Applying VEX 123

Connection to VEX 123

In the Touch to Code Unit, students will use the touch buttons on the top of the 123 Robot to make the robot execute discrete behaviors to accomplish a task. By using the touch buttons to code their 123 Robot's behaviors, students will be exploring the concepts of a programming language, behaviors, and sequencing. As students progress throughout the Unit, they will engage in the Lab activities to learn about how robots follow a discrete set of instructions, in the form of symbols or commands, to perform certain behaviors in a particular order. 

In both Labs, students will use the touch buttons to code the 123 Robot to drive a particular path. They will need to decompose, or break down, the path into smaller behaviors that can be executed with touch button commands; then sequence those commands in the correct order to have the 123 Robot drive in the intended path. 

Students will use spatial reasoning skills to mentally map how the robot should move in the Unit. Students will use directional words as they plan their projects, and will also use gestures as they communicate with their group and their teacher to sequence button presses to create their coding projects. In this manner, students are able to develop their spatial reasoning skills through coding challenges.
 

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.