High Stick Hockey

• Review the High Stick Hockey lesson in the LEGO^® Education SPIKE^™ App.
• Consider the abilities and backgrounds of all your pupils. Differentiate the lesson to make it accessible to everyone. Please refer to the Differentiation section below for suggestions on how to do this.
• If time permits, plan and facilitate the maths extension. Please refer to the Extension section below for further information.

• Facilitate a quick discussion about ways of finding evidence that energy can be transferred from one place to another.
  • Talk with your pupils about what happens when a ball is thrown against a wall and ricochets off.
  • Ask questions like these: What happens to the ball when it ricochets off the side of the wall? What happens to the wall? What happens to the ball?
• Introduce your pupils to the story’s main characters and the first challenge: seeing how many goals they can score while playing the hockey game.
• Distribute a brick set and a device to each group.

• Have your pupils use the LEGO^® Education SPIKE^™ App to guide them through their first challenge:
  • Create and test the program to see how many goals they can make in three tries.
• Have your pupils iterate and test their models to complete the next two challenges in the app:
  • Modify the program to make the hockey game more fun.
  • Upgrade the hockey game to make it harder to score.
• You can find coding and building help in the Tips section below.

• Gather your pupils together to reflect on their completed challenges.
• Ask questions like these: How did you program the hockey game to score a goal? How did the energy being transferred from the hockey stick to the ball impact the ball's motion? How was the energy of the ball impacted when it collided with the wall?

• Prompt your pupils to discuss and reflect on the importance of observing and understanding how energy transfers.
• Ask questions like these: How can you use your knowledge of energy transfer to help score more points? In what other games do you see energy being transferred from one place to another?
• Have your pupils tidy up their workstations.

• Ask guiding questions to encourage your pupils to ‘think aloud’ and explain their thought processes and reasoning in the decisions they have made while building and programming their models.

Observation Checklist

• Measure your pupils’ proficiency in understanding and describing how energy can be transferred.
• Establish a scale that suits your needs. For example:
  1. Requires additional support
  2. Can work independently
  3. Can teach others

Self-Assessment
Have each pupil choose the brick that they feel best represents their performance.
- Yellow: I think that I can describe how energy can be transferred.
- Blue: I can describe how energy can be transferred.
- Green: I can describe how energy can be transferred, and I can also help a friend to do it.

Peer Feedback

• In their small groups, have your pupils discuss their experiences working together.
• Encourage them to use statements like these:
  • I liked it when you…
  • I would like to hear more about how you…

Coding Tips

• After your pupils have completed their first challenge, they will be provided with a map.
• Using the map, your pupils can experiment with the available Coding Blocks to modify their programs to follow the route for the trip.

Model Tip

• After your pupils have completed their second challenge, they will be provided with three Inspiration Images and an open-ended prompt, which will help them to improve their models.
• The Inspiration Images are meant to help spark their imaginations as they experiment and change their models.

There are no specific building instructions for this challenge.

Simplify this lesson by:

• Shortening the lesson to include only the first challenge
• Selecting one Inspiration Image to help your pupils to change their models

Increase the difficulty by:

• Adding ‘players’ or obstacles to the field
• Combining two groups to create a bigger hockey game

• Have your pupils record ten scoring attempts and compare their results. Tell them to write the number of goals as one fraction, and the number of saves as another fraction.

If facilitated, this will extend beyond the 45-minute lesson.

ACMNA058
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole