Launch the Engage Section
ACTS is what the teacher will do and ASKS is how the teacher will facilitate.
Getting the Students Ready to Build
Now we are going to choose a dirty, dull, or dangerous job for our Code Base robot and plan our projects.
Facilitate the Build
students to join their team, and have them complete the Robotics Roles & Routines sheet. Use the Suggested Role Responsibilities slide in the Lab Image Slideshow as a guide for students to complete this sheet.
They should complete the “Start Up” routine (check Code Base build, make sure the Brain and the device are charged, and launch VEXcode GO). Then, they will choose the job scenario for their Code Base robot. They should also think about any additions that they want to make to the Code Base robot to help it complete its task.
a pre-built Code Base robot or build instructions to each group. Journalists should gather the materials on the checklist if needed.
the “Start Up” routine and groups choosing their scenario.
- Is the Battery charged?
- Is the Code Base built properly, not missing any pieces?
- Are all wires connected to the correct ports on the Brain?
- Is the device charged?
- Launch VEXcode GO on a device.
- Connect the Brain to VEXcode GO.
Note: When you first connect your Code Base to your device, the Gyro built into the Brain may calibrate, causing the Code Base to move on its own for a moment. This is an expected behavior, do not touch the Code Base while it's calibrating.
- What scenario will you choose for your Code Base's job?
- Can you think of any additions that you can make to the Code Base build to help the robot complete its tasks?
- OfferOffer support to groups that need assistance in launching VEXcode GO. Share ideas for building on to the Code Base using VEX GO Kit pieces.
- If students are having a hard time choosing a job scenario, roll a six-sided die to choose for the group! Label each job scenario as a number (1-6) before rolling the die.
- Encourage groups to think about additions to the Code Base like an arm for scooping trash or a camera to take pictures of wild animals. Students may spend too much time creating their additions. Circle the classroom and check on groups to make sure they still are working on their project plan.
- If there is time, ask students to build the setting for their scenario using classroom materials. For example, are they investigating a sea creature? Allow students to build the sea creature to use in their project.