Are you LEGO® Smart™? Are your students? Being LEGO Smart is more than building with LEGO® bricks. It’s having the ability to work in teams, solve problems, and create solutions. It means understanding key science, technology, engineering, and math concepts – not just on paper, but through demonstration. LEGO Smart students don’t just know it, they DO it. The sets, software, and curriculum designed by LEGO Education harness the power of the LEGO brick and combine to create learning opportunities for students that will help develop the skills needed for a lifetime of creating, solving, and contributing to a global society. Be LEGO Smart – be the future.
LEGO Smart Creativity Contest Entry By Ian Durham, Saint Anselm College
In order to assist activity leaders in using this activity, a URL leading to a PDF that includes some basic pictures is listed at the end of the following description. 1. Students begin with the 8x2 brick and the single 1x1 brick. Initially they mount the 1x1 piece directly under the 8x2 in the dead center and set it on a table. It should stand on its own without leaning (barely). Note that this means the single 1x1 piece should be placed into one of the holes under the 8x2 piece. 2. Next, have the students mount a 6x2 piece crosswise on the end of the top of the 8x2 piece. The constructed piece should no longer balance. Students should now experiment with the 1x1 piece, moving it around among the seven holes pictured above until they find a location at which it balances when set on the table. Question for students: Did you ahve to move the smaller piece toward the 6x2 piece or away from it? Why do you think that is? Note to teacher: Assemble led structure should balance with the 1x1 piece in the third hole from the right. 3. Students should then add a second 6x2 piece on top of the first. They will once again find that they need to move the small 1x1 piece in order for the whole thing to balance. Note to teacher: Assembled structure should balance with the 1x1 piece in the second hole from the right. 4. Next, students will need the following pieces: the 1x1 piece again, the thin 4x4 piece, two regular 4x2 pieces, and two regular 2x2 pieces. Students should mount one 4x2 piece and one 2x2 piece on top of the 4x4 slab such that they form an L. The second 4x2 piece should be mounted on top of the first with the second 2x2 piece being mounted on top of that in the corner (see diagram in PDF). Students can then place the 1x1 either in the holes under the slab or in the regular slots in attempting to balance the assembled structure. Note to teacher: Assembled structure should balance with the 1x1 piece in location shown on diagram in PDF. 5. Students should then experiment with a variety of sizes and shapes, each time attempting to balance some unevenly distributed load. The crazier the load, the harder it should be to balance, but it will push students to really understand the concept. It may not be possible to perfectly balance some bizarre shapes or students may find they can only balance it with a 2x1 or a 2x2. URL to PDF file of this activity: http://quantummoxie.wordpress.com/files/2009/10/legoentry.pdf
Lesson Learned: This activity explores the concept of 'center of mass.' It gives students a hands-on, discovery-based way to understand one of the most fundamental concepts in physics.
LEGO Smart Creativity Contest Entry By Melissa King, Home school
Using all the available LEGo bricks, students will build the shape of a state. Several different geographic challenges can be presented depending on the age level and ability of the student. For example: 1) Each student builds the shape of the state where they reside. (Early Elementary) 2) Each student builds the shape of a state they have visited or where a family member resides. (Upper Elementary) 3) Each student builds the shape of a state that borders the state where they reside. (Upper Elementary) 4) Each student builds the shape of a state that starts with a certain letter. The teacher could say, "Build a state that starts with the letter C." (Secondary levels) These challenges could be done individually or in teams.
Lesson Learned: Students will learn how to recognize different states, especially the one they live in.
