Introduction to Python

Programming
Using LEGO® Education SPIKE™ Prime Set

LEGO, the LEGO logo, the minifigure, DUPLO, the SPIKE logo, MINDSTORMS and the MINDSTORMS logo are trademarks and/or copyrights of the LEGO
Group, Ⓒ2020 The LEGO Group. All rights reserved
Introduction to Python Programming
Using LEGO® Education SPIKE™ Prime Set

OVERVIEW
In this course, students will learn the fundamentals of the
Python programming language, along with programming
best practices, through using LEGO® Education SPIKE™
Prime set. Through a series of scaffolded lessons, students
will learn to important libraries, how to use the hardware and
software to control motors and sensors, use conditionals and
loops to control the flow of your programs, and store data
using Python data types and variables. They will define and
document their own custom programs, write scripts, and handle errors. Most
importantly, students will have multiple and ongoing opportunities to use all of this
knowledge in authentic contexts to practice and develop their coding skills in Python.
By the end of the course, students will
• Design, iteratively develop and program a prototype of a robot or model
• Work collaboratively, give and receive feedback, and incorporate suggestions
• Debug and troubleshoot both hardware and software problems
• Use algorithms, data, compound conditionals, sensors, loops and Boolean logic
• Document programs, feedback, testing, and debugging
• Articulate flowcharts or pseudocode to address complex problems
• Decompose problems and subproblems into parts
• Discuss issues of bias and accessibility
• Communicate the solution to a problem, including model and programming

LEARNING PROMISE
Over the duration of this course, students will develop their Python programming
knowledge by analyzing, prototyping, and communicating ideas in the areas of
abstraction, algorithms, programming, and data. Students will create artifacts and build
models that use motors, sensors, lights, and sounds to work effectively by creating
Python programs. They will utilize various programming techniques including writing
pseudocode, using conditional statements, loops, Boolean logic, as well as linear and
computational thinking to accomplish a variety of tasks. Students will apply their Python
knowledge to various guided and open-ended projects which culminate in presenting
solutions to real-world problems.

COURSE DESIGN
The course has been developed to address numerous Python programming skills and
outcomes. The lessons have been compiled into scaffolded experiences to increase in
complexity to enable teachers to provide their students with ongoing opportunities to
develop proficiency in Python programming.
LEGO, the LEGO logo, the minifigure, DUPLO, the SPIKE logo, MINDSTORMS and the MINDSTORMS logo
are trademarks and/or copyrights of the LEGO Group, Ⓒ2020 The LEGO Group. All rights reserved
This course is built around the K-12 CS Framework and the CSTA standards. A matrix
of the lessons, the standards covered in each lesson, and framework areas addressed
is available at the end of this document.
The course is broken down into five units and a culminating project. The units have 6-8
lessons. The projects have between 10-12 lessons. During each 45-60-minute lesson,
students will experience a high level of engagement to develop their Python
proficiency. The course contains the following units:
• Unit 1: Hardware + Software
• Unit 2: Motors
• Unit 3: Sensor Control
• Unit 4: Loops and Variables
• Unit 5: Conditions for Games
• Project Unit: Mental Agility
Throughout the lessons, strategic questions and key objectives will
guide students through the process of developing Python programming
proficiency. The key objectives listed on each lesson can be used to determine whether
or not each student is developing the relevant skills.

The projects within the course will include specific documentation via journaling and
rubrics to detail their overall understanding and application of the Python concepts
previously covered.

GETTING STARTED WITH THE SPIKE APP USING PYTHON

Opening a new project
Direct students to open the software and look at library options.
• Open the SPIKE App
• Select New Project
• Select PYTHON
• Select CREATE

Using the Programming Canvas

We suggest allowing the students a few minutes in the first lesson to see the functions
within the software and pointing out important features as shown in the image below.

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are trademarks and/or copyrights of the LEGO Group, Ⓒ2020 The LEGO Group. All rights reserved
 Name Project

Connect hub and Knowledge Base

see hub data reference for
getting sample
Programming code and API
area

Run program
Open the Console for print
or stop
and error messages

• The programming canvas is the open white space starting on the top left side.
When you open the software there will be a sample program already loaded in
the programming canvas.
• You will see the hub icon in the top left corner which is where you will connect
your hub.
• Along the bottom you will see the console and some functions that allow you to
change the screen size and undo actions. The console is where printed code will
appear as well as error messages. If the console is not showing, click the two
horizontal bars in the center bottom of the canvas. The console will move up to
be visible.
• Along the right side, you will see the knowledge base. The knowledge base will
provide support and act as a reference for code.

Using the Knowledge Base

The Knowledge Base provides getting started support and easy transition to text-based
coding for SPIKE Prime with python. The knowledge base is the API, providing a place
to find the functions linked to the hardware from the SPIKE Prime set. Additionally,
sample codes that can be copied and pasted into the programming canvas, error
message explanations, and the type and value of each function are provided in the
Knowledge Base.

Copy and Pasting from the Knowledge Base

To make programming simpler, there are several sample programs provided in the
Knowledge Base. Students can copy and paste these into the programming canvas at
any time. To copy and paste:

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 • click the small blue icon in the upper right corner of the programming box within
the Knowledge Base
• right click in the box that you wish to paste the code
• choose PASTE

Connecting the Hub via Bluetooth

Guide students through connecting their hubs to the software. The hub can be
connected with the USB cable or through Bluetooth. To connect via Bluetooth:
• click the hub icon
• click CONNECT VIA BLUETOOTH in the upper right corner
• press the small circular button on the upper left part of the hub
• the hub name should appear at the bottom of the screen in a few seconds
• click on the correct hub name and it will be connected
• return to the programming canvas by clicking the X to close the connection
dashboard screen.

Renaming a Project
Projects will be saved in the My Projects tab. To easily locate a project, students should
give each project a name relevant to the task. To rename the Project:
• click the three small vertical dots to the right of the Project name.
• two choices will open in the pop-up menu, RENAME PROJECT and MOVE TO
• choose RENAME PROJECT
• the screen changes to show the current name
• erase what is there and type in your own title
• click save
• the menu will close and return to the programming canvas

ASSESSMENT
In this course, there are three types of assessment used for lessons and an additional
rubric used in the culminating project. Teachers are encouraged to use all types of
assessment as a way to provide students adequate feedback to continue grow their
knowledge and skills. The three types of assessment include:
• Teacher observations which encourages teachers to discuss outcomes with
students through posing questions and listening to how students as a way to
check for understanding.
• Peer feedback which allows students to learn how to provide and take
constructive feedback that can better their solutions.
• Self-assessment which allows students to deeply reflect on their own learning to
make connections, think about how to work together, and complete work in
positive ways.

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are trademarks and/or copyrights of the LEGO Group, Ⓒ2020 The LEGO Group. All rights reserved
Introduction to Python Programming

Unit 1 Hardware and Software

Lesson Objectives CSTA Standards
Importing Libraries • Learn why a Python 2-CS-02 Design projects that combine
45 minutes program must have hardware and software components to
libraries imported. collect and exchange data.
2-AP-16 Incorporate existing code, media,
• Import libraries.
and libraries into original programs, and
• Run a program. give attribution.

Communicating • Describe the function of 2-CS-02 Design projects that combine

with Light hardware and software. hardware and software components to
45 minutes • Program the light matrix collect and exchange data.
2-AP-13 Decompose problems and
and learn how to debug a
subproblems into parts to facilitate the
simple program. design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Pair Programming • Practice pair 2-CS-02 Design projects that combine

45 minutes programming. hardware and software components to
• Modify programs. collect and exchange data.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.

Communicating • Describe the function of 2-CS-02 Design projects that combine

with Sounds hardware and software. hardware and software components to
45 minutes • Program sounds and collect and exchange data.
2-AP-13 Decompose problems and
beeps and learn how to
subproblems into parts to facilitate the
debug a simple program. design, implementation, and review of
• Create a sound pattern. programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Digital Sign • Describe the function of 2-CS-02 Design projects that combine
45-90 minutes hardware and software. hardware and software components to
• Program lights and collect and exchange data.
2-AP-13 Decompose problems and
sounds to communicate a
subproblems into parts to facilitate the
message. design, implementation, and review of
programs.
Introduction to Python Programming

Unit 1 Hardware and Software

Lesson Objectives CSTA Standards
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Ideas to Support • Give specific feedback 1B-IC-20 Seek diverse perspectives for
Your Design on a peer’s project. the purpose of improving computational
30-45 minutes • Explore how to use artifacts
feedback to improve a
project.

Career • Articulate their personal Career Ready Practice 10- Plan

Connections – interests and goals. education and career path aligned to
Lesson Extension • Relate their personal personal goals. (CCTC)
60-90 minutes interests and goals into
possible career
pathways.
• Explore various careers
in career pathways.
Introduction to Python Programming
Unit 2 Motors
Lesson Objectives CSTA Standards
Making Moves • Program motors to turn 2-CS-02 Design projects that combine
with Motors individually using hardware and software components to
45 minutes collect and exchange data.
parameters of time and
2-AP-10 Use flowcharts and/or pseudocode
speed to address complex problems as algorithms
• Create a robot dance 2-AP-16 Incorporate existing code, media,
party and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

New Moves with • Program a motor to move 2-CS-02 Design projects that combine
Motors to position using the hardware and software components to
45 minutes shortest path. collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
• Program a motor to move
to address complex problems as algorithms
to a specific position. 2-AP-16 Incorporate existing code, media,
• Program a motor to move and libraries into original programs, and
a defined number of give attribution.
degrees. 2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Automating Action • Build and program a 2-CS-02 Design projects that combine
45 minutes model that automates a hardware and software components to
task. collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
Hopper Run • Program two motors to 2-CS-02 Design projects that combine
45 minutes move simultaneously. hardware and software components to
• Build and program a robot collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
without wheels to move
to address complex problems as algorithms
forward. 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
Introduction to Python Programming
Unit 2 Motors
Lesson Objectives CSTA Standards
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Race Day • Create a program to 2-CS-02 Design projects that combine

45 minutes move through a series of hardware and software components to
steps and turns. collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
• Utilize motor pair in
to address complex problems as algorithms
multiple ways. 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Ideas to Help with • Give specific feedback 1B-IC-20 Seek diverse perspectives for
Race Day on a peer’s project. the purpose of improving computational
30-45 minutes • Explore how to use artifacts.
feedback to improve a
project.
Introduction to Python Programming
Unit 3 Sensor Control
Lesson Objectives CSTA Standards
Start Sensing • Program the force sensor. 2-CS-02 Design projects that combine
45 minutes • Create conditional hardware and software components to
collect and exchange data.
statements.
2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Charging Rhino • Explore the force senor 2-AP-10 Use flowcharts and/or pseudocode
45 minutes • Understand effects of to address complex problems as algorithms
2-AP-13 Decompose problems and
power on movement
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Cart Control • Program the distance 2-CS-02 Design projects that combine
45 minutes sensor. hardware and software components to
collect and exchange data.
• Explore movements with
2-AP-10 Use flowcharts and/or pseudocode
distance. to address complex problems as algorithms.
• Understand ultrasonic. 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Safe Delivery • Program model to move 2-CS-02 Design projects that combine
45 minutes safely using sensors. hardware and software components to
collect and exchange data.
• Investigate effects of
2-AP-10 Use flowcharts and/or pseudocode
motor power when using to address complex problems as algorithms
sensors.
Introduction to Python Programming
Unit 3 Sensor Control
Lesson Objectives CSTA Standards
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Grasshopper • Make appropriate 2-CS-02 Design projects that combine

Troubles hardware decisions hardware and software components to
45 minutes collect and exchange data.
• Re-design a model to add
2-AP-13 Decompose problems and
a sensor subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Ideas to Help Your • Give specific feedback 1B-IC-20 Seek diverse perspectives for
Grasshopper on a peer’s project. the purpose of improving computational
30-45 minutes • Explore how to use artifacts.
feedback to improve a
project.
Introduction to Python Programming
Unit 4 Loops and Variables
Lesson Objectives CSTA Standards
Warm Up Loop • Program with loops. 2-CS-02 Design projects that combine
with Leo • Build and program a sit- hardware and software components to
45 minutes collect and exchange data.
up machine.
2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Counting Reps • Program a sit-up machine 2-CS-02 Design projects that combine
with Leo to count the reps and to hardware and software components to
45 minutes collect and exchange data.
complete a count down.
2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
Introduction to Python Programming
Unit 4 Loops and Variables
Lesson Objectives CSTA Standards
Dance Loop with • Program a model using 2-CS-02 Design projects that combine
Coach for loops. hardware and software components to
45 minutes collect and exchange data.
• Debug four programs to
2-AP-10 Use flowcharts and/or pseudocode
learn tips and tricks. to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Setting Conditions • Investigate while 2-CS-02 Design projects that combine

for Yoga statements. hardware and software components to
45-90 minutes collect and exchange data.
• Program a model using
2-AP-10 Use flowcharts and/or pseudocode
while loops. to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
Introduction to Python Programming
Unit 4 Loops and Variables
Lesson Objectives CSTA Standards
Infinite Moves • Program infinite loops. 2-CS-02 Design projects that combine
45-90 minutes • Create a model that hardware and software components to
collect and exchange data.
includes a force sensor
2-AP-10 Use flowcharts and/or pseudocode
that will provide a to address complex problems as algorithms
condition for the robot to 2-AP-13 Decompose problems and
move. subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Leading the Team • Design a model for 2-CS-02 Design projects that combine
with Loops repetition. hardware and software components to
90-120 minutes • Program a model to move collect and exchange data.
2-AP-13 Decompose problems and
using loops.
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.

