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Pacing Guide

This unit should be implemented to supplement student learning on the concepts of coding the Code Base to solve a challenge with VEXcode GO.

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:
    • For a coding-focused quick implementation of Lab 1, implement Play Part 1 as a whole class activity. Have the class share ideas and follow along with you to plan, create and test a project that drives the Code Base to collect the first sample.
    • In Lab 2, you can combine Play Parts 1 and 2, and have students only retrieve two samples with their code rather than all three samples.
    • To briefly summarize coding instruction in this Unit, have students watch the Driving Your Robot tutorial video to learn about Drivetrain blocks, and the Sequencing tutorial video to explain the importance of the order of blocks in a project.
  • Activities to support reteaching:
    • If students are struggling to build a successful project in Lab 2, show them the Sequencing tutorial video to reiterate the importance of sequence in building a project that works as intended. 
    • For additional practice with planning and sequencing a project, have students complete the Create a Course GO Activity to code the Code Base to follow a path.
  • Extending this Unit:
    • Once groups have successfully collected their samples, have them try to use the Drive Tab in VEXcode GO, to collect the samples using remote control driving. Then, compare and contrast the movement and accuracy of the Code Base between remote control driving and driving with their coding projects. Which is faster? Which is more precise? Which drives further? What are some advantages and disadvantages to each form of driving the Code Base? 
    • 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. 
    • To extend the Unit, have students experiment with the Astronaut Vault GO Activity, to continue practicing driving the Code Base and exploring how to change the speed of the Code Base. What could be the advantages to driving faster to collect samples? What about the disadvantages? How might that effect the battery life of the rover? 
  • 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.

The following VEXcode GO resources support the coding concepts that are taught in this STEM Lab Unit. Above are some ways to use these resources to support your implementation needs from catching up for missed class time to remote learning and differentiation. Below is more information about these resources, so you can be confident and prepared for the suggested implementations or when using these resources to best suit your own unique teaching environment.

VEXcode GO Resources

Concept Resource Description

Drivetrain Commands 

Driving Your Robot

Tutorial Video

Describes basic movements using the [Drive for] and [Turn for] blocks in a project.

Drivetrain Commands

Turning Your Robot

Tutorial Video

Describes the difference between the kinds of Drivetrain turn blocks. Use this to expand the coding instruction in Lab 2. 

Drivetrain Commands

Turning Accurately

Example Project

Shows the different kinds of Drivetrain turn blocks used in a project. Use this with the Turning Your Robot tutorial video for an additional challenge.

Sequencing

Sequencing 

Tutorial Video

Defines sequence and explains the importance of ordering blocks in a project so the robot performs as you intent it to. 

Using VEXcode GO Help

In this Unit, the VEXcode GO projects are provided for the student either in the form of example projects or images of projects to recreate. You can use the Help feature together with your students as an extension tool to explain how specific blocks are functioning in one of the projects.

After reading the description for, or with your student, you can ask students to describe how the block functions in the project they are working on. If students want more practice with a specific block, have them look at the example provided and ask them what the robot will do in the project shown, then you can help them make connections to how that is similar or different to the project they are working on in the Unit.

Blocks in this Unit include: 

  • [Drive for]
  • [Turn for]
  • [Wait]
  • [Set bumper color]