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Pacing Guide

This unit should be implemented to supplement student learning on the concepts of how tools and mechanisms are used to solve authentic problems in order to make tasks easier in everyday life. .

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 by combining the Engage introduction and Play Part 1, and implementing these as a whole-class, interactive demonstration. Then, have students complete the challenges in Play Part 2 with their groups.
    • This Unit can be completed in less time with a focus on the mechanics of how the Adaptation Claw works by just completing Lab 1.
    • To streamline this Unit with a focus on designing and building an addition to the Adaptation Claw that will enable it to pick up difficult objects, teach Lab 2 only. 
  • Reteaching Strategies:
    • 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. 
    • For extra practice picking up objects with the Adaptation Claw, like the cups for the cup stacking challenge, have students practice using the gripper to grasp the lip of the cup to pick it up. You can set up a "practice station" if needed, and have students move a cup from one side of a piece of paper to the other.
  • Extending this Unit: 
    • The Community Helpers (Google Doc/.docx/.pdf) and Reduce and Reuse Robot (Google Doc/.docx/.pdf) Activities can be used to give students additional challenges designing a tool or mechanism to help solve an authentic problem.
    • Have students complete the Handy Helpers Activity (Google Doc/.docx/.pdf) add a written component to this Lab where students create a brochure for the many uses of the Adaptation Claw.
    • You can extend this Unit with an additional focus on using spatial language and descriptions by having students recreate build instructions for their Adaptation Claw adaptions created in Lab 2.  Then, have groups switch build instructions and assemble each others' adaptions.  Students will need to use spatial language effectively to describe the steps and the position of objects as they write their build instructions, and as they follow the instructions from other groups. 
    • 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.