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Pacing Guide

This unit should be implemented to supplement student learning on the concepts of Building and Design.

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:
    • To complete this Unit in less time with a building focus, combine Labs 1 - 3. In Engage, introduce the Pins and Pin Tool, Standoffs, Beams, and Plates with the Interactive Parts Poster as students identify the pieces in their Kits. Then in Play, have students build a launchpad with a flagpole that uses these pieces, as outlined in Lab 3.
    • To shorten the Unit with a focus on the concepts of manipulating pieces effectively in a build, focus on Labs 2-6. Introduce the featured VEX GO pieces with the Interactive Parts Poster in the Engage section of each Lab. Then, have students plan their designs using the Blueprint Worksheet, in Play Part 1, and build their structures in Play Part 2.
  • Reteaching Strategies:
    • To give students more practice with identifying and effectively manipulating VEX GO pieces, have them complete the Copycat! Activity (Google Drive / .docx / .pdf) in which they will copy a partner's design in less than 60 seconds. This will build students' familiarity with VEX GO pieces and provide practice identifying and assembling pieces quickly.
    • If students need more practice to understand the concepts of stability and balance, have them complete the Tallest Tower Challenge (Google Drive / .docx / .pdf), or the Build It, Make It, Engineer It Activity (Google Drive / .docx / .pdf). In these activities, students will use Pins and Connectors with Beams and Plates to build free-standing structures.  After their structure is built, students can test its stability with a fan, or by lightly shaking the table to see if it will stay upright in an "earthquake." 
  • Extending this Unit: 
    • The Astronaut Rescue Activity (Google Drive / .docx / .pdf) can be used to give students an additional challenge with designing and building a structure or device to solve a problem. In this activity, students will use their design skills to create a rescue contraption using a pulley to lift the Astronaut out of a crater.
    • To extend the Unit and provide more practice building with Wheels, Axles, and Gears, have students complete the Wheel and Axle Lunar Rover Activity (Google Drive / .docx / .pdf) where they will first sketch, then build a Lunar Rover that has at least one wheel and axle and can travel.
    • You can extend Labs 2 - 6 to focus on using spatial language and descriptions by having students create build instructions for their projects. Then, have groups switch build instructions and build each others' projects. Students will need to use spatial language effectively to describe the steps and the position of objects as they write their build instructions. They will also need to interpret the spatial language and descriptions in order to 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.