Engage

Launch the Engage Section

ACTS is what the teacher will do and ASKS is how the teacher will facilitate.

ACTS	ASKS
Note students’ answers on the board by writing down what they identified, and how it changes. Some examples could include: animals changing from babies to adults, leaves changing, plants blooming, landforms changing over long periods of time, etc. Note students’ responses and connect them to the changes you’ve already written down on the board. Have students share their ideas, guiding them toward the idea that scientists are, in fact, looking for changes over time. Refer to the learning goals of the Mars 2020 mission, as shown in the Background Information, to help students connect to the actual Mars research that is occurring. Have students share their ideas, and guide them toward the idea of using microscopes and testing samples in a lab here on Earth. As students share their ideas, guide them to the fact that they need to keep the samples safe until another rover collects them to bring them back to scientists on Earth. Burying them means they can’t get lost due to wind or changes on the surface of Mars. Show students the 123 Field set up for the Lab. Remind them that they can’t actually bury a sample, but help them think of other ways they could represent “burying” with code. Suggest waiting or playing a sound, if students need help envisioning this	What are some things that you know, have seen, or felt, that change over time? For example, the leaves on the trees change from season to season. What are some other things and changes that you know of? Let’s think about these things that we’ve listed. If we studied these changes over time, what kinds of things could we learn about? For example, we can learn about how old a puppy will be when it becomes a full-grown dog, or how rivers or oceans have changed landforms over thousands of years. The scientists studying Mars are also looking for changes over time. What do you think they might be looking for, or looking to learn about? For example, one thing scientists are looking for are signs of water - to know if anything could have ever lived on Mars. Over time water can smooth rocks down, or leave other traces invisible to our own eyes. Scientists can code the rovers to look for rocks that might have been changed by water many many years ago. We know that they are collecting rock and soil samples on Mars, how do you think the scientists will study those samples? Scientists have to save those samples until they can be brought back to Earth, so they can study them. Guess what, to save them, they have to bury them on Mars! Why do you think they do that? How do you think we can code our 123 Robot “rovers” to add this step to collecting our samples?

ACTS

ASKS

Note students’ answers on the board by writing down what they identified, and how it changes. Some examples could include: animals changing from babies to adults, leaves changing, plants blooming, landforms changing over long periods of time, etc.
Note students’ responses and connect them to the changes you’ve already written down on the board.
Have students share their ideas, guiding them toward the idea that scientists are, in fact, looking for changes over time. Refer to the learning goals of the Mars 2020 mission, as shown in the Background Information, to help students connect to the actual Mars research that is occurring.
Have students share their ideas, and guide them toward the idea of using microscopes and testing samples in a lab here on Earth.
As students share their ideas, guide them to the fact that they need to keep the samples safe until another rover collects them to bring them back to scientists on Earth. Burying them means they can’t get lost due to wind or changes on the surface of Mars.
Show students the 123 Field set up for the Lab. Remind them that they can’t actually bury a sample, but help them think of other ways they could represent “burying” with code. Suggest waiting or playing a sound, if students need help envisioning this

What are some things that you know, have seen, or felt, that change over time? For example, the leaves on the trees change from season to season. What are some other things and changes that you know of?
Let’s think about these things that we’ve listed. If we studied these changes over time, what kinds of things could we learn about? For example, we can learn about how old a puppy will be when it becomes a full-grown dog, or how rivers or oceans have changed landforms over thousands of years.
The scientists studying Mars are also looking for changes over time. What do you think they might be looking for, or looking to learn about? For example, one thing scientists are looking for are signs of water - to know if anything could have ever lived on Mars. Over time water can smooth rocks down, or leave other traces invisible to our own eyes. Scientists can code the rovers to look for rocks that might have been changed by water many many years ago.
We know that they are collecting rock and soil samples on Mars, how do you think the scientists will study those samples?
Scientists have to save those samples until they can be brought back to Earth, so they can study them. Guess what, to save them, they have to bury them on Mars! Why do you think they do that?
How do you think we can code our 123 Robot “rovers” to add this step to collecting our samples?

