Engage

Launch the Engage Section

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

ACTS	ASKS
Put a magnetic object (ex. A metal ruler) into a brown paper bag. Invite each student to reach into the bag without looking and describe what he/she is feeling and guess what it could be. Write their guesses on the board. Use one of the magnets and place it on one side of the bag. Release your hand, so the metal in the bag is “holding up” the magnet. Discuss and have students make additional guesses. Show them the object inside the bag. Ask students to describe the object, including what it is made of. Discuss where students have seen magnets before at home or in school and how they are used. Try to attach a non magnetic object to the magnet. Have students describe in their own words what kinds of things can stick to a magnet.	What do you think is in the bag? What do you think it is made of? Do you want to change your guess? What do you see that makes you say that? Can you describe this object? What is it made of? Where have you seen magnets before? Why do you think the magnet won't stick to this object? What kinds of things can stick to a magnet?

ACTS

ASKS

Put a magnetic object (ex. A metal ruler) into a brown paper bag. Invite each student to reach into the bag without looking and describe what he/she is feeling and guess what it could be. Write their guesses on the board.
Use one of the magnets and place it on one side of the bag. Release your hand, so the metal in the bag is “holding up” the magnet. Discuss and have students make additional guesses.
Show them the object inside the bag. Ask students to describe the object, including what it is made of.
Discuss where students have seen magnets before at home or in school and how they are used.
Try to attach a non magnetic object to the magnet.
Have students describe in their own words what kinds of things can stick to a magnet.

What do you think is in the bag? What do you think it is made of?
Do you want to change your guess? What do you see that makes you say that?
Can you describe this object? What is it made of?
Where have you seen magnets before?
Why do you think the magnet won't stick to this object?
What kinds of things can stick to a magnet?

Getting the Students Ready to Build

We are going to build a Magnet Car to test different objects for magnetism. Then, we will use magnets to “power” our Magnet Car!

Facilitate the Build

InstructInstruct students to join their team, and have them complete the Robotics Roles & Routines Checklist. Use the Suggested Role Responsibilities slide in the Lab Image Slideshow as a guide for students to complete this sheet.
DistributeDistribute build instructions to each team. Journalists should gather the materials on the checklist.

Magnet Car Build
FacilitateFacilitate building process.
1. Builders can begin building.
2. Journalists should assist with build instructions as needed and complete the Roles & Routines Checklist.
OfferOffer suggestions and note positive team building and problem solving strategies as teams build together.

Teacher Troubleshooting

If students are having trouble with the pins, offer the Pin Tool as support.
Use the Explore VEX GO Kit Contents Poster with students to learn how pieces function in a build and to learn the part names in order to establish a shared vocabulary with students.

Facilitation Strategies

Ask students to refer to their Robotics Roles and Routines in order to plan for how they will work together. What are their responsibilities?
Familiarize yourself with the magnets you will be using that do not come with the kit. Determine which side is North and which side is South. This will be helpful when moving the Magnet Car.
For the Play Part 2 activity, you can set up a challenge course for students by connecting Tiles in a 1X4 formation to create a long rectangle, then use tape to mark the start and the finish line of the challenge course. If using Tiles doesn’t work for your learning environment, simply use masking tape on the floor to mark the beginning and end of the challenge course. The starting point and finish line should be at least 1 Meter apart.
Use the Get Ready...Get VEX...GO! PDF Book and Teacher’s Guide - If students are new to VEX GO, read the PDF book and use the prompts in the Teacher’s Guide (Google / .pptx / .pdf) to facilitate an introduction to building and using VEX GO before beginning the Lab activities. Students can join their groups and gather their VEX GO Kits, and follow along with the building activity within the book as you read.
- Use the Teacher’s Guide to facilitate student engagement. To focus on VEX GO connections in a more concrete or tangible way, use the Share, Show, or Find prompts on each page to give students an opportunity to get to know their kits in more depth.
- To focus on the habits of mind that support building and learning with VEX GO, like persistence, patience, and teamwork, use the Think prompts on each page to engage students in conversations about mindset and strategies to support successful group work and creative thinking.
- To learn more about using the PDF book and accompanying Teacher’s Guide as a teaching tool any time you are using VEX GO in your classroom, see this VEX Library article.

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