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Classroom Teachers Guide for Grades 4-6

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Written by practicing
elementary school teachers
Autonomous programming
tasks in Graphical RobotC
Remote/Driver-Control team
alliance matches
Proven instructional strategies
& classroom management

VEX IQ Classroom Teachers Guide for Grades 46

Copyright 2016 by Vista Teach Instructional Services
All rights reserved. No part of this manual may be reproduced or transmitted in any form or by any means, physical or electronically, without the
prior written permission of the authors.
VEX and VEX Robotics are trademarks or service marks of Innovation First International, Inc., which does not sponsor, authorize, or endorse this
manual.
The information in this manual is distributed on an as is basis, without warranty. Although every precaution is taken to ensure the accuracy of
this information, the authors assume no liability to any person or entity with respect to loss or damage caused, or alleged to be caused directly or
indirectly, by the information in this manual.

ABOUT THE AUTHORS

Sue Sorrentino and Donna Chaback are the Co-Directors of Vista Teach Instructional Services based in Rochester, NY.
Sue and Donna have years of corporate engineering experiences in addition to their many years of classroom teaching in
public and independent schools, grades K-8 (and college). In 2012, Vista Teach partnered with Allendale Columbia School
with providing a STEM Education program for all Lower School students in grades K through 5. Throughout the summer
months, the STEM Team continues to also provide their popular Summer Robotics & Engineering Camps along with International STEM Programs for their hundreds of students in grades 2 through 10.
Over the years, the STEM Team at Vista Teach has continued to form numerous global, corporate, organizational, and collegiate partnerships with dynamically developing comprehensive and relevant STEM Education programs and curricula.
In addition, Sue and Donna are highly requested conference speakers with sharing their daily classroom teaching experiences and expertise, including: (1) instructional excerpts from their comprehensive & systematic approach to implementing a grade-by-grade continuum of Engineering Education with repurposing robotics systems & electronic components
across multiple classrooms and grade levels; (2) proven instructional strategies infused with professional practices from
their years in corporate engineering; (3) effective classroom management and efficient equipment and materials organization absolutely necessary with successfully integrating the use and management of numerous, high-end, structural and
electronic components in todays classrooms of young, energetic, and diverse learners.
Throughout their Professional Development Workshops, Sue and Donna have become known for taking the mystery out
of teaching robotics in their comprehensive, yet teacher-friendly approach, to Engineering Education
The Vista Teach STEM Team is most passionate about advocating the urgency of developing STEM fluency in the early elementary years for sustaining interest, and building competency, in the STEM disciplines as students progress onto their
middle and high school years.
In recognition of their innovative STEM programs, Vista Teach was awarded the Corporate K-12 STEM Innovation Award
at the invitation-only, 2014 Annual Forum of the International Association for STEM Leaders in Washington, DC.
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Forward
Curriculum Overview
Initial Unit Planning
deciding on your initial service delivery model
ordering equipment + supplies
other equipment + supplies acquisitions and set-up
Upon Receipt of Equipment:
unboxing and set-up
organizing your VEX IQ Robotics Kits
constructing your instructional demo robot
Unit Support Materials (Overview)
MODULE 1 Unit Introduction + MODULE 2 Robot Construction
Lesson Preparation for MODULE 1 + MODULE 2
Lesson Procedure 1: Introduce the Engineering Design Process and the VEX IQ Robot
Lesson Procedure 2: Introduce the VEX IQ Robotics System Components
Lesson Procedure 3: Robot Construction
Lesson Procedure 4: Introducing Graphical ROBOTC Programming Software
MODULE 3 Instructional Lessons and Programming Tasks
Lesson Preparation for MODULE 3
Troubleshooting Notes
Lesson 1: Introduction to Programming Robot Navigation
Lesson 2: Programming Turns
Lesson 3: Repeat Programming Commands
Lesson 4: Bump Switch & Touch LED; Program Flow Blocks
Lesson 5: Distance Sensor
Lesson 6: Autonomous Programming Challenge
MODULE 4 Introduction to Remote/Driver-Control
Lesson Preparation & Procedures for MODULE 4
Driver Control Challenge
End-of-Unit Robot Deconstruction/Parts Inventory and Unit Review
APPENDIX Unit Support Materials and Student Lesson Sheets

