5.AP.113-5.AP.133-5.AP.156-8.IC.203-5.AP.103-5.AP.113-5.AP.126-8.AP.136-8.AP.146-8.AP.156-8.AP.163-5.DA.73-5.AP.103-5.AP.133-5.AP.173-5.CS.33-5.DA.66-8.AP.166-8.DA.123-5.AP.103-5.AP.113-5.DA.63-5.DA.73-5.DA.86-8.AP.136-8.AP.166-8.AP.196-8.DA.106-8.DA.113-5.AP.103-5.CS.26-8.AP.146-8.AP.166-8.AP.176-8.CS.26-8.CS.3
CCSS	CCSS.ELA-LITERACY.RST.6-8.3CCSS.ELA-LITERACY.SL.6.1.CCCSS.MATH.PRACTICE.MP5CCSS.ELA-LITERACY.RST.6-8.3CCSS.MATH.PRACTICE.MP1CCSS.MATH.PRACTICE.MP5CCSS.MATH.PRACTICE.MP6CCSS.ELA-LITERACY.RST.6-8.3CCSS.MATH.CONTENT.6.RP.A.3CCSS.ELA-LITERACY.RST.6-8.3CCSS.MATH.CONTENT.8.SP.A.1CCSS.MATH.PRACTICE.MP5CCSS.ELA-LITERACY.RST.6-8.3CCSS.ELA-LITERACY.RST.6-8.7CCSS.MATH.CONTENT.6.SP.B.5CCSS.MATH.CONTENT.7.RP.A.2CCSS.MATH.CONTENT.8.F.B.5CCSS.ELA-LITERACY.RST.6-8.3CCSS.ELA-LITERACY.RST.6-8.7CCSS.MATH.PRACTICE.MP1CCSS.MATH.PRACTICE.MP5
CSTA	2-AP-102-AP-112-AP-132-AP-153A-IC-202-AP-102-AP-112-AP-123A-AP-133A-AP-143A-AP-153A-AP-162-DA-082-AP-102-AP-132-AP-172-CS-032-DA-073A-AP-163A-DA-122-AP-102-AP-112-DA-072-DA-082-DA-093A-AP-133A-AP-163A-AP-193A-DA-103A-DA-112-AP-102-CS-023A-AP-143A-AP-163A-AP-173A-CS-023A-CS-03
FL-CS	SC.4.DA.1.1SC.4.PE.1.1SC.4.PE.1.3SC.5.PE.1.1SC.5.PE.1.3SC.5.PE.1.4SC.6.CCM.1.2SC.6.PE.1.1SC.6.PE.1.2SC.6.PE.1.6SC.6.CC.1.1SC.6.CC.1.2SC.7.CC.1.1SC.7.CC.1.2SC.7.PE.1.11SC.7.PE.1.3SC.7.PE.1.6SC.7.PE.1.7SC.7.PE.1.8SC.7.PE.1.9SC.8.PE.1.10SC.8.PE.1.3SC.8.PE.1.4SC.8.PE.1.6SC.8.PE.1.7SC.8.PE.1.8SC.8.PE.1.9SC.6.DA.1.1SC.6.DA.1.2SC.6.PE.1.2SC.6.PE.1.4SC.6.PE.1.9SC.7.DA.1.1SC.7.DA.1.2SC.7.PE.1.8SC.8.DA.1.1SC.8.DA.1.2SC.4.DA.1.1SC.4.DA.1.2SC.4.PE.1.1SC.4.PE.1.3SC.5.PE.1.1SC.5.PE.1.3SC.5.PE.1.4SC.6.PE.1.1SC.6.PE.1.2SC.K12.CTR.5.1SC.6.DA.1.1SC.6.DA.1.2SC.6.PE.1.2SC.7.DA.1.1SC.7.DA.1.2SC.7.PE.1.8SC.8.DA.1.1SC.8.DA.1.2SC.8.PE.1.8SC.912.DA.1.1SC.912.DA.1.2SC.912.DA.1.3SC.912.PE.1.2SC.K12.CTR.2.1SC.K12.CTR.3.1SC.K12.CTR.4.1SC.K12.CTR.5.1SC.K12.CTR.6.1SC.K12.CTR.7.1SC.6.CCM.1.1SC.6.CCM.1.2SC.6.CCM.1.3SC.6.PE.1.2SC.6.PE.1.4SC.7.CCM.1.1SC.7.CCM.1.2SC.7.CCM.1.3SC.7.PE.1.10SC.7.PE.1.8SC.8.CCM.1.1SC.8.CCM.1.2SC.8.CCM.1.3SC.8.PE.1.8SC.8.PE.1.9SC.912.CCM.1.1SC.912.CCM.1.2SC.912.CCM.1.3
ISTE	1.5b1.5c1.6a1.6b1.7a1.5b1.5c1.5d1.6a1.6b1.6c1.3c1.1c1.3b1.3d1.5b1.6a1.6c1.6d1.3b1.3c1.5b1.5c1.5d1.6c1.6d1.1b1.1c1.5a1.5b1.6a1.6c1.6d
