NEPTUNE TOWNSHIP SCHOOL DISTRICT

Robotics
Curriculum
Grade 6-8

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836

December 21, 2022 Document C1#1

 NEPTUNE TOWNSHIP BOARD OF EDUCATION
Chanta L. Jackson, President
Donna L. Puryear, Vice President
Dorothea L. Fernandez Dianna A. Harris
Fabian Howe Jerome M. Hubbard
Sheila B. Jones Jessie Thompson
William S. Wells Liza Flynn, Bradley Beach Rep.
Drisana Lashley, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.
Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard
Business Administrator/Board Secretary

Rosemary Della Sala

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton
Director of Special Services

Omar Beltran
Director of School Counseling and Social Emotional Support Services

Lakeda Demery-Alston
Supervisor of Humanities & ESL

Stacie Ferrara, Ed.D.

Supervisor of STEM

Charles Kolinofsky
Supervisor of Data & Information

Meghan Plevier, Ed.D

Supervisor of Early Childhood Education
 ELEMENTARY SCHOOL ADMINISTRATION

Principals

Kathleen Thomsen, Gables

James M. Nulle, Green Grove
Mark K. Alfone, Ed.D., Midtown Community
Joshua Loveland, Shark River Hills
Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Janelle Opoku, Ed.D., Principal

Thomas Decker, Vice Principal

HIGH SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Titania M. Hawkins, Ed.D., Vice Principal
James H. Whitson, Vice Principal
Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino
Dolores Dalelio
Dawn Reinhardt
Nicole Sanyigo
Karen Watt
 NEPTUNE TOWNSHIP SCHOOL DISTRICT

ROBOTICS
GRADES 6-8
CURRICULUM

Table of Contents
Acknowledgements………………………………………………………………….i
District Mission Statement………………………………………………………….ii
District Educational Outcome Goals………………………………………………..iii
Course Description………………………………………………………………….iv
Integrated Social and Emotional Competencies…………………………………….v

Curriculum
Unit Title Page
Unit 1: Base Model for Robot ……….. ………………………………..….…..…..1
Unit 2: Sensors…………………………...…………………………………………7
Unit 3: Complete a Collaborative Task………………………….………….………12
Accommodations and Modifications…………………………………………….…17
 NEPTUNE TOWNSHIP SCHOOL DISTRICT

Robotics

Acknowledgements

The Robotics course for Grades 6-8 was developed through the dedicated efforts of Owen
Dunfee, Neptune Middle School Technology Teacher, with guidance of the district’s curriculum
steering committee members including Lori Dalelio, Department Chairperson , Stacie
Ferrara,Ed.D., STEM Supervisor and Sally A. Millaway, Ed.D., Director for Curriculum,
Instruction and Assessment.

This curriculum guide was developed to introduce students to the foundational skills used in the
fields of Robotics. This curriculum was written in alignment with the 2020 New Jersey Student
Learning Standards for Design Thinking. The units are also aligned to 2020 Career Readiness,
Life Literacies, and Key Skills. It is our hope that this curriculum will serve as a valuable
resource for the staff members who teach this course and that they will provide feedback and
make recommendations for improvement.

i
 NEPTUNE TOWNSHIP SCHOOL DISTRICT

DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare all of our
students for a life-long learning process and to become confident, competent, socially, and
culturally- conscious citizens in a complex and diverse world. It is with high expectations
that our schools foster:

• A strong foundation in academic and modern technologies.

• A positive, equitable, and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its diverse people.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii
 Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

● Become fluent readers, writers, speakers, listeners, and viewers with comprehension and
critical thinking skills.
● Acquire the mathematical skills, understandings, and attitudes that are needed to be
successful in their careers and everyday life.
● Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,
and interpreting information.
● Become technologically literate.
● Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).
● Develop the ability to understand their world and to have an appreciation for the heritage
of America with a high degree of literacy in civics, history, economics and geography.
● Develop a respect for different cultures and demonstrate trustworthiness, responsibility,
fairness, caring, and citizenship.
● Become culturally literate by being aware of the historical, societal, and multicultural
aspects and implications of the arts.
● Demonstrate skills in decision-making, goal setting, and effective communication, with a
focus on character development.
● Understand and practice the skills of family living, health, wellness and safety for their
physical, mental, emotional, and social development.
● Develop consumer, family, and life skills necessary to be a functioning member of
society.
● Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts and feelings.
● Develop career awareness and essential technical and workplace readiness skills, which
are significant to many aspects of life and work.

