This unit should be implemented to supplement student learning on the concepts of Coding and Problem Solving.
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:
- To briefly summarize the concept of pseudocode in Lab 2, have the students watch the Pseudocode tutorial video.
- You can have students write, but not give, their speeches in Lab 1, or give students premade challenge courses in Lab 3, to teach the STEM Labs in a shorter period of time, with a more coding oriented focus.
- To shorten the time with a focus on the design process, instruct students to use the Drivetrain Moves & Turns example project in Lab 2, and focus more on the attachment design and how it affects the movement of the Code Base.
- Reteaching Strategies: To explain the concept of pseudocode and its role in planning projects, show students the Pseudocode tutorial video. To reiterate how the Drivetrain blocks can be used to navigate the challenge course, show students the Driving Your Robot tutorial video.
- Implementing in a smaller space: Constrain students’ challenge courses to a particular size, shape, or area in Lab 3, offer students premade challenge courses on large pieces of paper, or create one central challenge course for the class to share, to make the activity of Lab 3 fit your classroom space.
- Extending this Unit: To give students more practice with coding, offer an additional challenge of having to deposit the trash at the end of the course, and return their Code Base to the start, or require students to keep driving the course until all trash is collected with their extension.
- 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 |
|---|---|---|
Pseudocode |
Pseudocode Tutorial Video |
Defines pseudocode and explains how it is written, as well as how to use pseudocode with [Comment] blocks in a project. |
Sequencing |
Sequencing Tutorial Video |
Defines sequence and explains the importance of ordering blocks in a project so the robot performs as you intend it to. Use this to reiterate the coding concept of sequencing for students who have missed class time. |
Sequencing |
Stepping Through a Project Tutorial Video |
Explains the Step feature and shows how it highlights blocks in a project as they are executed by the robot. Use this to further show the connection between blocks and robot behaviors. |
Drivetrain Commands |
Driving Your Robot Tutorial Video |
Describes basic movements using the [Drive for] and [Turn for] blocks in a project. |
Drivetrain Commands |
Drivetrain Moves & Turns Example Project |
Shows the Drivetrain blocks in a project to drive the Code Base in a specific shape. |
Drivetrain Commands |
Turning Your Robot Tutorial Video |
Describes the difference between the kinds of Drivetrain turn blocks. Use this with students for an additional challenge, to explore how different turning blocks can be used in a project. |
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. |
Using VEXcode GO Help
You can use the Help feature together with your students as an additional means to explain how specific blocks are functioning in a project. After reading the description for, or with your student, you can use the example shown for extra practice with that block. Ask students to describe what the robot will do in the project shown, and help them make connections to how that is similar or different to the project they are working on.
Blocks in this Unit include:
- [Drive for]
- [Turn for]
- [Comment]