Engage

Launch the Engage Section

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

ACTS	ASKS
Guide students to see the matching colored square from the Underwater Lab to the fish tile. As students share their ideas of the real life connection, share with them some background research from MBARI (Monterey Bay Aquarium Research Institute) Show students the Lab, or the image of the Lab in the Image Slideshow, to help prompt ideas. Have them share the different ways they could move the sensors around the field to accomplish the task. Have students share their ideas of how they can align the pipeline. You may want to have a sample broken pipeline build available to show the students how the middle section of the pipeline shifts in and out of alignment. Note student responses on the board. You may want to leave them visible to reference throughout the Lab.	In Lab 1, we used our Hero Robots to move sensors from the field to matching colored squares in front of the Underwater Lab. Now, we're going to move those sensors from the lab to the colored square at the fish habitat on the Field. Why do you think scientists would want to place sensors in the fish habitat? What are some different ways you can use the robot to move the sensors to the habitat? You will also need to use the robot to push the pipeline into alignment. What are some ways you can think of to drive the Hero Robot to fix the pipeline? What do you remember about working as a team in Lab 1, that could help you be a good teammate in this competition?

ACTS

ASKS

Guide students to see the matching colored square from the Underwater Lab to the fish tile. As students share their ideas of the real life connection, share with them some background research from MBARI (Monterey Bay Aquarium Research Institute)
Show students the Lab, or the image of the Lab in the Image Slideshow, to help prompt ideas. Have them share the different ways they could move the sensors around the field to accomplish the task.
Have students share their ideas of how they can align the pipeline. You may want to have a sample broken pipeline build available to show the students how the middle section of the pipeline shifts in and out of alignment.
Note student responses on the board. You may want to leave them visible to reference throughout the Lab.

In Lab 1, we used our Hero Robots to move sensors from the field to matching colored squares in front of the Underwater Lab. Now, we're going to move those sensors from the lab to the colored square at the fish habitat on the Field. Why do you think scientists would want to place sensors in the fish habitat?
What are some different ways you can use the robot to move the sensors to the habitat?
You will also need to use the robot to push the pipeline into alignment. What are some ways you can think of to drive the Hero Robot to fix the pipeline?
What do you remember about working as a team in Lab 1, that could help you be a good teammate in this competition?

Getting the Students Ready to Build

Before we can drive our Hero Robots to score points by moving sensors and field objects around our competition Field, we first need to build our competition Hero Robot.

Note: If you have already built your Competition Advanced 2.0 Hero Robots, you can skip this section.

Facilitate the Build

InstructInstruct students to join their group, and have them complete the Robotics Roles & Routines sheet. Use the Suggested Role Responsibilities slide in the Lab 2 Image Slideshow as a guide for students to complete this sheet.
Instruct students that the competition Hero Robot is built in two stages. First, they will build the Competition Base 2.0, then they will add onto that to build the Competition Advanced 2.0 Hero Robot.
DistributeDistribute build instructions for the Competition Base 2.0 to each team. Journalists should gather the materials on the checklist for the Competition Base to begin.

Competition Base 2.0

As students complete the Competition Base, have them check in with you. Then, distribute build instructions for the Competition Advanced 2.0 Hero Robot. Students will add onto the Competition Base to build the Competition Advanced 2.0 Hero Robot. Journalists should gather the materials on the checklist.

Competition Advanced 2.0 Hero Robot
FacilitateFacilitate the Building Process.
- Builders and Journalists should begin building based on their responsibilities in the Lab 2 Image Slideshow.
- Depending on the amount of time you have, you may want to have students build the Competition Base, then stop, and resume building during the next class time.
- Circulate around the room to help students with building or reading instructions where needed. Remind students that they can orient the pieces they are holding and building with the same way they are shown in the build instructions, in order to help them be successful in their build.
- Engage students' prior knowledge by asking questions about how this build is similar or different to other VEX GO builds that they have used before, like the Code Base. Why do they think that is? What might the competition robot be able to do that is new or different?
OfferOffer positive reinforcement for teams that are working well together, taking turns, and using respectful language as they are building. If there are particular teams or students that excel at building, offer them the opportunity to help teams that may be struggling with the build.

Teacher Troubleshooting

Students can test that their Competition Base is built correctly before moving on to the Competition Advanced portion of the build. Have them power on the Brain, connect to VEXcode GO and open the Drive tab. Use the joysticks to move the robot forward or backward. If the robot is built correctly, it should drive successfully when it is connected to VEXcode GO.
Remind students that forward/reverse is based on the location and position of the robot. If the Hero Robot is backwards on the Field with the fork facing the student, moving the controls forward will drive the robot towards the student, not towards the Field.
If the robot does not respond, try disconnecting and reconnecting the Brain and try again. This may happen if too much time passes between turns driving the robot.

Facilitation Strategies

Allow extra time in the Engage section if you choose to have students build Stage 2 of the Ocean Exploration Field together with you. This stage builds the Lab to add to the Field. All elements from Stage 1 stay intact, and are part of this stage as well. To help students stay organized, divide up build instructions by team. There are two main builds for this stage: Fish Habitat and Pipeline. Suggestions for how to do this include:
- Team A completes steps 1- 13 of the build instructions, Fish Habitat
- Team B completes steps 13-22 of the build instructions, Fish Habitat
- Team C completes steps 23-34 of the build instructions, Fish Habitat
- Team D completes steps 34-51 of the build instructions, Fish Habitat
- Team E completes steps 1-15 of the build instructions, Pipeline Build
- Team F completes steps 15-27 of the build instructions, Pipeline Build
- Team G completes steps 28-39 of the build instructions, Pipeline Build
- Team H completes steps 40-47 of the build instructions, and connects all the tiles and walls together.
Allow time during Play Part 1 for all students to take a turn driving the Hero Robot on the Field. Remind students that they can change the controls to find a drive mode that works best for them.
- You may want to have students practice just lifting and placing samples, to practice controlling the arm motor with the Drive tab in VEXcode GO. The arm can move quickly, so remind students that precision is important as they are trying to place objects so that they do not fall.
The speed of the Hero Robot depends on how slow or quickly the controls are moved in the Drive tab. The slower the joystick is pushed, the slower the robot will move. For more information about remote control driving in VEXcode GO, read the Using the Drive Tab in VEXcode GO article.
Think ahead about how you want to structure the Data Discovery competition. It is recommended for each team to have at least two matches to compete in, so that as many students as possible get to have the chance to be a driver in the competition. To learn more about VEX GO classroom competitions, see this section of the VEX Library.
Encourage students to document their learning by drawing or writing about their robot, driving practice, and competition strategy. Use the Blueprint Worksheet (Google / .docx / .pdf) or the Data Collection Sheet (Google / .docx / .pdf) as a basic template for students to take notes. These artifacts can then be used to share student learning and progress with others in the classroom and school community on a bulletin board or student portfolio.

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