Coding Express Set

# Train Sound

In this lesson students will understand the function of each action bricks and how to use them to solve problems.

30-45 min.
Beginner
Reception-Year 1

## Engage

Ask the children if they have ever been to a train station.
Talk with the children about what they might have seen.

• How did you know when a train was approaching? (different trains will signal this in different ways. For example, a steam train will make a whistle sound, more modern trains may signal their arrival via a station announcement etc.)
• What made the trains move? (Trains use different sources of energy to move, such as wood, electricity, diesel / petrol, etc.)

Tell the children that they’re going to play another choo choo train game!
Have the children line up and put their hands on the shoulders of the person in front of them, just like they did last time.

Explain that when you say, “yellow light” they’ll make a “choo choo” sound and walk around the classroom.
When you say, “blue light” it means the train needs fuel; they should stop and make a “bloop bloop” sound to refill the train with fuel.

Tip: If the children are ready for a challenge, make the game more difficult by adding the red and green actions from the choo choo train game you played in the previous beginner lesson.

## Explore

Have each group pick a building card and build one of the models shown in the sidebar (e.g., a picnic area, petrol station, and train).
When the children have finished building, ask them to work together to build a double-ended track (using eight track pieces is recommended).
Let’s start the train!

Use some LEGO® DUPLO® figures as passengers.
Tell the children that the passengers would like to go from the picnic area to the petrol station.
Can you help them get to the gas station?

## Explain

Talk to the children about the action bricks.

• Where did you place the blue action brick(s) and why?
• Where did you place the yellow action brick(s) and why? (Try to tie this back to the Engage discussion; a steam whistle sound is a warning.)
• Can you describe the train’s journey? (i.e., the train started from…. and passed… and stopped at…)

## Elaborate

Encourage the children to build a longer track and to create more stops.
Pique their interest in using all of the action bricks in appropriate places.

• What happened when the train went over the white brick?
• Think about how you placed the action bricks and models along the track. Can you describe the train’s journey?

The white action brick turns the train’s light on and off. Print out the tunnel image and position it over the track (see sidebar for an example).
Place the white action bricks on both sides of the tunnel and ask the children to observe what happens when the train goes through the tunnel.

## Evaluate

Evaluate the children’s skills development by observing if they’re:

• Identifying cause and effect relationships
• Correctly sequencing numbers or events
• Observing and describing objects and events

## Teacher Support

Children will:

• Understand the function of action bricks
• Use action bricks to complete tasks
• Define the train’s journey (sequencing)

For up to six children

Each lesson has been developed using the science, science, mathematics, and technology guidelines from the National Association for the Education of Young Children (NAEYC), Head Start, and the 21st Century Early Years Learning skills.

The learning goals listed at the end of each lesson can be used to determine whether each child is developing the relevant skills. These bullet points target specific skills or pieces of information that are practiced or presented during each lesson.