SPIKE™ Essential

River Ferry

Help Daniel reach the Spike Tower by programming the river ferry to move!

30-45 min.
Beginner
Year 4-6
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Prepare

  • Review the River Ferry lesson in the LEGO® Education SPIKE App.
  • If you feel that it would be beneficial, pre-teach these related vocabulary words: improve, modify, program, sequence, test 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 maths extension. Please refer to the Extension section below for further information.

Engage

(Whole Class, 5 Minutes)

  • Facilitate a quick discussion about creating a sequence in order to complete an activity.
    • Talk with your pupils about a situation in which they had to follow a sequence in order to reach a destination, like their classroom or a playground.
    • Ask questions like these: When you want to go from one classroom to another, how do you get there? How do you know how to get there?
  • Introduce your pupils to the story’s main characters and the first challenge: sending the river ferry to the Spike Tower.
  • Distribute a brick set and a device to each group.

Explore

(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 sends the river ferry to the Spike Tower.
  • Have your pupils iterate and test their models to complete the next two challenges in the app:
    • Modify the program to improve the river ferry ride.
    • Upgrade the river ferry for Daniel’s next journey.
  • You can find coding and building help in the Tips section below.

Explain

(Whole Class, 5 Minutes)

  • Gather your pupils together to reflect on their completed challenges.
  • Ask questions like these: What steps did you follow to send the river ferry to Spike Tower? What did you modify in order to improve the river ferry ride?

Elaborate

(Whole Class, 5 Minutes)

  • Prompt your pupils to discuss and reflect on the process of creating a sequence to solve a problem.
  • Ask questions like these: Why does it help to break a problem down into smaller parts when you're trying to solve it? How can you use these smaller parts to create a sequence?
  • Have your pupils tidy up their workstations.

Evaluate

(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.

Observation Checklist

  • Measure your pupils’ proficiency in developing a sequence to solve a problem.
  • 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 develop a sequence to solve a problem.
  • Blue: I can develop a sequence to solve a problem.
  • Green: I can develop a sequence to solve a problem, and I can also
    help a friend to do it.

Peer Feedback

  • In their small groups, have your pupils discuss their experiences of working together.
  • Encourage them to use statements like these:
    • I liked it when you…
    • I'd like to hear more about how you…

Tips

Coding Tips

  • 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.
Gecko U3L1_ICB_1 - en-gb
Gecko U3L1_ICB_1 - en-gb
Gecko U3L1_ICB_2 - en-gb
Gecko U3L1_ICB_3 - en-gb

Model Tip

  • 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.
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There are no specific building instructions for this challenge.

Differentiation

Simplify this lesson by:

  • Reading the River Ferry story and instructions from the LEGO® Education SPIKE App aloud to your pupils
  • Selecting one Inspiration Image to help your pupils to change their models

Increase the difficulty by:

  • Exploring new and different Coding Blocks in the program
  • Adding the Light to the river ferry

Extension

  • Ask your pupils to create a timetable for the river ferry, including departure and arrival times, and travel time. Have them use their timetables to talk about when to take the river ferry.

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

Maths: National Curriculum Maths Ma3/3.1 Measurement d, e, f & g

Teacher Support

The pupils will:

  • Develop a sequence to solve a problem
  • Decompose problems into smaller parts
  • Recount an experience using relevant facts and descriptive details

(one for every two pupils)

  • LEGO® Education SPIKETM Essential Set
  • Device with the LEGO® Education SPIKE App installed

National Curriculum

Computing
Co2/1.1

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

English
En3/3.3b
Draft and write by:

  • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
  • organising paragraphs around a theme
  • in narratives, creating settings, characters and plot
  • in non-narrative material, using simple organisational devices

Maths
Ma3/3.1d

  • tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks
  • Ma3/3.1e*
  • estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o'clock, am/pm, morning, afternoon, noon and midnight
  • Ma3/3.1f*
  • know the number of seconds in a minute and the number of days in each month, year and leap year
  • Ma3/3.1g*
  • compare durations of events

Pupil Material

Student Worksheet

Download, view or share as an online HTML page or a printable PDF.