## Three Little Pigs IEL

Name of Activity Three Little Pigs IEL Matthew Mueller and Sarah Copolla integrating engineering and literacy three little pigs client based design Non-LEGO 4, 5 3 Hours Total, 4+ Hours Total The story of the three little pigs was introduced and the problems of pig 1, pig 2, and the wolf were posed to the children. The two pigs needed stronger houses, but still wanted their houses to look like straw and sticks respectively (it was the trade of their family), and the wolf needed help knocking down the brick house but the design needed to be portable so he can carry it with him. Looking at the characters in the story as clients that are being designed for. They have problems that need to be solved, but each client has certain constraints that need to be considered. Straw, sticks, any found or reasonable material that the kids propose and can use to build their design. Know the three little pig story. Tell a brief version of the story or have the kids tell it.  Point out each potential client, their problems, and what the constraints of the solution might have.  Each kids will then brainstorm, design, and request materials they can use to prototype their design. They can test and redesign their ideas if they have time.

## Simple Machine Crane

Name of Activity Simple Machine Crane Matt Mueller, Emily Naito, Mary McCormick, Karman Chu Simple machines, pulleys, gears LEGO Building 5 3 Hours Total Students design and build a crane system using simplemachines that will lift as much weight from the floor as possible. The simple machine system will be attached to a motor on the desk. Students may use string attached to motor, gears, pulleys to lift the weights. Designing and building simple machine systems, using pulleys and gears in combination, employing engineering design process to design, build, and test systems. LEGO bricks, gears, pulley wheels, string, motors, weights, cup for weights. Strings attached to cups that can hold weights, worksheets for students to learn about gears and pulleys. Simply machines background on gears, pulleys functions and uses. 1. Clarify the problem: lifting as much weight as possible from the floor to the desk using simple machines - gears and pulleys – that are attached to a motor on the desk. 2. Talk about how it might work.  What do gears do? What do pulleys do? 3. Brainstorm designs in groups. 4. Get materials and start building. 5. After 1 class period, review gears and pulley functions and uses.  Work more on designs. 6. Return to building, testing and revising as needed. 7. Come together as a class to talk about different designs.  Test how much weight each design can hold, and make it collaborative by seeing how much the whole class holds together (summation of weights). 8.  Discuss as group how the designs worked. 9. Redesign – If time, let students incorporate what they lave learned to redesign. Class discussions: How might these cranes be more effective with other simplemachines? How do cranes work in real life? Where do we seecranes? Redesign could be to make it more challenging by lifting weight faster/slower. http://sites.tufts.edu/stompactivitydatabase/files/formidable/GEARS-AND-PULLEYS-WORKSHEET.docx

## The Perfect Puppy

Name of Activity The Perfect Puppy Alison Boreiko NXT, introduction to robotics, animal, dog, programming, sensors NXTs, LEGO Building 5 3 Hours Total Students will combine their knowledge of sensors, programming and building to create their “perfect puppy.” -Teach students to program with more than one sensor -Project Proposal Worksheet -NXT kits -laptops -*optional: Craft Supplies (for decorating the dog) -Make copies of the Project Proposal Worksheets (1 per group) 1. Give instructions: Students are to design a pet dog. The dog should use two sensors to mimic dog behavior. 2. Have the students fill out a project proposal form. It’s important that they clearly explain which behavior they wish to mimic and how they will go about mimicking it with the NXT. Demand precision and specificity in their project proposals. 3. Once a group has had their proposal approved, give them their NXT kit and their laptop so they can get to work! Students can continue to develop their robotic dogs.

## Challenge Day!

Name of Activity Challenge Day! Jay Clark difficulty, tasks, points, programming, risk, reward, risk vs. reward, NXT, MINDSTORMS, 3 Hours Total NXTs K, 1, 2, 3, 4, 5, 6, 7, 8, 9+ 3 Hours Total Students choose from a list of different tasks with a range of difficulty levels and varying point values. The group with the most points at the end of the class period wins! Review Programming Skills. A first exposure to making risk/reward decisions. One NXT kit per group Computers with Mindstorms NXT software Black electrical tape Put together a list of challenges on a worksheet. They should range in difficulty level from very, very simple to challenges that are more or less impossible to complete. Assign point values to the activities based on their difficulty, keeping in mind that close scores are more fun and drive the students to keep working. An example worksheet is attached below. This activity is as much of an activity in assessing risk/reward and strategy as it is in programming. Some students will complete many tasks with simple, fundamental programming. Others will bite off more than they can chew, and end up without many points at all. Introduce challenge day and go over what each challenge calls for specifically. Hand out worksheets and set a strict time limit. Update scores on an overhead or white board. After the time is up, talk with children about risk/reward, and about how hard each challenge was. If they could do it over again, which would they choose? which were fastest. http://sites.tufts.edu/stompactivitydatabase/files/formidable/i.doc