LEGO Smart Creativity Contest Entry By Kay Kraatz, OCM BOCES - McEvoy Campus
Materials: LEGO Smart Kit (plates: 1-2x2, 1-2x3, 1-2x4, 1-2x6, 1-4x4; bricks: 1-1x1, 2-2x1, 3-2x2, 1-1x4, 1-1x6, 1-2x3, 2-2x4, 2-2x6, 1-2x8; angle- 1-1x 4); Architect's triangular scale. This activity requires students to find smallest and largest area using: plates: 1-2x2 cream LEGO base plate, 1-2x3 red LEGO base plate, 1-2x4 red LEGO base plate, 1-2x6 black LEGO base plate, 1-4x4 green LEGO base plate. Students will determine the scaled area for the smallest and largest area using the architect's scale 1" = 4'. Students will then calculate the amount of cubic yards of concrete to be ordered using the appropriate formula on the theory sheet, 4" thick slab. This activity requires students to find smallest and largest perimeter using: bricks: 1-1x1 LEGO pink brick, 2-2x1 LEGO green and yellow brick, 3-2x2 LEGO yellow and orange bricks, 1-1x4 LEGO green brick, 1-1x6 LEGO blue brick, 1-2x3 LEGO grey brick, 2-2x4 LEGO orange and yellow bricks, 2-2x6 LEGO green and grey bricks, 1-2x8 LEGO blue brick. Students will determine the scaled perimeter for the smallest and largest perimeter using the architect's scale 1" = 4'. Students will then calculate the number of concrete blocks for one course using the appropriate formula on the theory sheet. Then students will calculate the number of courses and concrete blocks if the foundation wall is to be 8' high. During class activity: The teacher reviews the definition of area and perimeter (the students will use the definitions in the activity to determine which formulas are necessary for the calculations). The teacher will also review how the Architect's Scale is utilized to determine the scaled measurements. Area: First the students configure the plates measure the area covered by the plates. Upon completing the first task, the students then measure a different configuration of the plates and determine the new area. Next the students are to scale the area using 1"=4'. Last the students calculate the amount of concrete to order for the scaled area of the concrete slab. The slab is to be 4" thick. The order is in cubic yards. Perimeter: First the students configure the bricks measure the perimeter of the bricks. Upon completing the first task, the students then measure a different configuration of the bricks and determine the new perimeter. Next the students are to scale the perimeter using 1"=4'. Next the students calculate the number of concrete blocks to order for the first course of the foundation. Last the students calculate the total number of concrete blocks to order if the foundation is to be 8' high. The order is in number of blocks. Length(ft) x Width(ft) x Height(ft) = Total Cubic feet Total Cubic Feet ÷ 27 = Total Cubic Yards 1 Block = 16" x 8" The actual measurements are 15 5/8" x 7 5/8" to allow for 3/8" of mortar. Determine the amount of block needed for one course. Find the perimeter of the house. Multiply the perimeter by ¾. (Each block is 16".) Why? divide by size of block (16" ....or 16/12' or 4/3')dividing by 4/3 is the same as x ¾ The answer is the amount of blocks needed for one course of blocks around the perimeter. Determine how many courses are needed. Convert the height to inches (because the block height is in inches). 8 feet times 12 = 96 inches. Take the height in inches and divide by 8 (inches for the height in each row). 96 divided by 8 = 12. The answer is the number of courses of blocks. Therefore, we need 12 courses. Determine the total number of blocks. The number of blocks for one course times the number of courses is 12.
Lesson Learned: Students will learn how to design a concrete slab and a foundation wall given a limited amount of materials for a best fit.
LEGO Smart Creativity Contest Entry By K Walker, Walker Christian Academy
1. Put students in teams of 2 or 3. 2. Give each an equal amount of bricks. 3. Give them the name of something to build. 4. Start with one student and each student gets to add 1 brick at a time trying to build the item you have named (like car or house). 5. Students cannot talk or help or tell the others where to place their brick. 6. Have each group share what they have managed to build.
