Discover Robotics & Programming II (curriculum only)

Discover Robotics & Programming II (curriculum only)

Same rockin’ little robot, 40 more hours of programming awesomeness. Using the software and building manipulatives included in Discover Robotics and Programming I, Discover Robotics and Programming II pushes students to take their skills to the next level. Students attach light, infrared, ultrasonic and touch sensors, integrate virtual sensors and advanced variables into their code and even create interactive control panels from the touch screen of a tablet. The Discover Robotics & Programming II curriculum has been expertly structured to foster creativity, ignite imagination and build technical literacy as students design solutions to robotic challenges. By utilizing a granular, student-driven approach, LABCards enable any learning environment to cater to students with different learning needs and speeds. As with all PCS Edventures developed curriculum, the overarching objective is to cultivate intrinsic motivation, deep conceptual foundations and a sense of intellectual empowerment.

The LABCards series, Discover Robotics II is designed to be student-driven using project-based learning techniques that rapidly build skills using a combination of step-by-step projects and challenges. Using the PCS Edventures designed RiQ robot coupled with the interactive programming software Cortex, students of a variety of ages can be quickly building and programming their own robot.

Grades: 6+
Students: Up to 3 per set
Contact Hours: 40+

Pricing Options:

  • First set of LABCards: $195
  • Each additional set: $50


  • Purchases of $500+ come with 30 minutes of free webinar training
  • Purchases of $1000+ come with 1 hour of free webinar training
  • Additional training available for purchase


  • Computer science unit
  • Tech ed curriculum
  • Station in open learning environment

After-school programs and robotics labs
Maker spaces
Home learning

How to Use Your LABCards

Each LABCard includes two step-by-step projects, two challenges, and one design project. Each project introduces new programming skills by guiding students through step-by-step activities. Two engaging challenges give students the opportunity to apply this knowledge before testing their understanding in a design project. Key terms are listed at the end of each card for reference. Along the bottom are three questions to check for understanding. Use them in discussion, written reflection, or informal conversation to probe and deepen students’ understanding. At the end of every level, a final end design project challenges students to synthesize their learning with creativity and critical thinking.

Why We LOVE Them!

The LABCard approach is intended to provide educators with a tool that enables a student-directed experience.  Educators are empowered to provide facilitation, coaching and mentoring as students work independently, in their own fashion. Almost all learning environments including after-school programs, clubs and a wide variety of classroom models, can be supported using the LABCard curriculum.

Each LABCard is assigned a point value for quick and easy assessment of progress through each level and to provide students with immediate recognition of their accomplishments.  Students earn 5 points for each card they successfully complete.  Each level includes four 5-point cards and culminates with a 5-point end design project, for a total of 25 points per level.  By completing all four levels, students can earn up to 100 points!

Technical Requirements:

  • One device per kit with Windows. OS X, iOS, or Android operating system.  Cortex is currently not compatible with Google Chromebooks.
  • All tablets require Internet connection to enable wireless communication via Bluetooth.
  • Note: Brown (level) Robotics II explores Cortex features for programming with virtual sensors.  Some of these features can be previewed on a laptop or desktop bot not all are compatible.  Because of this it is necessary to have tablet to fully complete that level. Students working on desktops or tablets can preview the virtual features and then move onto the next level.

    Curriculum Content

    Level 5: Light Sensors and Touch Sensors

    • Calibrating Sensors
    • RANDOM and COMPARE Commands
    • SENSOR Commands
    • WAIT UNTIL Commands
    Level 6: Infrared and Ultrasonic Sensors
    • Line-following Robots
    • Logical Operations
    • Self-navigating Robots
    • Creating Variables

    Level 7: Virtual Sensors

    • Intro to Virtual Canvas
    • Sliders and Counters
    • Joystick and Accelerometer
    • Microphone Sensor and Toggle Switches

    Level 8: Advanced Logic and Procedure Commands

    • Flowchart Planning
    • ARITHMATIC Operations
    • Programming with Variables
    • Life-like Robots


    To meet the needs of a variety of learning environments, LABCards are aligned to 21st Century Skills and Habits of Mind as well as national standards for math, language arts, science, engineering and technology.


    21st Century Skills: A set of widely-applicable abilities essential for success in the information age.

    • Creativity and Innovation
    • Critical Thinking and Problem Solving
    • Information, Media and Technology Literacy
    • Initiative and Self-Direction
    • Productivity and Accountability


    Habits of Mind: 16 “thinking habits” developed by Art Costa and Bena Kallick to empower students to succeed in a 21st century learning environment

    • Creating, Imagining, Innovating
    • Gathering Data with All Senses
    • Remaining Open to Continuous Learning
    • Responding with Wonderment and Awe
    • Striving for Accuracy
    • Taking Responsible Risks
    • Thinking about Thinking (Metacognition)

      • Common Core State Standards for Language Arts

        • CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
        • CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
        • CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

        Common Core State Standards for Math

        • CCSS.MATH.CONTENT.6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
        • CCSS.MATH.CONTENT.6.EE.B.6  Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
        • CCSS.MATH.CONTENT.6.EE.B.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
        • CCSS.MATH.CONTENT.6.RP.A.3.C Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
        • CCSS.MATH.CONTENT.6.RP.A.3.D Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

        Next Generation Science Standards

          • MS-ETS1-1 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-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
          • MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
          • MS-ETS1-4  Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

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