Engage

InstructInstruct students that they are going to work together to help the teacher collect and “bury” the first sample, using one of the 123 Robots and VEXcode 123. Place the 123 Field in a central location where all students can see it. View the animation below to see an example solution of how the 123 Robot will move to collect and “bury” the first sample.
In this animation, the robot begins in the bottom row on the Field facing the first sample location. It drives forward four steps, turns left, drives 1 step, then “collects” the sample. It then turns 180 to the right, drives forward one step, turns right, and drives forward four steps to retrace its path and return to the starting location the “bury” the sample.

Video file
DistributeDistribute one 123 Robot with the “rover” attached, and one computer or tablet with VEXcode 123 open, for demonstration purposes. Students will collect their materials after the demonstration is complete.
- Wake the 123 Robot, as shown in the animation below, and place it on the starting point, or “base,” on the 123 Field. Note that this animation includes sound.
  
  Video file
- Connect the 123 Robot to the computer or tablet. For support in connecting your 123 Robot to your computer or tablet, see the device-specific articles in this section of the VEX Library.
- Identify which sample you are going to be collecting and burying first. The example code provided will navigate the 123 Robot to the pink collection point, as shown in the animation in the Instruct step.
FacilitateFacilitate building a project together to collect and “bury” the sample. Begin by identifying the four main actions needed - drive to the sample, collect it, drive back to base, and bury the sample. Refer to the image below for an example of a possible solution.

Engage — Possible Solution
- As you build the project, ask students questions about how the robot needs to move, and how that connects to the blocks you use. You can use this series of questions, as a guide to help you facilitate building the first half of the project (driving to the sample, and collecting it) together. Repeat them to build the second half (returning to the base, and “burying” the sample).
  - First, we need to drive to the sample. Who can show me, with their hands and words, how our 123 Robot needs to move to get to the sample?
  - Which block do you think will be first in our project to make our 123 Robot move that way?
  - How far does our “rover” need to travel? Who remembers how to change that parameter?
  - Now my 123 Robot needs to turn. How do I add that into my project? Who remembers how to set the [Turn for] block to left or right?
  - We’re close to the sample! What is the last movement my 123 Robot needs to make to get there?
  - Ok, so we drove to the sample, now we need to collect it. Who remembers how we did that in Lab 1? What blocks do I need to add to my project? Let’s test it to make sure we’re on the right track.
- Test your project as you are building it to model that practice for students. Then continue to ask questions and build the second half of the project (returning to the base, and “burying” the sample), as you built the first, and test it to make sure it solves the challenge.
OfferOffer positive reinforcement for students who are taking turns to talk, listening, and keeping their hands to themselves during the demonstration. Remind them that they are going to work on building their own projects very soon—and that paying attention now, will help them to be successful when they work with their groups during Play.

Teacher Troubleshooting

If students are having trouble taking turns with the 123 Field, try setting a short 2-3 minute timer for each trial, so that groups have equal access to the test space. When one group’s time is up, the next group can move into the Field and restart the timer for their turn.
If students are having trouble connecting their 123 Robot to their computer or tablet, view the Connecting articles in the VEXcode 123 VEX Library, for support to connect the 123 Robot to the device being used.
If groups are having trouble starting their project in VEXcode 123, refer to the Starting Project in VEXcode 123, to see the steps necessary to successfully start a project with the 123 Robot.

Facilitation Strategies

Take Turns - Encourage students to take turns with their partners throughout the Lab. Suggestions for facilitating this include:
- Have students alternate between building the project in VEXcode 123, and placing the 123 Robot on the Field, and starting the project. Students can swap roles from Play Part 1 to Play Part 2.
- Students can take turns placing and removing the “samples” throughout the Lab, so everyone gets a turn.
Peer to Peer support - If one group has successfully completed the Play Part 1 challenge in less time, assign students to help other groups that may be struggling. Encourage them to share how they solved the challenge, to help the other group to be successful as well.
Collect another sample - For students who finish Play Part 2 early and need an additional challenge, give them a dry erase marker, and have them mark an additional “sample” to collect. Then add the blocks to their project to collect and “bury” that sample as well.

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