Coding Express Set

First Trip

This getting started activity will allow the children to explore the action bricks and different bricks in the set.

30-45 min.
Beginner
PreK-K
First Trip
Teacher Support

Children will:

  • Understand the function of action bricks
  • Understand how to use the different types of bricks
  • Use action bricks to complete tasks

For up to six children

Each lesson has been developed using the science, math and technology guidelines from the National Association for the Education of Young Children
(NAEYC), the 21st Century Early Learning framework (P21) and Head Start Early Learning Outcomes Framework.

The learning goals listed at the end of each lesson can be used to determine whether or not each child is developing the relevant early math skills. These bullet points target specific skills or pieces of information that are practiced or presented during each lesson.

First Trip

Engage

Video preview

Ask the children if they’ve ever taken a train, subway, or tram.

Where did they go?
Tell them they’re going to play the choo choo train game!

  • Have the children line up and put their hands on the shoulders of the person in front of them.
  • Explain that when you say, “go” they’ll move around the classroom like a choo choo train, and when you say, “red light” they’ll slow the train down and stop.
  • Play a few rounds of the choo choo train game.

Explore

  • Have each group pick a building card and build one of the models shown in the sidebar.
  • When the children have finished building, ask them to work together to build a double-ended track.
  • Make sure the track is long enough to fit the train station and the destination (using eight track pieces is recommended).
  • Start at the train station and use a LEGO® DUPLO® figure as a passenger.
  • Tell the children that the passenger would like to go fishing at the harbor.
  • Can you help them get to the harbor?

Tip: The children don’t have to build what’s on the building cards. They can build any
destination they’d like.

The children are likely to stop the train one of three ways:

  • By hand, which they’ve learned in the getting started activities
  • Using the red action brick
  • Using the red stop brick

Explain

Show the three different ways of stopping the train.
Talk to the children about the red action bricks.

Ask questions like:

  • How many red action bricks did you use?
  • Where did you place the red action brick(s) and why?
  • Where did the train stop?

Elaborate

Encourage the children to build a longer track and to create more stops.
Pique their interest in using the green action bricks on the track.

Ask questions like:

  • What did you see when the train went over green bricks?
  • How can we help the train get back to the station?

Evaluate

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

  • Identifying cause and effect relationships
  • Observing and describing objects and events
  • Asking questions about concepts related to science and technology
Teacher Support

Children will:

  • Understand the function of action bricks
  • Understand how to use the different types of bricks
  • Use action bricks to complete tasks

For up to six children

Each lesson has been developed using the science, math and technology guidelines from the National Association for the Education of Young Children
(NAEYC), the 21st Century Early Learning framework (P21) and Head Start Early Learning Outcomes Framework.

The learning goals listed at the end of each lesson can be used to determine whether or not each child is developing the relevant early math skills. These bullet points target specific skills or pieces of information that are practiced or presented during each lesson.

The maximum quantity of an item that can purchased in each transaction is 99.

To inquire about purchasing more than 99 of one item, please call 800-362-4308.

To inquire about purchasing more than 99 of one item, please call 800-362-4738.