LEGO® Education SPIKE™ Prime Set

Help!

Define a problem by observing a scenario.

30-45 min.
Beginner
Key Stage 3
Help!
Teacher Support

The pupils will:

  • Define a problem
  • Begin to establish criteria that will eventually lead to a solution

LEGO® Education SPIKE™ Prime Set

CAS Computing Progression Pathways

Programming and Development:
Designs, writes and debugs modular programs using procedures. (AL) (DE) (AB) (GE)

Programming and Development:
Knows that computers collect data from various input devices, including sensors and application software. (AB)

Information Technology:
Uses criteria to evaluate the quality of solutions, can identify improvements making some refinements to the solution, and future solutions. (EV)

Help!

1. Prepare

  • Read through the pupil material in the LEGO® Education SPIKE™ App.
  • If you feel that it's necessary, plan a lesson using the getting started material in the app. This will help to familiarise your pupils with LEGO® Education SPIKE™ Prime.

2. Engage (5 Min.)

  • Use the ideas in the Ignite a Discussion section below to engage your pupils in a discussion relating to this lesson.
  • Use the video to explain the lesson.

3. Explore (20 Min.)

  • Have your pupils work in pairs to build the Kiki the dog model.
  • Ask them to play the first programming stack and to describe what they think is happening.
  • Have them play the second programming stack.
  • Allow them one minute to make a list of all the possible problems Kiki could have with the new sounds.

4. Explain (5 Min.)

  • Have each team pair up to compare and discuss their lists. Steer the discussion towards defining a problem.

5. Elaborate (10 Min.)

  • Ask the teams to create a new ‘story’ and to define new problems by choosing their own sounds and updating their programs accordingly.
  • Don't forget to leave some time for tidying up.

6. Evaluate

  • Give feedback on each pupil's performance.
  • In order to simplify the process, you can use the assessment rubrics that have been provided.

Ignite a Discussion

Start a discussion about pets by asking whether any of your pupils have a pet at home. Briefly talk about some of their animals’ behaviour, focusing the discussion on how they can identify problems that their pet may be having, for example:

  • Has their cat ever made an odd sound?
  • Does their dog bark or growl?

Have your pupils watch this video to see what they're about to do.

Video preview

Building Tips

How does it work?
This model uses a Colour Sensor to detect and react to the colour of objects. The Colour Sensor can detect various colour. Find out more about the Colour Sensor in the help section of the SPIKE App.

Make It Your Own
Allow your pupils to personalise their models by adding bricks and other elements from around the classroom.

Coding Tips

Main Program

Other Programs

Differentiation

Simplify this lesson by:

  • Narrowing the options of where these stories are taking place (e.g. in a house, park or city street)

Take this lesson to the next level by:

  • Eliminating easy and obvious options (e.g. Kiki is barking because someone was at the door), thereby challenging your pupils to come up with some highly creative problem descriptions
  • Having the teams give ‘story sounds’ to each other and then comparing how the different teams define problems

▷ Note: a ‘story’ is a series of 3 sounds, one for each colour block

  • Having your pupils go through the full design process after defining the problem, in order to find a solution to the problem
  • Incorporating the language arts extension

Assessment Opportunities

Teacher Observation Checklist
Establish a scale that suits your needs, for example:

  1. Partially accomplished
  2. Fully accomplished
  3. Overachieved

Use the following success criteria to evaluate your pupils' progress:

  • The pupils are able to define problems based on various observations.
    The pupils are able to communicate the details of the problem that they observed.
  • The pupils are able to see the difference between defining a problem and defining a solution.

Self-Assessment

Have each pupil choose the brick that they feel best represents their performance.

  • Blue: I've identified one problem in each of Kiki’s stories.
  • Yellow: I've identified multiple problems in each of Kiki’s stories.
  • Violet: I've identified multiple problems in each of Kiki’s stories and described all of them in detail.

Language Arts Extension

To incorporate the development of language arts skills:

  • Have your pupils share their lists in various ways:

▷ As a presentation to the class
▷ As part of a class discussion
▷ In small groups of 8-10 pupils

  • Ask the pupils to give positive and constructive feedback to the other teams.

Note: This will require additional time.

Career Links

The pupils who enjoyed this lesson might be interested in exploring these career pathways:

  • Construction and Architecture (Architecture)
  • Business and Finance (Entrepreneurship)
  • Manufacturing and Engineering (Pre-Engineering)
Teacher Support

The pupils will:

  • Define a problem
  • Begin to establish criteria that will eventually lead to a solution

LEGO® Education SPIKE™ Prime Set

CAS Computing Progression Pathways

Programming and Development:
Designs, writes and debugs modular programs using procedures. (AL) (DE) (AB) (GE)

Programming and Development:
Knows that computers collect data from various input devices, including sensors and application software. (AB)

Information Technology:
Uses criteria to evaluate the quality of solutions, can identify improvements making some refinements to the solution, and future solutions. (EV)

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