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Summary

Materials Needed

The following is a list of all the materials that are needed to complete the VEX GO Lab. These materials include student facing materials as well as teacher facilitation materials. It is recommended that you assign two students to each VEX GO Kit.

In some Labs, links to teaching resources in a slideshow format have been included. These slides can help provide context and inspiration for your students. Teachers will be guided in how to implement the slides with suggestions throughout the lab. All slides are editable, and can be projected for students or used as a teacher resource. To edit the Google Slides, make a copy into your personal Drive and edit as needed.

Other editable documents have been included to assist in implementing the Labs in a small group format. Print the worksheets as is or copy and edit those documents to suit the needs of your classroom. Example Data Collection sheet setups have been included for certain experiments as well as the original blank copy. While they offer suggestions for setup, these documents are all editable to best suit your classroom and the needs of your students.

Materials Purpose Recommendation

VEX GO Kit

For students to build their Code Base 2.0. 

 1 per group

Code Base 2.0 Build Instructions (3D) or Code Base 2.0 Build Instructions (PDF)

For students to build the Code Base 2.0 if they have not already. 

 1 per group

Pre-Built Code Base 2.0

For students to start projects in Lab activities. 

 1 per group

VEXcode GO

For students to create and start projects on the Code Base robot. 

 1 per group

Robotics Roles & Routines

Google Doc / .docx / .pdf

Editable Google Doc for organizing group work and best practices for using the VEX GO Kit. For students to build the Code Base if they have not already. 

 1 per group

Tablet or Computer

For the students to launch VEXcode GO.

 1 per group

Lab 2 Image Slideshow

Google Doc / .pptx / .pdf

For teachers and students to reference throughout the Lab.  

 1 for teacher facilitation

Pencils

For students to fill out the Robotics Roles & Routines Worksheet. 

 1 per group

Placement markers

For students to visually predict where the Code Base robot will end up after it has completed its movement. 

 At least one per group

Pin Tool

To help remove pins or pry beams apart.

 1 per group

Get Ready...Get VEX...GO! PDF Book (optional) 

 To read with students to introduce them to VEX GO through a story and introductory build. 1 for demonstration purposes

Get Ready...Get VEX...GO! Teacher's Guide

Google Doc / .pptx / .pdf

For additional prompts when introducing students to VEX GO with the PDF Book. 1 for teacher use

Engage

Begin the lab by engaging with the students.

  1. Hook

    Ask students to describe how to get to a certain landmark in the school building.

    Note: If students are new to VEX GO, use the Get Ready...Get VEX...GO! PDF book and Teacher’s Guide (Google Doc/.pptx/.pdf)
    to introduce them to learning and building with VEX GO. Add an additional 10-15 minutes to your lesson time to accommodate this additional activity. 

  2. Leading Question

    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? How do we give instructions to the Code Base robot?

  3. Build Code Base 2.0

Play

Allow students to explore the concepts introduced.

Part 1

Students will create and start a project that moves the Code Base robot forward for a specified distance. Before they start the project, they’ll predict where the Code Base robot will end up using placement markers. Students will then start the project and observe the Code Base robot’s movement. Students will then edit their project to change the distance to see how this affects the Code Base robot’s movement.

Mid-Play Break

Discuss the Code Base robot’s movement from Play Part 1. Ask the following questions, “did Code Base robot end up where you thought it was going to? How close?” Then, discuss what a drivetrain is, and where to find it on the Code Base robot.

Part 2

Students will create and start a project that moves the Code Base robot in reverse for a specified distance. Before they start the project, they’ll predict where the Code Base robot will end up using placement markers. Students will then start the project and observe the Code Base robot’s movement. Students will then edit their project to change the distance to see how this affects the Code Base robot’s movement. Students will combine forward and backward movements.

Share

Allow students to discuss and display their learning.

Discussion Prompts

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