iii
 ROBOTICS
GRADES 6-8

COURSE DESCRIPTION

This course will serve as a thorough introduction to Robotics. It is a career- based course that
will incorporate all parts of Science, Technology, Engineering, Art and Mathematics (STEAM).
Students will develop a fundamental understanding of: Robotic design, programming and
problem solving for Robotics solving real world problems and modify robots for performing
tasks. Students will work hands-on with building materials to get an understanding of each
material’s properties. Special attention will be paid to programming robots to move and perform
various tasks. The evolution and design of robots through history will also be explored.
Students can take this course in each grade and build on their learning each year with different
levels of robotic kits and challenges.

iv
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum:

Self-Awareness

x Recognize one’s own feelings and thoughts

x Recognize the impact of one’s feelings and thoughts on one’s own behavior

x Recognize one’s personal traits, strengths and limitations

x Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

x Understand and practice strategies for managing one’s own emotions, thoughts and behaviors

x Recognize the skills needed to establish and achieve personal and educational goals

x Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals

Social Awareness

x Recognize and identify the thoughts, feelings, and perspectives of others

x Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds

x Demonstrate an understanding of the need for mutual respect when viewpoints differ

x Demonstrate an awareness of the expectations for social interactions in a variety of setting

Responsible Decision Making

x Develop, implement and model effective problem solving and critical thinking skill

x Identify the consequences associated with one’s action in order to make constructive choices

x Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

x Establish and maintain healthy relationships

x Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure

x Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways

x Identify who, when, where, or how to seek help for oneself or others when needed

v
Unit Plan Title Unit 1: Base Model for Robot

Suggested Time Frame 15 days

Overview / Rationale
This unit will provide students with a foundation for building and programming the base of Lego
robots to complete tasks such as driving between points, turning, traveling in reverse and
following a determined path. Students will design programs that will allow the robot to move
forward, backwards, turn left, right and move in circles. Students will also add sound files, color
files and image files to their program.

Stage 1 – Desired Results

Established Goals:
New Jersey Student Learning Standards in Computer Design (2020)
8.1.8.CS.1: Recommend improvements to computing devices in order to improve the ways users
interact with the devices.
8.1.8.CS.2: Design a system that combines hardware and software components to process data.
8.1.8.CS.4: Systematically apply troubleshooting strategies to identify and resolve hardware and
software problems in computing systems.
8.1.8.AP.1: Design and illustrate algorithms that solve complex problems using flowcharts
and/or pseudocode.
8.1.8.AP.3: Design and iteratively develop programs that combine control structures, including
nested loops and compound conditionals.
8.1.8.AP.4: Decompose problems and subproblems into parts to facilitate the design,
implementation, and review of programs.
8.1.8.AP.5: Create procedures with parameters to organize code and make it easier to reuse.
8.1.8.AP.6: Refine a solution that meets users’ needs by incorporating feedback from team
members and users.
8.1.8.AP.8: Systematically test and refine programs using a range of test cases and users.
8.1.8.AP.9: Document programs in order to make them easier to follow, test, and debug.
8.1.12.CS.2: Model interactions between application software, system software, and hardware.
8.1.12.CS.3: Compare the functions of application software, system software, and hardware.

New Jersey Student Learning Standards in Design Thinking (2020)

8.2.8.ED.1: Evaluate the function, value, and aesthetics of a technological product or system,
from the perspective of the user and the producer.
8.2.8.ED.2: Identify the steps in the design process that could be used to solve a problem.
8.2.8.ED.2 Identify the steps in the design process that could be used to solve a problem.
8.2.8.ED.5: Explain the need for optimization in a design process.
8.2.8.ED.6: Analyze how trade-offs can impact the design of a product.
8.2.8.ETW.2: Analyze the impact of modifying resources in a product or system (e.g., materials,
energy, information, time, tools, people, capital).

1
8.2.8.NT.1: Examine a malfunctioning tool, product, or system and propose solutions to
the problem.

Essential Questions:
● What skilled tasks have been replaced by robots in life?
● Why would a robot be better in performing advanced tasks in society?
● What is the relationship between Engineering, robotics and other academic disciplines?

Enduring Understandings:
Students will understand that…
● Science exists in our world through inventions, advancements, and all aspects of our
daily lives. It continues to evolve and raises questions of ethics and privacy through the
use of smart technology, drones, and other forms of programming and robotics.
● Robots are replacing jobs and redefining industry as they perform tasks once left to
human workers. The development of robots has opened possibilities for robotic
inventions in the military as well as basic everyday life (such as delivering packages).
● Application of problem solving and design process through Math and Science to solve
everyday situations using robotics.