Ideas to Help with • Give specific feedback 1B-IC-20 Seek diverse perspectives for
Leading the Team on a peer’s project. the purpose of improving computational
with Loops • Explore how to use artifacts.
30-45 minutes feedback to improve a
project.
Introduction to Python Programming
Unit 5 Conditions for Games
Lesson Objectives CSTA Standards
Controlling Motion • Program the motion 2-CS-02 Design projects that combine
with Tilt sensor. hardware and software components to
45 minutes collect and exchange data.
• Create conditional
2-AP-10 Use flowcharts and/or pseudocode
statements. to address complex problems as algorithms
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Claw Machine • Create a basic loop. 2-CS-02 Design projects that combine
45 minutes • Program a grabber model hardware and software components to
collect and exchange data.
based on set conditions.
2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Charting Game • Understand how to use 2-CS-02 Design projects that combine
Decisions flowcharts in planning. hardware and software components to
45-90 minutes collect and exchange data.
• Create flowcharts and
2-AP-10 Use flowcharts and/or pseudocode
write programs that follow to address complex problems as algorithms
them. 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Guess Which Color • Program the color sensor 2-CS-02 Design projects that combine
45 minutes using conditional code. hardware and software components to
collect and exchange data.
Introduction to Python Programming
Unit 5 Conditions for Games
Lesson Objectives CSTA Standards
• Create a game. 2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Guessing Game • Write code that uses 2-CS-02 Design projects that combine
45 minutes multiple condition hardware and software components to
collect and exchange data.
statements using
2-AP-10 Use flowcharts and/or pseudocode
if/elif/else programming. to address complex problems as algorithms
• Add a loop to code. 2-AP-13 Decompose problems and
• Debug coding that has subproblems into parts to facilitate the
incorrect/missing syntax, design, implementation, and review of
missing code, or incorrect programs.
2-AP-16 Incorporate existing code, media,
indention.
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make
Score! • Program movement and 2-CS-02 Design projects that combine
45 minutes light matrix. hardware and software components to
collect and exchange data.
• Apply knowledge of
2-AP-10 Use flowcharts and/or pseudocode
conditional statements. to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
Introduction to Python Programming
Unit 5 Conditions for Games
Lesson Objectives CSTA Standards
Game Time • Write code that includes 2-CS-02 Design projects that combine
90 minutes conditions that must be hardware and software components to
collect and exchange data.
met in a game format
2-AP-10 Use flowcharts and/or pseudocode
• Create a game that to address complex problems as algorithms
requires a series of 2-AP-13 Decompose problems and
events requiring a robot subproblems into parts to facilitate the
to respond design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
2-IC-22 Collaborate with many contributors
through strategies such as crowdsourcing
or surveys when creating a computational
artifact.

Ideas to Help with • Give specific feedback 1B-IC-20 Seek diverse perspectives for
Game Time on a peer’s project. the purpose of improving computational
30-45 minutes • Explore how to use artifacts.
feedback to improve a
project.
Introduction to Python Programming
Unit 6 Troubleshooting and Debugging
Lesson Objectives CSTA Standards
Testing Prototypes • Brainstorm ideas and 2-AP-15 Seek and incorporate feedback
45 minutes develop solutions to a from team members and users to refine a
problem. solution that meets user needs.
NGSS
• Program a model.
MS-ETS1-2. Evaluate competing design
solutions using a systematic process to
determine how well they meet the criteria
and constraints of the problem.
MS-ETS1-4 Develop a model to generate
data for iterative testing and modification of
a proposed object, tool or process such that
an optimal design can be achieved.
Break Dancer • Identify a problem and 2-AP-10 Use flowcharts and/or pseudocode
Break Down debug the program. to address complex problems as algorithms.
45 minutes 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Dance to the Beat • Identify a problem and 2-AP-10 Use flowcharts and/or pseudocode
45 minutes debug the program. to address complex problems as algorithms.
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Testing for Trouble • Identify and repair a 2-AP-10 Use flowcharts and/or pseudocode
90 minutes hardware problem in a to address complex problems as algorithms.
2-AP-13 Decompose problems and
design.
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Debug-inator • Debug a software 2-AP-10 Use flowcharts and/or pseudocode

45 minutes problem. to address complex problems as algorithms.
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
Introduction to Python Programming
Unit 6 Troubleshooting and Debugging
Lesson Objectives CSTA Standards
design, implementation, and review of
programs.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Ideas to Help with • Give specific feedback 1B-IC-20 Seek diverse perspectives for
the Debug-inator on a peer’s project. the purpose of improving computational
30-45 minutes • Explore how to use artifacts.
feedback to improve a
project.
Introduction to Python Programming
Unit 7 Functions
Lesson Objectives CSTA Standards
Turtle Trouble • Write a program that will 2-CS-02 Design projects that combine
45 minutes make the turtle’s flippers hardware and software components to
move collect and exchange data.
2-AP-13 Decompose problems and
• Modify a program to allow
subproblems into parts to facilitate the
different reactions or lines design, implementation, and review of
of code to run based on programs.
the situation 2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Clean Up with • Build and program a 2-CS-02 Design projects that combine
Multiple Functions grabber to pick up items hardware and software components to
45 minutes collect and exchange data.
• Modify the program to 2-AP-13 Decompose problems and
include multiple functions subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-17 Systematically test and refine
programs using a range of test cases.

Clean Indicator • Create functions that use 2-CS-02 Design projects that combine
45 minutes parameters hardware and software components to
• Investigate debugging collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
functions and functions
to address complex problems as algorithms
that use parameters 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Automate the • Program a sorting robot 2-CS-02 Design projects that combine
Clean Up to identify if a material is hardware and software components to
90 minutes collect and exchange data.
recyclable or non-
2-AP-13 Decompose problems and
recyclable subproblems into parts to facilitate the
• Incorporate a second design, implementation, and review of
function into a program to programs.
Introduction to Python Programming
Unit 7 Functions
Lesson Objectives CSTA Standards
make the program more 2-AP-14 Create procedures with
efficient parameters to organize code and make it
easier to reuse.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Taking Care of My • Design, build, and 2-CS-02 Design projects that combine
Environment program an hardware and software components to
collect and exchange data.
90 minutes environmental helper to
2-AP-10 Use flowcharts and/or pseudocode
take care of a local area
to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-14 Create procedures with
parameters to organize code and make it
easier to reuse
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Ideas to Help with • Give specific feedback 1B-IC-20 Seek diverse perspectives for
Taking Care of My on a peer’s project. the purpose of improving computational
Environment • Explore how to use artifacts.
30-45 minutes feedback to improve a
project.
Introduction to Python Programming
Unit 8 Compound Conditionals and Logic Operators
Lesson Objectives CSTA Standards
Password • Investigate cyber security 2-CS-02 Design projects that combine
Protection through setting hardware and software components to
45 minutes collect and exchange data.
passwords
2-NI-05 Explain how physical and digital
• Explore physical security security measures protect electronic
measures information.
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Make it Physically • Investigate nested 2-NI-05 Explain how physical and digital
Safe conditional statements security measures protect electronic
45-90 minutes information.
• Explore physical security
2-CS-02 Design projects that combine
measures hardware and software components to
collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
Introduction to Python Programming
Unit 8 Compound Conditionals and Logic Operators
Lesson Objectives CSTA Standards
Make a Safer Safe • Investigate using logic 2-NI-05 Explain how physical and digital
45-90 minutes operators to combine security measures protect electronic
information.
conditions
2-CS-02 Design projects that combine
• Explore physical security hardware and software components to
measures collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Security Operating • Investigate using sensors 2-CS-02 Design projects that combine
with Logic for security hardware and software components to
collect and exchange data.
45-90 minutes • Create two-step security
2-AP-10 Use flowcharts and/or pseudocode
programs to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
Introduction to Python Programming
Unit 8 Compound Conditionals and Logic Operators
Lesson Objectives CSTA Standards
Escape Room • Create a security device 2-CS-02 Design projects that combine
90 minutes to simulate a break out hardware and software components to
game collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
• Design a device that
to address complex problems as algorithms
meets given constraints 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
2-IC-22 Collaborate with many contributors
through strategies such as crowdsourcing
or surveys when creating a computational
artifact.

Ideas to Help with • Give specific feedback 1B-IC-20 Seek diverse perspectives for
Escape Room on a peer’s project. the purpose of improving computational
30-45 minutes • Explore how to use artifacts.
feedback to improve a
project.
Introduction to Python Programming
Unit 9 Data and Math Functions
Lesson Objectives CSTA Standards
Get Moving to Get • Investigate ways to take 2-CS-02 Design projects that combine
Data in data from sensors hardware and software components to
45 minutes • Create a new program collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
that will provide data
to address complex problems as algorithms
using the force sensor 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Bike Riding for • Program a bike model to 2-CS-02 Design projects that combine
Data move forward at a hardware and software components to
45 minutes collect and exchange data.
constant speed
2-AP-10 Use flowcharts and/or pseudocode
• Create a program to address complex problems as algorithms
increase and decrease 2-AP-13 Decompose problems and
the speed of the bike subproblems into parts to facilitate the
model using math design, implementation, and review of
functions programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
Introduction to Python Programming
Unit 9 Data and Math Functions
Lesson Objectives CSTA Standards
Counting Your • Integrate mathematical 2-CS-02 Design projects that combine
Steps calculations into their hardware and software components to
45 minutes collect and exchange data.
programs using variables
2-AP-10 Use flowcharts and/or pseudocode
• Create a program that will to address complex problems as algorithms
measure footsteps 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Make It Move • Program a driving base to 2-CS-02 Design projects that combine
45 minutes move forward and change hardware and software components to
collect and exchange data.
directions
2-AP-10 Use flowcharts and/or pseudocode
• Create a program with to address complex problems as algorithms
mathematical functions 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Parking Lot • Use conditional 2-AP-18 Distribute tasks and maintain a

90 minutes statements in a program project timeline when collaboratively
using sensors and developing computational artifacts.
2-AP-12 Design and iteratively develop
motors.
programs that combine control structures,
• Apply sensors to real-life including nested loops and compound
problems. conditionals.
2-CS-02 Design projects that combine
hardware and software components to
collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms.
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
Introduction to Python Programming
Unit 9 Data and Math Functions
Lesson Objectives CSTA Standards
My Transportation • Design, build, and 2-CS-02 Design projects that combine
90 minutes program a transportation hardware and software components to
vehicle to bring them to collect and exchange data.
school 2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
2-IC-22 Collaborate with many contributors
through strategies such as crowdsourcing
or surveys when creating a computational
artifact.

Ideas to Help with • Give specific feedback 1B-IC-20 Seek diverse perspectives for
My Transportation on a peer’s project. the purpose of improving computational
30-45 minutes • Explore how to use artifacts.
feedback to improve a
project.
Introduction to Python Programming
Unit 10 Lists
Lesson Objectives CSTA Standards
Listing Letters • Create and utilize lists. 2-CS-01 Recommend improvements to the
45 minutes • Code with compound
design of computing devices, based on an
analysis of how users interact with the
conditionals using lists. devices.
2-DA-09 Refine computational models
based on the data they have generated.
2-AP-10 Use flowcharts and/or pseudocode
to address complex problems as algorithms.
2-AP-12 Design and iteratively develop
programs that combine control structures,
including nested loops and compound
conditionals.
2-AP-18 Distribute tasks and maintain a
project timeline when collaboratively
developing computational artifacts.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-CS-02 Design projects that combine
hardware and software components to
collect and exchange data.
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.

Stretch Your • Create a program using 2-CS-02 Design projects that combine
Muscles and Lists values for the motion hardware and software components to
collect and exchange data.
90 minutes sensor as the variables in
2-AP-10 Use flowcharts and/or pseudocode
their list to address complex problems as algorithms
• Use a list to create a yoga 2-AP-13 Decompose problems and
routine subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Mind Games • Create two lists in one 2-CS-02 Design projects that combine
90 minutes program hardware and software components to
collect and exchange data.
• Compare two lists within
2-AP-10 Use flowcharts and/or pseudocode
the program to address complex problems as algorithms
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
Introduction to Python Programming
Unit 10 Lists
Lesson Objectives CSTA Standards
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Jumping for Lists • Create data from the 2-CS-02 Design projects that combine
90 minutes force and distance hardware and software components to
sensors to use in a list collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
• Program a list based on to address complex problems as algorithms
the data gathered from 2-AP-11 Create clearly named variables
the jumping trials (i.e., that represent different data types and
height of jumps) perform operations on their values.
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-16 Incorporate existing code, media,
and libraries into original programs, and
give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Word Games with • Create multiple lists within 2-CS-02 Design projects that combine
Lists a program to complete a hardware and software components to
90 minutes word game collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode
• Program a color sensing
to address complex problems as algorithms
model to coordinate with 2-AP-13 Decompose problems and
their word game subproblems into parts to facilitate the
design, implementation, and review of
programs.
2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.

Ideas to Help with • Give specific feedback 1B-IC-20 Seek diverse perspectives for
Word Games with on a peer’s project. the purpose of improving computational
Lists • Explore how to use artifacts.
30-45 minutes feedback to improve a
project.
 Unit 1: Hardware and Software
A LEGO® Education Unit

Unit Introduction
This introductory unit allows students to explore essential computer science principles and
programming concepts of the text-based coding language, Python, to communicate in a variety
of ways. Students will investigate combining hardware and software, with a focus on pair
programming. The lessons are designed in an order that allows students to progress in their
skills and knowledge in the following areas:
• Importing Python libraries and running programs
• Describe the function of hardware and software
• Practice pair programming and working in programming roles
• Program lights and sounds to communicate messages
• Decompose problems and utilize debugging strategies
• Provide specific feedback to others
• Utilize feedback to improve a project

Unit Learning Promise

In this unit, your students will explore how hardware and software work together while
investigating ways to communicate ideas using lights and sounds. Additionally, students will
focus on how to collaborate with their peers to participate in pair programming as well as how to
give and receive feedback to improve the overall quality of a project.

Investigation Questions:
What are ways to communicate ideas to others? How can hardware and software
work together to help us solve problems?

Unit Lessons
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Importing Communicating Pair Communicating Digital Sign Ideas that Career

Libraries with Lights Programming with Sounds Support Connections
Your Design

Time: 45 Time: 45 Min. Time: 45 Min. Time: 45 Min. Time: 45-90 Time: 45 Min. Time: 45 Min.
Min. Min.

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Assessment: We recommend assessing students on various skills throughout the unit.
• Use the progression of lessons as an opportunity to provide on-going feedback to
prepare students for success for the open-ended project at the end of the unit.
• Each lesson includes a recommendation for teacher observations, student self-
assessment, evaluation of success.
Unit Standards

CSTA

2-CS-02 Design projects that combine hardware and software components to collect
and exchange data.

2-AP-13 Decompose problems and subproblems into parts to facilitate the design,
implementation, and review of programs.

2-AP-16 Incorporate existing code, media, and libraries into original programs, and give
attribution.

2-AP-19 Document programs in order to make them easier to follow, test, and debug.

1B-IC-20 Seek diverse perspectives for the purpose of improving computational

artifacts.

Integrated Standards

NGSS
MS-ETS1-2 Evaluate competing design solutions using a systematic process to
determine how well they meet the criteria and constraints of the problem.
Common Core English Language Arts (ELA)

6th Grade 7th Grade 8th Grade

SL.6.1 Engage effectively in a SL.7.1 Engage effectively in a SL.8.1 Engage effectively in a

range of collaborative range of collaborative range of collaborative
discussions (one-on-one, in discussions (one-on-one, in discussions (one-on-one, in
groups, and teacher-led) with groups, and teacher-led) with groups, and teacher-led) with
diverse partners on grade 6 diverse partners on grade 7 diverse partners on grade 8
topics, texts, and issues, topics, texts, and issues, topics, texts, and issues,
building on others' ideas and building on others' ideas and building on others' ideas and
expressing their own clearly expressing their own clearly expressing their own clearly

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 SL.6.2 Interpret information SL.7.2 Analyze the main ideas SL.8.2 Analyze the purpose of
presented in diverse media and supporting details information presented in
and formats (e.g., visually, presented in diverse media diverse media and formats
quantitatively, orally) and and formats (e.g., visually, (e.g., visually, quantitatively,
explain how it contributes to a quantitatively, orally) and orally) and evaluate the
topic, text, or issue under explain how the ideas clarify a motives (e.g., social,
study topic, text, or issue under commercial, political) behind
study its presentation
SL.6.4 Present claims and SL.7.4 Present claims and SL.8.4 Present claims and
findings, sequencing ideas findings, emphasizing salient findings, emphasizing salient
logically and using pertinent points in a focused, coherent points in a focused, coherent
descriptions, facts, and details manner with pertinent manner with relevant
to accentuate main ideas or descriptions, facts, details, evidence, sound valid
themes; use appropriate eye and examples; use reasoning, and well-chosen
contact, adequate volume, appropriate eye contact, details; use appropriate eye
and clear pronunciation adequate volume, and clear contact, adequate volume,
pronunciation and clear pronunciation
RST.6-8.3 Follow precisely a RST.6-8.3 Follow precisely a RST.6-8.3 Follow precisely a
multistep procedure when multistep procedure when multistep procedure when
carrying out experiments, carrying out experiments, carrying out experiments,
taking measurements, or taking measurements, or taking measurements, or
performing technical tasks performing technical tasks performing technical tasks
L.6.6 Acquire and use L.7.6 Acquire and use L.8.6 Acquire and use
accurately grade-appropriate accurately grade-appropriate accurately grade-appropriate
general academic and general academic and general academic and
domain-specific words and domain-specific words and domain-specific words and
phrases; gather vocabulary phrases; gather vocabulary phrases; gather vocabulary
knowledge when considering knowledge when considering knowledge when considering
a word or phrase important to a word or phrase important to a word or phrase important to
comprehension or expression comprehension or expression comprehension or expression

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LEGO® Education SPIKE Prime

Importing Libraries
Grade 6-9 45 minutes Beginner

Importing Libraries KEY OBJECTIVES

Students will:
Students learn how to import libraries in Python and why this
is important when connecting software and hardware. • Learn why a Python program
Questions to investigate must have libraries imported.
• Import libraries.
• How can engineers and computer programmers • Run a program.
work together to create a way to communicate
ideas to others? STANDARDS
CSTA
Materials needed 2-CS-02 Design projects that combine
• SPIKE Prime sets ready for student use. Prior to the hardware and software components to
first lesson, please visit the following website for help collect and exchange data.
2-AP-16 Incorporate existing code,
with set up, kit organization and SPIKE App media, and libraries into original
https://education.lego.com/en-us/start/spike-prime/intro programs, and give attribution.
• Devices with the SPIKE App installed
• Student journals
VOCABULARY
Prepare
Library
• Determine how students will be grouped (2 students
Import
work with one SPIKE Prime set).
• Determine your student expectations for teamwork.
• Check to make sure SPIKE Prime hubs are charged,
especially if connecting through Bluetooth.

1. Engage
Ignite a discussion with students. Think about what is needed
when you follow a recipe to cook. You can go to the store to
purchase the ingredients you need. When you get home, you
need to be sure you have the tools you need to prepare the
food. Think about what you might need. You might need a
stove or an oven. You might need a mixer and a spatula.
When writing a Python program, you will need to make sure
you “gather” all the things you will use before you start to
make a model run.

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trademarks and/or copyrights of the LEGO Group, Ⓒ2020 The LEGO Group. All rights reserved
2. Explore
Students will learn what a library is and how and why you import libraries.
When using Python to program, students must import the libraries, the words, or terms,
that signal the program to recognize the hardware that can be used. Because Python is
a text-based coding language, capitalization and punctuation are important. For the
SPIKE App to communicate with the SPIKE Prime components, you will need the right
libraries that link the hardware components to the software.
Prompt students to open their SPIKE Prime sets and locate all the hardware pieces.
Pull each hardware item out of the set and lay them on the table (1 Hub, 3 motors, 3
sensors).
Ask students to identify each piece of hardware.
Review each hardware item. Hold up each hardware piece and ask students to locate
the same piece. Turn on the hub by pressing the large center button.
Ask students how they think they would import each piece of hardware into the
software.
Show the introductory program in the SPIKE App Python canvas.

from spike import PrimeHub, LightMatrix, Button, StatusLight, ForceSensor,

MotionSensor, Speaker, ColorSensor, App, DistanceSensor, Motor, MotorPair

Introduce students to the line for importing a hardware piece which is called a library.
• Ask students to identify the hardware that matches the items in the import code
o from spike import _______
o the blank will be filled in with the hardware item.

Note:
• PrimeHub is the hub
• LightMatrix is the 5x5 grid on the hub
• Button refers to the three buttons located at the bottom on the front of the
hub - left, center and right buttons
• StatusLight is the light color surrounding the center button
• ForceSensor refers to the force sensor which contains a black button to
push in
• MotionSensor is contained within the hub, like a gyro
• Speaker is on the outside of the hub
• ColorSensor is the small square color sensor that has one light
• App is the ability to play sounds

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 • DistanceSensor is the rectangular ultrasonic sensor that appears to have
two “eyes”
• Motor refers to any size motor
• MotorPair refers to two motors that will work in tandem.

Have students return all materials to the SPIKE Prime set and correctly place back into
the proper areas.
3. Explain
Ask students questions like:
• Why do you think it is important to import a library before you begin writing
code?
• What can be imported for use with the hub? How are they imported?
• How are motors imported?

4. Elaborate
Students will practice importing libraries and see what importing the different types of
libraries looks like.

Ask students to open a new project in their SPIKE App, selecting Python as the
programming type. Students should connect their hub.
Students will see the program already written in the canvas.

from spike import PrimeHub, LightMatrix, Button, StatusLight, ForceSensor, Moti

onSensor, Speaker, ColorSensor, App, DistanceSensor, Motor, MotorPair
from spike.control import wait_for_seconds, wait_until, Timer
hub = PrimeHub()
hub.light_matrix.show_image('HAPPY')

Have students look carefully at which pieces of hardware are available to use in this
code. Discuss the imported libraries with students.
Note: Students might need to close the Knowledge Base panel that is open to
read the entire code. To close the Knowledge Base, click the two lines on the
center left of the Knowledge Base area. The Knowledge Base slides right and
closes. To reopen, click the two lines and the Knowledge Base will slide left to
appear.
Allow students to run the sample code by selecting the play button (yellow circle with
white triangle) at the bottom of the screen. A smiley face should appear on the hub
screen.

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trademarks and/or copyrights of the LEGO Group, Ⓒ2020 The LEGO Group. All rights reserved
 Tips for troubleshooting: Ensure the hub is connected properly. On the
programming canvas in the upper left corner is an icon of the hub. If a green light
is on the hub icon, then it is connected. If a red light is on the hub icon, then the
hub is disconnected.
Start Importing
To start learning how to import libraries, ask students to locate the Knowledge Base on
the right-side panel.
Look at the code on screen. What libraries have been imported? Have students
reference line 1 in the code.
Ask students to refer to line 4 of the code. What is the hub called during programming?
• The word “hub” is now equal to the word “PrimeHub.” Why did they do that? To
make programming a bit simpler - you type 3 letters rather than 8.

• What do you think the program is going to do? Talk with your partner and then
start your program.

Refer students to the Getting Started section of the Knowledge Base. Read the Getting
Started information and then select “Writing a Python Program”. Review the importing
libraries information with students.
• Ask them what it means when they read, “The imported libraries are located at
the beginning of the .py file and should appear only once in the program.”
• Students may not know what a .py file is. The .py file is the Python program that
is being coded. “.py” stands for Python.
• You do not see .py anywhere on the canvas because the .py file contains
everything on the canvas.
• The name of the file or project is listed at the top left of the screen next to the
picture of a house. If this is the first project created, the name of the Project is
likely Project 1.

Ask students to open a new project using Python. Have students input different shapes
like SQUARE, TRIANGLE in the place of “HAPPY” to see how the program changes.
What other shapes did they find that worked?

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
o What happened on your hub when you ran the program?
o What libraries did you use to run this program?
o Why do you need to import different parts of the hub?

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 o How can engineers and computer programmers work together to create a
way to communicate ideas to others?

Remind students that they are responsible for materials management. Parts should
not be shared between sets. If a part is missing, ask the teacher. Remember, the
teacher has limited spare parts. Let the teacher know immediately if you cannot
locate something.

Each day, students will make a journal entry about the materials management of their
set. They grade themselves using a three-point scale. The goal is for all team
members to obtain 3 points. Listed below is the self-scoring guide.

1) Materials are not all located in their correct tray; some parts are
still together.
2) Materials are located correctly, but only one person helped put
things away.
3) Both partners worked together and all parts in the correct
locations.

Self-Assessment:
Have students answer the following in their journals:
• Why do you need to import libraries at the beginning of a Python program?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Communicating with Light

Grade 6-9 45 minutes Beginner

Communicating with Light KEY OBJECTIVES

Students will:
Students learn how to control the light matrix to show images
and write words. • Describe the function of
hardware and software.
Questions to investigate • Program the light matrix and
• How can technology help us solve problems? learn how to debug a simple
• How can you plan for the use of hardware in a program.
solution to a problem?
STANDARDS
Materials needed CSTA
• SPIKE Prime sets 2-CS-02 Design projects that combine
hardware and software components to
• Device with SPIKE App installed collect and exchange data.
• Student journal 2-AP-13 Decompose problems and
• Sticky notes subproblems into parts to facilitate the
• Scissors design, implementation, and review of
programs.
• Colored paper 2-AP-16 Incorporate existing code,
media, and libraries into original
Prepare programs, and give attribution.
Check to make sure SPIKE Prime hubs are charged, 2-AP-19 Document programs in order to
make them easier to follow, test, and
especially if connecting through Bluetooth.
debug.

1. Engage
What shapes can you create in a 5x5 grid? Could you make a
rectangle? A triangle? What types of faces could you make? VOCABULARY
Debug
Why would you create on paper before you code? Light Matrix
Students will investigate programming lights on the hub.
• Have students draw a 5x5 matrix in their journals.
• Ask students to cut 25 small squares of colored paper
to fit inside their matrix.
• Draw a simple image or show a picture to the
students that could be created on the light matrix on
the hub. Examples could include a square or heart.
• Ask students to consider how to create an image on
their hubs. Ask them to create an image or picture by

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 placing their squares onto the matrix to represent what squares will be lit. They
do not need to use all 25 paper squares at the same time.

2. Explore
Students will explore how to create images on the light matrix.
Prompt students to consider how to break this task down into steps that a computer
could do. Ask students to write the steps in pseudocode in their journals. Encourage
them to think about previous coding experiences to think about the steps needed.
Pseudocode is the set of directions written in words that show step-by-step instructions
for what should happen. Pseudocode is used to help write code.
Hint: What libraries will they need to import?

Allow students to share their ideas.

Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.
Students can follow the lesson through the Knowledge Base Getting Started Part 1:
Programming Simple Outputs. This lesson utilizes the Light Matrix part of the getting
started. Open the Console by clicking the two short horizontal lines at the bottom center
of the canvas.
Provide students with the sample code below. Have students type in the code to the
programming canvas. Students can also copy and paste the sample code from the
Knowledge Base Getting Started Part 1: Programming. Ask students to run this
program.
# Import the PrimeHub class
from spike import PrimeHub
from spike.control import
wait_for_seconds

# Initialize the Hub

your_hub = PrimeHub()

# Light up a smiley face

your_hub.light_matrix.show_image('HAPPY')
wait_for_seconds(5)
your_hub.light_matrix.off()

Discuss with students what happens.

Ask students if the program is still running on their hub. If the smiley face is still showing
on the hub, then the program is still running. Direct students to stop the program by

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either clicking the red circle with the white square on the lower right side of the screen
or pressing the large circle button on the hub.
Review the lines of code with students. Discuss what they see happening when they run
the program and what each line of code is telling the hub to do.

Create a New Image

Have students change the image that is displayed on the light matrix.
Challenge students to change the display from HAPPY to HEART which will change the
display on the hub. Ask students to indicate what needs to be changed in the code to
make it display a heart instead of a smiley face. Discuss with students.
Have students change their code and the comment in green. Run the program.
# Light up a heart
your_hub.light_matrix.show_image('HEART')
wait_for_seconds(5)
your_hub.light_matrix.off()

Discuss the program with students. Ask students what the # signals in the program. The
# signals a comment which is not a command for the computer, but is something
programmers add to help them remember what a section of code is supposed to do.
Review with students how long did the heart image stay lit. The image was lit for 5
seconds because the wait_for_seconds show a “5” in the parenthesis immediately after
the command. The value inside the parenthesis is the number of seconds.

3. Explain
Discuss the program with students. Ask students questions like:
• Which libraries do you need to import to run these programs?
• What is the purpose of the wait_for piece of the code?
• Do you need to rewrite the entire code each time to change the image that is
shown?
• How do you recognize if a program is still running? What are ways to stop a
program?

4. Elaborate
Investigate programming a word on the hub.
Display Two Images
Have students create two images to display on the light matrix.
Challenge students to copy the lines of code under #Light up a heart and paste it at the
end of their code. Students will now have two images to code.

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Have them insert HAPPY into the second section. Discuss with students what will
happen when they run their code with both sections of code. Review the lines of code
as a group. The code should show a heart for 5 seconds followed by a smiley face for 5
sections.
# Light up a heart
your_hub.light_matrix.show_image(‘HEART’)
wait_for_seconds(5)
your_hub.light_matrix.off()

# Light up a smiley face

your_hub.light_matrix.show_image('HAPPY')
wait_for_seconds(5)
your_hub.light_matrix.off()

Discuss the program with students.

Debugging
Investigate how to read errors.
Ask students to click the two horizontal lines in the center at the bottom of the
programming canvas. This allows the console to open. The console is where
information or error messages are printed.
Ask students to change their HEART to Heart and run the program again.
# Light up a heart
your_hub.light_matrix.show_image(‘Heart’)
wait_for_seconds(5)
your_hub.light_matrix.off()

# Light up a smiley face

your_hub.light_matrix.show_image('HAPPY')
wait_for_seconds(5)
your_hub.light_matrix.off()

Ask students to explain what happened. This represents an error which can occur if the
information is not inputted correctly.
Notice that the error message in the console point you to line 7. If you look at line 7, you
can see the word Heart in not all in capital letters. Change Heart to HEART and run the
program again.
Notice that the program works correctly but the error message in the console remains
unchanged. If you make an additional error, the next message in the console will follow
exactly underneath the previous one.
Explain to students how to tell you have a new message. You will see a group of
numbers, for example, [14:14:27.303] in black and the rest of the error message in

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red. This is the beginning of the error message and tells the time the code was
executed.
Additional Exploration
Allow students to explore all the options for displaying images on the hub. To access
additional images that students can display on their hub light matrix, look in the
Knowledge Base under Light Matrix Actions show_image(). Allow students time to
explore changing the images shown as time allows.

