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Applying VEX GO

Connection to VEX GO

Applying VEX GO

The VEX GO Kits are a great way to explore the concepts of technical drawing by building design tools using the VEX GO Kit. Students will use the parts provided in the kit to build both the Pantograph. They will use the Engineering Design Process to plan and draw a blueprint for an astronaut school building.

Students use spatial reasoning to build both the Pantograph. They will need to rotate and turn the pieces to the correct orientation in order to attach pieces successfully during the Engage part of the Unit. Students will also practice spatial reasoning as they create drawings using different types of scale.

By completing the Pantograph STEM Lab Unit, students will have an authentic understanding of how students can design drawings at a consistent scale using design tools.

Teaching with Building

Throughout this Unit, students will be engaged with different engineering, building or inquiry-based learning concepts. 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: Explain the activity/experiment that the students are doing. How should they get started? What are the rules? What is the success criteria?
    • Model: Show an example of a partially filled out data sheet, game sheet, or an illustration of what the robot should be doing during the activity. Make that activity visible and give the teacher tips on how to also make it visible.
    • Facilitate: Teachers will be given prompts to engage students in a discussion about what the goals of the activity are, the spatial reasoning involved with the building, and how to troubleshoot unexpected outcomes for their designs or plans for an activity. This discussion will also verify that the students understand the purpose of the activity and how to properly use the pieces from the VEX GO Kit.
    • Remind: Teachers will remind students that their build, design, or attempt at the activity will not be fully correct 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 focus on developing a growth mindset. Some examples could include, “Did something go wrong? Great! How can you use this mistake to improve your design?” or “Not happy with your design? Fantastic! Who can you seek feedback from to make your design better?”
  • 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.

Facilitate examples

Facilitate a discussion by asking the student one or more of the following:

  • Tell me/show me what you have learned so far
  • Tell me what you are going to do first
  • What do you mean by? (Frame a question around a learning objective for the STEM Lab)
  • Why do you think? (Ask a question about a phenomenon that is observed during the experiment/activity
  • Can you explain that (something going on during the experiment/activity) further?
  • Can you give me an example of _____ ?
  • Can you explain how the robot/build is working? What is making it move? What is making one part perform this action?

Ask examples

Facilitate a discussion by asking the student one or more of the following:

  • Finished? Have you put in the effort to achieve a result you are proud of?
  • Stuck? Awesome! What can you try next? What other ways might there be?
  • Finding it tricky? Wonderful! What will you practice to get better? What strategies will you use?
  • Not the best? Brilliant! Who can you learn more from?
  • Proud of your design? Congratulations! Where to next? What are your goals?
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