Author:
Taylor White
Subject:
Computer Science
Material Type:
Lesson Plan
Level:
Lower Primary
K
Tags:
#CSforDetroit, Computer Science, LEGO, Mystery Science, csfordetroit
Language:
English

# Kindergarten Mystery Science Force Olympics Mystery 3 Extension

## Overview

This lesson is an extension of Mystery Science Force Olympics Mystery 3. In this extension, students will create a wrecking ball using the Lego WeDo 2.0 kit and program it to knock down a wall. Students will experiment with different variables (like speed, distance and string length) to answer the question: "How can you knock down a wall?" (credit Mystery Science Mystery 3 guiding question). This activity should be done over multiple days (viewing mystery, building the robot and programing and experimenting). Building instructions for the wrecking ball arm are attached as picture steps.

# Lesson Plan

K Mystery Science Lesson 3 Miss White

Mystery Science Lesson 3 Supplement

This is a supplement to the activity outlined in Lesson 3 of Mystery Science's Force Olympics. In this activity, students will be constructing a lego robot wrecking ball to knock down a lego wall. For younger students, the base can be built for them and they are in charge of getting the robot to swing fast enough to knock down the wall. Older students can be put in charge of building the entire wrecking ball and programing it.

Materials: Lego WeDo 2.0 kit, Lego duplo bricks or cups to build a wall, Mystery Science Lesson 3 in Force Olympics.

Lego lesson:

Base Building Instructions: https://le-www-live-s.legocdn.com/sc/media/lessons/wedo-2/building-instructions/bee-and-flower-instructions-f3c93185a38d5e6f07d2f5e4fb515221.pdf

Crane/ Wrecking Ball Arm: Model Library 5b

Mystery Science: https://mysteryscience.com/pushes/mystery-3/ strength-direction-of-force/104?r=42174050#

Standards: K-PS2-1- Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

K-PS2-2- Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Objective:

I can plan and conduct an investigation.

I can analyze results to see if my experiment worked.

Set Up: Each student grouping should have a WeDo set to share. This activity could be done the same day as the lesson or could be done a separate day from the lesson.

Transition (5m):

Call students to designated area to begin lesson.

Activity (30 - 60m):

Day 1

Do activities as outlined in mystery science lesson 3.

Supplement:

Day 2

Introduction:

Students should be assigned jobs (Doctor- builds the robot, Nurse- passes doctor pieces, Recorder- documents the build through pictures, Reporter- Shares out what the group is doing as well as asks questions for the group, Coder- codes the robot, clean-up crew- breaks down the robot and is in charge of retrieving any stray pieces)

Activity:

Students building a wrecking with students building model 5.b crane and programing it to hit the wall. (Step by step instructions for building the arm of the wrecking ball are attached to this lesson).

Day 3

Introduction:

Prior to programing, introduce students to coding cards. Ask small groups to plan what they would like the wrecking ball to do prior to creating a code on the WeDo app (Introducing pseudo cards may be beneficial for planning).

Activity:

Students code their robot.

After programing, students could experiment with different variables. (ex. How does the speed impact the wall being knocked down? How does the length of the string impact the wall being knocked down? What happens if the machine is moved further away? What happens if the machine is moved closer?)

* Students could build a wrecking ball from mystery science activity and also build the lego crane and compare the results.

Assessment:

Teachers will assess student teamwork and informally assess their understanding of the impact of speed and distance on a pushing force. Teacher should also use Mystery Science lesson assessment to gague student understanding of the experiment.

DL Modifications:

- Supply students with their own print out of the steps in order as a check list.

- Supply students with pseudo coding cards to hep them plan their code.

- More advanced LEGO builders could build the base themselves as well as the wrecking ball arm using only the Model 5B pictures.