VEX IQ Robotics

VEQ IQ Project

Timeline

Criterion A

September 6th & 7th - A i. explains and justifies the need for a solution to a problem

Tasks:

1. create a new summative assessment google doc for this project (Mr Watson will share the template)

2. in own words, explain the problem

3. write a paragraph that justifies the need to solve the problem (statistics, personal, persuade, quotes, images, etc.)

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ATL Skills:

• Communication

• Self-management 

• Critical thinking

 

September 8th & 9th - A i. explains and justifies the need for a solution to a problem

Tasks:

1. Research about COVID-19 

2. Research about COVID-19 statistics, charts and graphs relating to Thailand

3. Research about COVID-19 and impacts on Thailand

4. Research about COVID-19 on construction sites in Thailand

5. CREATE an A3 POSTER about COVID-19 in Thailand

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ATL Skills:​

• Communication

• Research - Information literacy and Media literacy

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September 13th & 14th - A ii. constructs a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem independently

Tasks:

1. Create a research plan table

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ATL Skills:

• Communication

• Self-management 

• Research - Information literacy and Media literacy

​

September 15th & 16th - A iii. analyses a group of similar products that inspire a solution to the problem

Tasks:

1. Work through Python Coding skill challenge(s) https://projects.raspberrypi.org/en/codeclub/python-module-1

2. When one challenge has been completed, capture the code and add to your Criterion A document in section (iii) 



Resources:

• Python For Beginners | Getting Started with PYTHON CODE: https://youtu.be/Ddp4xxqkHUM

• PYTHON Coding Platform: Python is powerful... and fast; plays well with others; runs everywhere; is friendly & easy to learn; is Open. https://www.python.org/

• Python Code: Module 1 -- Python is a widely used, general-purpose, text-based programming language: https://projects.raspberrypi.org/en/codeclub/python-module-1 
  ​

ATL Skills:​

• Critical thinking

• Creative thinking

• Self-Organistaion

 

Differentiation:

• Coding Challenges are set at Levels 1, 2 and 3 depending on each student's skills and experience.

​

September 17th & 20th - A iii. analyses a group of similar products that inspire a solution to the problem

Tasks:

1. Work through VEXVR Skills - challenges https://education.vex.com/vr/

2. When one challenge has been completed, capture the code and add to your Criterion A document in section (iii) 

​

ATL Skills:​​

• Critical thinking

• Creative thinking

• Self-Organistaion

​

Differentiation:

• Coding Challenges are set at Levels 1, 2 and 3 depending on each student's skills and experience.

​​

Resources:

• VEX VR CODE Getting Started: Beginner's Guide https://youtu.be/rSYuEmt-eeg 

• VEXVR Coding Platform: https://vr.vex.com/  

• VEXVR Learning Modules and Challenges: https://education.vex.com/vr/index.php 

​

September 21st & 22nd - A iii. analyses a group of similar products that inspire a solution to the problem

Tasks:

1. CREATE a 30sec - 90sec short video demonstrating your PYTHON coding skills and VEX VR skills

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ATL Skills:

• Communication

• Creative thinking

• Self-Organisation

​

Differentiation:

• Entry Level - learn how to screen record

• Extension Level - edit your videos to make a quality production

​

Resources:

• How to record the screen on your Mac https://support.apple.com/en-us/HT208721

• How to Record the Screen on Your Windows PC or Mac https://sea.pcmag.com/how-to/37674/how-to-record-the-screen-on-your-windows-pc-or-mac

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September 23rd & 24th - A iii. analyses a group of similar products that inspire a solution to the problem

Task:

1. Watch videos students created and feedback session (30min)

2. Add your video to a google drive folder (appendix) and share the link, copy link and insert into criterion A iii with an explanation and comments about your own video (based on all the things you learnt from the feedback session) https://youtu.be/SS3yYaSkmsM (25min)

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ATL Skills:​

• Communication

• Collaboration

• Critical thinking

• Creative thinking

​​

Resources:

• Google Drive Info: https://support.google.com/drive/answer/2424384?hl=en&co=GENIE.Platform%3DDesktop