Have students look at the code they have been working with and consider how to
change this code to write a word out on the hub rather than just showing an image.
Students should recognize that they will still need to import and initialize the hub.
However, they need to code the hub light matrix to write instead of showing an image.
Students might initially think that they need to show the word as an image. Prompt
students to think about writing words out rather than showing like a picture.
Ask students to write the work hello on their hub light matrix.
# Import the PrimeHub class
from spike import PrimeHub
hub = PrimeHub()
hub.light_matrix.write('Hello!')

# Show the number 1 on the Light Matrix

hub.light_matrix.write('1')

Ask students to reflect on the difference in this code from the previous code used to
show images. This code allows students to write text on the light matrix, one letter at a
time, scrolling from right to left. This is a string, or an array of characters. For example,
the word “Hello” consists of a string of characters “h – e – l – l – o.” Five characters are
in this string.
Challenge students to write their names on the hub using this code. What is the only
thing that students need to change in the code?
Optional: Allow students to explore writing various words and challenge them to
write a word and then show an image.

For additional reference, point students to the Knowledge Base under Light Matrix
Actions write().
5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• What is the purpose of the wait_for_seconds?

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 • What would happen if you left off the wait_for_seconds from your program?
• What troubleshooting or debugging did you run into?
• What is the function of the green words starting with the # sign in your code?
• What is the difference between coding with “image” and coding with “write”?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about programing the light matrix?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Pair Programming
Grade 6-9 45 minutes Beginner

Pair Programming KEY OBJECTIVES

Students will:
Students learn why it is important to have roles when
programming together. • Practice pair programming.
Questions to investigate • Modify programs.

• Why do programmers often work together when STANDARDS

creating final code?
CSTA
2-CS-02 Design projects that combine
Materials needed hardware and software components to
• SPIKE Prime sets ready for student use. Prior to the collect and exchange data.
first lesson, please visit the following website for help 2-AP-16 Incorporate existing code,
media, and libraries into original
with set up, kit organization and SPIKE App programs, and give attribution.
https://education.lego.com/en-us/start/spike-prime/intro
• Devices with the SPIKE App installed.
• Student journals VOCABULARY
• Sticky notes Driver
Navigator
Prepare Pair programming
Check to make sure SPIKE Prime hubs are charged,
especially if connecting through Bluetooth.

1. Engage
Ignite a discussion with students. Ask students to imagine
they are riding in a car with 4 people. Discuss what the roles of
each person in the car would be. While students might identify
some fun roles the people in the backseat have, hopefully they
identify that at least one person in the front seat as the driver.
If students do not recognize that someone should navigate
(even if just following the app), prompt them with questions to
identify this role.
Focus on the roles of the driver and navigator. Ask students
what roles do the driver and navigator have?

2. Explore

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Explore with students the roles of driver and navigator when working together to
program.

Discuss that pair programming is more than just two people working on the same
project. In Pair Programming, each partner will have a role to play. Review these roles
together as a group.
• A “driver” is thinking about the programming needed and using the computer to
type in the code.
• A “navigator” helps direct the driver, making sure all the code is correctly written
– the ports are correct, the operators are precise, and so forth.

Have each team member take a role to practice working together.

Ask students to create an image on their hub. Students can view Light Matrix – Actions
– show_image() in the Knowledge Base to see all the preloaded images.
• Ask Partner 1 work as the “driver”.
• Partner 2 should work as the “navigator.” Choose his/her favorite image.
• Partner 1 should type the program to display the image chosen by Partner 2.
• Partner 2 verifies the programming as it is typed and before the program is
tested.

Have students hold up the hubs to share the images with the class.
Have students switch roles and then complete the same activity.
Each student should obtain one sticky note.
• Have each person write the name of the image they liked best on the sticky note.
• Have students create a bar graphs on a wall to show the popularity of images.
• Sticky notes containing the same image will be placed vertically to represent the
number of times it was used. Each image name should have its own column.

3. Explain
Review the bar graph with students and discuss their favorite images.

Discuss how students worked in their roles. Ask students questions like:
• Why do you think it is important to each have a role when programming?
• What is important about the driver’s role?
• What is important about the navigator’s role?
• How often do you think partners should switch roles?
• How were the roles important when creating the bar graph? Why do you think
this is different?

4. Elaborate

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Students will work together to play a debugging game.

Explain to students that each partner will take a turn being the “driver” and then the
“navigator” to practice these roles.
• The partner acting as the driver will create a new program that inserts either a
word or image or combination of both.
• The driver should intentionally make an error.
• The role of the navigator will be to find the error and explain how to fix it.

Students should complete several rounds to ensure they each get practice in both roles.

As a class, discuss how students were able to be successful in each role.

5. Evaluate

Teacher Observation
Discuss the program with students.
• Ask students questions like:
o Where did you find the list of images available for the light matrix?
o How did you work together as a team?
o What did you do in each role to help your teammate?
Self-Assessment
Have students answer the following in their journals:
• What did you learn today that might be helpful in working with a partner to
program?
• What did you do in each role to help your teammate?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Communicating with Sounds

Grade 6-9 45 minutes Beginner

Controlling Sounds KEY OBJECTIVES

Students will:
Students will learn to program different types of sounds.
• Describe the function of
Questions to investigate hardware and software.
• Program sounds and beeps and
• How can sound help someone to communicate
learn how to debug a simple
an idea? program.
• Create a sound pattern.
Materials needed
• SPIKE Prime sets STANDARDS
• Device with SPIKE App installed
CSTA
• Student journal 2-CS-02 Design projects that combine
hardware and software components to
Prepare collect and exchange data.
Check to make sure SPIKE Prime hubs are charged, 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
especially if connecting through Bluetooth. design, implementation, and review of
programs.
1. Engage 2-AP-16 Incorporate existing code,
There are many ways to communicate with each other. media, and libraries into original
Allow students to share some ways that they frequently programs, and give attribution.
2-AP-19 Document programs in order to
communicate. make them easier to follow, test, and
debug.
Engage students in a challenge to communicate without
talking or writing/texting.

2. Explore VOCABULARY
Students will explore how to program sounds. Debug
Communicate
Each partner in the team will need a matching set of three
bricks of three different colors.
• Ensure that each student in the pair has the same
three colors bricks.
• Partner A will stack the three bricks in any order. For
example, if the student’s bricks are green, red, and
blue, then the stack might be green on the bottom, red
in the middle, and blue on top.

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 • Partner A should communicate to Partner B how to build the stack without
talking. The simplest approach here would be to show Partner B how to build the
stack.

Next, challenge the students to repeat the exercise with Partner B creating the stack.
However, this time students cannot show the stack to each other.
• Ask the teams to come up with a way to communicate with each other using
sounds.
• Demonstrate the idea by saying that the green brick is represented by a clap, the
red brick by a snap, and the blue brick by a stomp.
• Make each sound as you create your stack.
• Students should create their own sounds for each brick and try to work together
to build the stacks.

Discuss with students how sound can be used to communicate other than talking.
Examples may include whistles or honking a horn to get someone’s attention, clapping
hands to show approval, or a scream that means you are very scared of something.
Creating sounds is a great way to communicate.
Beep, Beep
Investigate producing beep sounds on the hub.
Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.

Allow students to investigate how sounds can be made using the hub with this sample
program.

Provide students with the sample code below. Have students type the code into the
programming canvas. Students can also copy and paste the sample code from the
Knowledge Base Getting Started Part 1: Programming Simple Outputs.

# Import the PrimeHub class

from spike import PrimeHub
# Initialize the Hub
hub = PrimeHub()
# beep beep beep!
hub.speaker.beep(60, 1)

Review the code with students to identify what sections of the code tell the software
what to do (importing the hub), what portions of the code tell the hub what to do

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(initialize and beep), and what portions are just notes to the programmer (# green
sections).

Ask students to identify areas that they could change to play different sounds.
Encourage students to try different numbers.

Allow students to share the new sounds they have created by changing the numbers.
Ask students to identify what the number 60 and the number 1 each represents in the
code. Explain that the number 60 represents tone (low or high pitch) and the number 1
represents the length of time it plays.

Debugging

Ask students to replace the number 60 (tone) with a number lower than 44. Discuss
what happens.

Note: Students may have already discovered this on their own. Discuss as it
becomes relevant.

# Import the PrimeHub class

from spike import PrimeHub
# Initialize the Hub
hub = PrimeHub()
# beep beep beep!
hub.speaker.beep(40, 1)

Students will encounter an error, which can be identified by a red flashing light on the
hub or an error message in the console.

• Ask students to explain what happened. This represents an error which can
occur if the information is not inputted correctly. The allowed range of tone is 44-
123. Anything outside this range will provide an error.
• Remind students that this error message will remain in the console. Any new
message will appear after this one.

Play a Song

Challenge students to take what they learned in their investigation to add additional
lines of code to create a song. Students should add several additional lines of code with
different sounds to make a song.

Guide students to reference the sound options through the Speaker section in the
Knowledge Base and select beep(). This guide will provide a range of numbers to use
in the code to make different sounds as well as some guidance on errors. Allow
students time to explore changing the images shown as time allows.

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Here is a sample song for students that might struggle.

# Import the PrimeHub class

from spike import PrimeHub
# Initialize the Hub
hub = PrimeHub()
# Here is a new song
hub.speaker.beep(60, 0.5)
hub.speaker.beep(67, 1.0)
wait_for_seconds(0.5)
hub.speaker.beep(60, 0.5)

3. Explain
Allow students to share their final song programs with each other and explain what their
code shows.

Ask them questions like:

• What libraries need to be imported?
• How did you add additional lines to your code?
• What does each line of code in your program represent?
• What was challenging about this task?
• Where did you run into errors in programming? How did you fix or debug them?

Explain to students that the numbers included in the beep code are a float type because
they can be whole numbers or include decimals. For example, the seconds could be set
for 1.5 to be more exact.

4. Elaborate
Playing Sounds
Investigating playing pre-recorded sounds.
Explain to students that in addition to playing beeps, the hub can also be programmed
to play pre-set sounds such as a cat’s meow or a dog barking. Have students look at
the code they have been working with and consider how to change this code to play a
pre-set sounded hub rather than just a beep.
Students should recognize that they will still need to import and initialize the hub.
However, students should recognize that they will not need to code a beep sound.
Instead students will need to know what pre-set sounds are available. Prompt students
to think about where they might locate the pre-set sounds. Students can access these
later.
Ask students to create a code investigate how sounds can be made using the sample
program provided in the Knowledge Base Getting Started Part 1: Programming Simple

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Outputs in the Playing Sounds section. Prompt students to either copy this code to the
programming canvas or type it in by modifying their existing project.
# Import the PrimeHub class
from spike import App
# Initialize the app
app = App()
app.play_sound('Cat Meow 1')

Troubleshooting tip: Ensure students are bringing in the proper libraries to

program both parts of the challenge. For additional debugging information,
reference the Knowledge Base.

Note: Because the sounds are coming from the device and not the hub, ensure
the speakers on the device are turned on.

Discuss with students what is different about this code than the code for playing beeps.
Students should see that the sounds are based on names and not numbers.

Discuss with students what each line of the code represents. The app=App() line is
referencing the functions within the app whereas play_sound sets the variable that you
are selecting from the sound library.

Additionally, students should recognize that the sound is coming from their device
(app) and not the hub. Prompt students to think about why. When they import Speaker,
it allows the beeps to be heard. When they import App, it allows sounds to be heard
through the device.

Ask students why they think a “1” is located after the words cat meow. In this case, the
1 is to differentiate between other similar sounds Cat Meow 2 and Cat Meow 3. The
number is part of the string or name for that variable. Ask students if they remember
what a string is. You may need to review this term.

Allow students to try other sounds by changing the code from ‘Cat Meow 1’ to ‘Triumph’
or ‘Doorbell1”. Prompt students to reference the App section in the Knowledge Base
and select play_sound() to locate the sounds library.

Challenge students to try different sounds from the library of options provided to create
a pattern. Allow students to share their sounds with other groups.

Discuss with students how they can use sounds to communicate in a variety of ways.

5. Evaluate
Teacher Observation:
Discuss the program with students. Ask students questions like:

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 • How does programming beeps differ from programming sounds?
• Where do you hear the sound when the beep plays?
• Where do you hear the sound when the sound plays?

Self-Assessment:
Have students answer the following in their journals:
• How can you use beeps and sounds to communicate?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO, the LEGO logo, the minifigure, DUPLO, the SPIKE logo, MINDSTORMS and the MINDSTORMS logo are trademarks and/or copyrights of the LEGO
Group, Ⓒ2019 The LEGO Group. All rights reserved
LEGO® Education SPIKE Prime

Digital Sign
Grade 6-9 45-90 minutes Beginner

Digital Sign KEY OBJECTIVES

Students will:
Students will apply their knowledge of using the light matrix
and programming sounds to design, build, and program a • Describe the function of
digital sign for advertisement. hardware and software.
• Program lights and sounds to
Questions to investigate communicate a message.

• How can light and sound be combined to

STANDARDS
communicate an idea?
CSTA
2-CS-02 Design projects that combine
Materials needed hardware and software components to
• SPIKE Prime sets collect and exchange data.
• Device with SPIKE App installed 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
• Student journal design, implementation, and review of
• Sticky notes programs.
• Scissors 2-AP-16 Incorporate existing code,
• Colored paper media, and libraries into original
programs, and give attribution.
2-AP-19 Document programs in order to
Prepare make them easier to follow, test, and
Check to make sure SPIKE Prime hubs are charged, debug.
especially if connecting through Bluetooth.

1. Engage VOCABULARY
Kate and Kyle created a popcorn stand, but no one seems Advertise
be buying their popcorn. Kate has an idea to create a sign
that will get people’s attention. First, they think about making
a paper sign. Then, they think about the cool flashing sign
they always see at the fair. Can your team help Kate and
Kyle create a digital sign for their popcorn stand?

2. Explore
Students will design and build a sign that uses the light matrix
then program their sign to display a message to advertise
popcorn or another item. Consider allowing students choice in
what item they might be selling and need to advertise.

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Challenge students to think of different ways that the light matrix on their hub can be
used to create a digital sign. Show images or videos of digital signs. Ask student to
name any examples of digital signs they have seen before.
Students should sketch their sign design including writing out the message they play to
display on the light matrix. Students need to consider the design of the sign so it will
hold the hub in a way that allows their message to be displayed.
Hint: Consider orientation of the hub. Students should consider if they want
words and images included in their sign.
Remind students to test their program several times to ensure the message is clear.
Students should consider tradeoffs in their design such as the length of a message
(easy to read) while making sure their advertisement is clear (people understand the
message).
Requirements for this challenge:
• The light matrix cannot stand on its own. Students must build a frame for it.
• The digital sign must be advertising popcorn or the item of their choice.
• Prior to writing code, students must show a sketch of their design and write an
explanation of what they want to the code.
• Students should use the comment feature in their Python code to explain what
the lines of code are meant to do.
Note: If students struggle with programing their light matrix to create a digital
sign remind them to use the Knowledge Base Getting Started Part 1:
Programming Simple Outputs or the Knowledge Base under Light
Matrix show_image() in the Knowledge Base for inspiration on ideas and support
in programming.
3. Explain
Students should share their sign design and explain how it works.

