Boat Trip

• Review the Boat Trip lesson in the LEGO^® Education SPIKE^™ App.
• If you feel that it would be beneficial, pre-teach these related vocabulary words: challenge, change, program, push and robot.
• 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 language arts extension. Please refer to the Extension section below for further information.

• Facilitate a quick discussion about following a plan in order to complete an activity.
  • Talk with your pupils about how they would put on clothing to go outside.
  • Ask questions like these: What would you do first? What would you do next?
• Introduce your pupils to the story’s main characters and their first challenge: pushing the boat into the water.
• 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:
  • Make and try the program that pushes the boat into the water.
• Have your pupils iterate and test their models to complete the next challenge in the app:
  • Change the program to make the robot better.
• You can find help with coding in the Tips section below.

• Gather your pupils together to reflect on their completed challenges.
• Ask questions like these: What is the first thing you did to get the boat into the water? How did you change the program to make the robot better?

• Prompt your pupils to discuss and reflect on the process of following instructions.
• Ask questions like these: Why is it important to follow instructions? What happens if the steps are out of order?
• 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 following instructions to create a program.
• 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 follow instructions to create a program.
• Blue: I can follow instructions to create a program.
• Green: I can follow instructions to create a program 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.

Simplify this lesson by:

• Reading the Boat Trip story and instructions from the
  LEGO^® Education SPIKE^™ App aloud to your pupils
• Shortening the lesson to include only the first challenge

Increase the difficulty by:

• Creating a different way for the boat to get into the water
• Clicking Show Full Palette in the app to utilise more Coding Blocks

• Have your pupils write a story about Maria and Sofie’s boat adventure. Ask them to include two different events that happen while they are in the boat.

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

Language Arts: ACELA1443
Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others