Knowledge:
Students will know that…
● Robots are capable of performing many everyday tasks.
● Engineering is all around us.
● Mathematics is used in Robotics and programming, especially with measurements..
● A hypothesis is an educated guess and is used in your work's direction.
● Modifications are essential and improve designs.
● Problem solving is a process and requires many steps and modifications.
● How Newton’s Laws of Motion affect our everyday world.
● Many factors go into an Engineers plan such as cost, materials, nature of the problem,
location and other variables.
● The design process is a continual cycle that is constantly upgraded, improved and
modified.

Skills:
Students will be able to…
● Identify solutions to presented problems.
● Create a functioning robot.
● Program the robot (sensors) to complete various tasks.
● Develop and Engineer their own design to complete a task.
● Describe their plan for their own design to solve a problem.
● Plan ideas and concepts.
● Delineate roles within collaboration.
● Conduct samples of a design.
● Assemble robots to test theories of energy and motion.
● Conduct samples of a design.

2
 ● Design concepts to test and experiment a hypothesis.
● Perform experiments/ trials for performance tasks to make modifications and improve
student designs.
● Modify designs.
● Keep a log of objectives and tasks.
● Create solutions to experiments to continually improve designs.

Interdisciplinary Connections
New Jersey Student Learning Standards for Science (2020)
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential
impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how
well they meet the criteria and constraints of the problem.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a
proposed object, tool, or process such that an optimal design can be achieved.

New Jersey Student Learning Standards for English Language Arts (2016)
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks. (MS-PS1-6)
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest. (MS-ETS1-4)

Standards for Mathematical Practices (2016)

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
5. Use appropriate tools strategically.

NJSLS Career Readiness,Life Literacies, and Key Skills (2020)

9.4.2.CI.1: Demonstrate openness to new ideas and perspectives.
9.4.2.CT.2: Identify possible approaches and resources to execute a plan.
9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive,
deductive).

Student Resources
Texts:
Teacher generated handouts

Technology:
Desktop computers
Lego Education Spike Prime sets (45678)
Lego Mindstorms Education EV3 sets (45544)
Promethean Board

3
 Teacher Resources
Texts:
Teacher generated handouts

Technology:
Desktop computers
Lego Education Spike Prime sets (45678)
Lego Mindstorms Education EV3 sets (45544)
Promethean Board

Websites:
Lego downloads:
https://education.lego.com/en-us/products/lego-education-spike-prime-set/45678#spike%E2%84
%A2-prime
Lego directions:
https://www.lego.com/en-us/service/buildinginstructions/
Lego Programming:
https://education.lego.com/en-us/downloads

Videos:
Teacher led video tutorials will be made as needed and posted in Google classroom.

Lego EV3 Programming Tutorial (14:17 minutes)

https://www.youtube.com/watch?v=5r38eT07Hf0

Basic Movement Lego Spike Prime and EV3 (11:25 minutes)

https://www.youtube.com/watch?v=2n22yME9rmc&t=324s

Spike Prime Tutorial 1.2: Spike App Overview (5:47 minutes)

https://www.youtube.com/watch?v=ot1EOUQQfdg

K-12 Universal Legislation

Amistad Law N.J.S.A. 18A 52:16A-88 Every board of education shall incorporate the
information regarding the contributions of African Americans to our country in an appropriate
place in the curriculum of elementary and secondary school students.

Diversity and Inclusion Law (N.J.S.A. 18A:35-4.36a)

Beginning in the 2021-2022 school year, each school district shall incorporate instruction on
diversity and inclusion in an appropriate place in the curriculum of students in grades
kindergarten through 12 as part of the district’s implementation of the New Jersey Student
Learning Standards.

4
Holocaust Law (N.J.S.A. 18A:35-28) Every board of education shall include instruction on the
Holocaust and genocides in an appropriate place in the curriculum of all elementary and
secondary school pupils. The instruction shall further emphasize the personal responsibility that
each citizen bears to fight racism and hatred whenever and wherever it happens.

LGBT and Disabilities Law (N.J.S.A. 18A:35-4.35) A board of education shall include
instruction on the political, economic, and social contributions of persons with disabilities and
lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of
middle school and high school students as part of the district’s implementation of the New Jersey
Student Learning Standards. N.J.S.A.18A:35-4.36.