Ask students:
• How did you program your digital sign? Ask students to share their program
comments to explain.
• What decisions did you have to make while creating your sign?
• What were areas that you had to debug or troubleshoot?
• What was difficult about this challenge?

4. Elaborate
Students can also draw attention to the popcorn stand or item of their choice by adding
sound to their sign. Ask students to add a melody using the beep sound to their sign
that plays only while the lights are used on the hub (i.e. their message is scrolling).

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Allow students to share their final design with lights and sounds with other groups.

5. Evaluate
Teacher Observation:
Discuss the program with students. Ask students questions like:
• What libraries were imported for your digital sign program?
• Where did you hear the sounds and the beeps?

Self-Assessment:
Have students answer the following in their journals:
• How can you use beeps and sounds to communicate?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO Education SPIKE Prime

Ideas to Support Your Design

Grade 6-9 30-45 min. Intermediate

KEY OBJECTIVES
Ideas to Support your Design Students will:
Practice giving and using feedback from others.
• Give specific feedback on
a peer’s project.
Questions to investigate • Explore how to use
• How can input from others help me make a feedback to improve a
project.
better design and program?
STANDARDS
Materials needed
1B-IC-20 Seek diverse
• SPIKE Prime sets ready for student use. Prior to the perspectives for the purpose of
first lesson, please visit the following website for help improving computational artifacts.
with set up, kit organization and SPIKE App
https://education.lego.com/en-us/start/spike-prime/intro
• Devices with the SPIKE App installed VOCABULARY
• Student journals Feedback
Specific
Prepare
Positive
• Ensure SPIKE Prime hubs are charged, especially if
connecting through Bluetooth. Negative
• Ensure students have their built model from the Digital
Signs lesson.

1. Engage
Review the model for providing feedback with students.

Explain to students the following guidelines for giving

feedback. Consider posting the guidelines for student
reference.
• Feedback is not doing something for someone else.
• You should not rebuild a model for someone else.
• You should not type into someone’s program.
• You should ask questions of each other.
• You should share your ideas and show your own
programming, explaining why and how you did something.
• You should be encouraging and helpful to others and not provide negative or
mean comments.
2. Explore
Have students work together to provide feedback to each other. Use the digital sign
models.

Have two teams work together to provide feedback to each other. Teachers should
model the process and demonstrate what specific feedback looks like and sounds like.

Review the procedure with students. Then have students take turns providing feedback.
• Team B will show their working model.
• Team A provides feedback while Team B takes notes in their journal.
• Then teams can switch roles. Team A will show their working model and take
notes while Team B provides feedback.

Feedback should include:

1. Tell something they really like. This could be the model, program, or design.
2. Tell something that worked well.
3. Share something the group could try differently.
4. Share anything that is confusing, did not work or that could be improved,
• Remind students to be kind and clear in explaining why it is not clear or
could be improved.
• Let the team receiving the feedback ask questions as needed for more
clarity.
• The team giving feedback can also share ideas for improvement.

Teacher tip – Model providing feedback for the class frequently to help them
learn to use positive language instead of negative language when providing
feedback. Also practice taking feedback and thinking about how to use it rather
than becoming defensive.

3. Explain
Have students discuss what they learned from their feedback session.
Ask students questions like:
• What did you notice in models that worked well?
• What ideas did you get from others?
• What is something you can do with your feedback?

4. Elaborate
Students should incorporate the feedback they were given.

Give students time to modify their designs and program based on the feedback they
received. Have students document their changes in their journal.

Allow students to share their updated models and programs. Ask students to share
what changes they incorporated and how they were able to make the changes.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How did you use the feedback given?
• How did it feel to give feedback to others? And how did it feel when receiving
it?
• How did you work to provide good feedback today?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about providing good feedback?
• What did you learn today about how feedback can help in your work?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
LEGO® Education SPIKE Prime

Career Connections – Lesson Extension

Students will extend learning to explore and research careers related to the topic
explored
STEM, Computer Science

6-8 60-90 min. Beginner

Career Connections KEY OBJECTIVES

Students will:
Prepare • Articulate their personal
• LEGO® Education model from previous lesson. interests and goals.
• Have chart paper and markers available for student • Relate their personal
use. Prepare the charts ahead of time by drawing lines interests and goals into
to separate the chart paper into four sections and label possible career pathways.
• Explore various careers in
each section with a letter: A, B, C, D. The chart would
career pathways.
like this:
STANDARDS
Career Ready Practice 10- Plan
education and career path
aligned to personal goals.
(CCTC)
Model

You may also want to include the name of the career

area in the center.
• Prior to starting the lesson, make sure you have
enough devices and access to the Internet for student
use during this lesson.

1. Engage

Have students brainstorm possible jobs they see connected to the Digital Sign
lesson. Students should consider all the possible jobs involved in creating an

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advertisement such as this. Prompt students to think about the model they
created, the programming, and deciding on the message to include.

2. Explore
Working in groups, students will explore one career cluster to identify jobs that relate to
the Digital Sign lesson they completed. Students will use the model and programs
created in that lesson to tie into the relevant jobs they find during their investigation.
Review the 16 career clusters if needed. Explain to students that they are going
to look at specific jobs within the career clusters that relate to the concepts they
have been investigating using the model they still have built.
• Consider assigning career cluster areas or letting students choose.
• Possible career areas to consider are Marketing, Business, IT, and STEM.

Ask students to consider where they can find the most reliable information on
these career areas. Provide students will resources/websites as needed.
Provide the students with a piece of chart paper with the 4 quadrants marked off. The
information students should provide in each quadrant is
A. What career areas are relevant to the model/concepts you have been
learning. Students can place the model in the center of the chart paper which
will allow them to easily reference it in this section.
B. What skills are needed for this career area or job? Did you use any of these
skills when working with the model/concept from the lesson? If so, which ones
and how did you use them?
C. What are the types of jobs you might have in this career areas? What
specialized training or certifications would you need to get this job?
D. What about this career area or job interests you and why?

3. Explain
Have each group share their findings with the whole class which will allow the class to
learn about jobs in each career area. Ask students questions such as:
• How are the concepts we are learning now related to the jobs you investigated?
• What career cluster does this job belong in?
• What kind of qualifications are needed for this job?
• What kind of day-to-day responsibilities are associated with this job?
• What similar jobs are related to this (specific job)?
• Are you interested in this job?

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4. Elaborate
Ask students to reflect about these career areas. How do you see these concepts
overlapping across career clusters?
Ask students to reflect in a journal or other appropriate ways on all the career
areas and jobs discussed to consider which might be most interesting to them
and why.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• What are some careers involved with creating digital signs?
• What from the careers discussed interests you?
• What else would you be interested in knowing about these careers?

Self-Assessment:
Have students answer the following in
their journals:
• What did I learn today that interested me about different careers?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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 Career Exploration Activity

What are the types of jobs

you might have in this
career areas? What
training or specialized
certifications would you
need to get this job?

D B

What about this career area What skills are needed for
or job interests you and LEGO Education this career area or job? Did
why? Model you use any of these skills
when working with the
model/concept from the
lesson? If so, which ones
Career Cluster and how did you use them?

What career areas are

relevant to the
model/concepts you have
been learning. Students
can place the model in the
center of the chart paper
which will allow them to
easily reference it in this
section.

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 Unit 2: Motors
A LEGO® Education Unit

Unit Introduction
This unit allows students to explore essential computer science principles and programming
concepts of the text-based coding language, Python, while creating models that move
autonomously. Students will investigate how robots are motorized and can help automate
actions. The lessons are designed in an order that allows students to progress in their skills and
knowledge in the following areas:
• Program single and multiple motors run using variables for time, speed, and degrees
• Program a motor to move to a specific position using the shortest path
• Build and program a model that automates a task
• Use and modify existing code to explore new ideas
• Create pseudocode to support creating algorithms
• Utilize code comment features to documents parts of a program
• Define and decompose a problem

Unit Learning Promise

In this unit, students will explore how to control motors in different ways, how to effectively utilize
motors in robots, and how to utilize motors to automate tasks. Students will utilize pseudocode
to support creating algorithms and code comments to document their programs.

Investigation Questions:
How do robots move? How can automation make tasks easier? Why is documenting
programs important?

Unit Lessons

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Making New Moves Automating Hopper Run Race Day Ideas to Help
Moves with with Motors Action
Motors
Time: 45 minutes

Time: 45 minutes
Time: 45 minutes
Time: 45 minutes Time: 45 minutes Time: 45 minutes

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Assessment: We recommend assessing students on various skills throughout the unit.
• Use the progression of lessons as an opportunity to provide on-going feedback to
prepare students for success for the open-ended project at the end of the unit.
• Each lesson includes a recommendation for teacher observations, student self-
assessment, evaluation of success.
Unit Standards

CSTA

2-CS-02 Design projects that combine hardware and software components to collect
and exchange data.
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as
algorithms.
2-AP-13 Decompose problems and subproblems into parts to facilitate the design,
implementation, and review of programs.
2-AP-16 Incorporate existing code, media, and libraries into original programs, and give
attribution.
2-AP-17 Systematically test and refine programs using a range of test cases.
2-AP-19 Document programs in order to make them easier to follow, test, and debug.
1B-IC-20 Seek diverse perspectives for the purpose of improving computational
artifacts.

Integrated Standards

NGSS
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a
proposed object, tool or process such that an optimal design can be achieved.
Common Core English Language Arts (ELA)

6th Grade 7th Grade 8th Grade

SL.6.1 Engage effectively in a SL.7.1 Engage effectively in a SL.8.1 Engage effectively in a

range of collaborative range of collaborative range of collaborative
discussions (one-on-one, in discussions (one-on-one, in discussions (one-on-one, in
groups, and teacher-led) with groups, and teacher-led) with groups, and teacher-led) with
diverse partners on grade 6 diverse partners on grade 7 diverse partners on grade 8
topics, texts, and issues, topics, texts, and issues, topics, texts, and issues,

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 building on others' ideas and building on others' ideas and building on others' ideas and
expressing their own clearly expressing their own clearly expressing their own clearly

SL.6.2 Interpret information SL.7.2 Analyze the main ideas SL.8.2 Analyze the purpose of
presented in diverse media and supporting details information presented in
and formats (e.g., visually, presented in diverse media diverse media and formats
quantitatively, orally) and and formats (e.g., visually, (e.g., visually, quantitatively,
explain how it contributes to a quantitatively, orally) and orally) and evaluate the
topic, text, or issue under explain how the ideas clarify a motives (e.g., social,
study topic, text, or issue under commercial, political) behind
study its presentation
SL.6.4 Present claims and SL.7.4 Present claims and SL.8.4 Present claims and
findings, sequencing ideas findings, emphasizing salient findings, emphasizing salient
logically and using pertinent points in a focused, coherent points in a focused, coherent
descriptions, facts, and details manner with pertinent manner with relevant
to accentuate main ideas or descriptions, facts, details, evidence, sound valid
themes; use appropriate eye and examples; use reasoning, and well-chosen
contact, adequate volume, appropriate eye contact, details; use appropriate eye
and clear pronunciation adequate volume, and clear contact, adequate volume,
pronunciation and clear pronunciation
RST.6-8.3 Follow precisely a RST.6-8.3 Follow precisely a RST.6-8.3 Follow precisely a
multistep procedure when multistep procedure when multistep procedure when
carrying out experiments, carrying out experiments, carrying out experiments,
taking measurements, or taking measurements, or taking measurements, or
performing technical tasks performing technical tasks performing technical tasks.
L.6.6 Acquire and use L.7.6 Acquire and use L.8.6 Acquire and use
accurately grade-appropriate accurately grade-appropriate accurately grade-appropriate
general academic and general academic and general academic and
domain-specific words and domain-specific words and domain-specific words and
phrases; gather vocabulary phrases; gather vocabulary phrases; gather vocabulary
knowledge when considering knowledge when considering knowledge when considering
a word or phrase important to a word or phrase important to a word or phrase important to
comprehension or expression comprehension or expression comprehension or expression

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LEGO® Education SPIKE Prime

Making Moves with Motors

Grade 6-9 45 minutes Beginner

Making Moves with Motors KEY OBJECTIVES

Students will:
Students will work with individual motors to create a dance
party.
• Program motors to turn
Questions to investigate individually using parameters of
time and speed
• How can engineers and programmers work • Create a robot dance party
together to make something move?
STANDARDS
Materials needed CSTA
2-CS-02 Design projects that combine
• SPIKE Prime sets ready for student use. Prior to the hardware and software components to
first lesson, please visit the following website for help collect and exchange data.
with set up, kit organization and SPIKE App 2-AP-10 Use flowcharts and/or
https://education.lego.com/en-us/start/spike-prime/intro pseudocode to address complex
problems as algorithms
• Devices with the SPIKE App installed.
2-AP-16 Incorporate existing code,
• Student journals media, and libraries into original
programs, and give attribution.
Prepare 2-AP-17 Systematically test and refine
programs using a range of test cases.
Ensure SPIKE Prime hubs are charged, especially if 2-AP-19 Document programs in order to
connecting through Bluetooth. make them easier to follow, test, and
debug.
1. Engage
Engage students in thinking about how motors move. Have
VOCABULARY
students stand to act as motors. Have students create a line
Pseudocode
and ask them to walk forward 5 steps. Have them try this a Initialize
couple of times. Ask students why everyone does not move Motor
the same distance. Speed
• Ask students to raise their right arm when you say
“Raise”. Wait a couple of seconds and say “Raise.”
Why didn’t everyone move at the exact same time?
• Have them do this a couple of times. Ask students
why everyone does not move the same way.

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 • Ask students to clap when you say “clap.” Wait a couple of seconds and say clap.
Have them try this a couple of times. Ask students why everyone does not clap at
the same time.
• Discuss how a group of robots programmed with the same code would react
given the same command simultaneously.
• Discuss how a robot moves and why movement for a given command would be
the same every time. Ask students when this would be useful or helpful.