• VIDEO Python Coding, VEXVR Coding & Video Making | Vex Project Criterion A iii | MYP Design | G7 https://youtu.be/SS3yYaSkmsM

​

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Differentiation:

• Entry Level - comment about your own video

• Extension - comment about your own video, peer videos, a summary of what you have learnt and some research about making videos

​

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September 27th & 28th - A iv. develops a design brief, which presents the analysis of relevant research

Task:

1. Research - answer your research questions from your RESEARCH TABLE (A II) and present your findings in Criterion A IV  https://youtu.be/4aH8yvQBlvw (40min)

2. Summarise your research and write a conclusion about your discoveries in Criterion A IV https://youtu.be/4aH8yvQBlvw (10min)

3. Write a Design Brief at the end of Criterion A IV https://youtu.be/4aH8yvQBlvw (5 min)

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ATL Skills:​

• Research - Information literacy and Media literacy

​

Differentiation:

• Entry Level - identify 2-3 key topics, research and present information (add URL)

• Extension - identify all key topics, research present your findings (with MLA citation)

​

Resource:

• VIDEO G7 How to Complete Criterion A IV | VEXIQ Project https://youtu.be/4aH8yvQBlvw

​​

September 29th & 30th - A iv. develops a design brief, which presents the analysis of relevant research

Task:

1. (10 min)

2. rewrite, review, edit, tidy up and improve criterion a section I (10min)

3. rewrite, review, edit, tidy up and improve criterion a section II (10min)

4. rewrite, review, edit, tidy up and improve criterion a section III https://youtu.be/SS3yYaSkmsM (10min)

5. rewrite, review, edit, tidy up and improve criterion a section IV https://youtu.be/4aH8yvQBlvw (10min)

6. convert criterion a document to a PDF and submit to ManageBac (10min)

​

ATL Skills:​

• Communication

• Self-management 

• Research - Information literacy and Media literacy

• Critical thinking

• Creative thinking

​

Resources:

• VIDEO G7 How to Complete Criterion A IV | VEXIQ Project https://youtu.be/4aH8yvQBlvw

• VIDEO Python Coding, VEXVR Coding & Video Making | Vex Project Criterion A iii | MYP Design | G7 https://youtu.be/SS3yYaSkmsM

​

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Criterion A Due Date = September 30th

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Criterion B

October 1st & 4th - B i. develops a design specification which outlines the success criteria for the design of a solution based on the data collected

Tasks:

1. Create a new Criterion B Summative Assessment Document

2. Create a list of DESIGN SPECIFICATIONS key elements

   • Video - Video Expert (create an advertising video) - the video will:

     • be persuasive

     • feature excellent editing

     • feature excellent camera work

     • feature quality sound

     • be engaging

   • Poster - Graphic Designer (poster designer) - the poster will:

     • be persuasive

     • be informative

     • utilise excellent graphic design elements

   • Robot Build - Structural Engineer (build the robotics prototype) - the robot will:

     • be strong a sturdy and able to handle rough terrain and all weather conditions

   • Robot Function - Computer Science Engineer (coding) - the robot will operate as intended

   • Presentation and sales pitch to CEO of ROBOTICS INC. - the group presentation will feature a poster presentation, a video presentation and a demonstration of the robot prototype

3. Outline the success of each DESIGN SPECIFICATION (who will test and how it will be judged)​

4. Link to research

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ATL Skills:​

• Critical thinking

​

Differentiation:

• entry level - list requirements and simple testing method

• extension - expand the links to research section

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October 5th & 6th - B ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

Tasks:

1. Sketch and Annotate 2 x Robot design ideas (2 x 25min)

2. scan and insert 2 ideas in Criterion B II (5min)

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ATL Skills:

• Communication

• Creative thinking

​

October 7th & 8th - B ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

Tasks:

1. Sketch and Annotate 2 x Robot design ideas (2 x 25min)

2. scan and insert 2 ideas in Criterion B II (5min)

​

ATL Skills:

• Communication

• Creative thinking

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October 11th & 12th & 13th - B ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

Tasks:

