Materials:
Note that there are enough for two students per MISS ADVENTURE SET (Motorized
Simple Machine sets).
| Procedure 1:
Building With Written Instructions |
1) Copy the Mystery Object below, in color
if possible.
The computer image can also be used if needed. 1) Let student look only at the left, right, front, and back views of this Mystery Object 2) Allow students build the Mystery Object to match the four views |
Materials:
Note that there are enough for two students per MISS ADVENTURE SET (Motorized
Simple Machine sets).
| Project 2:
Building With Two-Way Communication |
1) Pair students and seat them back to back so that each can hear
the other but not see the model, pieces, or building area (Suggestions
include sitting back to back or put up a barrier between them)
2) Each student must have the exact same pieces as the other 3) First, one student picks a LEGO piece, describes it to her/his partner, places it on the model while explaining the placement. The second student also builds as the description instructs 4) The second student picks a different piece, describes it verbally, and places it on his model without looking at the first student's model. The first student builds as directed by her/his partner. 5) Student may question each other about the placement and direction of the pieces, but can not look. Communication is audible only. 6) The students keep alternating being the chooser and describer and the one that follows directions for where each piece is placed until all pieces are used. 7) The students compare their models and examine how many pieces are in the same location and direction. 8) Using centimeter graph paper, each student should draw their model for documentation. |
| Project 3:
Building With One-Way Communication |
1) Students are in pairs with the exact same pieces for each
2) First student picks pieces, places it on the model, and verbally describes it to her/his partner. The second student does not speak but listens intently and places her/his peices as directed. 4) The students continue building with the first choosing, placing, and describing the model until all the pieces are used. 5) The second student receives no feedback. 6) Students compare models and note how many pieces are in the same places on the models. 7) Students write a journal entry comparing the three building projects. Which works best: seeing flat instructions, hearing and asking questions (two way communication), or just hearing audible instructions (one way communication). 8) Have the students draw their resulting Mystery Object from the top view. |
| Project 4:
Building An Average Distance |
1) Place a wheel vertically on the 2 X 4 block
2) Knock it off by turning the round brick 3) Measure the distance traveled away from the starting point 4) Repeat this procedure 7 times 5) Find the average distance 6) Plot all the averages for each person in the class 7) Have students write a journal entry answering these questions: Which distance was the most frequent? What was the average for the class? |
| Project 5: | 1) Estimate how many studs (the bumps on the top of the LEGO bricks,
beams, and plates)
2) How many were there actually? 3) To build horizontally to vertically it takes 2 plates between 2 beams to match up the holes 4) How many plates high is a beam? |
| 5.26 | Constuct, read, or interpret tables, charts, and graphs to draw reasonable inferences or verify predictions using available technology |
| 5.14 | Use computation, estimation, calculators, and computers to solve application problems |
| 5.37 | Estimate and/or measure the length of real objects in parts of an inch up to 1/8 inch, while inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers |
| 5.54 | Develop a paragraph with a main idea/topic sentence supported by details |
| 5.60 | Develop a composition that is focused, coherent, and has a clear and logical progression of ideas |
|
Davis Creek Elementary LEGO Site Map 1998-2000 Davis Creek Elementary |
April 7, 2001
L. Hamilton