Pacing Guide
This unit should be implemented to supplement student learning on the concepts of iteration, decomposition, and actively exploring real-world issues and problems.
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.
- Foregrounding essential skills for this Unit:
- Have students complete the Practice Measuring GO Activity (Google / .docx / .pdf) to give them practice measuring and using rulers correctly. This will prepare them for measuring distances accurately as they design the Parade Route in Lab 3, and calculate distances based on their measurements in Labs 4 and 5.
- The Wheel Turns VEX GO Activity (Google / .docx / .pdf) can be used to introduce students to calculating how far the Code Base moves with one wheel turn, and using this value to drive their robot a specific distance with individual motor commands, in preparation for Lab 4.
- Prepare students for calculating the amount of wheel turns needed to make accurate turns in Lab 5 with the Pivot Turn GO Activity (Google / .docx / .pdf).
- Implementing in less time:
- To briefly summarize the coding concepts in Lab 1, have the students watch the Sequencing tutorial video.
- You can prescribe the parade routes for all groups in Lab 3, or give limited materials or time for float construction, to teach the STEM Lab in a shorter period of time, with a more coding oriented focus.
- To shorten the time with a focus on the iterative design process, you can eliminate the class parade in Lab 3, and end with the gallery walk.
- Reteaching Strategies: If students are struggling to build a successful project, have them watch the Sequencing tutorial video to reiterate the importance of sequence in building a project that works as intended. To explain the concept of pseudocode and its role in planning projects, show students the Pseudocode tutorial video.
- Implementing in a smaller space: Have each group create a parade route using tape on one GO Tile, like they do in the challenge courses in Lab 1. Constrain the whole class parade to a smaller space using tape on the floor, or a student’s desk, to lay out a shorter path.
- Extending this Unit: You can show students the Turning Your Robot tutorial video to learn about different Drivetrain turn blocks, and how they are used. Offer students an additional challenge to use a different turning block in their projects.
- If students get done building at different times, there are a number of meaningful learning activities early finishers can complete as the rest of the group finishes building. View this article for several suggestions about how plan for engaging students who finish building earlier than others. From establishing classroom helper routines to completing short activities, there are a number of 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 |
|---|---|---|
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. |
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. |
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. |
Drivetrain Commands |
Driving Your Robot Tutorial Video |
Describes basic movements using the [Drive for] and [Turn for] blocks in a project. Use this to explain how to use Drivetrain commands in a project for students who missed class time. |
Drivetrain Commands |
Drivetrain Moves & Turns Example Project |
Shows the Drivetrain blocks in a project to drive the Code Base in a specific shape. Use this with students for additional practice or exploration with building basic movement projects. |
Drivetrain Commands |
Turning Your Robot Tutorial Video |
Describes the difference between the kinds of Drivetrain turn blocks. |
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]
- [Spin for]