Robotic Animal Adaptations

Craft an Easter Bunny

United States

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss.

SDGs

Goal 15

Construct an argument that some animals form groups that help members survive.

NGSS

3-LS2-1

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

3-LS4-3

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

4-LS1-1

Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

MS-LS1-4

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-1

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-2

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

3-5-ETS1-3

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-ETS1-1

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-2

Describe how internal and external parts of computing devices function to form a system.

CSTA

CSTA.1B-CS-01

Model how computer hardware and software work together as a system to accomplish tasks.

CSTA.1B-CS-02

Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.

CSTA.1B-CS-03

Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

ISTE Students

1.3.d Knowledge Constructor

Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

1.4.a Innovative Designer

Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.4.b Innovative Designer

Students develop, test and refine prototypes as part of a cyclical design process.

1.4.c Innovative Designer

Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

1.4.d Innovative Designer

Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

1.5.d Computational Thinker

Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.6.c Creative Communicator

Recognize that animal behaviors may be shaped by heredity and learning.

Florida - NGSSS

SC.4.L.16.3

Recognize ways plants and animals, including humans, can impact the environment.

SC.4.L.17.4

Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.

SC.5.L.14.2

Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.

SC.5.L.15.1

Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.

SC.5.L.17.1

Describe how models and simulations can be used to solve real-world issues in science and engineering.

SC.35.CS-CS.1.2

Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.

SC.35.CS-CC.1.3

Create a simple model of a system (e.g., flower or solar system) and explain what the model shows and does not show.

SC.35.CS-CS.1.4

Explain that computers model intelligent behavior (as found in robotics, speech and language recognition, and computer animation).

SC.35.CS-CS.6.3

Create, test, and modify a program in a graphical environment (e.g., block-based visual programming language), individually and collaboratively.

SC.35.CS-CP.2.2

Detect and correct program errors, including those involving arithmetic operators, conditionals, and repetition, using interactive debugging.

SC.35.CS-CP.2.5

Decompose a problem and create a function for one of its parts at a time (e.g., video game, robot obstacle course, making dinner), individually and collaboratively.

SC.68.CS-CS.2.5

Select appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

SC.68.CS-CP.3.1

Identify and describe the use of sensors, actuators, and control systems in an embodied system (e.g., a robot, an e-textile, installation art, and a smart room).

SC.68.CS-CS.4.4

Design and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task, individually and collaboratively.

SC.68.CS-CS.6.6

Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.

ELA.4.R.2.1

Explain how text structures and/or features contribute to the overall meaning of texts.

ELA.5.R.2.1

Explain how individual text sections and/or features convey meaning in texts.

ELA.6.R.2.1

Explain how individual text sections and/or features convey a purpose in texts.

ELA.7.R.2.1

Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

ELA.8.R.2.1

Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

ELA.8.R.2.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Common Core ELA

CCSS.ELA-Literacy.RI.4.3

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a .

CCSS.ELA-Literacy.RI.4.4

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-Literacy.RI.4.7

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-Literacy.RI.5.3

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a .

CCSS.ELA-Literacy.RI.5.4

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

CCSS.ELA-Literacy.RI.5.7

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

CCSS.ELA-Literacy.RI.6.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

CCSS.ELA-Literacy.RI.6.4

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-Literacy.RI.6.7

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

CCSS.ELA-Literacy.RI.7.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

CCSS.ELA-Literacy.RI.7.4

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.RI.8.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

CCSS.ELA-Literacy.RI.8.4

The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.

TEKS Science

3.1A

3.1B

3.1D

3.1E

3.1G

The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.

3.2D

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.

3.3A

3.3B

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.

3.4A

3.4B

The student understands that recurring themes and concepts provide a framework for making connections across disciplines.

3.5A

3.5B

3.5C

3.5D

3.5F

3.5G

The student knows the nature of forces and the patterns of their interactions.

3.7A

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.

3.8B

The student knows that there are recognizable processes that change Earth over time.

3.10A

The student describes patterns, cycles, systems, and relationships within environments.

3.12C

The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments.

3.13A

The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.

TEKS Technology Applications

3.1C

The student, with guidance from an educator, applies the fundamentals of computer science.

3.2A

3.2B

The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.

Easter Course