1. Sketch 2 x Robot Poster design idea OR Sketch 2 x Robot Video Ad design idea (2 x 25min)

2. scan and insert 2 ideas in Criterion B II (5min)

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ATL Skills:

• Communication

• Collaboration

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October 14th & 15th (ON CAMPUS) - B ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

Tasks:

1. In groups of 2 or 3 - share your design ideas with a team and collect feedback (15min)

   1. Identify which ROBOT DESIGN is best and why?​

   2. Identify which POSTER DESIGN is best and why?

   3. Identify which VIDEO OUTLINE is best and why?

   4. Rate every poster design and robot design (0-5)

   5. Outline some suggestions to make the designs better

2. Present peer feedback in Criterion B ii (15min)​

​

ATL Skills:

• Communication

• Creative thinking

​

October 25th & 26th (ONLINE) - A & B Review, Reflect & Resubmit work

Tasks:

1. Review your work, Catch Up, Edit, Reflect and Resubmit

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ATL Skills:

• Critical thinking

• Reflection

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October 27th & 28th (ON CAMPUS) - B iii. presents the chosen design and outlines the reasons for its selection with reference to the design specification

Tasks:

1. QUICK SURVEY - Identify your area(s) of interest ROBOTICS/CODING; VIDEO &/or GRAPHIC DESIGN for more details about each role see below NOV 8th & 9th (10min)

2. In groups of 2 or 3 (40 min):

   1. Chose and present the BEST ROBOT IDEA

   2. Chose and present the BEST POSTER IDEA

   3. Chose and present the BEST VIDEO IDEA (video inspiration https://www.youtube.com/user/Apple/videos )

   4. Arrange the class into FOUR EVEN TEAMS with a balance of skills, interests, and genders and present

3. Update your Criterion B iii document (5min)​

​

ATL Skills:​

• Creative thinking

• Communication

• Collaboration​

​

Differentiation:

• presents one design

• presents more than one design idea

• develops a range of feasible design ideas

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October 29th & November 1st (ONLINE) - B iii. presents the chosen design and outlines the reasons for its selection with reference to the design specification

Tasks:

1. In groups of 2 or 3 (45 min):

   1. Explain, with reference to the design specification, why you chose your BEST ROBOT IDEA

   2. Explain, with reference to the design specification, why you chose your BEST POSTER IDEA

   3. Explain, with reference to the design specification, why you chose your BEST VIDEO IDEA (video inspiration https://www.youtube.com/user/Apple/videos )

   4. Arrange the class into FOUR EVEN TEAMS with a balance of skills, interests, and genders and present

2. Update your Criterion B document section iii (10min)​

​

ATL Skills:​

• Creative thinking

• Communication

• Collaboration

​

Differentiation:

• presents one design

• presents more than one design idea

• develops a range of feasible design ideas

​

November 2nd & 3rd (ON CAMPUS) -  B iv. develops accurate planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

Tasks:

1. NEW TEAM arrangements are presented and the class decides/votes on four even teams (10min)

2. NEW TEAM assign roles - ROBOTICS/CODING; VIDEO &/or GRAPHIC DESIGN for more details about each role see below NOV 8th & 9th (10min)

3. NEW TEAM - develop accurate drawings/diagrams of (30min):

   1. ​BEST ROBOT IDEA

   2. BEST POSTER IDEA

   3. BEST VIDEO IDEA

4. ​Update your Criterion B document section iv (5min)​

​

ATL Skills:

• Communication

• Collaboration

• Self-management 

• Research - Information literacy and Media literacy

• Critical thinking

• Creative thinking

• Transfer

​​

Differentiation:

• incomplete planning drawings/diagrams

• creates planning drawings/diagrams or lists requirements

• accurate planning drawings/diagrams and lists requirements

• accurate and detailed planning drawings/diagrams and outlines requirements

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November 4th & 5th (ONLINE) - B iv. develops accurate planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

Tasks:

1. Copy the list of DESIGN SPECIFICATION and outline how your group will meet the requirements of every DESIGN SPECIFICATION (30min)

