VEX GO Lab 3 Float Celebration Teacher Portal Instruction Manual

VEX GO Lab 3 Float Celebration Teacher Portal

Specifications

• Product: VEX GO – Parade Float Lab 3 – Float Celebration
  Teacher Portal

• Designed for: VEX GO STEM Labs

Product Information

The VEX GO Parade Float Lab 3 – Float Celebration Teacher Portal is an online teacher’s manual designed for VEX GO. It provides resources, materials, and information necessary to plan, teach, and assess with VEX GO. The Lab Image Slideshows serve as student-facing companions to the teacher content, facilitating the implementation of STEM Labs in the classroom.

Usage Instructions

Implementing VEX GO STEM Labs
STEM Labs are aimed at guiding teachers in utilizing VEX GO effectively. Follow the detailed instructions provided in the Implementing VEX GO STEM Labs article to integrate STEM Labs into your classroom successfully.

Goals

• Students will apply the engineering design process to design and test their float construction.
• Students will solve the authentic problem of engineering a float for a parade through iterative design processes.
• Students will develop skills in using the design process to test and solve problems through trial and error.
• Students will learn how to create designs using the engineering design process.

VEX GO – Parade Float – Lab 3 – Float Celebration
This section focuses on teaching students how to persevere and learn from failure without giving up.

Objectives

1. Students will analyze the coding sequence of events, goals, and outcomes of the Code Base robot as it moves through the parade route.
2. Students will engage with real-world problems by modeling a parade route using the Code Base robot.

Activity

1. In the Engage phase, students will analyze the parade float route by measuring the Code Base robot’s intended path.
2. During the Mid-Play Break, students will review and discuss different groups’ designs and codes for their Code Base robots modeling a parade float.

Assessment

1. In Play Part 1, students will decompose the project to navigate the Code Base robot through the parade route using various movements. They must demonstrate successful decomposition by participating in a class parade.
2. In Play Part 2, students will test their Code Base robot on the classroom parade route to replicate a real-life parade scenario.

Connections to Standards
Showcase Standards:

• CSTA 1B-AP-11: Students will decompose problems into smaller subproblems to aid program development. This is achieved through breaking down steps in Engage and Play Part 1.
• ISTE (3) Knowledge Constructor – 3d: Students build knowledge by exploring real-world issues, developing ideas, and pursuing solutions. This is demonstrated in Play Part 1.

FAQ

• Q: How can I access the Lab Image Slideshows?
  A: The Lab Image Slideshows are available as student-facing companions to the teacher content in the VEX GO STEM Labs. You can access them online through the teacher portal.

• Q: What is the significance of testing the Code Base robot on the classroom parade route?
  A: Testing the robot on the parade route allows students to apply their coding and design skills in a real-life scenario, simulating a parade experience and enhancing their learning outcomes.

VEX GO – Parade Float
Lab 3 – Float Celebration Teacher Portal

Goals and Standards

Implementing VEX GO STEM Labs

STEM Labs are designed to be the online teacher’s manual for VEX GO. Like a printed teacher’s manual, the teacher-facing content of the STEM Labs provides all of the resources, materials, and information needed to be able to plan, teach, and assess with VEX GO. The Lab Image Slideshows are the student-facing companion to this material. For more detailed information about how to implement a STEM Lab in your classroom, see the Implementing VEX GO STEM Labs article.

Goals

Objective(s)

Objective

1. Students will decompose the coding sequence of events, goals, and expected outcomes of the Code Base robot as it travels through the parade route.
2. Students will explore real-world problems by modeling a parade route using the Code Base robot.

Activity

1. In Engage, students will break down the Parade Float route by measuring the Code Base robot’s intended path.
2. During the Mid-Play Break, students will examine how other groups in their class designed and coded their Code Base robots to model a real-world parade ?oat.

Assessment

1. In Play Part 1, students will decompose the project that is used to navigate the Code Base robot through the parade route by using forward, backward, and turning movements. Students will demonstrate that they have decomposed the parade route successfully when their Code Base participates in a class parade.
2. In Play Part 2, students will test their Code Base robot on the classroom parade route to create an example of a real-life parade.

Connections to Standards

Showcase Standards

• Computer Science Teachers Association (CSTA)
• CSTA 1B-AP -11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
• How Standard is Achieved : In Engage and Play Part 1, students will break down the steps needed to design and code their Parade Float through the class parade route successfully.

