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Engage

Launch the Engage Section

ACTS is what the teacher will do and ASKS is how the teacher will facilitate.

ACTS ASKS
  1. Invite students to share examples of common traits that they share with family members.
  2. Show students the Inheriting Traits in a Bunny Family cartoon from the Image Slideshow.
  3. Point to the eyes on one of the bunnies.
  4. Hold up the pre-built Bunny Traits build of the first parent bunny.
  5. Introduce the leading question for the Lab.
  1. Ask students if they have a physical trait in common with a family member. Do they have the same color eyes or hair as a parent or sibling?
  2. This cartoon shows two, parent bunnies and their baby bunny. What similarities does the baby bunny have with the parents? What about differences?
  3. Eye color is a trait. Can anyone tell me another trait the bunnies have?
  4. This bunny has many different traits. What do you think those traits are? How would you describe the ears? What color are they? What shape are they?
  5. Do you know that traits are shared between parents and their offspring?

Getting the Students Ready to Build

Now that you’ve pointed out traits for bunnies, we’re going to create a bunny with the Bunny Traits build and record different traits that it has.

Facilitate the Build

  1. InstructInstruct students to join their team, and have them complete the Robotics Roles & Routines sheet. Use the Suggested Role Responsibilities slide in the Lab Image Slideshow as a guide for students to complete this sheet. Inform students that they will be building the first bunny parent.
    Front view of the Bunny Traits Build: Bunny Parent 1
    Bunny Traits Build: Bunny Parent 1

    The first build will use the first variation on each step (not the “or” option). Use the first variation trait on step 4 of the build instructions to make sure students understand that the first build uses the top left option.

    Step four of the Bunny Traits build instructions with a red circle calling out the first variation of the build, the parent bunny. It shows a Green, large beam being connected to the Orange Connector in the step, rather than a red large beam.
    Step 4, First Variation

     

  2. DistributeDistribute build instructions to each team. Journalists should gather the materials on the checklist. There are variations in pieces for each build, so use the Trait Piece Variation Chart image from the Image Slideshow to help the journalist make sure they have the correct pieces gathered.

    Trait Piece Variation Chart showing the different GO pieces used to build bunny parent 1, and bunny parent 2. The five columns are labeled with bunny parts ears, head, front legs, back legs and tail from left to right. The rows are labeled parent 1 and parent 2. In the parent 1 row, the pieces from left to right are 2 green angle beams, one green large beam, 2 yellow angle beams, 2 yellow beams, 1 red beam. For parent 2, the pieces are, two red beams, one large, red beam, 2 slotted beams, 2 green beams, and one connector.
    Trait Piece Variation Chart

     

  3. FacilitateFacilitate the building process by walking between groups to answer questions. Encourage students to use spatial language while discussing the build. Ask them to explain the position of the ear, or describe why the legs are at the bottom of the build. Keep an ear out for any confusion that might arise between group members. Refer to the Robotics Roles & Routines handout for group instruction. Builders can begin building. If there are multiple builders, they should alternate steps to complete the build. Journalists should assist with the build, gather materials, and record information on the Data Collection Sheet.
  4. OfferOffer suggestions and note positive team building and problem solving strategies as teams build together.

Teacher Troubleshooting

Facilitation Strategies

  • Ask students to refer to their Robotics Roles & Routines in class. What are their responsibilities?
  • Remind students to ensure they are choosing the first option from the build instructions.
  • Ask the journalist to check that the builder has selected the correct pieces for each build.
  • Use the Explore VEX GO Kit Contents Poster with students to learn how pieces function in a build and to learn the part names in order to establish a shared vocabulary with students.
  • Use the Get Ready...Get VEX...GO! PDF Book and Teacher’s Guide - If students are new to VEX GO, read the PDF book and use the prompts in the Teacher’s Guide (Google / .pptx / .pdf) to facilitate an introduction to building and using VEX GO before beginning the Lab activities. Students can join their groups and gather their VEX GO Kits, and follow along with the building activity within the book as you read. 
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