Engage

Launch the Engage Section

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

ACTS	ASKS
Show students the Blueprints for a House image from the Lab 1 Image Slideshow. Show students the Blueprints at Scale image from the Lab 1 Image Slideshow. Have students share ideas about how scaled drawings could be created. Show students the pre-built Pantograph and demonstrate for students how the pen attachment can move the build.	Do you know how a house is built? Builders need a plan to know what to do. This is called a blueprint. But the plan can’t be as big as the house, that would take a lot of paper! How would you describe the house and the blueprint in this image? How do their sizes compare to each other? This blueprint is a scaled drawing because it is a specific amount smaller than the actual house. How do you think the smaller drawing is made? This machine is called a pantograph, and it creates scaled drawings. How can we use the Pantograph to make our drawings bigger or smaller?

ACTS

ASKS

Show students the Blueprints for a House image from the Lab 1 Image Slideshow.
Show students the Blueprints at Scale image from the Lab 1 Image Slideshow.
Have students share ideas about how scaled drawings could be created.
Show students the pre-built Pantograph and demonstrate for students how the pen attachment can move the build.

Do you know how a house is built? Builders need a plan to know what to do. This is called a blueprint. But the plan can’t be as big as the house, that would take a lot of paper!
How would you describe the house and the blueprint in this image? How do their sizes compare to each other?
This blueprint is a scaled drawing because it is a specific amount smaller than the actual house. How do you think the smaller drawing is made?
This machine is called a pantograph, and it creates scaled drawings. How can we use the Pantograph to make our drawings bigger or smaller?

You are going to build your own Pantograph so you can test out creating scaled drawings of your own!

InstructInstruct students to join their groups, and have them complete the Robotics Roles & Routines sheet. Use the Suggested Role Responsibilities slide in the Lab 1 Image Slideshow as a guide for students to complete this sheet.
DistributeDistribute build instructions, blank paper, and the Engineering Design Process Organizer to each group. If the Pantograph is not built, Journalists should gather the materials on the checklist.

Pantograph
FacilitateFacilitate the building process.
- Make sure students are clear on their roles in the Build Instructions by using the Suggested Role Responsibilities slide.
- Builders can begin building their portion of the build. Journalists should assist with Build Instructions as needed, and complete their portion of the build instructions.
- Encourage students to use spatial language in their conversations as they build. How are the beams related in size? When the pins are in place, how do they help the beams move in relation to one another?
OfferOffer suggestions and note positive team building and problem solving strategies as groups build together.

Teacher Troubleshooting

Prior to starting the Play section, ensure that each group has a pen or pencil that will fit in the Slide Block. The writing utensil will need to be able to leave a clear mark on paper with minimal pressure. An ink pen or thin marker can be good options.
If there are issues keeping a writing utensil in the Slide Block, use the rubber band from the VEX GO Kit to wrap around the pen or marker and Slide Block to keep it in place. See the Pen Attachment Troubleshooting image from the Lab 1 Image Slideshow for more detail.

Positively reinforce group work and turn taking. Ask students to refer to their Robotics Roles & Routines throughout class. What are their responsibilities? Are they sticking to their agreements?
If students are struggling during the build, ask them to look for clues in the Build Instructions. Are there any highlights or icons that could help them solve their problem? Could they ask another student who is past that point for help?
Try a different shape – For groups who finish early, and need additional challenges, have them try to trace a different object from around the classroom using the Pantograph. How do they think that shape could be useful in creating a blueprint?

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