Pacing Guide

This unit should be implemented to supplement student learning on the concepts of sensors and creating a coding project to solve a challenge.

STEM Labs can be adapted in various ways to fit into any classroom or learning environment. Each STEM Lab includes the following 3 sections: Engage, Play, and Share (optional).

Each STEM Lab in this unit can be completed in as little as 40 minutes

Section Summary

The Engage and Play sections, which contain the primary learning activities, can be completed within 40 minutes. The Share section, which enables students to express their learning is optional, but estimated at around 3-5 minutes per group.

Click on the tabs below to view descriptions of the Engage, Play, and Share sections of the STEM Lab.

Engage (20 minutes)

The Engage section is the introductory section designed to capture the student’s attention. This section is intended to be a whole-class activity. It includes a hook, a leading question that personalizes the learning for students, and the build that will be utilized to create a hands-on, exploratory learning experience that places STEM into the hands of young learners.

Play (20 minutes)

The Play section is split into 3 parts in order to structure learning while maintaining student interest: Part 1, Mid-Play Break, and Part 2. In Play Part 1, students will run an investigation, test, and/or make predictions about scientific phenomena using their build as it relates to the key concepts of the unit. The Mid-Play Break includes a discussion of Part 1 and transition to Part 2. In Play Part 2, students will continue to explore their builds and deepen their understanding of key concepts by applying their knowledge in new ways.

The Pacing Guide

The pacing guide for each Lab provides step-by-step instructions on What, How, and When to teach. The STEM Lab Pacing Guide previews the concepts that are taught in each section (Engage, Play, and Share (optional)), explains how the section is delivered, and identifies all the materials that are needed.

The pacing guide contains the following information:

Lab

Provides the approximate time duration of each section of the Lab.

Description

Provides an overview of what students will do in each Lab.

Materials

Lists the materials that are essential to completing the Lab.

Lab 1 - Detect Obstacles

Total Time: 40 minutes

Engage	Play	Share
20 mins	20 mins	Optional 3-5 mins per group

Engage

Students will make a connection between their senses and the Eye Sensor on the front of the 123 Robot. They will see a demonstration of how the Eye Sensor can detect obstacles on the 123 Field by using the [Drive until] block in a VEXcode 123 project.

Play

Students will then build a project in VEXcode 123, together with their teacher, to drive the 123 Robot until an obstacle is detected on the 123 Field. After testing the project, students will add a [Glow] or [Play sound] block so the indicator light on the 123 Robot glows, or the robot plays a sound after an object is detected by the Eye Sensor.

Share

Students discuss how they worked together to create and test their projects and how they decided which block to add during Play Part 2.

Materials Needed

123 Robot
123 Field
Tablet or Computer
VEXcode 123
Lab 1 Image Slideshow
Scrap paper to create obstacles
Dry erase marker

Lab 2 - Clear the Landing Area

Total Time: 40 minutes

Engage	Play	Share
20 mins	20 mins	Optional 3-5 mins per group

Engage

Students are asked what they think will happen if there were multiple obstacles on the landing site for the Mars rover? The teacher will introduce the idea of using a block to repeating actions in VEXcode 123 to students.

Play

Lab 2 is an open-ended exploration where students experiment with adding blocks that they have learned about previously in order to complete the challenge. Students are challenged to create a project where the 123 Robot detects all of the obstacles on the 123 Field. In Play Part 2, students will change the locations of the obstacles and test their project to see if it still works as intended. They will make additional changes to their projects if needed to clear the 123 landing area of all obstacles.

Share

Students will compare their projects to see how other groups completed the challenge. How are their projects similar or different?

Materials Needed

123 Robot
123 Field
Tablet or Computer
VEXcode 123
Lab 2 Image Slideshow
Scrap paper to create obstacles
Dry erase markers

Adapting this Unit to Your Classroom

Not every classroom is the same, and teachers face a variety of implementation challenges throughout the year. While each VEX 123 STEM Lab follows a predictable format, there are things that you can do in this Unit to help make it easier to meet those challenges when they arise.

Implementing in less time:
- For a coding-focused quick implementation of Lab 1, combine the guided demonstration in Engage with the Play section. Have the class share ideas and follow along with you to plan, create, and test a project that drives the 123 Robot until an object is detected.
- In Lab 2, you can combine the Engage step-by-step instruction with Play Part 1 and have the class work together to build a project where all obstacles on the 123 Field are detected. Students can use this project as the base of their project in Play Part 2.
Activities to support reteaching:
- For students who need more practice using the [Drive until] block in a project, use these 123 Activities in your learning center or with the whole class.
  - Cross the Bridge (Google / .docx / .pdf) — Students will code the 123 Robot to drive across a bridge. Have students add an obstacle at the end of the bridge and use the [Drive until] block to stop the 123 Robot once it reaches the end of the bridge and the Eye Sensor detects the obstacle.
  - Traffic Cone (Google / .docx / .pdf) — In this activity, students will code the 123 Robot to drive past a traffic cone. Modify the activity to have the 123 Robot drive until the traffic cone is detected and then drive around the cone. Students will need to use the [Drive until] block with other Drivetrain commands like [Drive for] and [Turn for] to complete this activity.
Extending this Unit:
- After groups complete the testing of the [Drive until] block in Lab 1, have them create a project using [Drive for] to navigate to the same obstacle. Ask questions like, Which project uses more VEXcode 123 blocks? Why? What if you moved the obstacle one step away, would either of these projects still work? What makes you say that?
- Once groups have successfully detected all of the obstacles in Lab 2, have them continue to change the location of the obstacles or add additional obstacles to the landing site. For an added challenge, change the layout of the tiles and walls of the 123 Field and have students continue to test and refine their projects to detect obstacles.
- Use the Choice Board activities to extend the Unit, while allowing students to express their voice and choice in what activities they want to complete

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