Coding Fundamentals
Lab 2 - Robot Speak

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Implementing VEX 123 STEM Labs

STEM Labs are designed to be the online teacher’s manual for VEX 123. Like a printed teacher’s manual, the teacher-facing content of the STEM Labs provides all of the resources, materials, and information needed to be able to plan, teach, and assess with VEX 123. The Lab Image Slideshows are the student-facing companion to this material. For more detailed information about how to implement a STEM Lab in your classroom, see the Implementing VEX 123 STEM Labs article.

# Goals and Standards

## Goals

Students will apply

• Using Coder cards to create a project that has the 123 Robot move in a planned path.
• Breaking down the behaviors needed to code the 123 Robot move in a square.

Students will make meaning of

• Behaviors are actions executed by a robot.
• Commands are specific, discrete instructions given to a robot via programming language.

Students will be skilled at

• Waking the 123 Robot.
• Connecting the 123 Robot to a Coder.
• Using Coder cards to create a project for the 123 Robot.
• Starting a project and observing how the 123 Robot behaves.
• Sequencing Coder cards in the correct order to have the 123 Robot drive in a square.

Students will know

• Coder cards are used to communicate instructions to the 123 Robot.
• Behaviors are actions executed by a robot.
• Coder cards are specific, discrete instructions given to a robot.
• Projects are coded sets of instructions for a 123 Robot.

## Objective(s)

### Objective

1. Students will model how Coder cards relate to behaviors in a programming language.
2. Students will decompose the steps necessary to translate Coder Cards into 123 Robot behaviors.
3. Students will build a project using Coder cards.

### Activity

1. During Engage, students demonstrate how Coder cards translate into behaviors. In Play Part 1, students will create a project plan that will translate to the 123 Robot’s behaviors.
2. In Play Part 1, students will break down the steps of a complex action into smaller, discrete steps that match Coder cards behaviors.
3. In both Play sections, students will build a project using the Coder cards. Then, they will start their project with the Coder to observe the behaviors of the 123 Robot.

### Assessment

1. In the Mid-Play Break, students will discuss how the Coder cards in the Coder relate to the 123 Robot’s behavior. In Play Part 2, students will show how the Coder cards selected translate to the 123 Robot’s behavior.
2. In Play Part 2, students will decompose the action of driving the 123 Robot in a square, and translate each behavior into a coder card.
3. In both Play sections, students work in groups to create a coding project that will successfully execute a complex behavior and share their projects in the Active Share section.