Snack Stand

• Review the Snack Stand lesson in the LEGO^® Education SPIKE^™ App.
• If necessary, pre-teach these related vocabulary words: effective, serve, and tool.
• Consider the abilities and backgrounds of all your students. Differentiate the lesson to make it accessible to everyone. See the Differentiation section below for suggestions.
• If time allows, plan and facilitate the math extension. See the Extension section below for more information.

• Facilitate a quick discussion about the importance of testing to make sure an object works as it should.
  • Talk with your students about objects that need to work properly when they're eating.
  • Ask questions, like: How could you test to make sure a table is flat so that your food won’t roll off? If the table isn’t flat, what could you do to fix it?
• Introduce your students to the story’s main characters and the first challenge: serving another snack to Daniel.
• Distribute a brick set and a device to each group.

• Have your students use the LEGO^® Education SPIKE^™ App to guide them through their first challenge:
  • Create and test the program that serves another snack to Daniel when he shows his blue ticket to the Color Sensor.
• Have your students iterate and test their models to complete the next two challenges in the app:
  • Change the program to improve the snack stand.
  • Upgrade the snack stand for Daniel. Make sure he can still reach his snack.
• You can find coding and building support in the Tips section below.

• Gather your students together to reflect on their completed challenges.
• Ask questions, like: What did you do to upgrade the snack stand? How did you make sure that Daniel could still get his snack from the upgraded snack stand?

• Prompt your students to discuss and reflect on the importance of testing a prototype to ensure that it works as intended.
• Ask questions, like: Why is it important to test and make sure your prototype works as you want it to? What happens when your upgraded prototype fails and doesn’t work as you wanted?
• Have your students clean up their workstations.

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

Observation Checklist

• Measure your students’ proficiency in testing an upgraded prototype to ensure that it works as intended.
• Create a scale that matches your needs. For example:
  1. Needs additional support
  2. Can work independently
  3. Can teach others

Self-Assessment

• Have each student choose the brick that they feel best represents their performance.
  • Yellow: I think I can test an upgraded prototype to make sure it does what I want it to.
  • Blue: I can test an upgraded prototype to make sure it does what I want it to.
  • Green: I can test an upgraded prototype to make sure it does what I want it to, and I can help a friend do it too.

Peer-Feedback

• In their small groups, have your students 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…

Coding Tip

• After your students complete their first challenge, they'll be provided with three Inspiration Coding Blocks to help them modify their programs.
• The Inspiration Coding Blocks are intended to spark their imaginations as they experiment to find their own solutions.

Model Tip

• After your students complete their second challenge, they’ll be provided with three Inspiration Images and an open-ended prompt for improving their models.
• The Inspiration Images are to help spark their imaginations as they experiment and change their models.

There aren't any building instructions for this challenge.

Simplify this lesson by:

• Shortening the lesson to only include the first challenge
• Selecting one Inspiration Image to help your students change their models

Increase the difficulty by:

• Adding other colors for the Color Sensor to react to
• Adding more items to the menu for Daniel to order and eat

• Have your students use the collected data from the snack stand to create a bar graph on paper or using different manipulatives. Guide your students in a discussion about which color was used the most, least, etc.

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

Math: CCSS.MATH.CONTENT.2.MD.D.10