| A | B | C | D | E | |
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1 | VEX GO STEM Lab Unit - Intro to Building | ||||
2 | Lab # | Standard | Code | Description | Where The Standard Is Reached |
3 | 1 | Next Generation Science Standard (NGSS) | NGSS 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Students will build the tallest tower using a limited number of pieces from the Kit. |
4 | 1 | 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. | Students will engage in a discussion during the Mid-Play Break to identify key physical features of the VEX GO pieces. They will use spatial language to create size and shape comparisons between pieces from the kit while sharing their drawings of the different parts. |
5 | 1 | International Society for Technology in Education (ISTE) | ISTE - (4) Innovative Designer - 4d | Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. | Throughout the entire lab, students will be working with pieces from the VEX GO Kit that they may have not manipulated before. They will engage in exploring what these different pieces are, and their purpose in an open-ended drawing exercise. |
6 | 1 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.7.F | Respond using newly acquired vocabulary as appropriate | Students will identify the VEX GO pieces and their features, in order to identify how they function in a build. |
7 | 1 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.6.7.F | Respond using newly acquired vocabulary as appropriate | Students will identify the VEX GO pieces and their features, in order to identify how they function in a build. |
8 | 1 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.13.E | Demonstrate understanding of information gathered | Students will identify the names and physical features of VEX GO pieces using spatial language |
9 | 1 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.6.13.E | Demonstrate understanding of information gathered | Students will identify the names and physical features of VEX GO pieces using spatial language |
10 | 1 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.A | Apply mathematics to problems arising in everyday life, society, and the workplace | Students will arrange pieces into functional categories: connection, structure, and movement |
11 | 1 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple Representations, including symbols, diagrams, graphs, and language as appropriate | Students will draw and label key kit pieces: pin, standoff, connector, beam, plate, angle beam, wheel, gear, and pulley |
12 | 1 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.A | Apply mathematics to problems arising in everyday life, society, and the workplace | Students will arrange pieces into functional categories: connection, structure, and movement |
13 | 1 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple Representations, including symbols, diagrams, graphs, and language as appropriate | Students will draw and label key kit pieces: pin, standoff, connector, beam, plate, angle beam, wheel, gear, and pulley |
14 | 2 | Next Generation Science Standard (NGSS) | NGSS 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Students will build the NASA Flagpole using a limited number of pieces from the Kit. |
15 | 2 | Next Generation Science Standard (NGSS) | NGSS 3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | Students will be given only a certain amount of VEX GO pieces to build a flagpole for their Astronaut. |
16 | 2 | 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. | Students will be encouraged by the teacher to use spatial language and spatial vocabulary throughout the lab. During the Mid-Play Break, students will be asked how their NASA Flagpole could have been designed stronger, and students will use spatial language while engaging in a discussion about stability and balance. |
17 | 2 | International Society for Technology in Education (ISTE) | ISTE - (3) Knowledge Constructor - 3d | Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. | Students will be presented with the real-world application of building a particular structure. They will be asked to design and build a flagpole for NASA under certain real-world issues, such as material constraints. |
18 | 2 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.1.C | Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; | Students will explain that pins and standoffs are used to attach components. |
19 | 2 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.7.F | Respond using newly acquired vocabulary as appropriate | Students will identify VEX GO pieces and their functions. |
20 | 2 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.6.1.C | Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively | Students will explain that pins and standoffs are used to attach components. |
21 | 2 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.6.7.F | Respond using newly acquired vocabulary as appropriate | Students will identify VEX GO pieces and their functions. |
22 | 2 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.B | Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution | Students will compare different solutions for how to build the flagpole, while taking the constraint of the number of pieces into consideration. |
23 | 2 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.G | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | Students will explain how they utilized standoffs and pins in their build, during informal and formal discussions |
24 | 2 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.B | Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution | Students will compare different solutions for how to build the flagpole, while taking the constraint of the number of pieces into consideration. |
25 | 2 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.G | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | Students will explain how they utilized standoffs and pins in their build, during informal and formal discussions |
26 | 3 | Next Generation Science Standard (NGSS) | NGSS 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Students will build the launch pad that spans the distance between two VEX GO Tiles using a limited number of pieces from the Kit. |
27 | 3 | 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. | Students will use spatial language and spatial vocabulary throughout the Lab. During the Mid-Play Break, students will be asked how their Launch Pad could have been designed stronger, and students will use spatial language while engaging in a discussion about stability and balance. |
