The Fast Lane
Help Leo enter the amusement park through the Fast Lane!
- Review the Fast Lane lesson in the LEGO® Education SPIKE™ App.
- If you feel that it would be beneficial, pre-teach these related vocabulary words: brainstorm, build, challenge, create, program and upgrade.
- 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 more information.
(Whole Class, 5 Minutes)
- Facilitate a quick discussion about brainstorming.
- Talk with your pupils about going to an amusement park and seeing a long queue at the entrance.
- Ask questions like these: What could you do to make it more fun to stand in the queue? How could you avoid standing in that long queue?
- Introduce your pupils to the story’s main characters and the first challenge: switching on the Fast Lane’s light.
- Distribute a brick set and a device to each group.
(Small Groups, 30 Minutes)
- Have your pupils use the LEGO® Education SPIKE™ App to guide them through their first challenge:
- Create and test the program that switches on the light when Leo shows his yellow ticket to the Colour Sensor.
- Have your pupils iterate and test their models to complete the next two challenges in the app:
- Program the Fast Lane to react differently when Leo shows his yellow ticket to the Colour Sensor.
- Upgrade the Fast Lane for Leo.
- You can find coding and building help in the Tips section below.
(Whole Class, 5 Minutes)
- Gather your pupils together to reflect on their completed challenges.
- Ask questions like these: What did you do for Leo? How did you upgrade the Fast Lane?
(Whole Class, 5 Minutes)
- Prompt your pupils to discuss and reflect on how brainstorming helped them to think of ways to upgrade the Fast Lane.
- Ask questions like these: How did you come up with ideas for upgrading the Fast Lane? Why do you think it's important to come up with more than one idea?
- Have your pupils tidy up their workstations.
(Ongoing Throughout the Lesson)
- Ask guiding questions to encourage your pupils to ‘think aloud’ and explain their thought processes and reasoning in the decisions they’ve made while building and programming their models.
- Measure your pupils’ proficiency in brainstorming new ideas.
- Establish a scale that suits your needs. For example:
- Requires additional support
- Can work independently
- Can teach others
Have each pupil choose the brick that they feel best represents their performance.
- Yellow: I think that I can brainstorm new ideas.
- Blue: I can brainstorm new ideas.
- Green: I can brainstorm new ideas, and I can also help a friend to do
- 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'd like to hear more about how you…
- After your pupils have completed their first challenge, they'll be provided with three Inspiration Coding Blocks, which will help them to modify their programs.
- The Inspiration Coding Blocks are intended to spark their imaginations as they experiment to find their own solutions.
- After your pupils have completed their second challenge, they’ll 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 different Colour Sensor Blocks to the Programming Canvas to react to different-coloured tickets
- Exploring new and different Coding Blocks in the program
- Have your pupils create videos of different things Leo can do while he's waiting in the queue to enter the amusement park.
If facilitated, this will extend beyond the 45-minute lesson.
Language Arts: National Curriculum English En2/1e Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
The pupils will:
- Practise brainstorming in order to generate ideas
- Practise helping a story character
- Describe key ideas or details from a text
(one for every two pupils)
- LEGO® Education SPIKETM Essential Set
- Device with the LEGO® Education SPIKE™ App installed
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
- participate in discussions, presentations, performances, roleplay/improvisations and debates
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
Download, view or share as an online HTML page or a printable PDF.