SPIKE™ Prime Set, BricQ Motion Prime

# Protect Our Produce

Apply Newton’s third law to design a solution that harvests produce from a tree, without causing damage from collision.

45-90 min.

## Prepare

• Review the activity brief in the Student Material section of this lesson.
• Print one activity brief per student group.
• If necessary, pre-teach related vocabulary words or concepts.
• If necessary, pre-teach the tutorial activities in the Start section of the LEGO® Education SPIKETM App to familiarize your students with the hardware and programming.
• Review the lesson plan and consider how to effectively manage the materials for your class. In particular, consider:
• When to distribute the activity briefs, brick sets, hardware, and devices
• Whether to remove the building instructions booklet from the LEGO® Education BricQ Motion Prime Set

## Engage

### (whole class, 5+ minutes)

• Facilitate a quick discussion about the topic of the activity brief.
• Use the “Think like a…” question(s) on the activity brief to activate your students' prior knowledge.
• Introduce your students to the activity brief and challenge.
• Brainstorm with your students to define the success criteria for this challenge
• Use the lesson's key objectives to create a list of success criteria together.

## Explore

### (small groups, 20+ minutes)

• Have your students use the example ideas from the activity brief as inspiration for their design ideas.
• Have each group select one design idea (of their own, or inspired by the example ideas) and build it.
• If they need additional help or guidance, refer them to the “Build it!” section of the activity brief.
• Have your students program their models to move and/or react.
• If they need additional help or guidance, refer them to the “Code it!” section of the activity brief.
• If some of the groups finish early, extend the activity by referring them to the “Challenge yourself!” question or prompt.

## Explain

### (whole class, 10+ minutes)

• Gather your students together to reflect on their work.
• Use questions and prompts like these:
• How does your model work?
• How does your program work?
• Why did you construct it this way?
• What would you do if you had more time?

## Elaborate

### (whole class, 10+ minutes)

• Prompt your students to discuss and reflect on the knowledge they've used to complete the challenge, or talk about some new ideas they've gained.
• Use the “Challenge yourself!” question or prompt to extend their understanding of the topic.
• Have your students clean up their workstations.

## Evaluate

### (as needed)

Ask guiding questions to encourage your students to “think aloud” and explain their thought processes and reasoning in the decisions they've made while ideating, building, and programming.

## Assessment Opportunities

Teacher Observation Checklist
Measure your students’ proficiency in the key objectives of the lesson.

• Create a scale that matches your needs. For example:
2. Can work independently
3. Can teach others

Self-Assessment
Encourage your students to reflect on their experience and confidence level with the topic from this lesson.

• After completing today's lesson, what idea do you feel more confident about?
• Can you describe what you've accomplished today?
• I’m proud of…
• I am still curious about…
• I had an idea that didn’t work. It was…
• Have each student choose the brick that they feel best represents their performance, referring to the success criteria you defined as a group during the Engage phase of the lesson.
• Yellow: I think I've accomplished the goals of the challenge.
• Blue: I've accomplished the goals of the challenge.
• Green: I've accomplished the goals of the challenge, and I can help a friend do it too.

Peer Assessment
In their small groups, have your students discuss their experiences working together.

• Encourage them to use statements like these:
• I found it helpful when you…
• I'd like to hear more about how you…

## Extensions

Language Arts Extension
If time allows, have your students create written artifacts or give oral presentations based on their creations.

• Have them present these artifacts to another class, family members, or members of the community for feedback.
• Have them display their written artifacts publicly (in or out of school) to encourage broader discussion around the central idea.

## Teacher Support

Students will:

• Apply Newton’s third law to design a solution that harvests produce from a tree, without causing damage from collision.
• Systematically test, and iterate on their design.

For every group of two students:

• LEGO® Education SPIKE Prime hardware
• LEGO® Education BricQ Motion Prime Set
• Device with the LEGO® Education SPIKE App installed
• Activity brief (see Additional Resources, 1 printed copy per group)

NGSS
MS-PS2-1
Apply Newton’s third law to design a solution to a problem involving the motion of two colliding objects
MS-ETS1-4
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

CSTA
2-AP-17
Systematically test and refine programs using a range of test cases.

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