Pacing Guide

This unit should be implemented to supplement student learning on the concepts of scaled drawing in design challenges.

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:
  • This Unit can be completed in less time with a focus on the Pantograph as a tool, by only completing Lab 1 and having students explore creating larger and smaller scaled drawings with the Pantograph.
  • This Unit can be completed in less time with a focus on the design process, by having students complete individual designs in Lab 2, and completing Play Part 2 as a facilitated discussion, rather than a hands-on activity. Alternatively, the Play sections of Lab 1 can be done as a guided demonstration, and students can use the Pantograph in Lab 2.
• Reteaching Strategies:
  • If students needs additional support to understand how the Pantograph works to makes scaled drawings, choose three to five differently shaped VEX GO pieces, and have them practice using the Pantograph to create smaller or larger drawings. Encourage students to observe the pieces that connect the Plain Shaft and the drawing tool, and to watch the movement as they use the Pantograph. 
• Extending this Unit: 
  • For additional uses of the Pantograph, have students complete the Covered Maze Box Activity (Google / .docx / .pdf), and use the Pantograph to create a blueprint-style model of their design.
  • To extend the Unit and explore scale with Math, have students draw basic shapes, like a square or rectangle, and measure the sides. Then multiply or divide their measurements by a factor, and create their own scaled drawings of different sizes. Have them compare this process to using the Pantograph – what are some advantages or disadvantages of each?
  • 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.