SPIKE™ Essential

Get Around Town

The team is headed to Spike Castle! How can you help them get there?

45-90 min.
Grades 3-5


NOTE: This lesson will extend over two 45-minute class sessions.

  • Review the Get Around Town lesson in the LEGO® Education SPIKE App.
  • 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 language arts extension. See the Extension section below for more information.

PART A (45 minutes)


(Whole Class, 10 Minutes)

  • Facilitate a quick discussion about different methods of transportation.
    • Talk with your students about the modes of transportation they've built and programmed in the previous lessons.
    • Ask questions, like: What other modes of transportation could be used to get around a town?
  • Introduce your students to the team and the challenge: brainstorming different ways of getting to Spike Castle.
  • Distribute a brick set, any additional brainstorming materials, and a device to each group.


(Small Groups, 25 Minutes)

  • Have your students use the LEGO® Education SPIKE App to guide them through their first challenge:
    • Create a way for the team to get to Spike Castle. Use at least one motor or sensor (i.e., Color Sensor or Light).
  • Your students can use the LEGO bricks supplemented with additional materials to brainstorm. Encourage them to come up with multiple solutions.


(Whole Class, 10 Minutes)

  • Gather your students together and facilitate a sharing session where they present their initial ideas and provide feedback and suggestions to their peers.

PART B (45 minutes)


(Small Groups, 30 Minutes)

  • Have your students build, program, and test the prototypes and ideas they came up with during the brainstorming session in Part A of this lesson.
  • Remind them to use at least one motor or sensor.
  • Encourage them to test and refine their models and programs over 2-3 iterations.
  • You can find coding and building support in the Tips section below.


(Whole Class, 15 Minutes)

  • 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.
  • Have your students clean up their workstations.

Observation Checklist

  • Measure your students’ proficiency in applying their computational thinking skills to complete the given task.
  • Create a scale that matches your needs. For example:
    1. Needs additional support
    2. Can work independently
    3. Can teach others


  • Have each student choose the brick that they feel best represents their performance.
    • Yellow: I think I can design, build, and program a solution.
    • Blue: I can design, build, and program a solution.
    • Green: I can design, build, and program a solution, and I can help a friend do it too.


  • 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

  • There are no coding instructions or Inspiration Coding Blocks for this lesson.
    • Encourage your students to experiment and find their own solutions.

Model Tip

  • There are no building instructions or Inspiration Images for this lesson.
    • Encourage your students to create their own models.
    • If they need additional guidance, refer them to the building instructions for previous lessons in this unit.
  • There's no right or wrong model for this lesson.
    • Your students can create entirely new models, find inspiration in the models from previous lessons, or simply recreate models from earlier lessons.


Simplify this lesson by:

  • Reading the Get Around Town story from the LEGO® Education SPIKE App aloud to your students
  • Giving your students the building instructions from previous lessons to use as inspiration for their new ways of getting to Spike Castle

Increase the difficulty by:

  • Using additional motors or sensors
  • Creating two unique programs that move in two different ways to get to Spike Castle


  • Have your students write a story about how the team got to Spike Castle. Tell them to use dialogue and descriptions where appropriate.

If facilitated, this will extend beyond the 90-minute lesson.

Language Arts: CCSS.ELA-LITERACY.W.3.3.B

Teacher Support

Students will:

  • Apply computational thinking skills to solve a problem
  • Recount events using relevant details, clearly expressing their feelings and ideas

(one for every two students)

  • LEGO® Education SPIKE Essential Set
  • Device with the LEGO® Education SPIKE App installed
  • OPTIONAL: Additional materials for brainstorming (e.g., notebook paper, science notebook, etc.)
  • All previously-listed
  • ISTE 1,5a, 1.5b, 1.5c, 1.5d

Language Arts Extension


Student Material

Student Worksheet

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