Stage 2 – Assessment Evidence

Pre-Assessments:
● Identify jobs and tasks that robots currently do.
● Basic identification of simple machines, gears and how they work and apply to robotics
to create complex machines.
● How programming uses MAth and applies to robotics
● How modifications are vital to achieving desired results.

Formative Assessments:
● Verbal questioning.
● Computer programs tasks applied to robots.
● Feedback on collaborative/ individual projects and activities.

Summative Assessments:
● Development of robots to complete desired goals.
● Robotics program to drive in multiple directions
● Conclusions and comparisons of hypothesis vs results.

Performance Task(s):
● Create a robot that uses printed directions
● Complete robot that will perform desired tasks that includes movement and sound.
● Research and develop a concept that can utilize a robot they will design and program to
complete and solve a real world problem of the students choice.

5
 Stage 3 – Learning Plan
Grade 6: Follow building instructions for base and tools and accessories:
https://education.lego.com/en-us/product-resources/spike-prime/downloads/building-instructions
Students will program robots to move forward, backwards and turn, move around a circular and
rectangular object.
Grade 7: Build EV3 Base with medium motor
https://education.lego.com/en-us/product-resources/mindstorms-ev3/downloads/building-instruct
ions
Students will program robot to drive forward, backwards and turn.Robot will drive from a
starting point to a number, back up and turn. Drive through a sequence of given numbers, letters
placed on the floor,
Grade 8: Build entire Lego Education EV3 Robot with Color, touch and ultrasonic sensors
https://education.lego.com/en-us/product-resources/mindstorms-ev3/downloads/building-instruct
ions
Students will program a robot to move from one given space to another, forward and backwards,
and apply a variety of turns to navigate a given wooden maze.

Class discussion and demonstration of robots to model desired goals and outcomes.

Students will create robotics parts.

Brainstorm solutions to presented problems.

Plan and build a functioning robot.

Program the robot (sensors) to complete various tasks.

Develop and Engineer their own design to complete a task.

Students present their plan for their own design to solve a problem.

In assigned groups, students will plan ideas and concepts. Delineate roles within collaboration.

Prototype samples of a design.

Assemble robots to test theories of energy and motion.

Test and experiment a hypothesis. With feedback, revise design and retest.

6
Unit Plan Title Unit 2: Sensors

Suggested Time Frame 15 days

Overview / Rationale
This unit will provide students with the foundation to program and build sensors to assist robots
in completing tasks developed by the class, requiring students to program robots to drive, lift and
move objects. Sensors will detect touch, distance and light/ color.Students will program the
robot to respond to sensors using various movements from the previous unit.

Stage 1 – Desired Results

Established Goals:
New Jersey Student Learning Standards in Computer Design (2020)
8.1.8.CS.1: Recommend improvements to computing devices in order to improve the ways users
interact with the devices.
8.1.8.CS.2: Design a system that combines hardware and software components to process data.
8.1.8.CS.4: Systematically apply troubleshooting strategies to identify and resolve hardware and
software problems in computing systems.
8.1.8.AP.1: Design and illustrate algorithms that solve complex problems using flowcharts and/or
pseudocode.
8.1.8.AP.3: Design and iteratively develop programs that combine control structures, including
nested loops and compound conditionals.
8.1.8.AP.4: Decompose problems and subproblems into parts to facilitate the design,
implementation, and review of programs.
8.1.8.AP.5: Create procedures with parameters to organize code and make it easier to reuse.
8.1.8.AP.6: Refine a solution that meets users’ needs by incorporating feedback from team
members and users.
8.1.8.AP.8: Systematically test and refine programs using a range of test cases and users.
8.1.8.AP.9: Document programs in order to make them easier to follow, test, and debug.
8.1.12.CS.2: Model interactions between application software, system software, and hardware.
8.1.12.CS.3: Compare the functions of application software, system software, and hardware.

New Jersey Student Learning Standards in Design Thinking (2020)

8.2.8.ED.1: Evaluate the function, value, and aesthetics of a technological product or system,
from the perspective of the user and the producer.
8.2.8.ED.2: Identify the steps in the design process that could be used to solve a problem.
8.2.8.ED.2 Identify the steps in the design process that could be used to solve a problem.
8.2.8.ED.5: Explain the need for optimization in a design process.
8.2.8.ED.6: Analyze how trade-offs can impact the design of a product.
8.2.8.ETW.2: Analyze the impact of modifying resources in a product or system (e.g., materials,
energy, information, time, tools, people, capital).
8.2.8.NT.1: Examine a malfunctioning tool, product, or system and propose solutions to
the problem.

