VEXcode Beginner Pacing Guide

Weekly Pacing with Indiana Standards Alignment
Week 1: Introduction to Robotics & Coding
Objectives
• Identify what a robot is and what it can do
• Navigate the VEXcode interface
• Explain that programs control robot behavior
Key Activities
• Robot/VR demo and discussion
• Explore VEXcode workspace (Run/Stop/Blocks)
• Drag and snap blocks (practice without motion)
Indiana Standards Alignment
• 3-5.CD (Computing Devices & Systems): identify and describe functions of hardware/components
• 3-5.PA (Programs & Algorithms): use steps of algorithmic problem solving
Assessment / Evidence of Learning
• Exit ticket: define ‘robot’ and list 3 robot parts
• Teacher observation checklist (navigation and block use)
Week 2: Movement Basics
Objectives
• Program forward/backward motion
• Relate distance/speed/time in movement blocks
Key Activities
• Drive forward for a set time/distance
• Straight-line accuracy challenge
• VEXcode VR: basic movement playground
Indiana Standards Alignment
• 3-5.PA: create and test simple algorithms using sequences
• 3-5.DI: use simulation to explore/solve a problem (VR option)
Assessment / Evidence of Learning
• Robot moves forward as intended
• Student explains what each block does
Week 3: Turning & Sequencing
Objectives
• Turn left/right with precision
• Explain how order of commands changes output
Key Activities
• Program a square or rectangle path
• Robot ‘dance’ pattern (move + turn)
• Debug a mixed-up sequence
Indiana Standards Alignment
• 3-5.PA: build ordered sequences and explain outcomes
Assessment / Evidence of Learning
• Program follows correct order
• Student can fix an incorrect sequence
Week 4: Loops (Repeating Actions)
Objectives
• Use repeat loops to simplify code
• Compare efficiency of loop vs repeated blocks
Key Activities
• Make a square using a loop
• Compare long code vs looped code
• VR loop challenge
Indiana Standards Alignment
• 3-5.PA: use loops to repeat actions efficiently
Assessment / Evidence of Learning
• Uses a repeat loop correctly
• Explains why loops are helpful
Week 5: Conditionals & Sensors (Intro)
Objectives
• Use if statements to make decisions
• Use a basic sensor input (touch/distance)
Key Activities
• Stop when touching a wall
• Avoid obstacle using distance sensor
• Predict-then-test sensor behavior
Indiana Standards Alignment
• 3-5.PA: use conditionals to control program behavior
• 3-5.CD: explain how hardware (sensors) and software interact
Assessment / Evidence of Learning
• Conditional triggers correctly
• Student explains condition in their own words
Week 6: Events & Controls
Objectives
• Use events (e.g., button pressed) to trigger actions
• Create simple manual control or start/stop behavior
Key Activities
• Drive robot using controller events
• Create start/stop program
• VR controller challenge
Indiana Standards Alignment
• 3-5.PA: create programs with events
• 3-5.CD: use software tools to create computational artifacts
Assessment / Evidence of Learning
• Program responds to input as designed
• Student identifies event block purpose
Week 7: Debugging & Problem Solving
Objectives
• Identify common coding errors
• Test, revise, and improve programs through iteration
Key Activities
• ‘Broken code’ fix-it challenge
• Peer code review
• Use Predict → Test → Fix routine
Indiana Standards Alignment
• 3-5.PA: test and refine programs; debug errors
Assessment / Evidence of Learning
• Student successfully fixes at least one bug
• Uses debugging vocabulary appropriately
Week 8: Culminating Mini Project
Objectives
• Apply sequences, loops, and conditionals/events to solve a problem
• Communicate design choices and results
Key Activities
• Choose a project: obstacle course, delivery challenge, robot dance, or VR maze
• Build, test, and refine
• Present and reflect
Indiana Standards Alignment
• 3-5.PA: apply algorithms to solve problems
• 3-5.IC: describe how computing impacts everyday life
Assessment / Evidence of Learning
• Project rubric: code works, required blocks used, explanation/presentation
Week 9 (Optional): Showcase & Reflection
Objectives
• Share solutions and reflect on learning
• Set goals for next unit (advanced sensors, text coding, etc.)
Key Activities
• Class showcase or friendly competition
• Reflection worksheet
• Goal-setting discussion
Indiana Standards Alignment
• 3-5.IC: communicate about computing and its impacts
Assessment / Evidence of Learning
• Reflection completed with evidence of learning
Integrated Indiana Science & Engineering Process Standards (SEPS)
Robotics naturally supports Science & Engineering Process Standards through design challenges, iteration, and testing. Suggested connections include:
• SEPS.1 – Define problems and identify criteria/constraints.
• SEPS.2 – Develop and use models/tools (robot builds, code, simulations).
• SEPS.3 – Plan and conduct investigations; iterate on designs.
• SEPS.4 – Analyze results, identify sources of error, and improve solutions.
Differentiation
Support
• Partner programming
• Use block hints / templates
• Reduce steps and increase guided practice
• Provide challenge cards with visuals
Extensions
• Add sensors and more complex conditions
• Use variables (advanced)
• Introduce text coding after mastery of blocks
• Add time constraints or scoring rules
Materials Needed
• VEX IQ robots (or VEXcode VR)
• Student devices (computers/tablets)
• Open space or field tiles for challenges
• Printed rubrics and challenge cards (optional)