Applying VEX GO

Connection to VEX GO

The VEX GO Kits are a great way to explore the concepts of coding and problem solving. For example, in the first Lab of the Robot Jobs Unit, students are introduced to ways in which robots perform dirty, dull, or dangerous jobs in the workplace. They will build the Code Base robot which will be used to simulate workplace tasks for robots.

Also in Lab 1, students learn how to wirelessly connect their Code Base robot. They will then create and start a project with VEXcode GO software and the Code Base robot. In Labs 2 and 3, students learn how to program the Code Base robot to move and turn using Drivetrain blocks from the VEXcode GO coding environment.

In Lab 4, students work with a group to choose a dirty, dull, or dangerous job scenario for their Code Base robot. They will then plan, create, and start a VEXcode GO project that instructs their robot to complete a task.

The Robot Job Unit is a great way to practice spatial reasoning skills. Throughout the Unit, students will use VEXcode GO to navigate their robot through different tasks as they complete coding challenges. Students will use spatial reasoning skills to mentally map how the robot should move through the challenges in the Unit. Students will need to use directional words as they use Drivetrain commands (e.g. turn right 90 degrees) to plan their projects with classmates. Students are also encouraged to use gestures as they communicate with their group and their teacher. In this manner, students are able to develop their spatial reasoning skills through coding challenges.

By completing the Robot Jobs GO STEM Lab Unit, students gain real and authentic learning experiences of the concepts of coding and problem solving through interactive builds using the VEX GO Kits and accompanying activities.

Teaching Coding

Throughout this Unit, students will be engaged with different coding concepts such as decomposition and sequencing. The Labs within this unit will follow a similar format:

• Engage:
  • Teachers will help students make a personal connection to the concepts that will be taught in the Lab.
  • Students will complete the build.
• Play:
  • Instruct: Teachers will introduce the coding challenge. Ensure that the students understand the goal of the challenge.
  • Model: Teachers will introduce commands that will be used in the creation of their project to complete the challenge. Model the commands by projecting VEXcode GO or by showing physical representations of the blocks. For Labs that include pseudocode, model for students how to plan and outline the intention for their projects.
  • Facilitate: Teachers will be given prompts to engage students in a discussion about what the goals of their project are, the spatial reasoning involved in the challenge, and how to troubleshoot unexpected outcomes of their projects. This discussion will also verify that the students understand the purpose of the challenge and how to properly use the commands.
  • Remind: Teachers will remind students that their first attempt of their solution will not be correct or run properly the first time. Encourage multiple iterations and remind students that trial and error is a part of learning.
  • Ask: Teachers will engage students in a discussion that will connect the Lab concepts to real-world applications. Some examples could include, “have you ever wanted to be an engineer?” or “where have you seen robots in your life?”
• Share
  • Students have an opportunity to communicate their learning in multiple ways. Using the Choice Board, students will be given a “voice and choice” for how they best display their learning.