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Congratulations on bringing an exciting STEM Education program to your young students! This instructional manual was
written by practicing elementary school teachers for practicing elementary school teachers. As certified teachers who
have years of instructional experiences in our own homeroom classrooms, we know the realities of adding yet another
content area of study to your already very full teaching schedules. At the same time, it has been a remarkable academic journey for us with building on a culture of curiosity and with further cultivating the risk-taking mindset of young
children. What better time is there to begin developing STEM fluency for sustaining interest in the STEM disciplines as
students progress onto their middle and high school years?
Yet, the very idea of teaching Robotics can also be rather intimidating for elementary teachers in their classrooms filled
with young, energetic, and diverse students. We understand. Weve been there and, still are! Incorporating our many
years of classroom experiences with teaching Robotics, all of our curricula is designed to be teacher-friendly as well as,
effectively implemented, in elementary school classrooms. We are excited to support classroom teachers with making
Robotics and Engineering Education accessible to ALL students - not just the few in after school programs or on competitive teams.
Providing instruction in Robotics physical computing is a powerful, hands-on learning experience for all students. As
you also know, young learners are naturally drawn to touching anything and everything. Given the opportunity to physically manipulate their learning actively engages students in making more meaningful connections across the content
areas.
There is an almost overwhelming wealth of Robotics instructional resources already available for teachers with often
begging the questions of what system to use, where to begin, how to choose specific instructional lessons, and what to
eliminate with limited classroom instructional time. In addition, this specific unit of study often falls into unchartered
territory and proves challenging to plan for with trying to imagine the realities of classroom implementation. Our suggestion is to first begin with implementing the introductory-level, instructional modules in this guide. As you become more
familiar and experienced with the VEX IQ Robotics System and, what works best for you and your students, you will be
well-positioned with taking advantage of the many other resources available for further expanding your instructional
program (as desired). In addition, and equally exciting, you and your students will discover the many content area connections that are easily made throughout this unit of study.
Our instructional curriculum does not include additional support activities as the unit learning objectives are very specific
to robot construction, autonomous programming for robot navigation and manipulation as well as with driver (remote)
control with concurrently building teamwork and collaborative skills. Providing young students the opportunity to physically construct, program, and drive a proven robot design (the IQ Clawbot) offers valuable learning experiences. In this
meaningful context, students gain conceptual as well as applied knowledge on the use and functions of the many structural and electronic components involved in the design and construction of smart robots programmed with motors and
sensors, leading to successful robot navigation and manipulation.
In addition, we do not delve into advanced programming features nor complex explanations on the IQ Robot systems
and data. There are many resources, already available, you can draw from when you are ready and interested in further
pursuing more advanced content concepts.
What we DO provide is a very concise and systematic approach to teaching Robotics including the needed essentials for
implementing an engaging and meaningful learning experience for your students as well as, a very positive and rewarding teaching experience for you. Our curriculum provides for proven instructional strategies, effective classroom management techniques along with, efficient equipment and materials organization absolutely necessary with successfully
integrating the use and management of numerous, high-end structural and electronic components. We cut right to the
chase so your eager students can begin an exciting and hands-on Robotics Unit within a very structured and well-managed classroom learning environment.

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Following this guide, students learn how to build smart robots programmed with motors and sensors. Working collaboratively in their teams of two, each student is assigned individualized Programming Tasks to complete along with, also
documenting their learning. This in turn, will provide you data for assessing both teamwork as well as individual student
performance results with supporting documentation.
This instructional manual provides you with a comprehensive, sequential, and step-by-step guide for implementing a
hands-on, introductory level course on the VEX IQ Robotics System, including: (1) efficient equipment and materials
organization and management; (2) strategies and resources for effectively guiding students in the construction of their
smart robots; (3) instructional lessons and autonomous Programming Tasks using the included system Smart Motors
and Sensors with the supplemental, Graphical ROBOTC programming software; and, (4) specific driver-control activities,
including team alliance matches, utilizing the VEX IQ Remote Control.

Everything
is included for launching a successful, introductory unit of study from first unboxing
your construction sets and efficiently setting up your classroom to running exciting, end-of-unit, team alliance matches
modeled directly after official VEX IQ Robotics Tournaments!

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The following SUPPORT MATERIALS are included in each of the VEX IQ Robotics Super Kits
VEX IQ Control System User Guide
VEX IQ Build Instructions (Manual)
Note: Electronic PDF has been modified by Vista Teach with replacing all parts
numbers with the actual part names and is provided as a separate PDF document

POSTER: 228-2500 Super Kit Contents & Build Tips

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The following SUPPORT MATERIALS are created by Vista Teach Instructional Services

Disciplines
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MODULE 3 Instructional Lessons and Programming Tasks

APPROXIMATE INSTRUCTIONAL/CLASSROOM HOURS
1. Plan on about 6 hours, possibly more, for completing MODULE 3
2. We recommend keeping track of the time it takes for completing this module for future reference
3. You can easily eliminate some lessons if you are tight for time and, at the same time, you can easily expand some
lessons for additional time with autonomous programming
4. Please note that not all sensors are used in this introductory level, teaching guide
EQUIPMENT & TECHNOLOGY
1. Instructional (Demo) Robot
2. Instructional Computer & Projection System
Be sure you have Graphical ROBOTC programming software installed on instructional and classroom computers
Prepare electronic copies of all Instructional Lesson Sheets as well as all Unit Support Materials for projection
(APPENDIX section)
3. Student Clawbot Robots & Charging Station
4. One laptop computer for each team of 2 students with Graphical ROBOTC programming software installed
5. Be sure to have Downloading Cables at computer stations
6. 4 x 8 VEX IQ Tiles/Tournament Table can use right away or wait until LESSON 4

