Major Funding The Laura Moore Cunningham Foundation

Robotics: Standards

Idaho Common Core State Standards

Here are correlations to the National Common Core Language and Math standards and to the Idaho State Science Standards. If you'd like, you may go directly to the Idaho science standards for this topic. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, the Common Core Language standards, or the Common Core Math standards.



CCSS.ELA-Literacy.W.K.2 [CCSS page]

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Suggested Lesson:

Create a robot. Have students draw a picture of a robot and tell what its job is. The robot should have features that represent the job that it is intended to perform.

Third Grade

CCSS.ELA-Literacy.W.3.3 [CCSS page]

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Suggested Lesson:

Robots need instructions from humans to perform many of their functions. Can you write instructions for completing a task such as tying shoes, opening a door, drawing a house, etc.? Write one and then allow a friend to perform it just as written. Can they complete the task?

Fifth Grade

CCSS.ELA-Literacy.RI.5.5 [CCSS page]

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Suggested Lesson:

Research the history of the robot. How is a robot different from other machinery?



CCSS.Math.Content.K.OA.A.4 [CCSS page]

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Suggested Lesson:

Play the Build a Robot Game. Students roll two dice and look for combinations that make 10. If the total does equal 10, they get to choose a part of the robot from the pieces laying on the table. First person to build a complete robot wins. Use the following link to access the robot images.

Fourth Grade

CCSS.Math.Content.4.NF.B.3c [CCSS page]

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

Suggested Lesson:

Using 2 inch square pieces of colored construction paper, students must cut the pieces into fractional parts or use them whole to create a robot image and glue them onto a larger piece. The arms, legs, torso, face, and additional parts are then added together to create a whole number or a mixed number total of the squares used.

Sixth Grade

CCSS.Math.Content.6.G.A.1 [CCSS page]

Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

Suggested Lesson:

Create a robot image out of triangles and quadrilaterals. The total area for your robot must be equal to three place values determined by rolling a dice 3 times and replacing each place with one of the digits.


First Grade

Life Sciences: LS1-1-1 [ICS page]

Use materials to design a solution to a human problem by mimicking how plants or animals use their external parts to help them survive, grow, and meet their needs.

Supporting Content:

Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them. Different animals use their body parts in different ways to see, hear, grasp objects and move from place to place.

Fourth Grade

Physical Sciences: PS2-4-3 [ICS page]

Generate and compare multiple solutions that use patterns to transfer information.

Supporting Content:

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. Testing a solution involves investigating how well it performs under a range of likely conditions. Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information-convert it from digitized form to voice-and vice versa.

Sixth Grade/Middle School

Physical Sciences: PS4-MS-3 [ICS page]

Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

Supporting Content:

Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in WIFI devices, and conversion of stored binary patterns to make sound or text on a computer screen. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.

Engineering and Technology

All Grades

ETS1.A: Defining Engineering Problems

A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solution.

ETS1.B: Developing Possible Solutions

Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Testing a solution involves investigating how well it performs under a range of likely conditions. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.

ETS1.C: Optimizing the Design Solution

Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

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