7
Essential Questions:
● What skilled tasks have been replaced by robots in life?
● Why would a robot be better in performing advanced tasks in society?
● What is the relationship between Engineering, robotics and other academic disciplines?
Enduring Understandings:
Students will understand that…
● Science exists in our world through inventions, advancements, and all aspects of our
daily lives. It continues to evolve and raises questions of ethics and privacy through the
use of smart technology, drones, and other forms of programming and robotics.
● Robots are replacing jobs and redefining industry as they perform tasks once left to
human workers. The development of robots has opened possibilities for robotic
inventions in the military as well as basic everyday life (such as delivering packages).
● Application of problem solving and design process through Math and Science to solve
everyday situations using robotics.
Knowledge:
Students will know that…
● Robots are capable of performing many everyday tasks.
● Engineering is all around us.
● Mathematics is used in Robotics and programming, especially with measurements..
● A hypothesis is an educated guess and is used in your work's direction.
● Modifications are essential and improve designs.
● Problem solving is a process and requires many steps and modifications.
● Many factors go into an Engineers plan such as cost, materials, nature of the problem,
location and other variables.
● The design process is a continual cycle that is constantly upgraded, improved and
modified.
Skills:
Students will be able to…
● Identify solutions to presented problems.
● Create a functioning robot.
● Program the robot (sensors) to complete various tasks.
● Develop and engineer their own design to complete a task.
● Describe their plan for their own design to solve a problem.
● Plan ideas and concepts.
● Delineate roles within collaboration.
● Conduct samples of a design.
● Assemble robots to test theories of energy and motion.
● Conduct samples of a design.
● Design concepts to test and experiment a hypothesis.
● Perform experiments/ trials for performance tasks to make modifications and improve
student designs.
● Keep a log of objectives and tasks.
● Create solutions to experiments to continually improve designs.

8
 Interdisciplinary Connections
New Jersey Student Learning Standards for Science (2020)
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential
impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how
well they meet the criteria and constraints of the problem.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a
proposed object, tool, or process such that an optimal design can be achieved.

New Jersey Student Learning Standards for English Language Arts (2016)
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks. (MS-PS1-6)
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest. (MS-ETS1-4)

Standards for Mathematical Practices (2016)

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
5. Use appropriate tools strategically.

NJSLS Career Readiness,Life Literacies, and Key Skills (2020)

9.4.2.CI.1: Demonstrate openness to new ideas and perspectives.
9.4.2.CT.2: Identify possible approaches and resources to execute a plan.
9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive,
deductive).

Student Resources
Texts:
Teacher generated handouts

Technology:
Desktop computers
Lego Education Spike Prime sets (45678)
Lego Mindstorms Education EV3 sets (45544)
Promethean Board
Teacher Resources
Texts:
Teacher generated handouts

Technology:
Desktop computers
Lego Education Spike Prime sets (45678)

9
Lego Mindstorms Education EV3 sets (45544)
Promethean Board

Websites:
Lego downloads:
https://education.lego.com/en-us/products/lego-education-spike-prime-set/45678#spike%E2%84
%A2-prime
Lego directions:
https://www.lego.com/en-us/service/buildinginstructions/
Lego Programming:
https://education.lego.com/en-us/downloads

Videos:
Teacher led video tutorials will be made as needed and posted in Google classroom.

Lego EV3 Programming Tutorial (14:17 minutes)

https://www.youtube.com/watch?v=5r38eT07Hf0

Basic Movement Lego Spike Prime and EV3 (11:25 minutes)

https://www.youtube.com/watch?v=2n22yME9rmc&t=324s

Spike Prime Tutorial 1.2: Spike App Overview (5:47 minutes)

https://www.youtube.com/watch?v=ot1EOUQQfdg

Stage 2 – Assessment Evidence

Pre-Assessments:
● Identify jobs and tasks that robots currently do.
● Basic identification of simple machines, gears and how they work and apply to robotics
to create complex machines.
● How programming uses Math and applies to robotics
● How modifications are vital to achieving desired results.

Formative Assessments:
● Verbal questioning.
● Programs applied to robots.
● Collaborative/ individual projects and activities.