Showcase Standards

International Society for Technology in Education (ISTE)
ISTE – (3) Knowledge Constructor – 3d: Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

How Standard is Achieved: In Play Part 1, students will apply their study of the real-world challenges of building and navigating a Parade Float by designing a Parade Float and programming it. They will test their project by participating in a class parade in Play Part 2

Showcase Standards

Common Core State Standards (CCSS)
CCSS.MATH.CONTENT.K.G.A.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
How Standard is Achieved: During Play Part 1, students will ensure that their parade roat stays attached to the Code Base as it moves, as well as check that the project works as intended to navigate the parade route course. Students will review a checklist with their group using spatial language such as, “the parade roat is not connected on the left side, a piece needs to be added under this one” or “the robot does not turn left, it turns right instead.”

Additional Standards

Computer Science Teachers Association (CSTA)

• CSTA 1A- AP-12: Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
• How Standard is Achieved: In the Engage section, students will define the sequence of events and expected outcomes for their Parade Float to successfully navigate the class parade.

Summary

Materials Needed

The following is a list of all the materials that are needed to complete the VEX GO Lab. These materials include student facing materials as well as teacher facilitation materials. It is recommended that you assign two students to each VEX GO Kit.
In some Labs, links to teaching resources in a slideshow format have been included. These slides can help provide context and inspiration for your students. Teachers will be guided in how to implement the slides with suggestions throughout the lab. All slides are editable, and can be projected for students or used as a teacher resource. To edit the Google Slides, make a copy into your personal Drive and edit as needed.
Other editable documents have been included to assist in implementing the Labs in a small group format. Print the worksheets as is or copy and edit those documents to suit the needs of your classroom. Example Data Collection sheet setups have been included for certain experiments as well as the original blank copy. While they o?er suggestions for setup, these documents are all editable to best suit your classroom and the needs of your students.

Code Base Build Instructions (PDF) or Code Base Build Instructions (3D)| For students to build the Code Base if not already built, and code to move around the parade route.| 1 per group to have been built in Lab 1
Completed Float| For students to attach to their Code Base robot.| 1 per group to have been designed and built in Lab 2
VEXcode GO| For students to code the Code Base.| 1 per group
Ruler/Measuring Tape| For groups to measure a parade route in the Build section.| 1 per group
Masking Tape| For groups to create a parade route in the Build section.| 1 per group
Pencils| For students to ill out the Checklist.| 1 per group
Lab 3 Image Slideshow| For teachers and students to reference throughout the Lab.| 1 for teacher facilitation
Tablet or Computer| For students to run VEXcode GO.| 1 per group
Pin Tool| To help remove pins or pry beams apart.| 1 per group

Engage
Begin the lab by engaging with the students.

Play

Allow students to explore the concepts introduced.

1. Part 1
   Students will code their float to go through their parade route. They will use a given checklist to ensure all parts of the challenge are complete before they consider their float ready for the main parade.
   Mid-Play Break
   Students will take a quick, 3-minute gallery walk to see how teams are completing the challenge.

2. Part 2
   Students will show their float to the other groups and then participate in the class parade!

Share
Allow students to discuss and display their learning.

Discussion Prompts

1. What worked with your float?
2. If you had more time to work on your float, what would you change?
3. What does your group still want to know or fix about this parade float?

Engage

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

1. Stand at the front of the class and introduce the Lab 3 connection.
2. Write the requirements for the test parade route on a whiteboard or poster at the front of the class.
3. Write down the coding requirements for the parade on a whiteboard or poster at the front of the class.
4. See if students need any more clariication on what they need to do to create their test parade route.

|

1. Have you ever had to map out a path or ind your way from one place to another? It is time for our class parade, and we need to create our test parade routes!
2. How can we measure the parade route? Our test parade route must be a square with each side measuring 900 millimeters (mm) (~36 inches or 3 feet).
3. Your Parade Float robot will need to travel along the test parade route. The float will also need to stop for 3 seconds on each side of the square so all the people can see your float!
4. What do you still need to know?

Getting the Students Ready to Build
It’s SHOWTIME. Grab your measuring tape and your float and let’s start calculating our test parade route! When you’re ready give me the thumbs up.

Facilitate the Build

1. Instruct
   Instruct students to fill out 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.
   Instruct students to head to their area in the classroom to create their test parade float route.

2. Distribute
   Distribute measuring tape or rulers and masking tape to each group so they can create their test parade float route.

3. Facilitate

   • Facilitate the measuring process. If students are having a hard time working together, encourage them to assign roles so that each group member has something to work on.
   • Builders can start measuring and calculating the parade route.
   • Journalists can begin to code the float to move in the calculated path.

