Get Around Town

NOTE: This lesson will extend over two 45-minute class sessions.

• Review the Get Around Town 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 language arts extension. Please refer to the Extension section below for further information.

PART A (45 Minutes)

• Facilitate a quick discussion about different modes of transportation.
  • Talk with your pupils about the modes of transportation they have built and programmed in the previous lessons.
  • Ask questions like these: What other modes of transportation could be used to get around a town?
• Introduce your pupils to the team and the challenge: brainstorming different ways of getting to Spike Castle.
• Distribute a brick set, any additional brainstorming materials, and a device to each group.

• Have your pupils use the LEGO^® Education SPIKE^™ App to guide them through their first challenge:
  • Create a way for the team to get to Spike Castle. Use at least one motor or sensor (i.e. Colour Sensor or Light).
• Your pupils can brainstorm using the LEGO bricks supplemented with additional materials. Encourage them to think of multiple solutions.

• Facilitate a sharing session in which your pupils present their initial ideas and provide feedback and suggestions to their peers.

PART B (45 Minutes)

• Have your pupils build, program, and test the prototypes and ideas that they came up with during the brainstorming session in Part A of this lesson.
• Remind them to use at least one motor or sensor.
• Encourage them to test and refine their models and programs over 2-3 iterations.
• You can find coding and building help in the Tips section below.

• 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.
• Have your pupils tidy up their workstations.

Observation Checklist

• Measure your pupils’ proficiency in applying their computational thinking skills to completing the given task.
• 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 design, build, and program a solution.
- Blue: I can design, build, and program a solution.
- Green: I can design, build, and program a solution, 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

• There are no coding instructions or Inspiration Coding Blocks for this lesson.
  • Encourage your pupils to experiment and find their own solutions.

Model Tip

• There are no building instructions or Inspiration Images for this lesson.
  • Encourage your pupils to create their own models.
  • If they require further guidance, refer them to the building instructions for the previous lessons in this unit.
• There is no right or wrong model for this lesson.
  • Your pupils can create entirely new models, find inspiration in the models from the previous lessons or simply recreate models from earlier lessons.

Simplify this lesson by:

• Reading the Get Around Town story from the LEGO^® Education SPIKE^™ App aloud to your pupils
• Giving your pupils the building instructions from the previous lessons to use as inspiration for their new ways of getting to Spike Castle

Increase the difficulty by:

• Using additional motors or sensors
• Creating two unique programs that move in two different ways to get to Spike Castle

• Have your pupils write a story about how the team got to Spike Castle. Tell them to use dialogue and descriptions where it is appropriate.

If facilitated, this will extend beyond the 90-minute lesson.

ACELA1477
Examine how evaluative language can be varied to be more or less forceful