Summative Assessments:
● Development of sensors for robots to complete desired goals.
● Program sensors to achieve desired results.
● Conclusions and comparisons of hypothesis vs results.

10
Performance Task(s):
● Create robot sensors that use printed directions
● Complete robot that will use sensors to complete desired tasks that include movement
and sound.
● Research and develop a concept that can utilize a robot with sensors, including ultrasonic,
touch and color sensors, that will design and program to complete and solve a real world
problem of the students choice.

Stage 3 – Learning Plan

6th Grade:
https://education.lego.com/en-us/product-resources/spike-prime/downloads/building-instructions
Students will program touch and color sensors. Touch sensors will respond when bumped and
color sensors will identify various colors and allow robots to respond. Touch sensors will be used
to keep the robot driving in an unlimited fashion and to respond with a series of responses such
as : Drive, bump into desk, lower arm to capture a block and transport block to new location.
These tasks will vary between classes.
7th Grade:
https://education.lego.com/en-us/product-resources/mindstorms-ev3/downloads/building-instruct
ions
Students will use touch and ultrasonic sensors to navigate a maze, retrieve a block and follow a
line of tape using color sensor.
8th Grade:
https://education.lego.com/en-us/product-resources/mindstorms-ev3/downloads/building-instruct
ions
Students will use touch and ultrasonic sensors to control their medium motor. Sensors will also
be used to allow robots to drive continuously. Color sensors will be used to identify colors, such
as with balloons for the final unit.

Discussion and demonstration of robots to model desired goals and outcomes.

Brainstorm solutions to presented problems.
Plan and build with a functioning sensor.
Program the sensors to complete various tasks.
Develop and engineer their own design to complete a task.
Students present their plan for their own design to solve a problem.
In assigned groups, students will plan ideas and concepts. Delineate roles within collaboration.
Prototype samples of a design.
Assemble sensors to test theories of energy and motion.
Test and experiment a hypothesis. With feedback, revise design and retest.

11
Unit Plan Title Unit 3: Collaborative Task

Suggested Time Frame 14 days

Overview / Rationale
This unit will provide students with a goal to apply all they have learned and worked towards.
Students will program robots with sensors to achieve a desired outcome that will be collaborated
on by the class. Tasks may include writing their name, popping balloons or transferring an
object from one space to another.

Stage 1 – Desired Results

Established Goals:
New Jersey Student Learning Standards in Computer Design (2020)
8.1.8.CS.1: Recommend improvements to computing devices in order to improve the ways users
interact with the devices.
8.1.8.CS.2: Design a system that combines hardware and software components to process data.
8.1.8.CS.4: Systematically apply troubleshooting strategies to identify and resolve hardware and
software problems in computing systems.
8.1.8.AP.1: Design and illustrate algorithms that solve complex problems using flowcharts and/or
pseudocode.
8.1.8.AP.3: Design and iteratively develop programs that combine control structures, including
nested loops and compound conditionals.
8.1.8.AP.4: Decompose problems and subproblems into parts to facilitate the design,
implementation, and review of programs.
8.1.8.AP.5: Create procedures with parameters to organize code and make it easier to reuse.
8.1.8.AP.6: Refine a solution that meets users’ needs by incorporating feedback from team
members and users.
8.1.8.AP.8: Systematically test and refine programs using a range of test cases and users.
8.1.8.AP.9: Document programs in order to make them easier to follow, test, and debug.
8.1.12.CS.2: Model interactions between application software, system software, and hardware.
8.1.12.CS.3: Compare the functions of application software, system software, and hardware.

New Jersey Student Learning Standards in Design Thinking (2020)

8.2.8.ED.1: Evaluate the function, value, and aesthetics of a technological product or system,
from the perspective of the user and the producer.
8.2.8.ED.2: Identify the steps in the design process that could be used to solve a problem.
8.2.8.ED.2 Identify the steps in the design process that could be used to solve a problem.
8.2.8.ED.5: Explain the need for optimization in a design process.
8.2.8.ED.6: Analyze how trade-offs can impact the design of a product.
8.2.8.ETW.2: Analyze the impact of modifying resources in a product or system (e.g., materials,
energy, information, time, tools, people, capital).
8.2.8.NT.1: Examine a malfunctioning tool, product, or system and propose solutions to
the problem.