2. Explore
Students will explore working with motors and ways to code movement.
Direct students to the START section in the SPIKE App. Here students can access 2.
Motors and Sensors. This Getting Started lesson provides students with an early
experience in building and coding with SPIKE Prime.
Use this lesson to guide students in building the motor modules. Students should
complete the building instructions through step 19 only. You will not need to complete
the rest of this lesson. Direct students to leave the Motors and Sensors lesson.
Open a new project in the Python programming canvas. Ask students to erase any code
that is already in the programming area. Students should connect their hub.
Plug the large motor into port C of the hub.
Before students can use motors, the motors must be initialized. That means you are
naming the motors in a way that clarifies for you and the program which motor(s) you
want to use and where they are located in the hub. Without this step, the motor will not
work.
For example,
A motor in Port A would be initialized as follows:

motor = Motor('A')

Run Single Motor for Time

Running a motor for time allows you to set how long the motor will run.
Brainstorm with students how to program the motor to move. Discuss what information
the software needs to run the hardware correctly.
Write a pseudocode program for making the motor run for 2 seconds with students.
Pseudocode is writing in words what you want the program to do.
An example could be:
o Import motor

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 o Initialize motor
o Turn motor on
o Move clockwise for time 2 seconds
Note: The code written in steps does not need to match exactly what will be put in
the program. Writing pseudocode helps students determine what is needed.
Provide students with the sample code below to move the motor. Have students type
the code into the programming canvas. (Students can copy and paste the sample code
from the Knowledge Base Getting Started Part 2: Controlling the Motors section
under Run Single Motor for Time.)

from spike import Motor

# Initialize the motor

motor = Motor('C')

# Rotate clockwise for 2 seconds at 75% speed

motor.run_for_seconds(2.0, 75)

Troubleshooting Tip: Ensure students have the motor plugged into the C port or
change the Motor(‘C’) to the correct port.

Discuss what the 2.0 and 75 represent in the last line of code. The code comment
provides a hint.
• Prompt students to put different numbers in for these to values to investigate how
it changes how the motor moves.
• Allow students to share the new examples they create and discuss ways to
program the motor.

Remove the large motor from the hub.

Run Multiple Motors

Prompt students to add the two medium motors to their hub. Having multiple motors
attached will allow students to run more than one motor at a time. Ask students to
consider what type of robots they could create that would need more than one motor.
What function could multiple motors serve?

Brainstorm with students what they need to add to their program to allow for two motors
to run. The task is to make one motor run (in port C) and then the second motor run (in
port B).

Remind students that they can plug the motors into any port. However, the program
needs to match the chosen port, which might not match the sample program.

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Ask students to add to the pseudocode used previously. Add wording to make the
second motor turn on after the first motor.

Have students use the pseudocode as inspiration to help write their new program that
will run both motors.

from spike import Motor

# Initialize the motor

Motor_c = Motor('C')
Motor_b = Motor ('B')

# Rotate clockwise for 2 seconds at 75% speed

Motor_c.run_for_seconds(2.0, 75)
Motor_b.run_for_seconds(2.0, 75)

3. Explain
Discuss with students how the program worked. What different combinations of the
variables time and speed did students choose?

Ask students questions like:

• Explain the difference between importing the library for the medium motor and
the large motor.
• What is required when initializing more than one motor? How do you differentiate
between them?
• What variables for the motor can you change to make it move in different ways?
• How did the two motors move? Did they move at the same time? Why or why
not?
• How can you troubleshoot errors that occur when working with motors?
Note: Explain to students that the number specified for seconds is a “float.” A float
type parameter can be a decimal number.

Explain to students that the number specified for speed is an integer type input. An
integer type input can be a positive or negative whole number ranging from -100% to
100%.

4. Elaborate
Dance Party
Challenge students to create a short program to run the 2 medium motors to create a
dance party. Play some music to get kids creative. For example, students could have
both motors moving in one direction or have each motor moving in opposite directions.

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 • Allow students to add additional bricks to their motors to create something new.
• Prompt students to add sounds and hub lights to their program to complete the
dance party.
• Remind them to think about which libraries need to be imported to support their
programs and where to find help in the Knowledge Base as needed.

Students should share their dancing robots and explain their programs.

Disconnect the motors and return all parts to the correct bin location.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• What happened on your hub when you ran the program?
• What libraries did you use to run this program?
• How can engineers and computer programmers work together to create a way
to communicate ideas to others?
• How can engineers and programmers work together to make something move?

Self-Assessment:
Have students answer the following in their journals:
• How do you determine which motor you are programming to move if multiple
motors are attached to the hub?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

New Moves with Motors

Grade 6-9 45 minutes Beginner

New Moves with Motors KEY OBJECTIVES

Students program their motors to move to exact positions and Students will:
for exact degrees.
• Program a motor to move to
Questions to investigate position using the shortest path.
• Program a motor to move to a
• How do robots move precisely?
specific position.
• Program a motor to move a
Materials needed defined number of degrees.
• SPIKE Prime sets
• Devices with the SPIKE App installed. STANDARDS
• Student journals CSTA
2-CS-02 Design projects that combine
hardware and software components to
Prepare collect and exchange data.
• Ensure SPIKE Prime hubs are charged, especially if 2-AP-10 Use flowcharts and/or
connecting through Bluetooth. pseudocode to address complex
• Ensure students have built the Getting Started 2: problems as algorithms
2-AP-16 Incorporate existing code,
Motors and Sensors model through step 19 utilized in media, and libraries into original
the Making Moves with Motors Lesson. programs, and give attribution.
2-AP-17 Systematically test and refine
1. Engage programs using a range of test cases.
Using a tire from the SPIKE Prime set, ask students to think 2-AP-19 Document programs in order to
make them easier to follow, test, and
of different ways to measure how far the tire would drive if it debug.
went around one rotation. Students should come up with
several methods to determine this distance. Prompt student VOCABULARY
to think about the wheel as a circle. Discuss with them how Degrees
to calculate the circumference to determine the distance. Position
Ask students how they could measure the circumference of
the wheel using a flat surface if they are struggling.
Ask students to imagine they have a robot with wheels. They
need to code the motors to move a certain distance. Ask
students how could they program the motor to move other
than for time? How would this help move the robot more
accurately? Discuss ideas with the students about how to
move only ½ a turn (0.5 rotation), a full turn (1 rotation), 2
turns (2 rotations).

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 Note: The wheel has a diameter of 5.6 cm (2.2 in.) and travels a distance of 17.6
cm (6.9 in) per rotation or a complete 360o degree circle.

2. Explore
Students will explore how to program motors to move using degrees.
Run Single Motor for Degrees
Running a motor for degrees allows you to determine how far the motor will turn in
degree increments – 1/360th of a rotation. Brainstorm with students how they could
program the motor to move.
Students should think about what information the software needs to run the hardware
correctly. Write a pseudocode program with students for making the motor run for one
complete circle.

An example could be:

• Import motor
• Initialize motor
• Turn motor on
• Move motor 360 degrees

Note: The code written step-by-step does not need to match exactly what will be in
the program. Pseudocode is used to help students think through what steps are
needed so programming can be coded linearly.

Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub and plug a motor into the C port of their hub.

Provide students with the sample code to move the motor. Ask students to run the
program. Students can also copy and paste this code from the
Knowledge Base Getting Started Part 2: Controlling the Motors section into the
programming canvas.

from spike import Motor

# Initialize the motor

motor = Motor('C')

# Rotate the motor 360 degrees clockwise

motor.run_for_degrees(360)

Discuss with students how the motor moved. Help students identify the marker on the
motor that allows you to set the position to 0 degrees. This will allow students to
measure how far the motor moves.

Ask students to set the mark to the 0 position. Run the program again. Ask students if
the marker return to the same position.

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Prompt students to put different numbers into the degree values to see how the motor
moves. Have them try large and small numbers.

Ensure students specifically try to run the motor using a negative value. Ask them what
changed. (The direction reversed.)

Ask students to enter a number larger than 360. What happens?

# Run the motor 360 degrees clockwise, at 30% speed

motor.run_for_degrees(-360, 30)

Discuss what students discover after their investigations.

Run Single Motor to Position
Students will explore how to run a single motor to a position.

Have students locate the position marker again and ensure it is lined up. When aligned,
the motor is in the 0-degree position. Discuss with students how to program the motor to
move to a specific position (the motor will stop at an exact position). Prompt students to
change their pseudocode to use position instead of degrees.

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Provide students with the sample code to move the motor. Ask students to type this
program into the programming canvas. Students can also copy and paste this code
from the Knowledge Base Getting Started Part 2: Controlling the Motors section.
Ask students to run this program.

from spike import Motor

# Initialize the motor

motor = Motor('C')

# Place the motor in position “0,” aligning the markers

motor.run_to_position(0, 'shortest path', 75)

Discuss the program with students to identify what happens when they run the code. If students
start at the 0 degrees position, the motor will not move.

Ask students to move the motor so it is no longer in the 0 degrees position. Run the program.
The motor should move to the 0 degrees position. Which direction did it move to get there?

Ask students to run the program several more times with the motor starting in different positions
each time. Discuss what happens. Students should identify that the motor is not moving the
same each time. The motor moves in the direction that makes the shortest path back to the 0
degrees position.

Review the lines of code together to highlight why the motor is moving in this way.

What is the longest move a motor can make to return to 0 position?

Ask students to change the code to make the motor stop in different positions. You can provide
this sample code to them and then let them explore ideas of how they might change the code.
Remind students that when exploring there is a high likelihood of a receiving an error message
in the bottom console and the program not executing.

from spike import PrimeHub, Motor

from spike.control import wait_for_seconds

# Initialize the motor

motor = Motor('C')

# Run the motor to different positions, at different speeds

wait_for_seconds(1)
motor.run_to_position(0, 'shortest path', 30)
wait_for_seconds(1)
motor.run_to_position(90, 'clockwise', 100)

3. Explain

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Allow students to share the new example programs they created for degrees and
position and discuss ways to program the motor. Discuss how the motor can be set to
move for degrees and when this might be useful in a program.
• How does this program work?
• When would it be useful to program a motor to move using degrees or to
position?
• Why does using degrees or to position allow for more precision in movement
than programming for seconds?
• How did the motor move when you put a number in larger than 360?
• How can you calculate how many degrees you will need to program?
• When using the shortest path in your program for position, why does the motor
not move if you start at the 0 degree position?
• How can you program the motor to move in the opposite direction?

4. Elaborate
Work together to work on debugging. Provide students with each of the following
codes. Discuss what is wrong with each code. Make sure students run each code and
review the error message in the console.
1. What is missing?

from spike import Motor

# Rotate the motor 360 degrees clockwise

motor.run_for_degrees(360)

Students should identify that the motor is not initialized and therefore cannot run
for degrees. The error message in the console is

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/31408.py", line 4

NameError: name 'motor' isn't defined

Students need to add motor=Motor(‘C’) after the import line. Have students add
this in and run the program again to check their program.

2. What number is wrong and why?

from spike import Motor

# Initialize the motor

motor = Motor('C')

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 # Run motor for 2 seconds at 50% speed
motor.run_for_seconds(2.0, 150)

Students should identify that the motor power is set to 150 which is outside the
allowable 100% range. The program, however, will still run with no error
message in the console. The power will revert back to 100% and run the
program.

3. What is wrong?

from spike import PrimeHub, Motor

from spike.control import wait_for_seconds

# Initialize the motor

motor = Motor('C')

# Run the motor to different positions, at different speeds

wait_for_seconds(1)
motor.run_to_position(0, 'shorest path', 30)
wait_for_seconds(1)
motor.run_to_position(90, 'clockwise', 100)

Students should recognize that the word shortest is misspelled in line 9. The
error message indicates that there is an issue in line 9 and that the error is a
value that is not allowed.
File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program
File "./projects/23262.py", line 9
File "lib/hub/flash/spike/motor.py", line 1, in run_to_position
ValueError: direction is not one of the allowed values: ('shortest path',
'clockwise', 'counterclockwise').

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• What are different ways you can program your motors to move?
• Which methods allow for more precise movements?
• What are ways you can program to move using position?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today that might be helpful in programming robots to move
with precision?
• What characteristics of a good teammate did I display today?

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 • Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Automating Action
Grade 6-9 45 minutes Beginner

Automating Action KEY OBJECTIVES

Students will:
Students will add a motor to a model to automate the action.
Questions to investigate • Build and program a model that
automates a task.
• How can a mechanism be motorized to add
automation? How can automation make tasks STANDARDS
easier? CSTA
2-CS-02 Design projects that combine
hardware and software components to
Materials needed collect and exchange data.
• SPIKE Prime sets 2-AP-10 Use flowcharts and/or
• Devices with the SPIKE App installed. pseudocode to address complex
problems as algorithms
• Student journals 2-AP-16 Incorporate existing code,
media, and libraries into original
Prepare programs, and give attribution.
2-AP-17 Systematically test and refine
Ensure SPIKE Prime hubs are charged, especially if programs using a range of test cases.
connecting through Bluetooth. 2-AP-19 Document programs in order to
make them easier to follow, test, and
1. Engage debug.
Engage students in a discussion about automation. Prompt
NGSS
students to provide ideas about what automation is and MS-ETS1-4 Develop a model to
provide examples of everyday items that provide automation. generate data for iterative testing and
Consider showing images or videos as needed for students modification of a proposed object, tool or
process such that an optimal design can
to understand how automation happens. be achieved.
Show students the video from the SPIKE Prime Extra
Resources - Ideas, the LEGO Way lesson. This lesson is VOCABULARY
located at https://education.lego.com/en-us/lessons/prime- Automate
extra-resources/ideas-the-lego-way#ignite-a-discussion. Use
this video to prompt a discussion about what could be
automated in the model shown. Discuss ideas for adding a
motor to automate the movement provided by the two people
in the video.

2. Explore

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Challenge students to add a motor to the tower arm in order to automate the movement
to the character rather than needing to move it manually.
Students will design an idea for adding a single motor to the tower arm. Students should
sketch an idea for adding the motor then write out their pseudocode for how to program
the tower arm to move. Students need to consider the design of the tower arm,
understanding how it can move, in order to program the movement to be automated.

Open a new project in the Python programming canvas. Ask students to erase any code
that is already in the programming area. Students should connect their hub.
Students will program the movement of the arm. Use the pseudocode to help create the
program. Remind students to test their program several times in order to ensure it
moves as expected. Ask students to add code comments using # to explain the steps of
the program.

3. Explain
Students should share their final design and program, explaining how the program
automates the movement.
Ask students questions like:
• How did you program your model? Ask students to share their program
comments to explain.
• What decisions did you have to make while adding the motor?
• What decisions did you have to make when programming your movement?
• How does adding the motor to automate the movement make the task easier?
• What were areas that you had to debug or troubleshoot?
• What was difficult about this challenge?

