Summary
Materials Needed
The following is a list of all the materials and teaching resources that are needed to complete the VEX 123 Lab. First listed are the materials needed for the entire Lab, including the 123 Robot. In certain Labs, links to teaching resources in a slideshow format have been included. Not all Labs will include a slideshow. These slides can help provide context and inspiration for your students. All slides are editable, and can be projected for students or used as a teacher resource.
| Materials | Purpose | Recommendation |
|---|---|---|
|
123 Robot |
To use for demonstrations in the Lab. |
1 for demonstration |
|
Present as a read-a-long story to introduce the 123 Robot. |
1 for teacher facilitation | |
|
Guide for how to incorporate interactive elements for the story in a read-a-long. |
1 for teacher facilitation | |
|
Images for teacher facilitation of Lab. |
1 for teacher facilitation | |
|
Robot Rules Chart (see example in Image Slideshow) |
To create a shared document of best practices and expectations. |
1 for display |
|
Writing Utensils |
To complete any documents in the lab. |
1 per child |
Environment Setup
- Conversational Learning Space - The first parts of this lab will rely on facilitated conversations in the classroom. You may want to do this in a space like your “Circle Time” or “Meeting Carpet”. This enables everyone to see what you are sharing, as well as to easily see each other as you are talking.
- Making Robot Rules Chart - this can be made on chart paper, or projected from the linked Image slideshow. This should be a document that is created collaboratively. The Robot Rules Chart sample is intentionally general, so that it will apply in many classrooms and situations. Add student suggestions for rules and amend as needed to meet the needs of your students.
Engage
Begin the lab by engaging with the students.
-
Hook
We now know a little bit about how the robot works, but we need to figure out how we work with the robots. If we all try to grab and touch all the robots and buttons at the same time, what will happen? So how can we make sure we’re being our best selves when we work with our robots?
-
Demonstrate
If I pass the 123 Robot to Tim, should he throw it across the table to Jason, or should he take his turn and gently pass it?
-
Leading Question
See, we already know a little bit about how this should work. Let’s see what else we need to know.
Play
Allow students to explore the concepts introduced.
Part 1
Students will engage in a collaborative discussion facilitated by the teacher, in order to create “ground rules”, expectations, and decision making strategies for how students will engage with the robots and group members. (An example is provided in the Lab 2 Image Slideshow.)
Mid-Play Break
Robot Rules in action! Read several scenarios, and ask students if the Robot Rules are working in this situation. If not, have students share ideas or act out solutions.
Part 2
Students will be able to wonder “What if…?” with their teacher, to engage in a guided child driven exploration in robot cause and effect. For each “What if…” scenario, the class will decide first if it is within the “Robot Rules”, and then come up with a way to test their ideas.
Share
Allow students to discuss and display their learning.
Active Share
- Divide students into groups and give them 3-5 minutes to decide on a name for their 123 Robot, and 3 personality traits for it. Then share each with the class.
- Post a Robot Roster: Create a chart, and as students share their 123 Robot’s name; add it into the Chart. Show the students, and point out that this will help them take care and organize their 123 Robots.
Discussion Prompts
- What are you most excited about doing with our robots?
- What is 1 way that you will put the Robot Rules into action the next time we work with them?