SPIKE™ Essential

Taxi! Taxi!

Leo needs help in getting to the art museum. Hail a taxi, and let’s go!

30-45 min.
Beginner
Year 4-6
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Prepare

  • Review the Taxi! Taxi! lesson in the LEGO® Education SPIKE App.
  • If you feel that it would be beneficial, pre-teach these related vocabulary words: backwards, debug, direction, forwards, frustrated and route.
  • 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 having to make a change in order to complete a task.
    • Talk with your pupils about taking different routes to get from one place to another, like between classrooms.
    • Ask questions like these: Would you be able to get to that classroom if you were only allowed to make right turns? What would you have to change in order to reach the other classroom?
  • Introduce your pupils to the story’s main characters and the first challenge: driving the taxi.
  • 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 drives the taxi.
  • Have your pupils iterate and test their models to complete the next two challenges in the app:
    • Modify the program to make the taxi follow the route on Leo’s map.
    • Design a new route for Leo’s next trip.
  • 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 were you thinking about as you modified the program to follow the route on Leo’s map? How was your program for Leo’s next trip different from the one that you made for Leo’s trip to the art museum?

Elaborate

(Whole Class, 5 Minutes)

  • Prompt your pupils to discuss and reflect on the process of testing a program in order to identify and fix errors.
  • Ask questions like these: Why is it important to test a program to make sure that it works as you’d intended? How can you use the results of your tests to improve the program?
  • 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 identifying and fixing errors within a program (testing and debugging).
  • 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 identify and fix errors within a program
    (test and debug).
  • Blue: I can identify and fix errors within a program (test and
    debug).
  • Green: I can identify and fix errors within a program (test and
    debug), 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 a map.
  • Using the map, they should experiment with the available coding blocks to modify their programs to follow the route for the trip.
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Differentiation

Simplify this lesson by:

  • Reading the Taxi! Taxi! 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
  • Creating routes for another group’s taxi to follow

Extension

  • Have your pupils record their taxi's path. Ask them to identify the shape that has been made by the taxi and investigate the shape's perimeter.

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

Maths: National Curriculum Maths Ma3/3.1 Measurement a & b

Teacher Support

The pupils will:

  • Identify and fix errors within a program (test and debug)
  • Explore two-dimensional shapes and angles
  • 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
Ma3/3.1a

  • measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
  • Ma3/3.1b*
  • measure the perimeter of simple 2-D shapes

Pupil Material

Student Worksheet

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