2. DEVELOP ACCURATE PLANNING DRAWINGS/DIAGRAMS of your ROBOT (30min)

3. DEVELOP ACCURATE PLANNING DRAWINGS/DIAGRAMS of your VIDEO (30min)

4. DEVELOP ACCURATE PLANNING DRAWINGS/DIAGRAMS of your POSTER (30min)

5. Update your Criterion B document section iv and SUBMIT to MANAGEBACE as a PDF (10min)​

​

ATL Skills:​​

• Self-management 

• Critical thinking

• Creative thinking

​

Differentiation:

• incomplete planning drawings/diagrams

• creates planning drawings/diagrams or lists requirements

• accurate planning drawings/diagrams and lists requirements

• accurate and detailed planning drawings/diagrams and outlines requirements

​

Criterion B Due Date = November 5th

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Criterion C

​​​​​

November 8th & 9th (On Campus) - C i. constructs a logical plan, which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

Tasks:

1. Create a new Criterion C Summative Assessment Document (5min)

2. Revisit teams and review (5min)

3. Assign roles within team (5min)

4. Create a detailed plan (30min)

5. Update Criterion C Summative Assessment Document Strand I (5min)

​

ATL Skills:​​

• Self-management 

• Critical thinking

• Creative thinking

​​

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

​

ROLES:

VEXIQ - Team Member Roles:

• Builder: The student(s)on the team who assemble(s)the robot. 

• Coach/Lead Strategist: This student will be responsible for making the final decision of what strategy to run during the matches. During the match, the coach will stand with the drivers, acting as their guide for the match. She/he will provide direction for the drivers and ensure that the appropriate strategy is being followed.

• Designer: The student(s) on the team who design(s) the robot to be built for competition. 

• Driver(s): Teams will have one or two drivers. These students are responsible for operating the robot during the actual matches. They will take strategic guidance from the coach during the match.

• Pit Crew: These students will be responsible for fixing, maintaining, and improving the robot between matches. It is their responsibility to ensure that the robot is ready to compete for every match. They will also be in charge of maintaining all spare parts and batteries. Depending on the size of the team, the pit crew should be one or two people. If necessary, drivers can be members of the pit crew.

• Programmer: The student(s) on the team who write(s) the computer code that is downloaded onto the robot. An adult cannot be the programmer on a team.

​

N.B. Depending on the size of the team, students can also fulfil multiple roles on a team.

​

Video Production Key Roles:

• KEY CREATIVE DEPARTMENT

  • Producer - The producer initiates, coordinates, supervises, and controls matters such as raising funding, hiring key
    personnel, contracting and arranging for distributors. The producer is involved throughout all phases of
    the process from development to completion of a project.

  • Director - The director is responsible for overseeing the creative aspects of a film, including controlling the content
    and flow of the film's plot, directing the performances of actors, selecting the locations in which the film
    will be shot, and managing technical details such as the positioning of cameras, the use of lighting, and
    the timing and content of the film's soundtrack.

  • Screenwriter - Screenwriters or scriptwriters are responsible for researching the story, developing the narrative,
    writing the screenplay, and delivering it, in the required format, to the Producers. They are almost
    always freelancers who either pitch original ideas to Producers in the hope that they will be optioned or
    sold, or who are commissioned by a Producer to create a screenplay from a concept, true story, existing
    screenwork or literary work, such as a novel or short story

• CAMERA DEPARTMENT

  • Director of Photography/Cinematographer - The director of photography is the head of the camera and lighting department of the film. The DoP makes decisions on lighting and framing of scenes in conjunction with the film's director.

  • Camera Operator - The camera operator operates the camera under the direction of the director of photography, or the film director, to capture the scenes on film. Depending on the camera format being used for filming (eg
    film or digital), a director of photography may not operate the camera, but sometimes these two roles
    are combined

• ​SOUND DEPARTMENT

  • Production Sound Mixer (Sound Recordist) - The production sound mixer is head of the sound department on set, responsible for recording all sound during filming. This involves the choice of microphones, operation of a sound recording device, and sometimes the mixing of audio signals in real time.

• ​ART DEPARTMENT

  • Production Designer - Responsible for creating the physical, visual appearance of the film - settings, costumes, props, character makeup.

