Get Around Town
The team is headed to Spike Castle! How can you help them get there?
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.
- Measure your students’ proficiency in applying their computational thinking skills to complete the given task.
- Create a scale that matches your needs. For example:
- Needs additional support
- Can work independently
- 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…
- There are no coding instructions or Inspiration Coding Blocks for this lesson.
- Encourage your students to experiment and find their own solutions.
- 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
- 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
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