2016-2017: The New BC Curriculum

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The use of coding and codeable Robots in the classroom has and continues to compliment the new BC Curriculum and the new BC Tech Strategy in wonderful ways.  We have selected a variety of subjects that can cover teaching coding in your BC Curriculum below. Here are the Curricular Competencies that have been integrated  into the K-7 lessons we have taught at James Kennedy Elementary School as well as selected Grade 8 and 9 Curricular Competencies:

Kindergarten and Grade 1

Curricular Competencies: Integrated Learning

ADST (Applied Design, Skills, and Technologies K-Grade 3):

  • Ideating: Generate ideas from their experiences and interests
  • Applied Technologies: Exploring technologies

Science (K/Grade 1):

  • Demonstrate curiosity and a sense of wonder

Art (K/Grade 1):

  • Create artistic work using ideas inspired by imagination, inquiry, and experimentation

 

Kindergarten, Grade 1, 2 and 3

Curricular Competencies: Integrated Learning

ADST (Applied Design, Skills, and Technologies K-Grade 3):

  • Ideating: Generate ideas from their experiences and interests
  • Applied Technologies: Exploring technologies

Science (Grade 2,3, and 4):

  • Demonstrate curiosity about the natural world

Art (Grade 2,3, and 4):

  • Create artistic work using ideas inspired by imagination, inquiry, and experimentation

 

Grade 2, 3 and 4

Curricular Competencies: Integrated Learning

ADST (Applied Design, Skills, and Technologies K-Grade 3):

  • Ideating: Generate ideas from their experiences and interests
  • Applied Technologies: Exploring technologies

Science (Grade 2,3, and 4):

  • Demonstrate curiosity about the natural world

Art (Grade 2,3, and 4):

  • Create artistic work using ideas inspired by imagination, inquiry, and experimentation

 

Grade 4 and 5

Curricular Competencies: Integrated Learning

ADST (Applied Design, Skills, and Technologies Grade 4-5):

  • Ideating: Generate potential ideas and add to others’ ideas
  • Applied Technologies: Demonstrate a willingness to learn about new technologies

Science (Grade 4,5 and 6):

  • Demonstrate curiosity about a scientific topic

English (Grade 4,5, and 6):

  • Access and integrate information and ideas from a variety of sources to build understanding

 

Grade 6 and 7

Curricular Competencies: Integrated Learning

Science:

  • Questioning: Demonstrate curiosity about a scientific topic
  • Planning: Pose questions that lead to investigations

Art:

  • Exploring/Creating: Create artistic work using ideas inspired by imagination, inquiry, and experimentation

ADST (Applied Design, Skills, and Technologies Grade 6 and 7):

  • Robotics Module: Students are expected to know:
  • A robot is a machine that carries out actions
  • Uses of robotics
  • Main components and ways the object can move
  • Programming and platforms for robotics

Content:

Robotics

  • a robot is a machine capable of carrying out a complex series of actions automatically
  • uses of robotics
  • main components of robots: sensors (“sense” — the parts of the robot that allow it to gather information about its environment that guides its behaviour), control systems (“think” — the part of the robot that determines the robot’s behaviour), and effectors (“act” — the parts of the robot that do the work)
  • various ways (straight line, back-and-forth, round-and-round, zigzag, fast and slow, fixed distances in set patterns) that objects can move
  • programming and logic for robotics components
  • various platforms (VEX IQ, LEGO Mindstorms/NXT, Cubelets) for robotics

Grade 8

Curricular Competencies: Integrated Learning

Science:

  • Questioning and Predicting: Identify a question to answer or a problem to solve through scientific inquiry & Make predictions about the findings of their inquiry
  • Planning and Conducting: Collaboratively plan a range of investigation types, including field work and experiments, to answer their questions or solve problems they have identified
  • Processing and Analysing Data and Information: Seek patterns and connections in data from their own investigations and secondary sources
  • Evaluating: Reflect on their investigation methods, including the adequacy of controls on variables (dependent and independent) and the quality of the data collected
  • Communication: Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate

 

Applied Design, Skills and Technologies

  • Defining: Identify criteria for success and any constraints
  • Ideating: Generate potential ideas and add to others’ ideas
  • Prototyping: Explore and test a variety of materials for effective use
  • Testing: Make changes, troubleshoot, and test again
  • Making: Identify and use appropriate tools, technologies, and materials for production
  • Sharing: Reflect on their design thinking and processes
  • Applied Skills: Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed
  • Applied Technologies: Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

Content:

Robotics

  • uses of robotics in local contexts
  • types of sensors (bump, motion, sound, light, infrared)
  • user and autonomous control systems
  • uses and applications of end effectors
  • movement- and sensor-based responses
  • program flow
  • interpretation and use of schematics for assembling (soldering (with fume extraction), breadboarding) circuits
  • identification and applications of components (diodes, LEDs, resistors, capacitors, transistors)
  • various platforms (VEX, VEX IQ, LEGO Mindstorms/NXT) for robotics programming

 

Grade 9

Curricular Competencies: Integrated Learning

Science

  • Questioning and Predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
  • Planning and Conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)
  • Processing and Analysing Data and Information:Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies
  • Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions
  • Applying and Innovating: Generate and introduce new or refined ideas when problem solving
  • Communication: Communicate scientific ideas, information, and perhaps a suggested course of action for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

Applied Design, Skills and Technologies

  • Defining: Identify criteria for success and any constraints
  • Ideating: Choose an idea to pursue, keeping other potentially viable ideas open
  • Prototyping: Prototype, making changes to tools, materials, and procedures as needed
  • Testing: Conduct the test, collect and compile data, evaluate data, and decide on changes
  • Making: Identify and use appropriate tools, technologies, and materials for production
  • Sharing: Reflect on their design thinking and processes
  • Applied Skills: Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed
  • Applied Technologies: Choose, adapt, and if necessary learn about appropriate tools and technologies to use for tasks

Content:

Computational Thinking

·       software programs as specific and sequential instructions with algorithms that can be reliably repeated by others

·       debugging algorithms and programs by breaking problems down into a series of sub-problems

·       binary number system (1s and 0s) to represent data

·       Programming languages, including visual programming (Scratch, Alice, Greenfoot, BlueJ] in relation to text-based programming [HTML]) and programming modular components (Arduino, LEGO Mindstorms)

Electronics and Robotics

  • components (power source, conductor, load) of an electric circuit
  • ways in which various electrical components (diodes, LEDs, resistors, capacitors, transistors, ICs (integrated circuits), SCRs (silicon controlled rectifiers), regulators) affect the path of electricity
  • Platforms (VEX, VEX IQ, LEGO Mindstorms/NXT, Arduino, EasyC, RobotC, Scratch for Arduino) for PCB (printed circuit board) production
  • basic robot behaviours using input/output devices (gyro sensors, bump, motion, sound, light, infrared) , movement- and sensor-based responses, and microcontrollers
  • mechanical devices (gears, belts, pulleys, chains, sprockets, linear actuators, pneumatics, bearings, slides) for the transfer of mechanical energy
  • mechanical advantage and power efficiency, including friction, force, and torque
  • robotics coding (G-code, C++, Sketch)
  • various platforms (VEX, VEX IQ, LEGO Mindstorms/NXT) for robotics programming

Information and Communication Technologies

  • text-based coding (HTML, CSS, JavaScript)
  • binary representation of various data types, including text, sound, pictures, video
  • drag-and-drop mobile development (Vizwik)
  • programming modular components (Arduino, Raspberry Pi, Lego Mindstorms)

 

 

 

 

 

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