  • Art Director - Oversees the artists and craftspeople who give form to the production design as it develops.

  • Illustrator - The illustrator creates visual representations of the designs to communicate the ideas imagined by the
    production designer.

• POST PRODUCTION

  • Film Editor - Assembles the various shots into a coherent film, working closely with the director.

  • Online Editor - When the offline edit is complete, adds visual effects, titles, and applies color correction. Also ensures that the program meets the technical delivery specifications.

  • Colourist - Adjusts the colour of the film to achieve greater consistency.

• VISUAL EFFECTS (VFX)

  • Visual Effects Supervisor - The visual effects supervisor is in charge of the visual effects department.

  • Compositor - A compositor is a visual effects artist responsible for compositing images from different sources such as video, film, computer-generated 3-D imagery, 2-D animations, matte paintings and text.

• POST PRODUCTION - SOUND/MUSIC

  • Sound Designer - In charge of the post-production sound of a movie.

  • Dialogue Editor - Responsible for assembling and editing all dialogue in the soundtrack.

  • Sound Editor - Responsible for assembling and editing all sound effects in the soundtrack.

  • Re-recording Mixer - Balances the sounds prepared by the dialogue, music and effects editors.

  • Music Supervisor - Works with the composer, mixers and editors to create and integrate the film's music. Negotiates licensing of the necessary rights for all source music used in a film.​

​

Graphic Design Key Roles:

• Creative Director

• Art Director

• Art Production Manager

• Brand Identity Developer

• Visual Image Developer

• Broadcast Designer

• Logo Designer

• Typography

• Choosing Fonts

 

N.B. Depending on the size of the team, students can also fulfil multiple roles on a team.​

​

(Roles adapted from http://www.listeninglistening.com/uploads/6/4/4/8/6448263/crew-roles-and-departments-guide.pdf

 and https://brainstation.io/career-guides/what-does-a-graphic-designer-doand https://certifications.vex.com/training/vex-edr/v5-educator-certification-course/unit-10/how-do-i-organize-a-team )

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November 10th & 11th (Online) - C ii. demonstrates excellent technical skills when making the solution

Tasks:

1. Peer Assess Criterion B (10min)

2. Self Assess Criterion B (10min)

3. Create (35min):

   • ROBOT (Establish skill level and set a VEX VR CHALLENGE - be sure to capture the completed task on VIDEO (VEX resources below))

   • POSTER (Graphic Designers develop BRAND = colours scheme, fonts, name of product/group, mascot, logo, style, etc. (GRAPHIC DESIGNER resources below))

   • VIDEO

   • ​Update PLAN (Criterion C Summative Assessment Document Strand I)

​

Resources for the GRAPHIC DESIGNER:

• Fonts https://inkbotdesign.com/font-combinations/ 

• Fonts https://www.canva.com/learn/the-ultimate-guide-to-font-pairing/

• Branding https://blog.fit4market.com/8-effective-branding-tips

• Logos https://venngage.com/blog/logo-design-tips/

• Logos https://99designs.com/blog/logo-branding/how-to-design-logo/

• Colours https://neurofied.com/effects-of-color-on-behavior/

• Colours https://londonimageinstitute.com/how-to-empower-yourself-with-color-psychology/

• Colours https://99designs.com/blog/tips/how-color-impacts-emotions-and-behaviors/

​

Resources for the ROBOTICS EXPERTS:

• VEXVR Challenge https://education.vex.com/vr/

• VEX IQ https://education.vex.com/stemlabs/iq 

• BASEBOT for racie day https://content.vexrobotics.com/stem-labs/iq/builds/basebot/iq-2nd-gen-basebot-rev10.pdf

​

ATL Skills:​​

• Communication

• Collaboration

• Self-management 

• Creative thinking

​​

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

​

November 12th & 15th (On Campus) - C ii. demonstrates excellent technical skills when making the solution

Tasks:

• Build a ROBOT for ROBOT CHALLENGE #1 around classroom race

• Create POSTER

• Create VIDEO​

• Update PLAN (Criterion C Summative Assessment Document Strand I)