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Enduring Understandings:
Students will understand that…
● Science exists in our world through inventions, advancements, and all aspects of our
daily lives.
● Technology evolves and raises questions of ethics and privacy through the use of smart
technology, drones, and other forms of programming and robotics.
● Robots are replacing jobs and redefining industry as they perform tasks once left to
human workers. The development of robots has opened possibilities for robotic
inventions in the military as well as basic everyday life (such as delivering packages).
● Application of problem solving and design process through Math and Science to solve
everyday situations using robotics.

Essential Questions:
● What skilled tasks have been replaced by robots in life?
● Why would a robot be better in performing advanced tasks in society?
● What is the relationship between Engineering, robotics and other academic disciplines?

Knowledge:
Students will know that…
● Robots are capable of performing many everyday tasks.
● Engineering is all around us.
● Mathematics is used in Robotics and programming, especially with measurements..
● A hypothesis is an educated guess and is used in your work's direction.
● Modifications are essential and improve designs.
● Problem solving is a process and requires many steps and modifications.
● How Newton's Laws of Motion affect our everyday world.
● Many factors go into an Engineers plan such as cost, materials, nature of the problem,
location and other variables.
● The design process is a continual cycle that is constantly upgraded, improved and
modified.

Skills:
Students will be able to…
● Identify solutions to presented problems.
● Create a functioning robot.
● Program the robot to complete various tasks.
● Develop and Engineer their own design to complete a task.
● Describe their plan for their own design to solve a problem.
● Plan ideas and concepts.
● Delineate roles within collaboration.
● Conduct samples of a design.
● Assemble robots to test theories of energy and motion.
● Conduct samples of a design.
● Design concepts to test and experiment a hypothesis.

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 ● Perform experiments/ trials for performance tasks to make modifications and improve
student designs.
● Modify designs.
● Keep a log of objectives and tasks.
● Create solutions to experiments to continually improve designs.

Interdisciplinary Connections
New Jersey Student Learning Standards for Science (2020)
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential
impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how
well they meet the criteria and constraints of the problem.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a
proposed object, tool, or process such that an optimal design can be achieved.

New Jersey Student Learning Standards for English Language Arts (2016)
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks. (MS-PS1-6)
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest. (MS-ETS1-4)

Standards for Mathematical Practices (2016)

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
5. Use appropriate tools strategically.

NJSLS Career Readiness,Life Literacies, and Key Skills (2020)

9.4.2.CI.1: Demonstrate openness to new ideas and perspectives.
9.4.2.CT.2: Identify possible approaches and resources to execute a plan.
9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive,
deductive).

Student Resources
Texts:
Teacher generated handouts

Technology:
Desktop computers
Lego Education Spike Prime sets (45678)
Lego Mindstorms Education EV3 sets (45544)
Promethean Board

14
 Teacher Resources
Texts:
Teacher generated handouts

Technology:
Desktop computers
Lego Education Spike Prime sets (45678)
Lego Mindstorms Education EV3 sets (45544)
Promethean Board

Websites:
Lego downloads:
https://education.lego.com/en-us/products/lego-education-spike-prime-set/45678#spike%E2%84
%A2-prime
Lego directions:
https://www.lego.com/en-us/service/buildinginstructions/
Lego Programming:
https://education.lego.com/en-us/downloads

Videos:
Teacher led video tutorials will be made as needed and posted in Google classroom.

Lego EV3 Programming Tutorial (14:17 minutes)

https://www.youtube.com/watch?v=5r38eT07Hf0

Basic Movement Lego Spike Prime and EV3 (11:25 minutes)

https://www.youtube.com/watch?v=2n22yME9rmc&t=324s

Spike Prime Tutorial 1.2: Spike App Overview (5:47 minutes)

https://www.youtube.com/watch?v=ot1EOUQQfdg

Stage 2 – Assessment Evidence

Pre-Assessments:
● Identify jobs and tasks that robots currently do.
● Basic identification of simple machines, gears and how they work and apply to robotics
to create complex machines.
● How programming uses Math and applies to robotics
● How modifications are vital to achieving desired results.

Formative Assessments:
● Verbal questioning.
● Programs applied to robots.

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 ● Collaborative/ individual projects and activities.

Summative Assessments:
● Development of robots to complete desired goals.
● Robotics program to achieve desired results.
● Conclusions and comparisons of hypothesis vs results.

Performance Task(s):
● Create a robot that uses printed directions
● Complete a robot that will perform desired tasks that includes movement and sensors to
complete a task developed and collaborated on by the class.
● Research and develop a concept that can utilize a robot and sensors, that students will
design and program to complete and solve a real world problem of the students choice.

