Climate Change





Name of Activity Climate Change
Author STOMP
Keywords climate, change, climate change, planet, environment, polar bears, arctic, zoo, transportation
Subject NXTs, LEGO Building
Grade Level K, 1, 2, 3, 4, 5, 6
Time 1 Hour Total
Brief Description Teach students about climate change and how it could affect the planet. Then the students will build a vehicle that can transport 2 polar bears from the melting arctic to a safe zoo.
Lesson Objectives: To teach students about climate change.
Materials Needed: Lego kits, polar bears (can be made from clay, cotton balls, etc- just make sure they will be scaled so they can fit in a Lego car)
Preparation and Set Up: Make polar bears. Make an overhead about climate change if you want to.
Procedure There is not an overhead about climate change- but it would be pretty easy to make one. Do the activity. The worksheet is just for fun.
Extensions: Depending on the students’ building skills- the cars can use motors or not. You can have certain specs such as the polar bears must be enclosed so they don’t get too hot during the journey.
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The 3 R’s





Name of Activity The 3 R’s
Author STOMP
Keywords reduce, reuse, recycle, paper, impact, environment
Subject Non-LEGO
Grade Level K, 1, 2, 3, 4, 5, 6
Time 1 Hour Total
Brief Description Teach students about reducing, reusing, and recycling. Then take scraps of paper and make a new sheet of paper.
Lesson Objectives: Teach students how to lower their impact on the environment by using the 3 Rs.
Materials Needed: Old scraps of colored paper, sponge, window/nylon screening, wood frame, plastic tub, blender, paper blotters, glitter/leaves/moss/Halloween decorations, deckle, rolling pen, hair dryer/microwave, rags.
Preparation and Set Up: Take window screens and popsicle sticks and make frames with the screens in them. This is to be able to collect the paper pulp from the water tub in “sheet” form.If you have enough materials to make screens for each kid, that would work well since sometimes the paper pulp gets stuck and you have to re-do it.

This activity is messy- towels for the floor might be a good idea.

Try out different speeds on the blender to figure out which one makes the best pulp.

Procedure Go over the 3 Rs with the overhead. The worksheet provides step by step directions for making the paper.  At the end of the overhead doc, there is another worksheet that you can give to students to do after they finish making their paper. Most kids will want to watch the others, though.
Modifications: You don’t really need the hair dryer if you are willing to let the paper dry overnight. Also- the worksheet has a step about putting the paper on felt and using a rolling pin to dry it- don’t do this- it wrecks the paper. Just let it dry on the screen.
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Online Reference(s)—An-Illustrated-Step-by-Step-Guide

Lincoln LEGO Land





Name of Activity Lincoln LEGO Land
Author STOMP
Keywords LEGO, structure, environment, Lincoln LEGO Land, sensors
Subject Non-LEGO
Grade Level K, 1, 2, 3, 4, 5, 6
Time 3 Hours Total
Brief Description Students will use engineering knowledge gained throughout the previous lessons to create a LEGO structure as part of a class-chosen environment.
Lesson Objectives: n/a
Materials Needed: 1 Team Challenge LEGO kit for each group of 2 – 4 students
Lincoln LEGO Land planning sheet (attached)
Lincoln LEGO Land Evaluation
Preparation and Set Up: n/a
  1. Review past LEGO activities with the students, emphasizing the floowing:
    1. Building a sturdy car
    2. Programming for time
    3. Light sensors
    4. Touch sensors
    5. Designing
  2. Present the design challenge to the students:
    1. Tell students that they will create their own classroom LEGO environment.
    2. Brainstorm ideas. A few examples are:
      1. Amusement Parks
      2. Toy Stores
      3. Pet Shops
      4. Zoos
      5. City/Town
      6. Mini-golf
      7. Airport
      8. Playground
      9. Circus
    3. Agree upon an environment that the students want to create (you may want to have a classroom vote).
    4. As a class, brainstorm ideas of structures that you want to include in your environment.
    5. Assign each group one of the structures to create out of LEGOs so that there is no duplication.
    6. 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.)
    7. Have students plan their designs on the Lincoln LEGO Land Planning Sheet.
    8. Check the plans and allow the teams to begin building and programming.
    9. Encourage each student to add an individual element to their design.
    10. When projects are complete have students fill out Lincoln LEGO Land Evaluation.
    11. The final day, assemble all the structures and have students share their design with other students, teacher, parents, community members, administrators, etc.)
    12. Students can make a booklet to share as well, including pictures of their designs.
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