This unit should be implemented to supplement student learning on the concepts of Force and Magnetism.

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:
  • Lab 1 can be completed in less time by conducting Play Part 1 as a whole-class demonstration where you use the Magnet Car to test the magnetism of various classroom items. Then, have students work in their groups to complete the challenge course activity in Play Part 2.
• Reteaching Strategies:
  • For an additional activity to illustrate how same magnetic poles repel, and opposite poles attract, conduct a mini-experiment. Have two groups work together to try and connect the North Magnets from their Kits. Once they have identified that these like poles repel, have them connect a North and South Magnet to see how easily they connect. If necessary, help students to identify the North and South Magnets in their Kit with the Interactive Parts Poster.
• Extending this Unit: 
  • You can extend this Unit and encourage vocabulary comprehension with the Definition in Action Activity (Google / .docx / .pdf), where students can design and build a creation that shows a vocabulary definition in action. Add an additional focus on using spatial language and descriptions by having students create build instructions for their creations. Then, have students switch build instructions and assemble each others' creations.  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.
  • For an additional challenge that integrates magnetism in a new way, have students complete the Equation Balancer Activity (Google / .docx / .pdf) that uses the Scale Lever build to compare the weights of VEX GO pieces.
  • Have students complete the Pendulum Time Activity (Google / .docx / .pdf) and focus the activity on attaching different magnetic items found in the classroom.
  • 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.