Lesson Learned: Cooperation, inventiveness, team work, hand coordination
LEGO Smart Creativity Contest Entry By LaJean Burnett, Webb Community Center
In this activity the class will be divided into teams of three to four students. Discuss the importance of diversity and what the world would be life if all of us were the same. Give each team a LEGO Smart Kit that will indicate that we will have to spend a full day without the inventions of African Americans. Each team will create a model of a day without some of these inventions or other contributions to society. Students will have to research to find some of these inventions Construct a model using the LEGO Smart Kit based on your findings. Prepare a presentation that explains your model. Your presentation should include the following: Challenges that occurred while completing the activity Explanation of the components of their model A minimum of 5 inventions that were created by the specific diverse group What you gained from the experience Changes (if any) that will occur because of the experience After the presentation the class will discuss whether or not the model was an adequate representation of what the group presented. What you gained from the experience Changes (if any) that will occur because of the experience After the presentation the class will discuss whether or not the model was an adequate representation of what the group presented. Students will use inquiry-based learning, to design a model using, LEGO bricks. They will work in teams using knowledge gained from their research to construct a day without inventions that were created by various diversities (women, African Americans, Hispanics, Whites, and People with Disabilities). This activity can be used in a Humanities lesson on diversity; during specific holiday lessons, such as Black History Month or Hispanic Month; or during an English Composition unit that requires research. This hands-on activity that utilizes the methodology of modeling to engage the students allows them to address sometimes sensitive subject matters in a fun, yet thought-invoking manner. Possible Solutions: Table - use the 2 x 2, the 1 x 4, and the 2 x 4 bricks to make a table (note this can couple as a stove range top) Traffic light - use a 1 x 6 for the base, a 2 x 8 for the post, a red 2 x 3, yellow 2 x 1, and green 2 x 1 for the colors of the traffic light (If you have 2 x 1's in each color this will be easier) Drop mailbox - 1 sloped piece for the drop box and a 2 x 6 for the post (note this can couple as a dust pan) Ironing board - 1 square brick for the base and a thin rectangular brick for the top Refrigerator - Use plates for the front of the refrigerator. More effective if you use different colors and put a handle on it with a 1 x 1 brick
Lesson Learned: 1. Use inquiry to design a modal of a day without inventions by a specific ethnic group. 2. How to use reference materials and/or research topics using the internet 3. Gain a better understanding and respect for diversities 4. Communicate findings through methods that address various learning styles (tactile, visual, written, and oral)
LEGO Smart Creativity Contest Entry By ALICE VAN FAROWE, COMPASS HOME SCHOOL
Multiplication is easy & fun with LEGO bricks as a tutor(especially for those dreading math class who would rather doodle)! Learn multiplication by doubling & tripling, then look at the more artful side of math. NOTE: The term "dots" will be used to describe the building surface circles on the bricks. Answers the students give are in (parentheses). Start with Activity 1. Activity 2 is a follow up application. ACTIVITY 1: Multiplication Interactive DEMONSTRATION of 2's or doubling (or skip counting by 2's) WHAT YOU'LL USE FOR THE FULL DEMO: GREEN 4 DOT, ORANGE 8 DOT, YELLOW 8 DOT, RED 8 DOT, BLUE 16 DOT, 2-YELLOW 4 DOT, WHITE 4 DOT, ORANGE 4 DOT. SAY: Find the green piece with 4 dots. We're going to double this green 4 with a different piece. Now find a red piece that is as long as that but twice as wide. The red piece shows that 2x4=8 & that 4x2=8. You reach 8 when you have 2 rows of 4 or 4 rows of 2. WRITE: 2x4=8 4x2=8 SAY: There are 2 more pieces that show this math fact. What are they? (YELLOW 8 DOT & ORANGE 8 DOT) Line up the yellow & orange next to each other. Which piece would fit on top of them both connecting & covering them completely? (BLUE 16 DOT) The blue piece shows that it is the same as 2 8-dot pieces. It is double the 8-dot piece. 8x2=16 & 2x8=16 You can build to 16 with 8 rows of 2 or 2 rows of 8. WRITE: 8X2=16 2X8=16 SAY: You have 2 yellow squares, 1 orange square, and a flatter white one. Cover the top of the blue (Blue 16 dot currently in play) with them. Make sure all of the blue is covered. We haven't doubled anything; we've just covered up what we had. But we used different sized pieces. How many dots are on these new pieces?