4. Elaborate
Have two groups of students come together to form a larger group.
Group 1 will present their model and program to Group 2. Group 2 will then present
their model and program to Group 1.
Both groups should focus on the code comments provided in each program. The
groups will work together to make sure the code comments clearly outline each
program.
Working together, groups should create basic user instructions for their automation.
Each group can add these instructions to the top of their program using a code
comment.
5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:

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 • How were you able to motorize your mechanism?
• What decisions did you need to make in order to add the motor?
• Why are code comments, including user instructions, important to create?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about adding automation to movement?
• When can automation be helpful?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Hopper Run
Grade 6-9 45 minutes Beginner

Hopper Run KEY OBJECTIVES

Students will:
Students build and program a robot without wheels to go
• Program two motors to move
forward. simultaneously.
• Build and program a robot
Questions to investigate
without wheels to move forward.
How does the design of a robot determine how it can move?
STANDARDS
Materials needed CSTA
• SPIKE Prime sets 2-CS-02 Design projects that combine
• Devices with the SPIKE App installed. hardware and software components to
collect and exchange data.
• Student journals 2-AP-10 Use flowcharts and/or
pseudocode to address complex
Prepare problems as algorithms
Ensure SPIKE Prime hubs are charged, especially if 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
connecting through Bluetooth. design, implementation, and review of
programs.
1. Engage 2-AP-16 Incorporate existing code,
Engage students to think about how to move when using more media, and libraries into original
programs, and give attribution.
than one motor. Put students in groups of 4. Have them link 2-AP-17 Systematically test and refine
together either by holding arms or a ruler/stick between them. programs using a range of test cases.
Ask groups to move together in unison in a line. Discuss what 2-AP-19 Document programs in order to
happens. make them easier to follow, test, and
debug.
Challenge students to become synced in the way they move
(stepping forward together at the same time, for the same
VOCABULARY
distance). See how students communicate together to make
Motor Pair
these moves happen. Discuss as a group.
2. Explore
Students will build a hopper model to investigate different
ways to move using the motors.

Direct students to the BUILD section in the SPIKE App. Here

students can access the building instructions for Hopper. Ask
students to build the model. The building instructions are also
available at https://education.lego.com/en-us/support/spike-
prime/building-instructions.

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Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.

Get Moving
Challenge students to have their hopper run forward for 5 seconds.

Discuss with students how the hopper model will move using the two motors attached to
move simultaneously. Ask students to write a pseudocode program to explain how they
need to program hopper to move forward. Discuss the pseudocode examples students
create.
Example pseudocode:
▪ Import motors
▪ Initialize motors
▪ Start motors
▪ Move for 5 seconds
▪ Stop motors
Note: This is a sample of what students might be thinking and does not represent an
actual code.

Share this sample program with students. Students will need to type this program into
the programming canvas.

from spike import PrimeHub, MotorPair

from spike.control import wait_for_seconds

# Initialize the hub and motor

hub = PrimeHub()
hop_motors = MotorPair('E', 'F')

# Run motors for 5 seconds then stop

hop_motors.start()
wait_for_seconds(5)
hop_motors.stop()

Note: Remind students to watch for errors in the console. Students can reference
the line from the error message to pinpoint where a typing error might have
occurred.
Review how the hopper model moved with this code. Then, take students to the
Knowledge Base and open the Motor Pairs section. This section is an in-depth
review of how to program motors together.

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Review the start() section with students. Note to students that they can set variables for
steering and speed. Both are integer type inputs (whole numbers) with a range from -
100 to 100.
Challenge students to create a 3-2-1 countdown on their hubs and the hopper to travel
a distance of 50 cm. Remind students to consider the needed libraries and the time
needed to move 50 cm when writing their program.
Sample program:
from spike import PrimeHub, MotorPair
from spike.control import wait_for_seconds

# Initialize the hub and motor

hub = PrimeHub()
hop_motors = MotorPair('E', 'F')

# Countdown
hub.light_matrix.write('3')
wait_for_seconds(1)

hub.light_matrix.write('2')
wait_for_seconds(1)

hub.light_matrix.write('1')
wait_for_seconds(1)

# Run motors for 50cm then stop

hop_motors.start()
wait_for_seconds(7)
hop_motors.stop()

3. Explain
Discuss with students how they were able to move their models and review the different
code combinations together.
Ask students questions like:
• How did your program work?
• How did programming two motors differ from programming one motor?
• How does the design of the hopper model determine how it is able to move?
• What was difficult about getting hopper to move?
• What was difficult about moving hopper to 50 cm when programming with
seconds?

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4. Elaborate
Investigate moving two motors using distance and turning.
Introduce three new lines of code to students:
hop_motors.start(-20,50)
hop_motors.start(90,30)
hop_motors.move_tank(10, 'cm', left_speed=25, right_speed=75)

Allow students time to explore these new lines of code and investigate how they can
move their hopper model in various ways.
Discuss with students how they were able to move their models and review the different
code combinations together.
Ask students questions like:
• How did each line of code work?
• How did your program allow the motor to move in a different direction?
• What do the two numbers after start represent?
• What are different ways you can set the speed of the motors?
• What happened when you set the motors to move for cm?
• When might you use these types of codes?
Point out to students that the numbers used in the line hop_motors.start are for steering
and speed respectively. Both numbers are integer types meaning that only whole
numbers ranging from -100 to 100 can be used.
Review this line of code specifically with students to discuss how to move the motors
differently. Point out that 10 represents a float type because a decimal can be used.
However, the units, in this case centimeters, is a string type since it is text and needs to
be put in quotation marks as a result.
hop_motors.move_tank(10, 'cm', left_speed=25, right_speed=75)

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How were you able to program multiple motors to move the hopper model in a
variety of ways?
• How does the design of the hopper model determine how it can move?
• What was difficult about programming hopper?

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Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about programming multiple motors?
• How does the design of a robot determine how it moves?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Race Day
Grade 6-9 45 minutes Beginner

Race Day KEY OBJECTIVES

Students will:
Students program their model to move through a course
considering the best use of motor controls. • Create a program to move
Questions to investigate through a series of steps and
turns.
How does the task to complete determine the way a robot • Utilize motor pair in multiple
needs to move? Why is documenting moves important? ways.

STANDARDS
Materials needed
CSTA
• SPIKE Prime sets 2-CS-02 Design projects that combine
• Devices with the SPIKE App installed. hardware and software components to
• Student journals collect and exchange data.
2-AP-10 Use flowcharts and/or
pseudocode to address complex
Prepare problems as algorithms
• Ensure SPIKE Prime hubs are charged, especially if 2-AP-13 Decompose problems and
connecting through Bluetooth. subproblems into parts to facilitate the
design, implementation, and review of
• Ensure students have built the Hopper model, which programs.
was used in the Hopper Run lesson. 2-AP-16 Incorporate existing code,
media, and libraries into original
1. Engage programs, and give attribution.
Ignite a discuss with students about different types of 2-AP-17 Systematically test and refine
programs using a range of test cases.
racetracks – tracks for cars, tracks for people, tracks for 2-AP-19 Document programs in order to
bicycles, etc. There are many different types of tracks that make them easier to follow, test, and
you can race across. Consider showing videos or images of debug.
different types of racetracks.

Challenge students to create a track for the race that includes VOCABULARY
straight areas and turns.

Each group should design a basic racecourse for Hopper to

move through. The course should have at least 5 steps
including straight moves and turns.

2. Explore
Students will program their Hopper to run the course.

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Discuss with students how Hopper can be programmed to move in the needed ways to
run along the trail. Identify different ways that they could get the motors to move without
changing the design of the model.

Prompt students to think of different ways that each motor can move to make the model
go straight or turn.
• For example, motor E might move quickly while motor F moves slowly using a
Motor Pair tank move.
• For example, one motor could move using degrees while the other is stopped.

Ask students to write a pseudocode program to explain the needed steps and
programming elements to complete the race.

Open a new project in the Python programming canvas.

• Ask students to erase any code that is already in the programming area.

For this challenge, tell students to include a code comment using the # in their code for
each step of the track moves to explain the movement of the model (i.e. moving straight,
way it turns, moving backwards).

Encourage students to complete one step of the race at a time. Testing and iterating on
the program will be important during this challenge. Remind students to watch their
console for error messages and to reference the Knowledge Base as needed for help.

3. Explain
Allow students to share their final programs and how they programmed Hopper.
Ask students
• How did you program your Hopper to move through the different parts of the
race?
• What debugging issues did you have? Did you have any error messages during
programming?
• What was difficult about this challenge?

Ask students to review the code comments used in their program to determine if the
code was documented well and is easy to follow. Discuss several examples as a class
to think about best practices in documenting.

4. Elaborate
Allow students to try racing on other courses developed by other groups. Students will
need to create a new program in order to complete the new course. Remind students to
test their program several times in order to ensure it moves as expected from the
pseudocode. Ask students to add code comments using # to explain the steps of the
program.

5. Evaluate

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Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How did you approach programming each step for the challenge?
• Why was documenting each step of your program important?
• Why is testing your programming at each step important?

Self-Assessment:
Have students answer the following in their journals:
• Why is checking each step of a long process one way to saw time debugging?
• What was difficult about this challenge?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO Education SPIKE Prime

Ideas to Help with Race Day

Grade 6-9 30-45 min. Intermediate

KEY OBJECTIVES
Ideas to Help Students will:
Practice giving and using feedback from others.
• Give specific feedback on
a peer’s project.
Questions to investigate • Explore how to use
• How can input from others help me make a feedback to improve a
project.
better design and program?
STANDARDS
Materials needed
1B-IC-20 Seek diverse
• SPIKE Prime sets ready for student use. Prior to the perspectives for the purpose of
first lesson, please visit the following website for help improving computational artifacts.
with set up, kit organization and SPIKE App
https://education.lego.com/en-us/start/spike-prime/intro
• Devices with the SPIKE App installed VOCABULARY
• Student journals Feedback, Specific, Positive,
• Models from the Leading the Team lesson Negative

Prepare
• Ensure SPIKE Prime hubs are charged, especially if
connecting through Bluetooth.
• Ensure students have their built model and race
course from the Race Day lesson.

1. Engage
Review the model for providing feedback with students.

Explain to students the following guidelines for giving

feedback. Consider posting the guidelines for student
reference.
• Feedback is not doing something for someone else.
• You should not rebuild a model for someone else.
• You should not type into someone’s program.
• You should ask questions of each other.
• You should share your ideas and show your own programming, explaining why
and how you did something.
• You should be encouraging and helpful to others and not provide negative or
mean comments.
2. Explore
Have students work together to provide feedback to each other about the Race Day
program.

Have two teams work together to provide feedback to each other. Teachers should
model the process and what specific feedback looks and sounds like.

Review the procedure with students. Then have students take turns providing feedback.
• Team B will show their working model and explain their program.
• Team A provides feedback while Team B takes notes in their journal.
• Then teams can switch roles. Team A will show their working model and program
while taking notes and listening to the feedback from Team B.

Feedback should include:

1. Tell something they really like. This could be the model, program, or design.
2. Tell something that worked well.
3. Share something the group could try differently.
4. Share anything that is confusing, did not work or that could be improved,
• Remind students to be kind and clear in explaining why it is not clear or
could be improved.
• Let the team receiving the feedback ask questions as needed for more
clarity.
• The team giving feedback can also share ideas for improvement.

Teacher tip – Model providing feedback for the class frequently to help them
learn to use positive language instead of negative language when providing
feedback. Also practice taking feedback and thinking about how to use it rather
than becoming defensive.

3. Explain
Have students discuss what they learned from their feedback session.
Ask students questions like:
• What did you notice in program that worked well?
• What ideas did you get from others?
• What is something you can do with your feedback?

4. Elaborate
Students should incorporate the feedback they were given.

Give students time to modify their program based on the feedback they received. Have
students document their changes in their journal.

Allow students to share their updated their programs. Ask students to share what
changes they incorporated and how they were able to make the changes.
5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How did you use the feedback given?
• How did it feel to give feedback to others? And to receive it?
• How did you work to provide good feedback today?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about providing good feedback?
• What did you learn today about how feedback can help in your work?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
 Sensing Trouble: Exploring Sensors
A LEGO® Education Unit

Unit Introduction
This unit allows students to explore essential computer science principles and programming
concepts of the text-based coding language, Python, to create safe movements in their robots.
Students will investigate how sensors take in information and how to program the robot to act
based on this information. The lessons are designed in an order that allows students to
progress in their skills and knowledge in the following areas:
• Program a force sensor and investigate ways to use this type of sensor
• Program a distance sensor and investigate ways to use this type of sensor
• Investigate how a robot’s movements affects the accuracy of sensors
• Decide on appropriate sensors to use for given situations
• Use and modify existing code to explore new ideas
• Create pseudocode to support creating algorithms
• Utilize code comment features to documents parts of a program
• Define and decompose a problem

Unit Learning Promise

In this unit, students will explore how to control sensors and understand how sensors are used
to detect and provide information to create safe movements. Students will experience how to
effectively utilize and program sensors in robots. Students will utilize pseudocode to support
creating algorithms and code comments to document their programs.

Investigation Questions:
How can sensors provide information to make decisions? How can sensors provide
safety? When are sensors appropriate to use?

Unit Lessons

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Start Sensing Charging Cart Control Safe Delivery Grasshopper Ideas to Help
Rhino Troubles Your
Grasshopper
Time: 45 minutes
Time: 45 minutes Time: 45 minutes Time: 45 minutes
Time: 45 minutes Time: 45 minutes

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Assessment: We recommend assessing students on various skills throughout the unit.
• Use the progression of lessons as an opportunity to provide on-going feedback to
prepare students for success for the open-ended project at the end of the unit.
• Each lesson includes a recommendation for teacher observations, student self-
assessment, evaluation of success.
Unit Standards

CSTA

2-CS-02 Design projects that combine hardware and software components to collect
and exchange data.
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as
algorithms.
2-AP-13 Decompose problems and subproblems into parts to facilitate the design,
implementation, and review of programs.
2-AP-16 Incorporate existing code, media, and libraries into original programs, and give
attribution.
2-AP-17 Systematically test and refine programs using a range of test cases.
2-AP-19 Document programs in order to make them easier to follow, test, and debug.
1B-IC-20 Seek diverse perspectives for the purpose of improving computational
artifacts.

