3+ (Ages 8+)
40 minutes per lab
Unit Essential Question(s)
- What is code?
- How can I make my robot move?
- How can I solve a problem using my robot?
The following concepts will be covered throughout this Unit:
- Building and coding a robot to move.
- Robots follow a sequence of precise behaviors.
- How to sequence behaviors into the correct order to create a solution to an authentic problem.
Click on the following tabs for a summary of what the students will do and learn in each lab.
Unit Standards will be addressed in every Lab within the Unit.
Computer Science Teachers Association (CSTA)
CSTA 1A-AP-12: Develop plans that describe a program's sequence of events, goals, and expected outcomes.
How Standard is Achieved: In Lab 2, students will write out their pseudocode and begin to translate that pseudocode into a VEXcode GO project. They will work on getting their project to accomplish tasks in a specific order.
In Lab 3, students will develop and refine a plan to code their Code Base robot with the extension in order to collect trash. Students will have to plan for the robot’s goals as well as the robot’s movement. Students will run multiple trials to help account for the robot’s movement and the movement of the extension in order to properly collect trash.
Common Core State Standards (CCSS)
CCSS.MATH.CONTENT.K.G.A.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
How Standard is Achieved: In the Play sections and during the Mid-Play Break during Lab 1, students will describe where will the extension be added to the Code Base robot, the shape of their extension, and how the robot will move with the extension attached using spatial language. Students will be encouraged to use spatial language in these descriptions such as, “the extension will be added to the front/back,” or “the extension was designed to attach these pieces using these connectors.” In Play Part 2, students will deliver a 30 second speech where they use spatial language to describe how their extensions were made, and how they work.
In Lab 2 - Play Part 1, students will describe how the Code Base robot will move using spatial language in their pseudocode. In the Mid-Play Break, students will explain how their pseudocode will work, therefore translating the written instructions into a mental representation of the actions. In Play Part 2, students will use directional language to identify which commands they will use to make the Code Base robot move in a desired way.
In Lab 3, students will use spatial language to describe the movement of the Code Base robot (forward, back, turning) and how the extension will collect trash. They will also be encouraged to use spatial language to describe the position of the Code Base and extension on the challenge course in the Play sections. Students will use statements such as; the Code Base and extension is next to or in front of a piece of trash.