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 Activity By Daniel Carter, LEGO Education
The goal is to introduce students to the flags of the world. Flags represent many different people, places, and things. Exploring flags can be a fascinating journey into the history, mystique, origin, and lives of many cultures.
Using the bricks provided in a LEGO Smart Kit, ask students to build a structure based on the colors of various flags around the world. Each level of the structure must represent a color of a flag. For example, the American flag can be represented by a blue brick since blue is in the American flag, while a white brick can be used to represent the Canadian flag, and so forth.The structure with the most levels wins!
Flags can be from any country or represent any group, state, or organization. All levels must be the same height and fit within the confines of the previous level. The current record is nine levels!
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)