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This unit should be implemented to supplement student learning on the concepts of the frog life cycle and how organisms adapt to their environment.

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

Not every classroom is the same, and teachers face a variety of implementation challenges throughout the year. While each VEX GO STEM Lab follows a predictable format, there are things that you can do in this Unit to help make it easier to meet those challenges when they arise.

  • Implementing in less time:
    • Both Labs 1 and 2 can be completed in less time with a focus on the phases of the frog life cycle by skipping the habitat creation activities in the Engage section. Instead, have students jump right into the Play activities where they will build the frog, then complete a Field Journal entry.
    • Inversely, you can streamline both Labs to focus on the hands-on builds with the VEX GO Kit by having students build the habitat and the frog life cycle phases, and not complete Field Journal entries.
  • Reteaching Strategies:
    • For additional support in connecting the phases of the frog's life cycle to one another, have students compare and contrast the images of each phase from the build instructions, to highlight the unique features of each build. Then, have them complete a Field Journal entry about these unique features.
    • If students need additional support identifying VEX GO pieces for the build, use the Interactive Parts Parts Poster to help them learn the names and categories of parts. 
    • Encourage vocabulary comprehension and usage with the Definition in Action Activity (Google / .docx / .pdf), where students can design and build a creation that shows a vocabulary definition in action.
  • Extending this Unit: 
    • You can extend this Unit with the Creature Creation Activity (Google / .docx / .pdf) to have students reimagine a favorite animal or insect using VEX GO pieces, build it, and create build instructions.
    • Have students complete the Animal Habitat (Google / .docx / .pdf) or the Food Chain (Google / .docx / .pdf) Activities to further explore animal needs and how they interact with their habitats.
    • 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 get done building at different times, there are a number of meaningful learning activities early finishers can participate in as the rest of the group finishes building. View this article for several suggestions about how to plan for engaging students who finish building earlier than others. From establishing classroom helper routines to completing short activities, there are many ways to keep all students engaged throughout class building time.