Engage

Launch the Engage Section

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

ACTS	ASKS
Ask students to reflect on if they have either done a task that was dirty, dull, or dangerous. Tell students that robots complete jobs that are dirty, dull, and dangerous. Show students an image of a robot doing a dirty job. See slide 2 of Lab 1 Image Slideshow from the Materials Needed. Show students an image of the robot doing a dull job. See slide 3 of Lab 1 Image Slideshow from the Materials Needed. Show students an image of the robot doing a dangerous job. See slide 4 of Lab 1 Image Slideshow from the Materials Needed. Have students make comparisons between a human and a robot doing the same task. Show students a pre-built Code Base robot.	Have you ever done a task that was dirty, dull, or dangerous, such as take out the trash, or clean up a mess? Robots can complete tasks that are dirty, dull, or dangerous, so that humans do not have to. This can keep humans safe, and allow them to do other jobs. Do you think this shows an example of a job that is either dirty, dangerous or dull? Why? Do you think this shows an example of a job that is either dirty, dangerous or dull? Why? Do you think this shows an example of a job that is either dirty, dangerous or dull? Why? Why wouldn’t we want to do a job that is either dirty, dangerous or dull? What if we could have something like a robot, to do those jobs for us? Provide an example of a robot doing such a job. Today, we are going to build our own robot and use VEXcode GO to have the robot perform a job!

ACTS

ASKS

Ask students to reflect on if they have either done a task that was dirty, dull, or dangerous.
Tell students that robots complete jobs that are dirty, dull, and dangerous.
Show students an image of a robot doing a dirty job. See slide 2 of Lab 1 Image Slideshow from the Materials Needed.
Show students an image of the robot doing a dull job. See slide 3 of Lab 1 Image Slideshow from the Materials Needed.
Show students an image of the robot doing a dangerous job. See slide 4 of Lab 1 Image Slideshow from the Materials Needed.
Have students make comparisons between a human and a robot doing the same task.
Show students a pre-built Code Base robot.

Have you ever done a task that was dirty, dull, or dangerous, such as take out the trash, or clean up a mess?
Robots can complete tasks that are dirty, dull, or dangerous, so that humans do not have to. This can keep humans safe, and allow them to do other jobs.
Do you think this shows an example of a job that is either dirty, dangerous or dull? Why?
Do you think this shows an example of a job that is either dirty, dangerous or dull? Why?
Do you think this shows an example of a job that is either dirty, dangerous or dull? Why?
Why wouldn’t we want to do a job that is either dirty, dangerous or dull? What if we could have something like a robot, to do those jobs for us? Provide an example of a robot doing such a job.
Today, we are going to build our own robot and use VEXcode GO to have the robot perform a job!

Before we can get our robot to do a job for us, we have to build the Code Base 2.0!

InstructInstruct students to join their group 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.
DistributeDistribute VEX GO Kits and the Code Base 2.0 build instructions to each team. Journalists should gather the materials needed for the build.

Code Base 2.0
FacilitateFacilitate the building process.
- Builders and Journalists should begin building based on their roles and responsibilities, like those shown in the Lab 1 Image Slideshow.
- Circulate around the room to help students with building or reading instructions where needed. Ask questions about how the build is being constructed to keep all students engaged in the buildings process, and remind students to follow their Role Responsibilities if they need help taking turns.
OfferOffer suggestions and note positive team building and problem solving strategies as groups build together.

Teacher Troubleshooting

Ensure groups are spread out when building their Code Base Robot so pieces are not mixed up or lost.
Show and help groups to find where the motors are being plugged into since there are four different port options. Looking at the Brain with the VEX logo oriented at the bottom, the students should plug the left motor into Port 1 and the right motor into Port 4. Ensure that the cables do not cross underneath the robot. Use Slide 6 in the Image slideshow to show where the ports are located.

Show students how to use the build instructions to problem solve when getting stuck during the building process.
To ensure that all students have a hand in building the Code Base robot, remind students to follow their Role Responsibilities as shown in the Image Slideshow.
Use the Get Ready...Get VEX...GO! PDF Book and Teacher’s Guide - If students are new to VEX GO, read the PDF book and use the prompts in the Teacher’s Guide (Google Doc/.pptx/.pdf) to facilitate an introduction to building and using VEX GO before beginning the Lab activities. Students can join their groups and gather their VEX GO Kits, and follow along with the building activity within the book as you read.
- Use the Teacher’s Guide to facilitate student engagement. To focus on VEX GO connections in a more concrete or tangible way, use the Share, Show, or Find prompts on each page to give students an opportunity to get to know their kits in more depth.
- To focus on the habits of mind that support building and learning with VEX GO, like persistence, patience, and teamwork, use the Think prompts on each page to engage students in conversations about mindset and strategies to support successful group work and creative thinking.
- To learn more about using the PDF book and accompanying Teacher’s Guide as a teaching tool any time you are using VEX GO in your classroom, see this VEX Library article.

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