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What this lesson includes
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Real-World Example
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Coding Tutorial
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Assessment
Overview Accordion
Learning Goals
- Explain how AI-enabled robotic systems work and describe their roles in industrial settings
- Describe at least one strategy industries can use to reduce climate impact
- Build a smart warehouse vehicle that:
- uses the breakout board, continuous servo motors, LED ring, line follower and sonar sensor from the Climate Action Kit
- combines functions and variables to sense its position on a warehouse path
Preparation Accordion
Materials
- Climate Action Kit
- micro:bit V2
- Computer with access to Microsoft MakeCode
- Black electrical tape
- Light Bristol board or chart paper for the smart warehouse vehicle to drive on
- Ruler, or other method to measure distance
Get to Know the Content
- Make sure you've completed our 'Getting Started with the Climate Action Kit' course
- If it has been a while, review the kit components featured in this lesson:
- Breakout Board
- LED Ring
- Continuous Servo Motor
- Line Follower
- Sonar Sensor (optional challenge for Modify and Create activities)
- Review the lesson, particularly the following thinking routines from Project Zero (Harvard Graduate School of Education):
Activity Accordion
Big Idea (15 minutes)
Students will:
- Explain how AI-enabled robotic systems work
- Describe the role of AI-enabled robotics in industrial settings
- Describe the relationship between industrial automation and climate change
Take Action (60 minutes)
Students will learn about the ways that technology can enhance workplace productivity, improve safety, and contribute to reducing greenhouse gas emissions. Then, they will build their smart warehouse vehicle with the Climate Action Kit!
We've provided 3 ways students may build the project to support scaffolding and differentiation in your classroom: 'Use', 'Modify', and 'Create'.*
| Activity | Description |
|---|---|
| Use |
Students will follow a step-by-step tutorial to build & use their smart warehouse vehicle prototype. Success CriteriaI can…
ResourcesTutorialFinal Code |
| Modify |
Students will follow a step-by-step tutorial to build their smart warehouse vehicle prototype. After this, they will modify the code to include a new sensor, and demonstrate their understanding. Success CriteriaI can…
ResourcesTutorialFinal Code |
| Create |
Students will work in a small group to design, build & code their own smart warehouse vehicle prototype. Success CriteriaI can build a smart warehouse vehicle prototype with the Climate Action Kit that can:
And uses at least:
ResourcesBlank Project |
*Irene Lee, Fred Martin, Jill Denner, Bob Coulter, Walter Allan, Jeri Erickson, Joyce Malyn-Smith, and Linda Werner. 2011. Computational thinking for youth in practice. Acm Inroads 2, 1 (2011), 32–37.
Assessment Accordion
Use the following criteria to assess student learning. Students can:
Conversations
- Describe the impact that artificial intelligence has on warehouse operations and climate change
- Describe the main functions of smart warehouse vehicle (Use, Modify, Create)
- Explain the purpose of each smart component and building block in the main build (Use, Modify, Create)
- Explain how the nested conditional statements in the starter code allow the vehicle to move, stop, and follow a line (Use, Modify, Create)
Observations
- Make predictions about what certain segments of the code are responsible for and test those predictions (Use, Modify)
- Methodically test and debug their code to ensure it functions as intended (Modify, Create)
Products
- Add comments to the code to demonstrate their understanding of each block (Use, Modify, Create)
- Write a compound conditional to improve the accuracy of our smart warehouse vehicle (Use, Modify, Create)
- Use a nested loop to improve the obstacle sensing feature (Modify, Create)
- Design their own smart warehouse vehicle that satisfies provided criteria (Create)
Standards Accordion
Next Generation Science Standards
Grade 9-12
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Computer Science Teachers Association Standards
Grade 11-12
3B-AP-08 Describe how artificial intelligence drives many software and physical systems.
3B-AP-13 Illustrate the flow of execution of a recursive algorithm.
3B-AP-21 Develop and use a series of test cases to verify that a program performs according to its design specifications.
3B-AP-22 Modify an existing program to add additional functionality and discuss intended and unintended implications (e.g., breaking other functionality).
3B-IC-25 Evaluate computational artifacts to maximize their beneficial effects and minimize harmful effects on society.
3B-IC-27 Predict how computational innovations that have revolutionized aspects of our culture might evolve.
Common Core State Standards for Mathematics
Grade 9-12
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
United Nation’s Sustainable Development Goals
9: Industry, Innovation and Infrastructure
11: Sustainable Cities and Communities
13: Climate Action
Common Career Technical Core Standards
STEM Cluster: Engineering & Technology Career Pathway
ST-ET 1.3 Use computer applications to solve problems by creating and using algorithms, and through simulation and modeling techniques.
ST-ET 3.1 Use knowledge, techniques, skills and modern tools necessary for engineering practice.
ST-ET 3.2 Describe the elements of good engineering practice (e.g., understanding customer needs, planning requirements analysis, using appropriate engineering tools, prototyping, testing, evaluating and verifying).
ST-ET 3.4 Illustrate the ability to characterize a plan and identify the necessary engineering tools that will produce a technical solution when given a problem statement.
ST-ET 4.1 Explain why and how the contributions of great innovators are important to society.
ST-ET 4.2 Explain the elements and steps of the design process and tools or techniques that can be used for each step.
ST-ET 4.3 Describe design constraints, criteria, and trade-offs in regard to variety of conditions (e.g., technology, cost, safety, society, environment, time, human resources, manufacturability).
ST-ET 5.1 Apply the design process using appropriate modeling and prototyping, testing, verification and implementation techniques.
ST-ET 5.2 Demonstrate the ability to evaluate a design or product and improve the design using testing, modeling and research.
ST-ET 5.3 Demonstrate the ability to record and organize information and test data during design evaluation.
STEM Cluster: Science and Math Career Pathway
ST-SM 1.1 Apply science and mathematics concepts and principles to resolve plans, projects, processes, issues or problems through methods of inquiry.
ST-SM 1.2 Use the skills and abilities in science and mathematics to access, share, and use data to develop plans, processes, projects and solutions.
ST-SM 1.3 Use the skills and abilities in science and mathematics to integrate solutions related to technical or engineering activities using the content and concepts related to the situations.
ST-SM 1.4 Explain the role of modeling in science and engineering.
ST-SM 1.5 Explain the use of models and simulation in hypothesis testing (i.e., the scientific method).
ST-SM 1.6 Communicate with others on inquiry or resolution of issues/problems in the global community.
ST-SM 2.1 Demonstrate the ability to recognize cause and effect when faced with assigned projects or issues.
ST-SM 2.4 Predict the outcomes based on data collected in a project or experiment.
ST-SM 2.9 Analyze change as a result of data differences and changing environmental values.
ST-SM 3.1 Evaluate the impact of science on society based on products and processes used in the real world.
ST-SM 3.2 Evaluate the impact of mathematics on society based on products and processes used in the real world.
ST-SM 3.3 Research how science and mathematics influence the professions and occupations supported by the STEM Career Cluster.
Information Technology Cluster: Programming & Software Development Career Pathway
IT-PRG 4.1 Employ tools in developing software applications.
IT-PRG 6.1 Explain programming language concepts.
IT-PRG 6.3 Demonstrate proficiency in developing an application using an appropriate programming language.
IT-PRG 6.4 Explain basic software systems implementation.
IT-PRG 6.6 Review problems with integration.
IT-PRG 7.1 Develop a software test plan.
IT-PRG 7.2 Perform testing and validation.