4. Offer
   Offer suggestions and note positive team-building and problem-solving strategies as teams build together.

Teacher Troubleshooting

• If students are falling behind, differentiate by giving students the correct dimensions for the parade course so they can focus on coding.
• Connect all GO Brains to the VEX Classroom App before beginning the Lab to help facilitate the use of VEX GO in your classroom.
• Use the VEX Classroom App or the indicator lights to check the status of the GO Batteries, and charge if necessary before the Lab.

Facilitation Strategies

• Allow students to ask questions but instead of giving an answer, guide students towards a solution.
  • All students’ needs are different. Some students need a solution if they have worked on the problem for an extended time. Other students may need a small nudge in the right direction.

Play

Part 1 – Step by Step

1. Instruct
   Instruct students to create a project using VEXcode GO so that their Code Base float moves around the parade route. Students should use the poster or whiteboard list created during the Acts & Asks to remind them about the coding requirements for their project.

2. Model
   Model for students how to begin writing pseudocode to plan for their movements around the parade route. Once the students have completed their pseudocode, they will need to transfer their pseudocode into [Comment] blocks in VEXcode GO. Ensure students have completed the following steps:

   • Launch VEXcode GO

   • Connect their GO Brain to their device
     Note : When you first connect your Code Base to your device, the Gyro built into the Brain may calibrate, causing the Code Base to move on its own for a moment. This is an expected behavior, do not touch the Code Base while it’s calibrating.

   • Name the project, Parade Route, and saved the project

   • Configure a Code Base
     Model for students how to add [Comment] blocks into the project. Students will need one [Comment] block for each line of pseudocode. So, if they have eight lines of pseudocode, they will need eight
     [Comment] blocks. Model for students the ?rst three lines of the example. Once students have transferred their pseudocode, they will add Drivetrain blocks. Remind students that the [Comment] blocks are used to organize their projects and they will not execute behaviors. They will need to add Drivetrain blocks to make their Code Base move.

   • Have students add a [Drive for] block under the first [Comment] block.

   • Then, have students adjust the parameters to match what is called for in the [Comment] block. In this case, that is 450 millimeters (mm).

   • Instruct students to continue adding the matching blocks throughout their pseudocode.

   • As students complete their projects, have them start and test their code on their test parade route setups.

3. Facilitate

   • Facilitate a discussion with the students by asking the following questions:
   • Is the parade float able to move for the entire parade route?
   • How far does your robot have to move for the entire parade route?
   • Does your robot need to make any turns? If so, what direction?
   • Can you explain what each command in your project is doing?
   • Is your parade float moving in a way that you didn’t expect?

4. Remind
   Remind groups that this is not a competition but a celebration of engineers solving a real problem.

5. Ask
   Ask about other times they have tried and had a project not work out. How did they solve the problem?

Mid-Play Break & Group Discussion

As soon as every group has tested their VEXcode project, come together for a brief conversation. Students will take a quick gallery walk to see other teams ?oats and how they coded their Code Base.

Part 2 – Step by Step

1. Instruct
   Instruct each group that they will be showing off their floats on the classroom parade route.

2. Model

   • Model using a group’s float, how to set the float on the correct starting point.
   • Assign each group a position in the float lineups so groups know when it is their turn to run in the parade.
   • Model for students, using a group’s float, where the first float needs to be before the next group starts their project.
   • Once a float makes the first right turn, the next float can begin moving in the parade.
   • One person from each group will need to collect their Code Base when it reaches the end of the parade route.

3. Facilitate
   Facilitate a conversation during the parade by asking students questions.

   • What is your favorite part about this float?
   • What commands do you think this group used in their project?

4. Remind
   Remind groups to keep space between themselves and the parade route. Only groups actively sharing their float should be near the route.

5. Ask
   Ask students what they thought about the parade.

   • How could we change our floats to make one classroom theme for the parade? (all types of flowers, a parade of holidays or countries, etc).
   • What if we ran the parade route in reverse? How would you need to change your project?

Optional: Teams may deconstruct their float if needed at this point in the experience.

Share

Show Your Learning

Discussion Prompts

Observing

• What worked with your float?
• If you had more time to work on your float, what would you change?

Predicting

• How do you think your group solved an authentic problem?
• How did your group use the design process?
• What was your group’s greatest success?

Collaborating

• What successes did your group accomplish by working together?
• What challenges did your group have while working together?
• What does your group still want to know or fix about this parade float?

VEX GO – Parade Float – Lab 3 – Float Celebration
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