NGSS	3-PS2-34-ESS3-14-PS3-25-PS1-3MS-ETS1-2MS-ETS1-3MS-ETS1-4MS-PS2-2MS-ESS3-3MS-ETS1-3MS-PS1-2MS-ESS3-3MS-ETS1-4MS-PS3-3MS-PS4-2MS-ETS1-3MS-ETS1-4MS-PS2-2MS-PS3-1MS-ETS1-2MS-ETS1-3MS-ETS1-4MS-PS4-3
NY-CS	4-6.CT.104-6.CT.24-6.CT.44-6.CT.84-6.CT.94-6.NSD.24-6.NSD.37-8.CT.47-8.CT.67-8.CT.77-8.CT.87-8.CT.97-8.DL.27-8.NSD.27-8.CT.27-8.CT.47-8.CT.97-8.IC.17-8.IC.47-8.NSD.27-8.NSD.37-8.CT.17-8.CT.27-8.CT.37-8.CT.87-8.CT.97-8.DL.27-8.IC.17-8.NSD.27-8.NSD.37-8.CT.17-8.CT.27-8.CT.37-8.DL.37-8.IC.17-8.CT.27-8.CT.47-8.CT.97-8.NSD.27-8.NSD.3
SC-CS	4.AP.1.14.AP.2.24.AP.4.24.CS.1.25.AP.1.15.AP.2.25.AP.4.15.DA.2.16.AP.1.16.AP.1.26.AP.3.16.AP.3.26.AP.5.16.AP.5.26.DA.2.16.AP.1.16.AP.1.26.AP.3.16.AP.3.26.AP.4.16.AP.5.16.AP.5.26.CS.1.27.AP.1.17.AP.3.27.AP.4.17.AP.5.17.AP.5.27.CS.1.28.AP.2.28.AP.3.18.AP.3.28.AP.5.18.AP.5.28.CS.1.16.AP.5.16.CS.1.26.DA.2.17.AP.5.17.CS.1.27.DA.2.18.CS.1.18.DA.2.18.DA.3.16.AP.1.16.AP.1.26.AP.3.16.AP.3.26.AP.5.16.AP.5.26.CS.1.26.DA.2.16.DA.3.17.AP.1.17.AP.5.27.DA.2.18.AP.2.28.AP.5.18.CS.1.18.DA.2.18.DA.3.16.AP.1.16.CS.1.26.DA.2.17.AP.1.17.DA.1.27.DA.2.17.DA.3.17.DA.3.28.CS.1.18.DA.2.18.DA.3.16.AP.5.26.CS.1.26.CS.3.16.DA.2.17.AP.5.28.AP.5.18.CS.1.18.DA.2.1
TEKS	126.43.c.4.B126.43.c.4.C126.43.c.4.E126.43.c.4.G126.73.c.7.B126.43.c.4.B126.43.c.4.C126.43.c.4.D126.73.c.4.C126.73.c.4.D126.73.c.5.C126.73.c.5.E126.43.c.3.B126.43.c.1.C126.43.c.3.A126.43.c.4.B126.43.c.4.E126.43.c.5.F126.73.c.4.C126.73.c.5.E126.43.c.3.A126.43.c.3.B126.43.c.3.C126.43.c.4.B126.43.c.4.C126.73.c.4.A126.73.c.4.B126.73.c.4.C126.73.c.5.E126.73.c.5.G126.43.c.1.B126.43.c.4.B126.73.c.1.B126.73.c.1.C126.73.c.4.D126.73.c.5.E126.73.c.5.F
UT-CS	5.AP.15.AP.26.AP.58.IC.35.AP.15.AP.26.AP.37.AP.17.AP.27.AP.37.AP.46.DA.15.AP.15.CS.35.DA.16.AP.46.AP.57.AP.38.DA.45.AP.15.AP.25.DA.16.DA.17.AP.17.AP.37.DA.18.AP.48.DA.28.DA.35.AP.15.CS.27.AP.27.AP.37.AP.47.CS.28.CS.3

Students explore Mars through coding, robotics, and sensors. They program rovers to navigate terrain, sort supplies collaboratively, and test water pH. Activities integrate problem-solving, data analysis, and teamwork, simulating real-world challenges on Mars using KaiLab and hands-on experiments.