SPIKE™ Essential

# Snack Stand

Oh, no! Daniel dropped his snack. Help him get a new one from the snack stand.

30-45 min.
Beginner

## Prepare

• 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.

## Engage

### (Whole Class, 5 Minutes)

• 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.

## Explore

### (Small Groups, 30 Minutes)

• 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.

## Explain

### (Whole Class, 5 Minutes)

• 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?

## Elaborate

### (Whole Class, 5 Minutes)

• 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.

## Evaluate

### (Ongoing Throughout the Lesson)

• 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:
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…

## Tips

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.

## Differentiation

Simplify this lesson by:

• Shortening the lesson to only include the first challenge

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

## Extension

• 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

## Teacher Support

Students will:

• Practice testing prototypes to ensure that they meet a need
• Modify and remix a solution
• Practice helping a story character
• Describe key ideas or details from a text

(one for every two students)

• LEGO® Education SPIKE Essential Set
• Device with the LEGO® Education SPIKE App installed
• CSTA 1A-AP-11
• NGSS K-2 ETS 1-3
• ISTE 1.4c
• CCSS.ELA-LITERACY.SL.2.2

Math Extension

• CCSS.MATH.CONTENT.2.MD.D.10

## Student Material

### Student Worksheet

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

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