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Lego Spike Prime - 8 lesson program

 

Lesson 1: Introduction to Spike Prime and Basic Programming

Outcomes:

NSW: ST3-2DP-T, ST3-3DP-T, ST3-11DI-T

Aus: ACTDIP019, ACTDIP020

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​Objective: Students will become familiar with the Spike Prime hardware and software and learn basic block coding to control their robot.

  1. Introduction (10 minutes)

  • Introduce the Spike Prime kit, highlighting its components (motors, sensors, and programmable hub).

  • Demonstrate the basics of how to connect and control components using the block-based coding interface.

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  2. Main Activity (25 minutes)

  • Guide students to build a basic robot using the step-by-step instructions from the Spike Prime software.

  • Show them how to write a simple code to make their robot move forward and stop.

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  3. Conclusion (10 minutes)

  • Reflect on how the robot's movement is controlled by programming, and discuss the importance of precision in coding.

 

Lesson 2: Exploring Sensors

Outcomes:

NSW: ST3-2DP-T, ST3-3DP-T, ST3-11DI-T

Aus: ACTDIP019, ACTDIP020

​

Objective: Students will learn how to use Spike Prime's sensors to gather data and control their robot’s behaviour.

  1. Introduction (5 minutes)

  • Explain the types of sensors (color, distance, and touch sensors).

  • Show examples of real-life applications of sensors in technology (e.g., autonomous cars).

 

  2. Main Activity (30 minutes)

  • Students will add a sensor to their robot and write a program that uses sensor input to make the robot react (e.g., stop when an object is detected).

  • Provide step-by-step guidance for coding.

 

  3. Conclusion (10 minutes)

  • Discuss the role of sensors in making robots "smart" and how these concepts apply to solving real-world problems.

 

Lesson 3: Introduction to Engineering Design Process

Outcomes:

NSW: ST3-2DP-T, ST3-3DP-T, ST3-11DI-T

Aus: ACTDIP019, ACTDIP020

​

Objective: Students will apply the engineering design process to solve a problem using their robot.

  1. Introduction (5 minutes)

  • Introduce the engineering design process (define the problem, brainstorm solutions, build, test, and improve).

  • Discuss the importance of iteration.

 

  2. Main Activity (30 minutes)

  • Present a simple challenge (e.g., create a robot that can navigate around obstacles).

  • Have students work in teams to design and build their solutions, then test and improve their designs.

 

  3. Conclusion (10 minutes)

  • Reflect on the importance of testing and improving designs.

  • Ask students what they would do differently in future builds.

 

Lesson 4: Forces and Motion

Outcomes:

NSW: ST3-2DP-T, ST3-3DP-T, ST3-11DI-T

Aus: ACTDIP019, ACTDIP020

​

Objective: Students will explore how forces affect the motion of their robots.

  1. Introduction (5 minutes)

  • Review the concept of forces (push, pull, friction).

  • Discuss how these forces affect how robots move.

 

  2. Main Activity (30 minutes)

  • Have students experiment with different surface types (e.g., carpet, tile) to see how friction affects their robot's movement.

  • Students will modify their robots to improve performance across different terrains.

 

  3. Conclusion (10 minutes)

  • Discuss the results and how understanding forces helps in designing efficient robots.

 

Lesson 5: Data Collection and Analysis

Outcomes:

NSW: ST3-2DP-T, ST3-3DP-T, ST3-11DI-T

Aus: ACTDIP019, ACTDIP020

​

Objective: Students will collect and analyse data from their robots to solve a challenge.

 1. Introduction (5 minutes)

  • Explain how robots can be used to collect data (e.g., distance, speed).

  • Discuss how scientists use data to make decisions.

 

  2. Main Activity (30 minutes)

  • Set up a challenge where students use their robot’s sensors to collect data (e.g., measuring distances or timing movements).

  • Students will analyse the data to draw conclusions and improve their robot’s performance.

 

  3. Conclusion (10 minutes)​

  • Reflect on how data can be used to improve designs and make evidence-based decisions.

 

Lesson 6: Programming Conditional Logic

Outcomes:

NSW: ST3-2DP-T, ST3-3DP-T, ST3-11DI-T

Aus: ACTDIP019, ACTDIP020

​

Objective: Students will use conditional statements to program more complex behaviors in their robots.

  1. Introduction (5 minutes)

  • Introduce conditional logic (e.g., "if-then" statements) and its importance in decision-making for robots.

 

  2. Main Activity (30 minutes)

  • Guide students to create a program where the robot makes decisions based on sensor input (e.g. "if the robot detects an obstacle, it will stop; otherwise, it will continue").
     

  3. Conclusion (10 minutes)​

  • Discuss how conditional logic allows robots to interact with their environment more intelligently.

 

Lesson 7: Collaborative Design Challenge

Outcomes:

NSW: ST3-2DP-T, ST3-3DP-T, ST3-11DI-T

Aus: ACTDIP019, ACTDIP020

​

Objective: Students will work collaboratively to solve a more complex, open-ended challenge using Spike Prime.

  1. Introduction (5 minutes)

  • Introduce a collaborative challenge (e.g., design a robot to complete a maze).

 

  2. Main Activity (30 minutes)

  • Students work in teams to design, build, and program their robots.

  • Encourage creativity and experimentation.

 

  3. Conclusion (10 minutes)​

  • Teams present their solutions and reflect on their collaborative efforts and problem-solving strategies.

 

Lesson 8: Final Project Presentation and Reflection

Outcomes:

NSW: ST3-2DP-T, ST3-3DP-T, ST3-11DI-T

Aus: ACTDIP019, ACTDIP020

​

Objective: Students will present their final projects and reflect on their learning throughout the program.

  1. Introduction (5 minutes)

  • Outline the structure of the presentations, emphasising clear communication of design decisions and problem-solving processes.
     

  2. Main Activity (30 minutes)

  • Each team presents their robot, explaining how it works, the challenges they faced, and how they solved them.

 

  3. Conclusion (10 minutes)​

  • Reflect on the learning journey, discussing what skills and knowledge students gained through the program.

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