​

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

​

November 16th & 17th (Online) - C ii. demonstrates excellent technical skills when making the solution

Tasks:

• ROBOT (Establish skill level and set a VEX VR CHALLENGE https://education.vex.com/vr/ - be sure to capture the completed task on VIDEO)

• Create POSTER

• Create VIDEO

• Update PLAN (Criterion C Summative Assessment Document Strand I)

TEACHER will assess Criterion B​

​

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

​

November 18th & 19th (On Campus) - C ii. demonstrates excellent technical skills when making the solution

Tasks:

• ROBOT CHALLENGE #1 around classroom race

• Create POSTER

• Create VIDEO (capture video footage of the robot race)

• Update PLAN (Criterion C Summative Assessment Document Strand I)

​

ATL Skills:​​

• Communication

• Collaboration

• Self-management 

• Creative thinking​

​

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

​

November 22nd & 23rd (Online) - C ii. demonstrates excellent technical skills when making the solution

Tasks:

• ROBOT TEAM MEMBERS =  VEXVR Challenges (5-10hrs):

  • Disk Mover Challenge (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Draw a House (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Coral Reef Cleanup (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Castle Color Match (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Robotic Vacuum (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • For each challenge to be awarded points - video evidence must be captured; the actual code (.vrblocks file), a document of the code (PDF) and shared in a google drive

• ROBOT TEAM MEMBERS = Build a VEXIQ Robot (5-10hrs): 

  • Basebot (20 points available) (file attached)

  • ClawBot (20 points available) https://education.vex.com/parent-wrapper-teacher.php?id=clawbot-with-controller

  • Team Prototype

• GRAPHIC DESIGNERS = Identify and design BRAND (5-10hrs)

• GRAPHIC DESIGNERS = Create a POSTER (5-10hrs)

• VIDEO TEAM MEMBERS = Create VIDEO (5-10hrs)

• Update PLAN (Criterion C Summative Assessment Document Strand I)

​

ATL Skills:​​

• Communication

• Collaboration

• Self-management 

• Creative thinking

​

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

​

November 24th & 25th (Online & Campus) - C ii. demonstrates excellent technical skills when making the solution

Tasks:

• ROBOT TEAM MEMBERS =  VEXVR Challenges (5-10hrs):

  • Disk Mover Challenge (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Draw a House (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Coral Reef Cleanup (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Castle Color Match (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Robotic Vacuum (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • For each challenge to be awarded points - video evidence must be captured; the actual code (.vrblocks file), a document of the code (PDF) and shared in a google drive

• ROBOT TEAM MEMBERS = Build a VEXIQ Robot (5-10hrs): 

  • Basebot (20 points available) (file attached)

  • ClawBot (20 points available) https://education.vex.com/parent-wrapper-teacher.php?id=clawbot-with-controller

  • Team Prototype

• GRAPHIC DESIGNERS = Identify and design BRAND (5-10hrs)

• GRAPHIC DESIGNERS = Create a POSTER (5-10hrs)

• VIDEO TEAM MEMBERS = Create VIDEO (5-10hrs)

• Update PLAN (Criterion C Summative Assessment Document Strand I)

​

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

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November 26th, 29th & 30th (Online/ On Campus) - C ii. demonstrates excellent technical skills when making the solution

Tasks:​

• ROBOT TEAM MEMBERS =  VEXVR Challenges (5-10hrs):

  • Disk Mover Challenge (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Draw a House (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Coral Reef Cleanup (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Castle Color Match (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Robotic Vacuum (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • For each challenge to be awarded points - video evidence must be captured; the actual code (.vrblocks file), a document of the code (PDF) and shared in a google drive

• ROBOT TEAM MEMBERS = Build a VEXIQ Robot (5-10hrs): 

  • Basebot (20 points available)

  • ClawBot (20 points available) https://education.vex.com/parent-wrapper-teacher.php?id=clawbot-with-controller

  • Team Prototype

• GRAPHIC DESIGNERS = Identify and design BRAND (5-10hrs)

• GRAPHIC DESIGNERS = Create a POSTER (5-10hrs)

