Vocabulary
- Decompose
- To break down into smaller or simpler parts.
- Pseudocode
- Informal way to write code in plain English.
- Iteration
- To plan, test, make changes, then test again.
- Engineering Design Process
- The Engineering Design Process (EDP) is a structured problem solving process in which students define a problem using a criteria for success and constraints for possible solutions. With the EDP, students should research, explore, and test possible solutions.
- Authentic Problem
- Projects that students complete that are real to them compared to assignments that do not resemble any kind of work that would be completed outside a school environment.
- Sequence
- A set of instructions that follow one another in order.
- Behavior
- Actions performed by a robot and defined by the programming language.
- VEXcode GO
- Software used to create a project and communicate with VEX GO robots.
- [Wait] block
- Waits for a specific amount of time before moving to the next block.
- [Drive for] block
- Moves the Drivetrain either forward or in reverse for a given distance.
- [Turn for] block
- Rotates the Drivetrain left or right for a given number of degrees.
- [Comment] block
- Allows programmers to write information to help describe their project without changing the blocks around it.
Encouraging Vocabulary Usage
The following are additional ways to facilitate vocabulary usage as students are engaged in the activities throughout this Unit.
Students should be encouraged to use the vocabulary terms:
- Throughout all of the activities
- As they are working in groups
- As they are reflecting
- As they are sharing their knowledge and experience
Tips for Encouraging Vocabulary Usage
- Word Detective/Scavenger Hunt: Teacher will hide words around the room. Students will find a word and work with a partner to define the word, draw a picture and use it in a sentence. Students will use this activity during the middle of the unit.
- Digging Deeper Graphic Organizer: Students will identify the key term, information about it, and a memory cue based on:
- Their own understanding of the vocabulary term. Write the term or key idea (K) in the left column, the information (I) that goes along with it in the center column, and draw a picture of the idea, a memory clue, (M) in the right column.
- The key idea may be a new vocabulary word, or a new concept. The information may be a definition or it may be a more technical explanation of the concept.
- The memory clue is a way for students to fully integrate the meaning of the key idea into their memories. By making a simple sketch that explains the key idea, students synthesize and interpret the new information, making it their own. Then, students can reference their drawings to easily remember new key ideas.
- “Spot the Word”
- Engage students in a game of “Spot the Word”. Write the Vocabulary words on the board. Start to give students a clue about the vocabulary word and see if they can identify the right one by your clue. SWITCH! Tell the students to give you a clue about a vocabulary word and see if you can guess based on the students clues. This is a great way to see if students are able to understand and explain the vocab words.
- Example: Sequence
- I spot a word that can be a set of instructions.
- I spot a word that has things be in order.
- Example: Sequence
- Engage students in a game of “Spot the Word”. Write the Vocabulary words on the board. Start to give students a clue about the vocabulary word and see if they can identify the right one by your clue. SWITCH! Tell the students to give you a clue about a vocabulary word and see if you can guess based on the students clues. This is a great way to see if students are able to understand and explain the vocab words.