MATERIALS & SUPPLIES

Unit support documents, listed below, can be found in the APPENDIX section:
1. One copy for each, individual student (to be distributed as you progress through
each lesson):
LESSON 1 Programming Tasks: INTRO TO PROGRAMMING ROBOT NAVIGATION
LESSON 2 Programming Tasks: PROGRAMMING TURNS
LESSON 3 Programming Tasks: REPEAT PROGRAMMING COMMANDS
LESSON 4 Programming Tasks: BUMP SWITCH & TOUCH LED; PROGRAM FLOW
BLOCKS (2 pages)
LESSON 5 Programming Tasks: DISTANCE SENSOR
2. Teacher copy of (2-page) Programming Task Check-Outs: DETAILS - place on clipboard
3. One copy for each, student team (to be distributed at the beginning of LESSON 6: AUTONOMOUS PROGRAMMING
CHALLENGE)
Autonomous Programming Challenge Game Rules (2 pages): We recommend placing the two sheets, back-toback inside a plastic sleeve (or laminate together) for reusing
Autonomous Programming Challenge Scoring Sheets (2 pages)
4. Supply of Pencils
5. Supply of Meter Sticks
6. One roll, -inch Painters Tape: on classroom flooring or the surface of the Tournament Table, outline rectangles
made up of two, adjoining 45 cm squares; the figure can also be used for robot navigation Starting Positions for
several Programming Tasks
LESSON PREPARATION
Referring to the following Lesson Procedures and programming sample answers provided, complete all Programming
Tasks, LESSONS 1 through 6 prior to instructing this MODULE.
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ON

MODULE 3 Instructional Lessons

and Programming Tasks

LESS

INSTRUCTIONAL PROCEDURE: LESSON 3 REPEAT PROGRAMMING COMMANDS

LESSON 3 CONCEPTS
Program Flow Commands:
repeat a loop used to repeat a sequence of statements for a specified number of times
Example: A Ferris Wheel ride programmed to run 5 full rotations for each group of riders
repeat (forever) a loop used to repeat a sequence of statements forever
Example: Security system cameras can be programmed to run continuously with video-recording a specified area
repeatUntil a loop used to repeat a sequence of statements until a specified condition is true (may be used in following lesson)
Example: Automobile airbag safety sensors are programmed to keep checking conditions until a collision condition is
detected and airbag is deployed
PROGRAMMING TASKS:
LESSON PROGRAMMING TASKS focus on repeating Forwards, Waits, and Turns 4 times for navigating a square, and repeating 2
times for navigating a rectangle

LESSON 3 PROCEDURE (*Note: Be sure to set up square/rectangle outlines with Painters Tape on classroom floor)
1. Open Graphical ROBOTC.
a) Introduce new programming blocks for this lesson.
2. On projection unit, display Student Sheet: LESSON 3 Programming Tasks.
a) Provide an overview on how students will be completing their individual LESSON
Sheet.
3. Provide students their individual copies of Student Sheet: LESSON 3 Programming Tasks.
4. Direct students to use the Painters Taped, square/rectangle outlines on the classroom
floor for testing robot performance results.
5. Review teamwork expectations; check for understanding and any questions.
6. Direct students to begin with one teammate gathering battery & robot while the other
teammate opens up Graphical ROBOTC

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LESSON 3 PROGRAMS
Keep in mind that there may be variations with specific parameter inputs such as: unit type (degrees, rotations, time),
speed/power, etc., in the programs below compared to the programs you and your students create. Robot navigation on
different surface areas will affect tire friction and programming parameter inputs. The added variations in each motor
and charged battery levels also affect robot performance. In addition, performance results and programming may vary
depending on exactly where the robot is placed in the starting position (front tire placement right before the tape line or
directly on the tape line). It is important to note that the position of the robot arm/claw also affects robot performance.
Keep in mind that the objective is for each teams robot performance to meet the specified task requirements. Do not
expect all team programs to be identical.
The specific Programming Tasks in each of the LESSONS are easily modifiable and expandable to differentiate with meeting the instructional needs of your students as well as with adding your own instructional creativity!
TMA = Team Member As initials
TMB = Team Member Bs initials

We recommend placing the (2) Programming Task Check-Out DETAILS sheets on a clipboard
for easy referral on the expected robot performance for each Programming Task.

ON THE NEXT PAGE, REFER TO the Teacher Copy of the Student Sheet:
LESSON 3 Programming Tasks: REPEAT PROGRAMMING COMMANDS
LESSON 3 concept questions and answers
LESSON 3 Programming Task specific requirements for the programs below
*SAMPLE PROGRAM - There are many programming variations possible - confirm robot performance is correct!

PT3_1
Check-Out

*SAMPLE PROGRAM - There are many programming variations possible - confirm robot performance is correct!

PT3_OC
Check-Out

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www.idesignsol.com
Scott Read:
Scott@idesignsol.com
1-877-730-4770