• VIDEO TEAM MEMBERS = Create VIDEO (5-10hrs)

• Update PLAN (Criterion C Summative Assessment Document Strand I)

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ATL Skills:​​

• Communication

• Collaboration

• Self-management 

• Creative thinking​

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Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

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December 1st & 2nd (On Campus) - C ii. demonstrates excellent technical skills when making the solution

Tasks:

• Basebot Relay Race (Did not finish 0 Points; 5th & 4th Place 5 points; 3rd Place 10 Points; 2nd Place 15 Points; 1st Place 20 Points)

• Poster Feedback 

• Create ROBOT/ CODE

• Create POSTER

• Create VIDEO

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ATL Skills:​​

• Communication

• Collaboration

• Self-management 

• Creative thinking

​​

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

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December 3rd & 6th (On Campus) - C ii. demonstrates excellent technical skills when making the solution

Tasks:

• ROBOT TEAM MEMBERS =  VEXVR Challenges (5-10hrs):

  • Disk Mover Challenge (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Draw a House (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Coral Reef Cleanup (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Castle Color Match (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • Robotic Vacuum (Level One 5 points; Level Two 10 Points; Level Three 20 Points)

  • For each challenge to be awarded points - video evidence must be captured; the actual code (.vrblocks file), a document of the code (PDF) and shared in a google drive

• ROBOT TEAM MEMBERS = Build a VEXIQ Robot (5-10hrs): 

  • Basebot (20 points available)

  • ClawBot (20 points available) https://education.vex.com/parent-wrapper-teacher.php?id=clawbot-with-controller

• Team Prototype

• GRAPHIC DESIGNERS = Identify and design BRAND (5-10hrs)

• GRAPHIC DESIGNERS = Create a POSTER (5-10hrs)

• VIDEO TEAM MEMBERS = Create VIDEO (5-10hrs)

​

ATL Skills:​​

• Communication

• Collaboration

• Self-management 

• Creative thinking

​​

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

​

December 7th & 8th (On Campus) - C ii. demonstrates excellent technical skills when making the solution

Tasks:​

• Video Feedback 

• Create ROBOT/ CODE- CLAWBOT

• Create POSTER

• Create VIDEO

​

ATL Skills:​​

• Communication

• Collaboration

• Self-management 

• Creative thinking​

​

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

​

​

December 9th & 13th (On Campus) - C iii. follows the plan to create the solution, which functions as intended and is presented appropriately

Task:​

• Create ROBOT/ CODE

• Create POSTER

• Create VIDEO

​

ATL Skills:​​

• Communication

• Collaboration

• Self-management 

• Research - Information literacy and Media literacy

 

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

​​

December 14th, 15th & 16th (On Campus) - C iii. follows the plan to create the solution, which functions as intended and is presented appropriately & C iv. lists the changes made to the chosen design and plan when making the solution.

Tasks:​

• ii Identify SKILLS (see Nov 8 & 9 for a skills list) that you developed and demonstrated and provide evidence

• iii Present ROBOT, VIDEO & POSTER to CEO for scoring CEO TEST

• iii Present VEX ROBOT & VEXIQ for scoring ROBOT VEX CHALLENGE TEST

• iii Present VIDEO and POSTER online for a SOCIAL MEDIA CAMPAIGN SOCIAL MEDIA TEST Launch SOCIAL MEDIA CAMPAIGN - VIDEO & POSTER to PEERS with an aim to get as many views, likes and re-shares as possible

• iv Lists changes/adjustments/improvements made when making the product

• CONVERT Criterion C to a PDF and submit to ManageBac

​

ATL Skills:​

• Critical thinking

• Communication

• Collaboration

• Self-management 

 

Differentiation:

• i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources) 

• i. constructs a plan (resulting in peers having difficulty following the plan --  sufficient for peers to be able to follow)

• ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated 

• iii. product (functions poorly --- partially functions -- functions as intended) 

• iii. product is presented (in an incomplete form -- adequately -- appropriately)  

• iv. (outlines -- describes -- fully justifies) changes made

​​

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Criterion C Due Date = December 17th 

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Holidays

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Criterion D