Summary

Materials Needed

The following is a list of all the materials that are needed to complete the VEX GO Lab. These materials include student facing materials as well as teacher facilitation materials. It is recommended that you assign two students to each VEX GO Kit.

In some Labs, links to teaching resources in a slideshow format have been included. These slides can help provide context and inspiration for your students. Teachers will be guided in how to implement the slides with suggestions throughout the lab. All slides are editable, and can be projected for students or used as a teacher resource. To edit the Google Slides, make a copy into your personal Drive and edit as needed.

Other editable documents have been included to assist in implementing the Labs in a small group format. Print the worksheets as is or copy and edit those documents to suit the needs of your classroom. Example Data Collection sheet setups have been included for certain experiments as well as the original blank copy. While they offer suggestions for setup, these documents are all editable to best suit your classroom and the needs of your students.

Materials	Purpose	Recommendation
Pre-Built Code Base 2.0 - LED Bumper Top	For demonstration purposes.	1 for demonstration
VEX GO Kit	For students to build the Code Base robot.	1 per group
Code Base 2.0 Build Instructions (3D) or Code Base 2.0 Build Instructions (PDF)	For students to follow to build the Code Base 2.0.	1 per group
Code Base 2.0 - LED Bumper Top Build Instructions (3D) or Code Base 2.0 - LED Bumper Top Build Instructions (PDF)	To add the LED Bumper to the Code Base 2.0 Build.	1 per group
Tablet or Computer	For students to use VEXcode GO.	1 per group
Lab 2 Image Slideshow Google / .pptx / .pdf	For visual aids while teaching.	1 for class to view
Robotics Roles & Routines Google / .docx / .pdf	Editable Google Doc for organizing group work and best practices for using the VEX GO Kit.	1 per group
Pencils	For students to fill out the Robotics Roles & Routines Checklist.	1 per group
Small classroom items (i.e. erasers, pom poms)	To use as samples in the challenge.	1-3 per group
Dry erase markers	To mark the sample locations and the starting point in the Field.	2 markers of different colors per group
Whiteboard eraser	To erase sample locations drawn on the Tiles at the end of the Lab.	1 per group
Pin Tool	To help remove pins or pry beams apart.	1 per group
VEX GO Field Tiles and Walls	To use as a testing area for the Code Base.	4 Tiles and 4 Walls per Field for testing
Small colored flags or colored paper (optional)	For students to indicate when they are ready to test their code on the Field.	3 flags or papers per group
VEXcode GO	For students to build projects for the Code Base.	1 per group
Get Ready...Get VEX...GO! PDF Book (optional)	To read with students to introduce them to VEX GO through a story and introductory build.	1 for demonstration purposes
Get Ready...Get VEX...GO! Teacher's Guide (optional) Google / .pptx / .pdf	For additional prompts when introducing students to VEX GO with the PDF Book.	1 for teacher use

Engage

Begin the lab by engaging with the students.

Hook
Students discuss how we can learn more about things by studying how they change over time (plants, animals, etc). The scientists studying Mars are looking for changes over time in the samples they are collecting, too. However, they can’t bring those samples back to Earth immediately, so they have to bury them for a future mission.

Note: If students are new to VEX GO, use the Get Ready...Get VEX...GO! PDF book and Teacher’s Guide (Google / .docx / .pdf) to introduce them to learning and building with VEX GO. Add an additional 10-15 minutes to your lesson time to accommodate this additional activity.
Leading Question
How do you think we can code our Code Base to “bury” our samples after collecting them?
Build Code Base 2.0 - LED Bumper Top

Play

Allow students to explore the concepts introduced.

Part 1

Students will build and test a VEXcode GO project where the Code Base collects two samples and takes them to the base so they can be “buried.” The Code Base can only carry one sample at a time, so it will need to drive out and back two times during this project. Students can choose the order in which the Code Base collects the samples.

Mid-Play Break

Students will discuss how they sequenced their projects to have the Code Base collect and bury two samples. How did they turn the Code Base around? What VEXcode GO blocks did they use? Why did they choose to pick up the samples in that order?

Part 2

Students will continue to work on their projects so the Code Base collects a third sample and takes it to the base to be buried.

Allow students to discuss and display their learning.

Discussion Prompts

How did your group choose the order in which to collect the samples? What VEXcode GO blocks did you use in your project, to make the Code Base move as you intended it to?
What is similar or different about your group's sequence, compared to others in the class? What is one thing you learned from seeing how other students solved the same challenge?
What is one thing your group had to work together to figure out as you were building your projects? What did you learn that will help you in future Labs?

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