Implementing VEX GO STEM Labs
STEM Labs are designed to be the online teacher’s manual for VEX GO. Like a printed teacher’s manual, the teacher-facing content of the STEM Labs provides all of the resources, materials, and information needed to be able to plan, teach, and assess with VEX GO. The Lab Image Slideshows are the student-facing companion to this material. For more detailed information about how to implement a STEM Lab in your classroom, see the Implementing VEX GO STEM Labs article.
Goals and Standards
Students will apply
- Using Drivetrain blocks with [Repeat] or [Forever] blocks correctly to create a VEXcode GO project to solve a challenge.
Students will make meaning of
- How to code the Code Base to solve a challenge, such as driving to detect multiple obstacles.
Students will be skilled at
- Using build instructions to build the Code Base - Eye Forward.
- Connecting a Brain to a tablet or computer in VEXcode GO.
- Saving and naming projects in VEXcode GO.
- Adding VEXcode GO blocks to a project.
- Sequencing blocks in a project.
- Using Drivetrain blocks in a project to have the Code Base drive to a specific location.
- Changing parameters in VEXcode blocks.
- Starting and stopping a project in VEXcode GO.
Students will know
- How to use the [Forever] or [Repeat] block in a project to have the Code Base repeat a behavior, or group of behaviors.
- That the <Found object> block in VEXcode GO works with the Eye Sensor to detect an object in its field of view.
- How to use the [Wait until] block with the <Found object> block in a project to have the Code Base robot drive until it detects an object.
- Students will identify that the [Forever] block repeats the behaviors inside the block forever.
- Students will develop a project in VEXcode GO using a loop to solve a challenge.
- Students will communicate behaviors, through words and gestures, that the Code Base will need to complete in order to solve a challenge.
- Students will discuss the [Forever] block in the Engage section, and be introduced to the concept of a loop to repeat behaviors. In the Mid-Play Break, students will identify that the [Forever] block can be used in their projects to have the Code Base detect all the objects in the Mars landing area.
- In Play Part 1, students will iterate on the project from Lab 1, adding blocks and changing parameters to have the Code Base detect multiple obstacles on the Mars Landing area (GO Field). In the Mid-Play Break, they will identify that a loop can be used to repeat sequences in their projects to have the Code Base continuously check for obstacles in order to solve the challenge.
- In the Play sections, students will describe how they want the Code Base to move as they create their projects.
- In the Mid-Play Break and Share sections, students will be able to communicate how the blocks inside the [Forever] block are repeated in a forever loop until the Code Base is instructed to stop.
- In Play Part 2, students will continue to work on their VEXcode GO project using Drivetrain blocks and the [Repeat] or [Forever] block so the Code Base can locate all of the obstacles on the Mars landing area, even if the location of the obstacles change.
- During Share, students will explain the projects they created, and describe how the Code Base moves after their projects are started. They will use these descriptions to discuss how projects varied between groups.
Connections to Standards
Computer Science Teaching Association (CSTA)
CSTA 1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem.
How Standard is Achieved: In the Play section, students will build a VEXcode GO project that has the Code Base examine the entire landing area to make sure it is clear of obstacles so that the next Mars rover can land. Students will create a project that uses Eye Sensor with a [Forever] or [Repeat] block to have the Code Base drive to and detect all objects on the landing area. In Play Part 2, students will edit their projects to make have the Code Base drive to and detect all obstacles on the Field, even if the location of the obstacles change.
Common Core State Standards (CCSS)
CCSS.ELA-LITERACY.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
How Standard is Achieved: During the Play section, students will create a VEXcode GO project where the Code Base drives until it detects multiple obstacles on the Mars landing area. As they build their project, students will use spatial language and gestures to describe how they want the Code Base to move and turn on the Field in relation to the obstacles. After building and testing their projects, students will reflect in the Mid-Play Break and Share sections on how the [Forever] block, [Repeat] block, and changing the parameters of other blocks affected the movement of the Code Base. They will use spatial language, gestures, and relational words to describe how the movement changed.