All contributing members will receive an upvote of 70% from my current voting power and a TIP of $BD10/70 to celebrate my 700+ followers. Please be specific, creative, and innovative of your contributions as they will be reflected on the curriculum.

<h1>Open Source Curriculum</h1>
Why release it as open source? 

What is open source curriculum? In its broader sense, an open source is an idea, product, or service that is available for everyone to modify, enhance, improve, add value, and shared back to the open source community.

I have designed this curriculum for a specific project and eventually decided to release it as an open source for everyone to use and benefit from. It is my hope that this curriculum be enhanced to be globally applicable and accepted, to be a model curriculum for the same or related fields of study.

As an open source, this curriculum is now available to everyone for personal, professional, corporate, or government use with the responsibility to share it back to the open source community with tweaks, enhancements, improvements, innovations, and added values.

This curriculum is based on a robotics kit from a Korean company that distributes the kit as My Robot Time - http://myrobottime.co.kr/. 

![mrt-story.jpg](https://steemitimages.com/DQmX4ebUtyiVfbdGRAoEnVzuJSm3Hhf7xkZQxJREjmd7ccg/mrt-story.jpg)

That being said, this curriculum may be applied to any robotic kits commercially distributed and is not only limited to Huna Robots.

<h1>General Sections</h1>
<h2>Lesson Planning</h2>

The lesson plans in this curriculum may contain specifics based on the original intent of the author.  You may change situations, issues, locations, etc. to fit your needs.

In particular, the robotics kit used in this curriculum is very specific. Fortunately, most of the projects are very generic in nature that any robotics kit may be used in lieu of the specific robotics kit mentioned herein.

All lessons in this series will be build under the umbrella of S.T.E.M. or Science, Technology, Engineering, and Math. At the end of each lesson, a Values Education section is given attention for students to know how to act ethically and professionally as they learn about different applications of robotics and the related lessons.

<h2>Differentiation</h2>
Students vary in physical, intellectual, and psychological maturity, especially in this age level.  The slower ones should handle the simpler robot models that require less parts or simple design structure. The completion of a model should indicate that a student may continue to a more difficult model or level.  Otherwise, he or she may continue on the same level of difficulty using other models. The teacher should be able to provide at least three designs for each level of difficulty.  The models found in the workbook should be a start.

<h2>Vocabulary (Language/Arts Integration)</h2>
Without sufficient vocabulary, students will have a hard time processing ideas, written or verbal, in the duration of this curriculum.  Teachers prepare words and group of words where students may not well understand or having difficulties relating to the current context.  

<h2>Pre- And Post-Assessments</h2>
Knowledge of what the students know may provide guidance for future activities as well as the basis of comparison for a post-assessment results; administering a formative evaluation to know prior knowledge by asking students to respond in writing and with pictures to the questions like, “How do we determine if animals can live in water?” Draw an example and label the body parts. Have students repeat this after the unit of study.

<h2>Misconceptions</h2>

This is a very interesting area where the teacher clarifies common misconceptions and assumptions students make based on hearsay, fairy tales, fables, or even cultural and religious beliefs.  Examples are:

1.	Not all birds can fly.
2.	Not all mammals live on land. 
3.	Wolves live in the wild but they are not bad animals.

<h2>Preparing My Robot Time Educational Robotc Kits</h2>
<h3>Inventory</h3>

In order to preserve the kit for longer use, an inventory of the parts must be conducted BEFORE and AFTER use.  An “inventory list” is included in each kit box that may be used to check the items.
<h3>Handling Items</h3>

There is a section in each workbook with a heading “How to use blocks (Important)”. This section must be discussed thoroughly to the students to avoid incorrect handling of the blocks and unnecessary injury to the children.

<h3>Remote Controls, Boards, and Batteries</h3>

Boards are controlled by remote controls (RC’s).  Boards, in turn, are connected to the motor(s) via a thin wire with an “interface” or connector at the end, usually colored black.  When connecting, instruct the students to hold the connector and not the wire.  Pulling out the interface holding the wire can compromise the “contact” points and will render both the motor and board unusable.

Remote controls and boards require batteries.  Please check the workbooks for detailed information on how many and what type of batteries to use.
 
Rechargeable batteries are highly recommended whenever possible. Batteries drain out quick especially when students keep testing the model even before it is completed.  Remind the student to test their models only when the design is done.  Batteries also drain fast when students start to do some challenges or contest between their peers.  During an official challenge or contest, prepare batteries twice as much as normal use.

Higher kit levels may require more batteries than the lower ones. Make sure you have enough to go around.

<h3>Sensors</h3>

Sensors must be handled with utmost care. These are the most sensitive items in the kit and should be taken care of properly and correctly.  Compromising the sensors will produce unexpected results.

Sensors also are connected to the board through an interface and should be handled properly, as well.

<h1>Grade 3 - My Robot Time Educational Robotic Kit Level 1</h1>
We start with Grade 3.

<h2>Overview</h2>

Students are introduced to My Robot Time Level 1 Educational Robotic Kit. The kit comes with a workbook detailing the activities students will complete at the end of the level. There are 4 (four) activities in the workbook students will have fun with. 

At this age level, students can relate easily with animals and stories about them.  Children love stories and teachers know stories are one of the best ways to transfer knowledge to students.  The stories in the workbook serve as “starter” to your students’ creativity and critical thinking.  They are also familiar stories which teachers are well aware of giving them something to work with in advance.

<h2>Duration/Time Frame</h2>

My Robot Time Level 1 Educational Robotic Kit is more effective when stretched to 10 (ten) contact hours.  Depending on the school’s schedule of classes, the four (4) stories may be given equal number of hours.  However, the teacher should be able to allocate appropriate time frame based on the schedule given to her or him.  In the end, it’s all in the teacher’s discretion.

<h2>Applied Standards and Benchmarks (<a href="https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf">Grade 3-5</a>)</h2>

1.	ISTE Standard 1: Creativity and Innovation
2.	ISTE Standard 3: Research and information fluency
3.	ISTE Standard 4: Critical thinking, problem solving, and decision making
4.	ISTE Standard 5: Digital citizenship

<h1>For the first lesson to be posted later, we go to The Wolf and Three Pigs.</h1>
Using this popular tale, let's explore the STEM in the story! Everyone is invited to share their thoughts at any point or part of the curriculum they see that may be tweaked, improved, or innovate.  

<h1>Follow @cjclaro to keep updated on this series.</h1>