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.

Engage (20 minutes)

The Engage section is the introductory section designed to capture the student’s attention. This section is intended to be a whole-class activity. It includes a hook, a leading question that personalizes the learning for students, and the build that will be utilized to create a hands-on, exploratory learning experience that places STEM into the hands of young learners.

Play (20 minutes)

The Play section is split into 3 parts in order to structure learning while maintaining student interest: Part 1, Mid-Play Break, and Part 2. In Play Part 1, students will run an investigation, test, and/or make predictions about scientific phenomena using their build as it relates to the key concepts of the unit. The Mid-Play Break includes a discussion of Part 1 and transition to Part 2. In Play Part 2, students will continue to explore their builds and deepen their understanding of key concepts by applying their knowledge in new ways.

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.

Lab 1 - Speed Stacker

Total Time: 40 minutes

Engage	Play	Share
20 mins	20 mins	Optional 3-5 mins per group

Build
Adaptation Claw

Engage

Have you ever tried to pick up something, but it was too far away? What did you do to fix that problem? Students will discuss how mechanisms are used in assisted living facilities to help people. Students will make connections between the Adaptation Claw and real-world situations. Students will build the Adaptation Claw using the VEX GO Kit.

Play

Students will be asked to make connections throughout the Lab between their challenges and real-world applications of the Adaptation Claw. Students will investigate how the Adaptation Claw functions, then work in groups to collectively build a tower of plastic cups using the Adaptation Claw in a timed challenge, with limited mobility.

Share

Students will discuss real-world applications of the Adaptation Claw, including the use of mechanisms for people with limited mobility. Students will also reflect on the success of their challenge from Play Part 2.

Main Focus
How can I use the Adaptation Claw to solve an authentic problem?

Materials Needed

VEX GO Kit
Build Instructions
Lab 1 Slideshow
Robotics Roles & Routines
Data Collection Sheet or Lab 1 Data Collection Sheet example
Plastic Cups
Various Items: water bottles, pencils, markers, empty drink cans
Timer
Pin Tool
Get Ready...Get VEX...GO! PDF Book (optional)
Get Ready...Get VEX...GO! Teacher's Guide (optional)

Lab 2 - Adapting the Claw

Total Time: 40 minutes

Engage	Play	Share
20 mins	20 mins	Optional 3-5 mins per group

Build
Adaptation Claw

Engage

Students will make a real-world connection to the Adaptation Claw build. They will discuss how to improve the design to make it better suited to pick up additional objects. Students will set up and prepare for their tests of the Adaptation Claw.

Play

Students will test the Adaptation Claw to further investigate how the claw works. They will test the Adaptation Claw by attempting to pick up various items. After the first investigation, students will design, sketch, and build an adaptation to their claw in order to pick up an object that was more difficult from Play Part 1.

Share

Students will share and discuss the adaptation that they made to the Adaptation Claw, and demonstrate how it works.

Main Focus
How can I improve the Adaptation Claw?

Materials Needed

VEX GO Kit
Pre-Built Adaptation Claw
Build Instructions
Lab 2 Slideshow
Robotics Roles & Routines
Data Collection Sheet or Lab 2 Data Collection Sheet example
Blueprint Worksheet or Lab 2 Blueprint Worksheet example
5 Classroom Objects: water bottles, pencils, markers, or empty drink cans (similar to Lab 1)
Pin Tool
Get Ready...Get VEX...GO! PDF Book (optional)
Get Ready...Get VEX...GO! Teacher's Guide (optional)

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.

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