-4 The orange square has 4 dots; the white piece has 4 dots; and each of the yellow squares has 4 dots. How many sets of 4 do we have? -4 With 4 sets of 4, we have the same number we had before-16. We just counted to 16 differently. We can get to 18 by counting 8 rows of 2, 2 rows of 8, or by counting 4 sets of 4. 4x4=16 WRITE: 4X4=16 FOR ADVANCED STUDENTS: Try 16x3/3x16, 6x8/8x6. FOR EVERYONE: ART CONNECT: SAY: Architects are artists who use math all of the time in order to create designs for buildings. Using the pieces you have now, be an architect & create a building. Think outside the "block" & create something different. Can you create a courtyard? Does your building have more stories on one side than the other? Once you have your basic structure, use other pieces to embellish your design. ACTIVITY 2: Multiplication APPLICATION of 2's or doubling as well as tripling (or skip counting by 2's & 3's) WHAT YOU'LL USE FOR THE FULL ACTIVITY: BLUE 6 DOT, BLACK 12 DOT, GREEN 12 DOT, GRAY 12 DOT, AND ANY 3-4 DOT PIECES SAY: Find the blue piece with 6 dots. Now find the black piece that is as long as the blue one, but twice as wide or double the size. (More advanced students can be told once they have the blue piece to double it.) What is 6 doubled? -12 The black piece shows that when 6 is doubled, you get 12. How many rows of 6 do we need to reach 12? -2 How many rows of 2 do we need to reach 12? -6 We can get to 12 by counting 2 rows of 6 or 6 rows of 2. What math facts can we learn from this? (2x6=12 & 6x2=12) WRITE: Have a student write the math facts 2x6=12 6x2=12 SAY: There are 2 more pieces that show those facts-2x6 & 6x2. What are they? (green 12 & gray 12) Put the green 12 & gray 12 together stacked on top of one another. Now you've doubled 12. What is the double of 12? -24 Which math facts have you just built? (2x12=24 & 12x2=24) WRITE: Have a student write the math facts 2X12=24 12X2=24.SAY: Add your black 12 piece to the top. Now you've done something we haven't done before. You've just tripled the number. Doubling is twice or 2 x the number. It is like counting by 2's. Tripling is like counting by 3's or giving 3 x the number. Which math problems did you just create? (3x12 & 12x3) Three pieces of 12 dots or 3x12. This is the same as 12x3. If we add 12 more to our original 24, what do we get? -36 So 12 tripled is...? -36 And 12x3 or 3x12 equals...? -36 WRITE: Have a student write the math facts on the board. 12x3=36 3x12=36 Have another student write the new terms & what they mean on the board: DOUBLE=X2 TRIPLE=X3 SAY: Use 3 pieces with 4 dots to cover the black 12 dot. What does this show? (4x3=12 3x4=12 4 tripled =12) Now that you have doubled & tripled, what other math facts can you build? FOR ADVANCED STUDENTS: Try representing 12x4/4x12 FOR EVERYONE: ART CONNECT: (TEACHER NOTE: You may want to get some pictures, postcards, or a calendar of cubist paintings to show the class.) SAY: Some modern artists do a style of art called cubism. Picasso made cubism famous. Instead of making pictures look real, artists using cubism let strong shapes-one of the first things you learned in math- represent real life things. They saw something or someone in shapes & put these shapes together to represent that person or thing. Think of a person or thing you can imagine as being made up of different squares & rectangles. Now try to represent your person or thing with a Lego Sculpture. If you are having a hard time starting, draw a picture of it. Make it something simple-an apple instead of a bowl of fruit, a person's face instead of their entire body. Then fill in the picture with the squares & rectangles that you can fit inside of it. Using your drawing as a guide, build it. Legos' multiple colors can be used to make different parts stand out. You can also use Legos different thicknesses & sizes to also make one part stand out from another. Stack part of it higher than the other part to give it dimension. Have fun! If you don't like it, take it apart & try a different object.
Lesson Learned: multiplication (or simplify to skip counting for younger kids), seeing math translated differently by arrangement (ie- 3x4 is the same as 6x2), measurement, using what is mathematical to do something artistic, inspire thinking of math-related artistic occupations or hobbies, can be used independently or with a partner to focus on teamwork, can be done in whole or part but best results & goals are met when used in whole even if over a few days