Pacing Guide

This unit should be implemented to supplement student learning on the concepts of Average Speed and Measurement.

STEM Labs can be adapted in various ways to fit into any classroom or learning environment. Each STEM Lab includes the following 3 sections: Engage, Play, and Share (optional).

Each STEM Lab in this unit can be completed in as little as 40 minutes

Section Summary

The Engage and Play sections, which contain the primary learning activities, can be completed within 40 minutes. The Share section, which enables students to express their learning is optional, but estimated at around 3-5 minutes per group.

Click on the tabs below to view descriptions of the Engage, Play, and Share sections of the STEM Lab.

The Pacing Guide

The pacing guide for each Lab provides step-by-step instructions on What, How, and When to teach. The STEM Lab Pacing Guide previews the concepts that are taught in each section (Engage, Play, and Share (optional)), explains how the section is delivered, and identifies all the materials that are needed.

Making This Unit Fit Your Unique Classroom Needs

Not every classroom is the same, and teachers face a variety of implementation challenges throughout the year. While each VEX GO STEM Lab follows a predictable format, there are things that you can do in this Unit to help make it easier to meet those challenges when they arise.

• Implementing in less time:
  • To complete Lab 1 in less time, preset a testing area for each group for Play Part 1. Then, have students complete 3 trials to test how far the Super Car travels with 1, 3, and 5 Knob turns, and record the distance of each trial on their data collection sheets. Then, have groups use the data collected to determine the number of Knob turns that they will use in the Distance Event in Play Part 2.
  • To shorten Lab 2 with a focus on testing how the driving surface affects the movement of the Super Car, have students test only 3 variables and preset the testing areas for students. Have one where the Super Car travels on carpet, one where the Super Car travels on sandpaper, and one where the Super Car travels on a smooth surface. Then, have students record the distance that the Super Car travels on each. This will save time on students designing different testing areas, and allow them to focus on testing and recording data.
  • To streamline Lab 3 to focus on calculating Average speed, preset the trial area(s) with a set distance. Then, demonstrate how to calculate average speed in the Engage section and have students practice calculating average speed with 2, 3, and 4 Knob turns in Play.
• Reteaching Strategies:
  • If students need more support to make the connection between the number of Knob turns and the distance that the Super Car travels, have them complete a second set of trials where they compare a more distinct data set: 1 and 4 Knob turns. Have students first make a prediction, then test each and record the distance traveled on their Data Collection Sheet. Finally, have them compare these distances. Which one is farther? What would happen if you turned the Knob 3 times? Help them to make the connection to the data recorded in their Data Collection Sheet, and how collecting data and reviewing it can help us predict results.
  • To give students more practice with collecting data and using data to make choices for maximizing distance traveled, have students complete the Ramp Racers Activity (Google / .docx / .pdf) and use this Data Collection Sheet (Google / .docx / .pdf) to record the performance of the Wheel in their trials. Which design had the Wheel travel the farthest?
  • If students need more practice measuring, have students complete the Tallest Tower Challenge (Google / .docx / .pdf), where students will build and measure a freestanding tower. Have them build and measure 3 towers to give them additional practice measuring. Which tower is the tallest?
• Extending this Unit: 
  • For an additional challenge with the Super Car build, have students complete Multiplication Road Activity (Google / .docx / .pdf). This activity will give students additional practice powering their Super Car, while also practicing their multiplication tables.
  • To extend the Unit and provide an opportunity for students to practice persuasive writing as they add features to their Super Car, have students complete the Super(hero) Car! Activity (Google / .docx / .pdf). In this activity, students will design add-on features, then write an ad designed to sell it to their favorite superhero!
  • You can extend this Unit with an additional focus on using spatial language and descriptions by having students recreate build instructions for their Super Cars or a Super(hero) Car! (Google / .docx / .pdf) Then, have groups switch build instructions and assemble each others' cars. Students will need to use spatial language effectively to describe the steps and the position of objects as they write their build instructions, and as they follow the instructions from other groups.
  • Use the Choice Board activities to extend the Unit, while allowing students to express their voice and choice in what activities they want to complete.
• If students get done building at different times, there are a number of meaningful learning activities early finishers can participate in as the rest of the group finishes building. View this article for several suggestions about how to plan for engaging students who finish building earlier than others. From establishing classroom helper routines to completing short activities, there are many ways to keep all students engaged throughout class building time.