Robotics Proposal

The Rationale

Every student should have the opportunity to learn computer science. It helps nurture problem-solving skills,
logic and creativity. By starting early, students will have a foundation for success in any 21st-century career
path. Building apps is far more engaging than arithmetic which can be taught through Robotics.

Robotics:

1. will empower students

2. will support students to become fluent with technology
3. produce more programmers
4. is easy as learning a language,
5. is beneficial for diverse early-learning students,

Currently, students are exposed to Robotics at the high school but to a very limited group of students. By
promoting Robotics in the earlier grades, all students will have an opportunity to realize that anyone can code
for Robotics. The interest that is generated at the lower grades has shown that Robotics will motivate
students to learn more than just coding especially for our at risk population. The question is not why we
should implement Robotics but why not? This curriculum will;

support science standards, specifically:

support LA standards, specifically:
support math standards, specifically:
support ELL and Special Needs students
increase understanding of logic skills
increase interest in AP Computer science
expose more females to the world of computing and robotics
above all will teach problem-solving and logic

When students learn to code through robotics, they not only learn logic but they also learn how to critically
analyze, de-bug, re-test, and repeat as often as needed. This kind of diagnosis and problem-solving just isnt
a part of the state mandated curriculum but rather part of everyday life! Teaching through technology, which
is what students are most interested in, will help them flourish in areas where they would not normally
flourish. Although this curriculum will begin with a very preliminary programing language, the kind of skills
learned even before you start writing code and building robotics without a predetermined set of directions,
can be used in many other areas.

The following are two quotes from successful programmers.

To prepare humanity for the next 100 years, we need more of our children to learn computer programming
skills, regardless of their future profession. Along with reading and writing, the ability to program is going
to define what an educated person is.
Salman Khan Founder, Khan Academy

All of todays kids will needalong with reading, writing, and arithmetica basic understanding of
computation and the role that it plays across a wide range of disciplines. Coding is engaging and
empowering. Its a necessary 21st Century skill.
Jan Cuny Program Officer, National Science Foundation

How does research/experience and data analysis substantiate this proposed change?

Studies predict that as early as 2020 there we will be 1,000,000,000 short of coders. Computer science is
among the highest paid career of college graduates. Females are still in the minority in programming and
coding. This curriculum will teach logic and problem-solving skills which are two necessary skills in almost
all curriculums and more importantly in the 21st Century life skills. If coding and robotics is taught in the
earlier grades students will be more likely to continue to advanced course work.

According to College Board data, students who take the AP Computer Science exam earn higher AP
Calculus and Statistics scores relative to peers who previously performed at a similar level in math.

Relationship between taking AP Computer Science and subsequent scores on AP mathematics exams

Note, these results show correlation, not causality. A boost in math scores may be caused by many different
factors. Other studies have linked participation in CS course to significant gains on standardized tests of math
and reading in low-income middle school classrooms.

I am proposing our District incorporate Lego WeDo 2.0 and Mindstorms into the current Coding Curriculum.
Lego WeDo 2.0 can be purchased as a kit with all operational parts. Additional legos can also be purchased
to supplement the pieces in the kits. Lego WeDo 2.0 touches upon many different skills including problem
solving, analyzing, collaborative work, modeling, and investigation. Students will have the ability to follow
step by step tutorials to help them become more comfortable with the program before being requested to
complete open ended problems. Mindstorms carries the same qualities of WeDo 2.0, but targets middle
school ages. Lego WeDo 2.0 targets elementary school ages. WeDo 2.0 would be ideal for 5th and 6th
graders and Mindstorms would be ideal for 7th and 8th graders. Please take a look at the activities below
using both Lego WeDo2.0 and Mindstorms.

Activity 1: Lego WeDo 2.0

Topic: Investigating what characteristics of a building would help make it resistant to an earthquake, using an
earthquake simulator constructed from LEGO bricks.
Standards:
Next Generation Science Standards (NGSS):
4-ESS3-2 Earth and Human Activity
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
NJSLS:
MP.2- Reason abstractly and quantitatively
MP.5- Use appropriate tools strategically
Lesson Activity: Students will explore the origin and nature of earthquakes. Create and program a device that
will allow you to test building designs. Document evidence and present your findings about which structure
design(s) are best for withstanding earthquakes.

Activity 2: Mindstorms
Topic: Design cars that can park themselves safely without driver intervention.
Standards:
NGSS: MS-ETS1 Engineering Design
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-ETS1-3 Analyze data from tests to determine similarities and differences among several design
solutions to identify the best characteristics of each that can be combined into a new solution to better
meet the criteria for success.
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.
NJSLS:
MP.2- Reason abstractly and quantitatively
MP.8- Look for and express regularity in repeated reasoning
Lesson Activity: Students will understand that algorithms are capable of carrying out a series of instructions
in order. Explore the concept of Outputs by comparing different ways in which a wheeled robot can move.

Activity 3: Mindstorms
Topic: Object Detection - Design ways to avoid accidents between vehicles and objects in the road.
Standards:
NGSS: MS-ETS1 Engineering Design
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-ETS1-3 Analyze data from tests to determine similarities and differences among several design
solutions to identify the best characteristics of each that can be combined into a new solution to better
meet the criteria for success.
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.
NJSLS:
MP.2- Reason abstractly and quantitatively
MP.8- Look for and express regularity in repeated reasoning
Lesson Activity: Students will understand that algorithms are capable of carrying out a series of instructions
that can be used to navigate through a series of obstacles.

Other studies have shown that teaching basic coding can increase problem solving skills. Golpin (2014)
writes: being able to follow programming logic trains the mind to think in more analytical ways. I believe
that debugging a program leads to better problem-solving skills. I also believe these skills can be taught
using programs like Scratch, Gamemaker, Kodu, and others, without emphasizing the need to learn hard
core programming languages like C++ or PHP.

Seymour Papert (Schwarz, 1999), one of the best-known advocates for teaching computer science and
programming in schools, sums this up well: anyone who has witnessed a toddler using a computer has
probably experienced a sense of awe at that child's facility with what for adults can be an infinitely
frustrating gadget. It's one thing for a child to play a computer game; it's another thing altogether for a child
to build his or her own game. And this, according to Papert, is where the computer's true power as an
educational medium lies -- in the ability to facilitate and extend children's awesome natural ability and drive
to construct, hypothesize, explore, experiment, evaluate, draw conclusions -- in short to learn -- all by
themselves. It is this very drive, Papert contends, that is squelched by our current educational system.

Thank you in advance for your consideration.

Debi Ferrari
Mathematics Teacher
Roy W. Brown Middle School