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Ocean Emergency
Lab 3 - Practice and Drive

Teacher Portal


Launch the Engage Section

ACTS is what the teacher will do and ASKS is how the teacher will facilitate.

  1. Ask students to examine the extension arms that they built in previous labs in this unit.
  2. Explain to students that in this lab, they will be coding their Code Base robot and extension arm to navigate a challenge course and collect trash.
  3. Have an example course mapped out with tape on the floor. Place 3-4 classroom objects on the course as “trash.” The course should have start and finish areas.
  4. Ask students to outline their courses to be used in the Play section.
  5. Point out an extension arm on one of the group’s robots.
  1. Its showtime! Let's look at our extension. How can you improve the build to collect more trash?
  2. Now that we have the Code Base robot and the extension arm, we will code the robot to navigate a challenge course to collect trash!
  3. Looking at the course, what do you think your plan will be for how your robot will move? (How far does the Code Base have to move before it turns? Does it turn right or left? Where is the start? Where is the finish?)
  4. Time to outline your course! Using mine as an example, use the tape to outline your course. Keep in mind, it shouldn’t be too complex, and it has to be wide enough for your Code Base to move and turn with your extension!
  5. What are some of the things you’ll have to consider with the extension as your robot navigates the course?

Getting the Students Ready to Build

Let’s make a challenge course for our Code Base!

Facilitate the Build

  1. InstructInstruct students to join their team, and have them complete the Robotics Roles & Routines sheet. Use the Suggested Role Responsibilities slide in the Lab Image Slideshow as a guide for students to complete this sheet. Groups will have 5 - 10 minutes make revisions to their extension and create a course.

    Code Base with Plow Extension
    Code Base with Plow Extension

    Show students the Example Challenge Course animation to help students visualize an example course layout.

    Video file
    Example Challenge Course
  2. DistributeDistribute VEX GO Kits and tape for making a course to each group if they do not have them already.
  3. FacilitateFacilitate the building process.
    • Builders can begin editing the extension as needed for it to be sturdy and sustainable.

    • Journalists can design and make the course.

    • Suggested parameters for the course:

      • It shouldn’t be too complex, students can always add to it later.

      • The course should have lanes that are wide enough for the Code Base to drive and turn with the extension. This will be at least 205 millimeters (mm) ~ 8 inches (in) wide.

      • There should be clear starting and finishing areas.

  4. OfferOffer suggestions and note positive team building and problem-solving strategies as teams build together.
A VEX GO character

Teacher Troubleshooting

Facilitation Strategies

  • If possible, have an example course setup before starting the Lab. Use painters tape or masking tape to map the boundaries of the course on the floor or a large table.
  • If working on carpet, check to make sure that the materials used for “trash” are lightweight and will be able to be moved by a Code Base.
  • Want a bigger challenge? Make the timed trials even shorter OR combine courses together for one super course!
  • If time is an issue, create challenge courses for the groups. Draw a challenge course on chart paper, and have a course for each group. This can also be used as an extension activity.