Engage

Launch the Engage Section

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

ACTS	ASKS
Facilitate a discussion that introduces the concept of directions and why they are important. Ask students to describe how to get to a certain landmark in the school building. As the students give directions, write them at the front of the class. Write a copy of the directions next to the initial directions except mixing up a few directions. Connect the importance of giving directions to the “new student” correctly to the importance of giving explicit, sequenced, and correct directions to robots. Then, show students a pre-built Code Base robot.	If someone was new to school and didn’t know how to get to the principal’s office, what directions would we provide? Why is it important to give specific instructions? What directions could we give the student? Why is it important to give specific instructions? Would the student be able to get to the location? Now that we understand how to give directions to a new student, how do we give instructions to the Code Base robot?

ACTS

ASKS

Facilitate a discussion that introduces the concept of directions and why they are important. Ask students to describe how to get to a certain landmark in the school building.
As the students give directions, write them at the front of the class.
Write a copy of the directions next to the initial directions except mixing up a few directions.
Connect the importance of giving directions to the “new student” correctly to the importance of giving explicit, sequenced, and correct directions to robots. Then, show students a pre-built Code Base robot.

If someone was new to school and didn’t know how to get to the principal’s office, what directions would we provide? Why is it important to give specific instructions?
What directions could we give the student?
Why is it important to give specific instructions? Would the student be able to get to the location?
Now that we understand how to give directions to a new student, how do we give instructions to the Code Base robot?

Getting the Students Ready to Build

Let’s learn how to give our Code Base instructions to make it move!

Facilitate the Build

InstructInstruct students to join their groups and 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.
- Instruct students to check all their materials to prepare for the Lab challenges. They need to make sure that they have the necessary materials, and everything is charged and the Code Base is built and connected correctly. Give a thumbs up to the teacher when their group is ready to go!
- The Code Base will need to be built if it is not already. Model for students the steps in the Connect a VEX GO Brain VEX Library article for your device, to guide students through the connection process.
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.
DistributeDistribute a pre-built Code Base 2.0 and a device to launch and use VEXcode GO to each group. Or, distribute build instructions and ask students to build the Code Base if it is not yet built.

Code Base 2.0
FacilitateFacilitate preparing the groups for the Play sections by walking them through the steps to check their materials.
- Is the battery charged?
- Is the Code Base built properly and not missing any pieces?
- Are all cables connected to the correct ports?
- Launch VEXcode GO on your device. Is your Code Base connected to your device?
OfferOffer support to groups that need assistance in launching VEXcode GO or preparing their Code Bases.

Teacher Troubleshooting

Ensure laptops, tablets, and VEX GO Batteries are charged before beginning the Lab.
Remind students where the ports are for the motors. Looking at the Brain with the VEX logo oriented at the bottom, the students should plug the left motor into Port 4 and the right motor into Port 1. Ensure that the cables do not cross underneath the robot. Use the Lab 2 Image Slideshow to show where the ports are located.
For more information about the VEX GO Brain see the Using the VEX GO Brain article in the VEX Library.

Facilitation Strategies

Establish a consistent “start up” practice as routine before working with VEX GO. If it is consistently implemented, students will take ownership of this routine and it will foster good practices for independent robotics activities.
Offer in the moment observation as teams work well, and invite them to share teamwork strategies with the class.
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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