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Implementing VEX GO STEM Labs

STEM Labs are designed to be the online teacher’s manual for VEX GO. Like a printed teacher’s manual, the teacher-facing content of the STEM Labs provides all of the resources, materials, and information needed to be able to plan, teach, and assess with VEX GO. The Lab Image Slideshows are the student-facing companion to this material. For more detailed information about how to implement a STEM Lab in your classroom, see the Implementing VEX GO STEM Labs article.

Goals and Standards

Goals

Students will apply

  • How to create and start a VEXcode GO project that makes the Code Base robot move forward and backward.

Students will make meaning of

  • How to solve a problem with the Code Base robot and VEXcode GO.
  • How robots can do jobs that are dirty, dull or dangerous; such as unsanitary work cleaning sewers, dull work in warehouses, or dangerous work fighting fires.

Students will be skilled at

  • Coding the Code Base robot to drive forward.
  • Coding the Code Base robot to drive backward.
  • Creating a VEXcode GO project to make the Code Base Robot move forward and backward.
  • Explaining where the Drivetrain is on the Code Base robot.

Students will know

  • How to create and start a project using VEXcode GO and the Code Base robot.
  • How to create a VEXcode GO project that correctly orders behaviors in a sequence in order to move the Code Base robot forward and backward. This can be done both individually and collaboratively.

Objective(s)

Objective

  1. Students will create and start a project that has the Code Base robot move forward.
  2. Students will create and start a project that has the Code Base robot move in reverse.
  3. Students will identify the position, orientation, and the location of the Code Base robot as it moves.  
  4. Students will identify where the drivetrain is on the Code Base robot.

Activity

  1. In Play Part 1, students will create and start a project that has the Code Base robot move forward.
  2. In Play Part 2, students will create and start a project that has the Code Base robot drive forward and in reverse.
  3. In Play Part 1 and 2, students will be asked to place markers where the Code Base robot should end up after each project is started.  
  4. In the Mid-Play break the teacher will explain to students why there is a category of drivetrain blocks and where the drivetrain is on the Code Base robot.

Assessment

  1. In Play Part 1, student projects will successfully drive the Code Base robot forward for a specified distance.  
  2. In Play Part 2, student projects will successfully drive the Code Base robot in reverse for a specified distance.  
  3. Students will compare their predictions versus the actual location that the Code Base robot ended up during Mid-Play Break and class discussions.
  4. During the Share section, students will be able to identify where the drivetrain is on the Code Base robot using gestures.
     

Connections to Standards