Summary
Materials Needed
The following is a list of all the materials that are needed to complete the VEX GO Lab. These materials include student facing materials as well as teacher facilitation materials. It is recommended that you assign two students to each VEX GO Kit.
In some Labs, links to teaching resources in a slideshow format have been included. These slides can help provide context and inspiration for your students. Teachers will be guided in how to implement the slides with suggestions throughout the lab. All slides are editable, and can be projected for students or used as a teacher resource. To edit the Google Slides, make a copy into your personal Drive and edit as needed.
Other editable documents have been included to assist in implementing the Labs in a small group format. Print the worksheets as is or copy and edit those documents to suit the needs of your classroom. Example Data Collection sheet setups have been included for certain experiments as well as the original blank copy. While they offer suggestions for setup, these documents are all editable to best suit your classroom and the needs of your students.
| Materials | Purpose | Recommendation |
|---|---|---|
|
VEX GO Kit |
Building the habitat and the models in Engage, Play Part 1 and Play Part 2. |
1 kit per group |
|
VEX GO Tile |
To use as a base for the habitat build. |
Assemble several together for the class habitat diorama |
|
For use in building and adapting models. |
1 per group | |
|
For creating the models. |
1 set per group | |
|
Editable Google Slideshow, visual aids for teacher facilitation. |
1 per class | |
|
Editable Google Doc for organizing group work and materials. |
1 per group | |
|
Camera, iPad, or other device |
For taking photos in the Field Journal. |
1 per group, or 1 for class to share |
|
Pencils |
For completing written portion. |
1 per student |
|
Editable Google Doc that can be used for Field Journal Pages. |
Several pieces per group | |
|
Classroom craft materials (i.e. paper, markers, pipe cleaners, small blocks, wood pieces, etc.) |
For creating the habitat in the Engage section. |
Shared materials for whole class use |
|
Get Ready...Get VEX...GO! PDF Book (optional) |
To read with students to introduce them to VEX GO through a story and introductory build. | 1 for demonstration purposes |
|
Get Ready...Get VEX...GO! Teacher's Guide (optional) Google / .pptx / .pdf |
For additional prompts when introducing students to VEX GO with the PDF Book. | 1 for teacher use |
Engage
Begin the lab by engaging with the students.
-
Hook
Let’s think a little more about our frog’s habitat. What else lives there? What other organisms could be a part of the frog’s habitat?
Note: If students are new to VEX GO, use the Get Ready...Get VEX...GO! PDF book and Teacher’s Guide (Google / .pptx / .pdf) to introduce them to learning and building with VEX GO. Add an additional 10-15 minutes to your lesson time to accommodate this additional activity.
-
Leading Question
Let’s think specifically about the animals and insects. What are some creatures that live alongside the frog in this habitat?
-
Build
Using the VEX GO Kit and classroom materials, groups will construct additional animals and insects to add to the existing habitat, which will continue to be a staging area for their froglet and adult frog models.
Play
Allow students to explore the concepts introduced.
Part 1
Using the VEX GO Build Instructions, student groups will construct models of froglets. When they have completed their model, they will place it in the habitat and photograph it for their Field Journal pages. Then, they will write a description of that phase of the frog’s life cycle from either a scientific or a creative perspective.
Mid-Play Break
How did your build go? Are there any questions about the instructions? How did you describe the froglet in your Field Journal pages?
Part 2
Using the VEX GO Build Instructions, student groups will construct models of adult frogs. Upon completion, they will complete the next page of the Field Journal pages, as in Part 1.
Share
Allow students to discuss and display their learning.
Discussion Prompts
Students will share their Field Journal pages, and engage in dialogue about them:
- How do the physical changes of the frog over its life cycle help it navigate its environment?
- Why are the adult frog’s legs the longest?
- What is something you were surprised by or wondered about the froglet?