## Tug-O-War

Name of Activity Tug-O-War Kara Miranda gear, gear ratios, build, machine, tug-o-war, competition, prototype, Engineering Design Process, torque NXTs 4, 5, 6, 7, 8, 9+ 3 Hours Total Students will use their knowledge about gears and gear ratios to build a machine that will play tug-o-war against another classmate’s. To apply building techniques and knowledge about gears to an activity challenge. RCX or NXT LEGO kits Assortment of extra LEGO pieces, especially gears and beams Engineer’s Planning Sheet String Scissors Tape Collect necessary materials Photocopy worksheets Arrange students into groups of 2 Decide how you will distribute extra pieces Write design requirements on the board Review gears, gear ratios, and torque. Vocabulary: Prototype Engineering Design Process Gears Gear ratio Torque Tell students that in this challenge they will be playing tug-o-war by building a machine that can provide enough torque to pull on another machine doing the same thing. String will be tied between the two, and a machine will have to pull the other over a line of tape in order to win. Make sure to review how gears work, gear ratios, and using gears for torque vs. speed. Also explain the engineering design process. Tell students the requirements for their tug-o-war contenders. Examples of requirements are:       Must use gears       Must have a sensor Allow the class to brainstorm different ideas for their machines. Have them plan out and draw their design on the engineering planning sheet. Distribute materials and have students start building. You may have to assist students with tying string to their machine. After the students finish building, pair up machines and tie them to either end of a string, making sure the middle of the string is right above the tape on the ground, and that both machines are equidistant from the tape. Have the students start their machines. Whoever’s machine gets pulled over the line first, loses. After the students finish, review the activity with the class. Have them share their ideas, ask groups to explain what the hardest part of the challenge was, etc. Have students add more gears Make a classwide tug-o-war competition. Whose is the “strongest”? Allow those who lose to redesign and compete against each other again http://sites.tufts.edu/stompactivitydatabase/files/formidable/a.pdf

## Building a Mini Golf Course

Name of Activity Building a Mini Golf Course STOMP design, obstacle, groups NXTs 4, 5, 6, 7, 8, 9+ 3 Hours Total The class will work in pairs to build a mini golf course. Each group will design a different obstacle for the course. To use sturdy building to build an obstacle that can withstand being hit by a ball. To design a moving obstacle. To program the obstacle to move. To work as a class to achieve a goal. - LEGO NXT kits - Extra motors and gears - Arrange students into groups of 2 - Distribute LEGO NXT kits Have students construct a pathway for the golf ball to travel down. Have students use a motor to construct an obstacle that the golfer has to pass to get the ball into the hole. Use sensors to activate or disarm the obstacle. Place the RCX out of the way of the golf course. Some ideas for obstacles students can build are: A claw A windmill Revolving doors Rotating platform Bat Program the RCX so that the obstacle reacts as the student wants. Have all the students put their designs together to complete the golf course. Test each golf hole with either a miniature ball or a real golf ball. Build a putter that will hit the golf ball onto the course. Use trigonometry to find out how to get a hole-in-one for your golf course. Have a mini-golf competition using the obstacles. This activity works well as a final project. http://sites.tufts.edu/stompactivitydatabase/files/formidable/84_image_2.png http://sites.tufts.edu/stompactivitydatabase/files/formidable/aarongolf.doc http://sites.tufts.edu/stompactivitydatabase/files/formidable/Justin-2-STOMP.doc http://sites.tufts.edu/stompactivitydatabase/files/formidable/Margules-Obstacle-2-STOMP.doc http://sites.tufts.edu/stompactivitydatabase/files/formidable/Melissa.doc http://sites.tufts.edu/stompactivitydatabase/files/formidable/Mini-Golf-DiCarlo-2-STOMP.doc

## Lincoln LEGO Land

Name of Activity Lincoln LEGO Land STOMP LEGO, structure, environment, Lincoln LEGO Land, sensors Non-LEGO K, 1, 2, 3, 4, 5, 6 3 Hours Total Students will use engineering knowledge gained throughout the previous lessons to create a LEGO structure as part of a class-chosen environment. n/a 1 Team Challenge LEGO kit for each group of 2 – 4 students Lincoln LEGO Land planning sheet (attached) Lincoln LEGO Land Evaluation n/a Review past LEGO activities with the students, emphasizing the floowing: Building a sturdy car Programming for time Light sensors Touch sensors Designing Present the design challenge to the students: Tell students that they will create their own classroom LEGO environment. Brainstorm ideas. A few examples are: Amusement Parks Toy Stores Pet Shops Zoos City/Town Mini-golf Airport Playground Circus Agree upon an environment that the students want to create (you may want to have a classroom vote). As a class, brainstorm ideas of structures that you want to include in your environment. Assign each group one of the structures to create out of LEGOs so that there is no duplication. Before building, give students the task of building a structure that includes at least one programming component. Use concepts learned throughout the year (sensors, timing, motors, etc.) Have students plan their designs on the Lincoln LEGO Land Planning Sheet. Check the plans and allow the teams to begin building and programming. Encourage each student to add an individual element to their design. When projects are complete have students fill out Lincoln LEGO Land Evaluation. The final day, assemble all the structures and have students share their design with other students, teacher, parents, community members, administrators, etc.) Students can make a booklet to share as well, including pictures of their designs. http://sites.tufts.edu/stompactivitydatabase/files/formidable/End-Of-Year-Lego-Reflection-Sheet.pdf http://sites.tufts.edu/stompactivitydatabase/files/formidable/EOY-Project-Evaluation-Lincoln-Lego-Land.pdf http://sites.tufts.edu/stompactivitydatabase/files/formidable/Lesson-1-Lincoln-Lego-Land.pdf http://sites.tufts.edu/stompactivitydatabase/files/formidable/Lincoln-Lego-Land-Planning-Sheet.pdf

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