Pacing Guide

This unit should be implemented to supplement student learning on the concepts of the day and night cycle.

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.

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.

Making This Unit Fit Your Unique Classroom Needs

• Implementing in less time
  • In Lab 1, rather than having the students build the Day/Night model, build it ahead of time and use it for a whole class demonstration. Have students act out the position of the Earth's rotation for both day and night to help build understanding.
  • Avoid having students deconstruct their builds after finishing Lab 1, and use the transition Build Instructions to modify the Day/Night model using the Eye Sensor, Brain, and Battery.
  • In Lab 2 Play Part 2, have students follow along with you to build the entire VEXcode GO project, rather than having them complete it in small groups.
• Activities to Support Reteaching
  • In Lab 2 Play Part 2, If students are having difficulty recognizing the pattern in the blocks in the VEXcode project and therefore struggling with completing the project on their own, have them read the blocks out loud from top to bottom, and then have them try continuing to build the project. You can also have them follow along with you to build all but the last hour and then have them do just that small part in their group.
  • 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.
  • If students are having difficulty understanding how the Earth's rotation causes the Sun to appear to move across the sky, it may help them to draw a picture showing where they are (using the dot on the Earth) at each position, with an arrow pointing to where the Sun would appear. Drawing each position on the same sheet of paper can help them to see how the direction the arrow points changes as their position changes.
• Extending this Unit
  • Challenge students to shorten the VEXcode project they created in Lab 2 Play Part 2 by adding a [Repeat] Block.
  • Challenge students to add on to the VEXcode project they created in Lab 2 Play Part 2 to demonstrate the Earth's position each hour for a whole 24 hour day.
  • To extend students' experience using the VEX GO Switch, try the Swift Switch VEX GO Activity (Google / .docx / .pdf).

VEXcode GO Resources