28 | 3 | International Society for Technology in Education (ISTE) | ISTE - (5) Computational Thinker - 5c | Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. | Students design and build a launch pad model adhering to the criteria that it must bridge the gap between two VEX GO Tiles. Once students have their launch pad designs solidified. |
29 | 3 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.C | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems | Students will engage in dialogue with the teacher and other students throughout the Lab about the concepts of stability and balance. |
30 | 3 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.C | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems | Students will decompose their build to decide on the best method for explaining its assembly. |
31 | 4 | Next Generation Science Standard (NGSS) | NGSS 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Students will design and build two iterations of a spaceship in Play Part 1 and Play Part 2 to meet specific criteria and a constraint on time. |
32 | 4 | 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. | Students will use spatial language and spatial vocabulary throughout the lab. During the Mid-Play Break, students will be asked how changing criteria might affect their design of two spaceships. |
33 | 4 | Common Core State Standards (CCSS) | CCSS.ELA-Literacy.L.3.6 | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. | Students will be asked to engage in a conversation to describe how they designed the exposed spaceship in Play Part 1 and be asked how their designs will change to enclose the Astronaut. |
34 | 4 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.13.A | Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results | Students will be asked to describe how the gears interact with one another based on their position on the build |
35 | 4 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.13. E | Demonstrate understanding of information gathered | Students will discuss their designs and future ideas with the class, students will redesign their spaceships to fully enclose the Astronaut using the Engineering Design Process Organizers |
36 | 4 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.13. H | Use appropriate tools strategically. | Students are take new pieces from the VEX GO Kit and incorporate them into a functioning design. |
37 | 4 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.6.13.E | Demonstrate understanding of information gathered | Students will discuss their designs and future ideas with the class, students will redesign their spaceships to fully enclose the Astronaut using the Engineering Design Process Organizers |
38 | 4 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.B | Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution | Use their Engineering Design Process Organizer to plan how they will use the pieces (including the connectors) in their VEX GO Kits to create a build where the Astronaut is exposed. |
39 | 4 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.C | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems | Students will implement the iterative design process while designing a spaceship. |
40 | 4 | Texas Essential Knowledge and Skills (TEKS)-Math | 110.5.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple Representations, including symbols, diagrams, graphs, and language as appropriate | Students will work collaboratively with others by following agreed-upon rules, norms, and protocols; and |
41 | 4 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.E | Create and use representations to organize, record, and communicate mathematical ideas | Students will sketch their design while planning and labeling the parts of their building plan with the appropriate piece name. |
42 | 4 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.B | Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution | Use their Engineering Design Process Organizer to plan how they will use the pieces (including the connectors) in their VEX GO Kits to create a build where the Astronaut is exposed. |
43 | 4 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.C | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems | Students will implement the iterative design process while designing a spaceship. |
44 | 4 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate | Students to build a buggy with the criteria of functional, free-spinning wheels that would work if the buggy is rolled across a desk or table. |
45 | 4 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.E | Create and use representations to organize, record, and communicate mathematical ideas | Students will sketch their design while planning and labeling the parts of their building plan with the appropriate piece name. |
46 | 5 | Next Generation Science Standard (NGSS) | NGSS 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Students will design and build two iterations of the Mars Buggy in Play Part 1 and Play Part 2 with certain criteria and material constraints. Students will be limited by the constraint of the materials included in the VEX GO Kit, as well as the constraint of class-time allotted. |
47 | 5 | 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. | Students will use spatial language and spatial vocabulary throughout the lab. During each Mid-Play Break, students will be asked to describe their Mars Buggy. |
48 | 5 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.1.D | The student develops oral language through listening, speaking, and discussion | Students will build a buggy with functional wheels and then expanding their design to incorporate gears |
49 | 5 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.6.1.D | The student develops oral language through listening, speaking, and discussion | Students will build a buggy with functional wheels and then expanding their design to incorporate gears |
50 | 5 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.6.G | Make inferences and use evidence to support understanding | Students will communicate about their ideas or their processes in testing the various materials. |
51 | 5 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.13. H | Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results | Students will explain how they have changed their build between each trial. |
52 | 5 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.C | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems | Students will experiment with the wheels, axles, and other pieces from the VEX GO Kit through trials to understand how the pieces fit together. |
53 | 5 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple Representations, including symbols, diagrams, graphs, and language as appropriate | Students will sketch their design while planning and labeling the parts of their building plan with the appropriate piece name |
