Applying VEX 123

Connection to VEX 123

The Mars Rover: Surface Operations Unit is a great way for students to be introduced to the Eye Sensor on the 123 Robot, and using VEXcode 123 to code the robot. In Lab 1, students are introduced to the Eye Sensor and how the data collected by the sensor can be used in VEXcode 123 with the [Drive until] block, to drive the 123 Robot until an obstacle is detected. While experimenting with the [Drive until] block in Lab 1, students will be asked to explain how the 123 Robot moves using descriptions or gestures to practice their spatial reasoning skills.

In Lab 2, students are challenged to create a project where the 123 Robot moves around the 123 Field and detects obstacles on the landing site. As the 123 Robot drives around the landing site and detects obstacles, students will pick up and remove the found obstacles. The challenge will be complete once the Field is free of debris. Students will need to connect the behaviors of the 123 Robot to the VEXcode 123 blocks and parameters of the blocks as they build their own project to meet the challenge. They will create a mental representation of how the robot needs to move, and communicate that plan through their project, and through conversations with the teacher during the Play and Mid-Play Break sections.

Lab 2 is designed to be an open-ended exploration that will ask your students to persevere to solve a challenge. They will be asked to use what they have learned previously to create a project that solves the challenge. The Background page and the Facilitation sections of Lab 2 provide strategies for guiding students through the problem-solving and trial and error that is to be expected, so they may experience success in the Lab.

Teaching Coding

Throughout this Unit, students will be engaged with different coding concepts such as robot behaviors and sequencing. The Labs within this unit will follow a similar format:

• Engage:
  • Teachers will help students make a personal connection to the concepts that will be taught in the Lab.
• Play:
  • Instruct: Teachers will introduce the coding challenge. Ensure that the students understand the goal of the challenge.
  • Model: Teachers will introduce Coder cards that will be used in the creation of their project to complete the challenge. Model the Coder card commands by projecting VEXcode 123 or by showing the physical Coder cards. For Labs that include pseudocode, model for students how to plan and outline the intention for their projects.
  • Facilitate: Teachers will be given prompts to engage students in a discussion about what the goals of their project are, the spatial reasoning involved in the challenge, and how to troubleshoot unexpected outcomes of their projects. This discussion will also verify that the students understand the purpose of the challenge and how to properly use the Coder cards.
  • Remind: Teachers will remind students that their first attempt of their solution will not be correct or run properly the first time. Encourage multiple iterations and remind students that trial and error is a part of learning.
  • Ask: Teachers will engage students in a discussion that will connect the Lab concepts to real-world applications. Some examples could include, “have you ever wanted to be an engineer?” or “where have you seen robots in your life?”
• Share: Students have an opportunity to communicate their learning in multiple ways. Using the Choice Board, students will be given a “voice and choice” for how they best display their learning.