Stage 3 – Learning Plan

6th Grade:
https://education.lego.com/en-us/product-resources/spike-prime/downloads/building-instructions
Students will program robots to move a block from one designated area to another. The robot
must include the use of one sensor to grab and release the block. The robot will complete task
based on time and precision with movement.
7th Grade:
https://education.lego.com/en-us/product-resources/mindstorms-ev3/downloads/building-instruct
ions
Students will program robots to write initials of students using movements and a sensor with a
medium motor to raise and lower markers.
8th Grade:
https://education.lego.com/en-us/product-resources/mindstorms-ev3/downloads/building-instruct
ions
Students will create a battle bot that will use medium motor and varied movements to pop
opposing robots balloons. Students will use additional pieces to apply the design process to
attack and defend balloons provided. Balloons will be attached to the top of our robot base.
Identify a problem and brainstorm solutions.

In assigned groups, students will plan ideas and concepts. Delineate roles within collaboration.

Students plan and design robots to accomplish tasks.

Prototype samples of a design.

Test and experiment a hypothesis. With feedback, revise design and retest.

Students present their plan for their own design to solve a problem.

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Accommodations and Modifications:
Below please find a list of suggestions for accommodations and modifications to meet the diverse
needs of our students. Teachers should consider this a resource and understand that they are not
limited to the recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the
grade-level standard. A modification changes WHAT a student learns; the change alters the
grade-level expectation.

Special Education and 504 Plans:

All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan. All students with 504 plans should be provided
the necessary tools to be successful in the course.
● Pre-teach or preview vocabulary
● Repeat or reword directions
● Have students repeat directions
● Use of small group instruction
● Pair visual prompts with verbal presentations
● Ask students to restate information, directions, and assignments
● Repetition and time for additional practice
● Model skills/techniques to be mastered
● Extended time to complete task/assignment/work
● Provide a copy of class notes Strategic seating (with a purpose – e.g. less distraction)
● Flexible seating
● Repetition and additional practice
● Use of manipulatives
● Use of assistive technology (as appropriate)
● Assign a peer buddy
● Emphasize key words or critical information by highlighting
● Use of graphic organizers
● Scaffold with prompts for sentence starters
● Check for understanding with more frequency
● Provide oral reminders and check student work during independent practice
● Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
● Provide regular home/school communication
● Teacher checks student planner
● Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)

Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
● Setting: Alternate setting for assessments, small groups, screens to block distractions
● Presentation: large print, test readers, use of audio, fewer questions on each page

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 ● Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
● Allow for retakes
● Provide study guides
● Use of reference aids such as glossary, multiplication tables, calculator
● Alternate ways to evaluate (projects or oral presentations instead of written tests)
● Open-book or open-note tests

English Language Learners:

All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.

● Pre-teach or preview vocabulary

● Repeat or reword directions
● Have students repeat directions
● Use of small group instruction
● Scaffold language based on their Can Do Descriptors
● Alter materials and requirements according to Can Do Descriptors
● Adjust number of paragraphs or length of writing according to their Can Do Descriptor
● TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi-sensory forms such as with body language, intonation
● Pair visual prompts with verbal presentations
● Repetition and additional practice
● Model skills and techniques to be mastered
● Native Language translation (peer, assistive technology, bilingual dictionary)
● Emphasize key words or critical information by highlighting
● Use of graphic organizers
● Scaffold with prompts for sentence starters
● Check for understanding with more frequency
● Use of self-assessment rubrics Increase one-on-one conferencing; frequent check ins
● Use study guide to organize materials
● Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
● Extended time
● Select text complexity and tiered vocabulary according to Can Do Descriptors
● Projects completed individually or with partners
● Use an online dictionary that includes images for words.

Students at Risk of Failure:

● Use of self-assessment rubrics for check-in
● Pair visual prompts with verbal presentations
● Ask students to restate information and/or directions
● Opportunity for repetition and additional practice

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 ● Model skills/techniques to be mastered
● Extended time
● Provide copy of class notes
● Strategic seating with a purpose
● Provide students opportunity to make corrections and/or explain their answers
● Support organizational skills

High Achieving:
● Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
● Allow students to pursue independent projects based on their individual interests
● Provide enrichment activities that include more complex material
● Allow opportunities for peer collaboration and team-teaching
● Set individual goals
● Conduct research and provide presentation of appropriate topics

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 NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2022