54 | 5 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.G | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | Students will document their testing by recording which parts they used and the outcome on their Data Collection Sheet. |
55 | 5 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.C | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems | Students will experiment with the wheels, axles, and other pieces from the VEX GO Kit through trials to understand how the pieces fit together. |
56 | 5 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple Representations, including symbols, diagrams, graphs, and language as appropriate | Students will sketch their design while planning and labeling the parts of their building plan with the appropriate piece name |
57 | 5 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.G | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | Students will document their testing by recording which parts they used and the outcome on their Data Collection Sheet. |
58 | 6 | Next Generation Science Standard (NGSS) | NGSS 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Students will be asked in Play Part 1 to design and build a Mars base that meets the specific criteria that the base is enclosed and stable for the Astronaut’s safety. Materials for the builds will be limited to the pieces available in the VEX GO Kit as a constraint for the students. |
59 | 6 | Next Generation Science Standard (NGSS) | NGSS 3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | Students will design and build their first Mars base. Students will compare builds with one another to see how well each group met the criteria and constraints. |
60 | 6 | 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. | Students will use spatial language and spatial vocabulary throughout the lab. During the Mid-Play Break, students will be asked how Mars Base could have been designed stronger, and students will use spatial language while engaging in a discussion about stability and balance. |
61 | 6 | Common Core State Standards (CCSS) | CCSS.ELA-Literacy.L.3.6 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | Students will explain how their base meets the criteria that the Astronaut is enclosed and that the build is stable. Students will use spatial language that emphasizes how the base encloses the Astronaut and how they combined parts to create this three-dimensional structure. |
62 | 6 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.1.D | The student develops oral language through listening, speaking, and discussion | Students will make statements using spatial language to reinforce and expand spatial language vocabulary |
63 | 6 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.6.G | Make inferences and use evidence to support understanding | Students will compare builds with one another to see how well each group met the criteria and constraints. |
64 | 6 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.7.E | Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating | Students will be encouraged to use this spatial language to explain their design strategy, orientation of pieces, and building methods. |
65 | 6 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.13.E | Demonstrate understanding of information gathered | Students will work together to design and build a Mars base that meets the specific criteria that the base is enclosed and stable for the Astronaut’s safety. |
66 | 6 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.5.13. H | Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results | Students will obtain peer feedback on their designs, that can be applied during Play Part 2 to make additional edits to their builds. |
67 | 6 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.6.1.D | The student develops oral language through listening, speaking, and discussion | Students will make statements using spatial language to reinforce and expand spatial language vocabulary |
68 | 6 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.6.6.G | Make inferences and use evidence to support understanding | Students will compare builds with one another to see how well each group met the criteria and constraints. |
69 | 6 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.6.13.E | Demonstrate understanding of information gathered | Students will work together to design and build a Mars base that meets the specific criteria that the base is enclosed and stable for the Astronaut’s safety. |
70 | 6 | Texas Essential Knowledge and Skills (TEKS)-ELA | 110.6.7.E | Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating | Students will be encouraged to use this spatial language to explain their design strategy, orientation of pieces, and building methods. |
71 | 6 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.C | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems | Students will demonstrate how their base meets the criteria that the Astronaut is enclosed and that the build is stable. Students will then use spatial language that emphasizes how the base encloses the Astronaut and how they combined parts to create this three-dimensional structure. |
72 | 6 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple Representations, including symbols, diagrams, graphs, and language as appropriate | Students will be encouraged to use this spatial language to explain their design strategy, orientation of pieces, and building methods |
73 | 6 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.5.1.G | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | Design, build, test, redesign, then modify their Mars bases from the first iteration to improve stability and increase size. |
74 | 6 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.C | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems | Students will demonstrate how their base meets the criteria that the Astronaut is enclosed and that the build is stable. |
75 | 6 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.D | Communicate mathematical ideas, reasoning, and their implications using multiple Representations, including symbols, diagrams, graphs, and language as appropriate | Students will be encouraged to use this spatial language to explain their design strategy, orientation of pieces, and building methods |
76 | 6 | Texas Essential Knowledge and Skills (TEKS)-Math | 111.6.1.G | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication | Design, build, test, redesign, then modify their Mars bases from the first iteration to improve stability and increase size. |