Integrated Standards

NGSS
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a
proposed object, tool or process such that an optimal design can be achieved.
Common Core English Language Arts (ELA)

6th Grade 7th Grade 8th Grade

SL.6.1 Engage effectively in a SL.7.1 Engage effectively in a SL.8.1 Engage effectively in a

range of collaborative range of collaborative range of collaborative
discussions (one-on-one, in discussions (one-on-one, in discussions (one-on-one, in
groups, and teacher-led) with groups, and teacher-led) with groups, and teacher-led) with
diverse partners on grade 6 diverse partners on grade 7 diverse partners on grade 8
topics, texts, and issues, topics, texts, and issues, topics, texts, and issues,
building on others' ideas and building on others' ideas and building on others' ideas and
expressing their own clearly expressing their own clearly expressing their own clearly

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 SL.6.2 Interpret information SL.7.2 Analyze the main ideas SL.8.2 Analyze the purpose of
presented in diverse media and supporting details information presented in
and formats (e.g., visually, presented in diverse media diverse media and formats
quantitatively, orally) and and formats (e.g., visually, (e.g., visually, quantitatively,
explain how it contributes to a quantitatively, orally) and orally) and evaluate the
topic, text, or issue under explain how the ideas clarify a motives (e.g., social,
study topic, text, or issue under commercial, political) behind
study its presentation
SL.6.4 Present claims and SL.7.4 Present claims and SL.8.4 Present claims and
findings, sequencing ideas findings, emphasizing salient findings, emphasizing salient
logically and using pertinent points in a focused, coherent points in a focused, coherent
descriptions, facts, and details manner with pertinent manner with relevant
to accentuate main ideas or descriptions, facts, details, evidence, sound valid
themes; use appropriate eye and examples; use reasoning, and well-chosen
contact, adequate volume, appropriate eye contact, details; use appropriate eye
and clear pronunciation adequate volume, and clear contact, adequate volume,
pronunciation and clear pronunciation
RST.6-8.3 Follow precisely a RST.6-8.3 Follow precisely a RST.6-8.3 Follow precisely a
multistep procedure when multistep procedure when multistep procedure when
carrying out experiments, carrying out experiments, carrying out experiments,
taking measurements, or taking measurements, or taking measurements, or
performing technical tasks performing technical tasks performing technical tasks.
L.6.6 Acquire and use L.7.6 Acquire and use L.8.6 Acquire and use
accurately grade-appropriate accurately grade-appropriate accurately grade-appropriate
general academic and general academic and general academic and
domain-specific words and domain-specific words and domain-specific words and
phrases; gather vocabulary phrases; gather vocabulary phrases; gather vocabulary
knowledge when considering knowledge when considering knowledge when considering
a word or phrase important to a word or phrase important to a word or phrase important to
comprehension or expression comprehension or expression comprehension or expression

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LEGO® Education SPIKE™ Prime

Start Sensing
Grade 6-8 45 minutes Beginner

Start Sensing KEY OBJECTIVES

Students will:
Students explore conditional statements using the force
sensor and how to program sensors.
• Program the force sensor.
Questions to investigate • Create conditional statements.

• How can sensors interact with or control motors? STANDARDS

CSTA
2-CS-02 Design projects that combine
Materials needed hardware and software components to
• SPIKE Prime sets ready for student use. Prior to the collect and exchange data.
first lesson, please visit the following website for help 2-AP-10 Use flowcharts and/or
with set up, kit organization and SPIKE App pseudocode to address complex
problems as algorithms
https://education.lego.com/en-us/start/spike-prime/intro 2-AP-16 Incorporate existing code,
• Devices with the SPIKE App installed. media, and libraries into original
• Student journals programs, and give attribution.
2-AP-17 Systematically test and refine
programs using a range of test cases.
Prepare 2-AP-19 Document programs in order to
Ensure SPIKE Prime hubs are charged, especially if make them easier to follow, test, and
connecting through Bluetooth. debug.

1. Engage
Engage students in thinking about how sensors work. Have
students play a game of freeze dance. Hold up a force sensor
and explain to students that they can only move when you are
holding the sensor button down. Be sure to make it obvious
when you are pushing and releasing the button. Students can
move in any way they like when it is time to dance but must
freeze when you release the button.

Discuss with students how the sensor was used to provide information on how they
should move. How do sensors work?

2. Explore
Students will explore working with sensors by coding the force sensor.

Direct students to the START section in the SPIKE App. Here students can access 2.
Motors and Sensors. This getting started lesson provides students with an early
experience in building and coding with SPIKE Prime. Use this lesson to guide students
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in building the motor and force sensor. Students should complete the building
instructions through steps 1-7 and 22-29. You will not need to complete the rest of this
lesson.

Direct students to leave the Motors and Sensors lesson.

Open a new project in the Python programming canvas. Ask students to erase any code
that is already in the programming area. Students should connect their hub.

Push, Start, Stop

Sensors can be used in a variety of ways. The force sensor can be used like a “button”
you can program to start and stop actions.

Brainstorm with students how they think you should program the sensor to work. What
information will the software need to run the hardware correctly? Write a pseudocode
program for making the force sensor work to start and stop the motor when pushed.
Pseudocode is writing in words what you want the program to do.
An example could be:
• Import force sensor, motor, and hub
• Initialize motor
• Initialize force sensor
• Wait until force sensor pressed
• Motor turn on
• Move clockwise for time 2 seconds
Note: The code you write in steps (pseudocode) does not need to match exactly
what will be put in the program. Pseudocode helps students think through what code
is needed.

Provide students with the sample code to use the force sensor to stop and start the
motor. Students can type this program into the programming canvas. Students can also
copy and paste this program into the programming canvas by accessing the
Knowledge Base Getting Started Part 3: Using the Force Sensor section.
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Ask students to run the program.

from spike import ForceSensor, Motor

# Initialize the Force Sensor and a motor

force_sensor = ForceSensor('B')
motor = Motor('C')

# Press the button slowly, it will work only once

# Play the program again to try it again
motor.set_default_speed(25)
force_sensor.wait_until_pressed()
motor.start()
force_sensor.wait_until_released()
motor.stop()

Discuss with students what happened when they ran the code. Students should identify
that when the force sensor was pushed, the motor started running at 25% power. The
motor continued to run until the force sensor was released, which caused the motor to
stop. Review the program with the students to ensure they understand each line of
code.

Point out to students how the force sensor was named. Explain to them that we need to
be thoughtful of how to name parts of the program like variables. We are creating a
variable to store the information about the port we are using for the force sensor and
setting an easily recognized name to use in the program itself.

Prompt students to think about how to change this code to start the motor running, then
stop it when the button is pushed. Ask students to change their code and run the
program.

# Press the button slowly, it will work only once

motor.set_default_speed(25)
motor.start()
force_sensor.wait_until_pressed()
motor.stop()

Note: Students need to change the code to move the motor.start before
the force sensor and take out the when released line of code.

Allow students additional time to explore with their force sensor and motor.

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3. Explain
Have students share their new code and discuss how they used the force sensor.

Ask students questions like:

• How can you use a sensor to control the motors’ actions?
• What are different ways that you can use or program a force sensor?
• What does the “wait_until” mean when you are programming the force sensor?
• Why do we not set a time or distance for the motor to move when we start the
motor?
• What are some errors you think might occur with the force sensor?

4. Elaborate
Challenge students to try something new with their force sensor. Ask students to open
the console. Students can print messages in the console using the print() function.
Introduce a new line of code to students. They can modify their previous code or type it
in.
from spike import ForceSensor, Motor

# Initialize the Force Sensor and a motor

force_sensor = ForceSensor('B')
motor = Motor('C')

# Press the button slowly, it will work only once

motor.set_default_speed(25)
motor.start()
force_sensor.wait_until_pressed()
motor.stop()
print('hello!')

Discuss with students what happens when the new line of code “print('hello!')” is run.

Now students can include messages with their physical robot as it moves. Students can
use the print function to document what is happening in the program as an output. It can
also be fun.
For debugging help, remind students that the printed messages have to be included in
parenthesis ( ) with quotation marks – (‘ ‘) or (“ “) works.
Challenge students to create a question and answer game where one person pushes
the button to answer a question and then the right answer pops up (or is printed) on
screen.

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5. Evaluate
Teacher Observation
Discuss the program with students.
• Ask students questions like:
• What are some ways you were able to program the force sensor to work?
• What are some ways that the sensor and motor can interact?
• What are some ideas you have for using the print function?

Self-Assessment
Have students answer the following in their journals:
• What did you learn today about using a force sensor?
• When can you use the print function?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE™ Prime

Charging Rhino
Grade 6-8 45 minutes Beginner

Charging Rhino KEY OBJECTIVES

Students will:
Students will explore using the force sensor to control
• Explore the force senor
movement.
• Understand effects of power on
Questions to investigate movement

How can a force sensor be used to help control movements STANDARDS

and actions? CSTA
2-AP-10 Use flowcharts and/or
• Materials needed pseudocode to address complex
• SPIKE Prime sets ready for student use. Prior to the problems as algorithms
2-AP-13 Decompose problems and
first lesson, please visit the following website for help subproblems into parts to facilitate the
with set up, kit organization and SPIKE App design, implementation, and review of
https://education.lego.com/en-us/start/spike-prime/intro programs.
• Devices with the SPIKE App installed. 2-AP-16 Incorporate existing code,
media, and libraries into original
• Student journals programs, and give attribution.
2-AP-17 Systematically test and refine
Prepare programs using a range of test cases.
Ensure SPIKE Prime hubs are charged, especially if 2-AP-19 Document programs in order to
make them easier to follow, test, and
connecting through Bluetooth. debug.

1. Engage
Engage students in a discussion about how to stop a charging
rhinoceros. Consider viewing videos that show a rhino when
charging or running into an object. Discuss how the rhino
moves and what it would take to stop it. Also consider
discussing the senses that the rhino might use and how these might be similar to the
sensors that are available for students to program.
2. Explore
Students will build a Rhino model to investigate different ways to move with the force
sensor.
Direct students to the BUILD section in the SPIKE App. Here students can access the
building instructions for the Rhino model. Ask students to build the model. The building
instructions are also available at https://education.lego.com/en-us/support/spike-
prime/building-instructions.
Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.
Rhino Run
Challenge students to have their rhino run forward. Start students with this program.
from spike import MotorPair

# Initialize the motor

motor_pair=MotorPair('A','B')

# Run motor
motor_pair.start()

Ask students to stop the program. Discuss the fact that there is nothing in the program
that tells the Rhino to stop. Eventually, the Rhino runs into something.
Discuss ideas for making the rhino stop. One way is to add a stop to the program or set
the start for a certain time, distance, etc. Another way is to use the force sensor
attached as the Rhino’s nose.
Prompt students to stop the charging Rhino when he runs into the wall using the force
sensor. Students should position the Rhino facing the wall or another strong object a
foot or more away. Share this sample program with students. Students will need to type
this program into the programming canvas.
from spike import ForceSensor, MotorPair

# Initialize the Force Sensor and a motor

force_sensor = ForceSensor('C')
motor_pair=MotorPair('A','B')

# Run motor until button is pressed then stop program

motor_pair.start(0, -50)
force_sensor.wait_until_pressed()
motor_pair.stop()

Note: Remind students to watch for errors in the console. Students can reference
the line from the error message to pinpoint where a typing error might have
occurred.
Ask students to run the program several more times. Each time, the students should
move the Rhino model further away from the wall. Allow students to investigate how
moving the model further back does not change the way the program runs.
3. Explain
Discuss with students how the Rhino model moved and review the code as a group.
Ask students questions like:
• How did the program work?
• What do the 0 and -50 represent in the motor_pair.start line of code?
• How did the force sensor work?
• What happened when you moved the Rhino further from the wall? Did running
the model at different distances change the way the program worked?
• What was difficult about this challenge?

Discuss the use of a negative number (-50) for speed with students. The negative is
providing direction for the movement. Having students change to a positive 50 will
cause the Rhino to move in the other direction (backwards).

4. Elaborate
Challenge students to change their program to investigate how the Rhino stops when
he is charging (moving fast) versus when he is moving slowly.
Ask students to run their program two more times. Once with a high speed (-100 for
power) and a low speed (-20 for power).
from spike import ForceSensor, MotorPair

# Initialize the Force Sensor and a motor

force_sensor = ForceSensor('C')
motor_pair=MotorPair('A','B')

# Run motor until button is pressed then stop program

motor_pair.start(0, -20)
force_sensor.wait_until_pressed()
motor_pair.stop()

Discuss what happens after each program is run. Students should note that the Rhino
just stops, while the force sensor is still touching the object, when set at 20% power.
However, when set to 100% power, the Rhino hits the object and bounces back.
Discuss as a group why this happens.
Allow students to build a small wall from the additional LEGO elements in their set.
Challenge students to program the Rhino to charge through the wall and then play an
appropriate sound. Students can also put a message in the console using the print()
function to add the Rhino saying something as he hits the wall (ouch!).
Allow students to share and discuss their final programs.

5. Evaluate
Teacher Observation
Discuss the program with students.
Ask students questions like:
• How did your force sensor work to control your Rhino?
• Why does the power of the motor affect the way the model reacts when stopping
with the force sensor?
• How did the force sensor provide information to the program to tell the Rhino
what to do?

Self-Assessment
Have students answer the following in their journals:
• What did you learn today about using the force sensor to control your Rhino?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
LEGO® Education SPIKE™ Prime

Cart Control
Grade 6-8 45 minutes Beginner

Cart Control KEY OBJECTIVES

Students will:
Students will explore the distance sensor to control
• Program the distance sensor.
movements.
• Explore movements with
Questions to investigate distance.
• Understand ultrasonic.
• How can a distance sensor be used to provide
information for decisions? STANDARDS
• How can sensors be used for more precise moves? CSTA
2-CS-02 Design projects that combine
Materials needed hardware and software components to
collect and exchange data.
• SPIKE Prime sets ready for student use. Prior to the 2-AP-10 Use flowcharts and/or
first lesson, please visit the following website for help pseudocode to address complex
with set up, kit organization and SPIKE App problems as algorithms.
https://education.lego.com/en-us/start/spike-prime/intro 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
• Devices with the SPIKE App installed.
design, implementation, and review of
• Student journals programs.
2-AP-16 Incorporate existing code,
Prepare media, and libraries into original
programs, and give attribution.
• Ensure SPIKE Prime hubs are charged, especially if 2-AP-17 Systematically test and refine
connecting through Bluetooth. programs using a range of test cases.
2-AP-19 Document programs in order to
1. Engage make them easier to follow, test, and
debug.
Engage students in thinking about ways we use automated
machines. Prompt students to think about how these
VOCABULARY
machines use sensors to keep from bumping into objects.
Float
Consider showing images and videos of different packing or
Integer
shipping machines as examples. You might also prompt
students to research and find their own examples.
Discuss with students how they see the automated machines
moving around successfully.
2. Explore
Students will build a deliver cart model to investigate different ways to move with the
distance sensor.
Direct students to the BUILD section in the SPIKE App. Here students can access the
building instructions for the Delivery Cart model. Ask students to build the model. The
building instructions are also available at https://education.lego.com/en-
us/support/spike-prime/building-instructions.
Direct students to open a new project in the python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.
Cart Under Control
Students will investigate how to use the distance sensor.
Ask students to review this program. Discuss with them if there are any bugs. When
they realize there are not, ask them why this program is not going to work well. Students
should realize that the motor will continue to run forever and eventually run into
something.
from spike import MotorPair

# Initialize the motor

motor_pair=MotorPair('A','E')

# Run motor
motor_pair.start()

Prompt students to think about ways to keep the cart from bumping into an object.
Students may think about including a stop in the program or adding a force sensor to
the cart based on previous experiences. Tell students they will be using a different
sensor.
Ask students to locate the distance sensor they built at the bottom of their cart. Provide
students with this sample code to move the cart using the distance sensor. Students will
need to type this program into the programming canvas.
Ask students to go through each line of code with their partners. Determine what the
program is intended to do.
Ask students to run the program.

from spike import DistanceSensor, MotorPair

# Initialize the Distance Sensor and motor

distance_sensor = DistanceSensor('B')
motor_pair = MotorPair('E', 'A')

# Move your hand slowly away from the distance sensor to start the motor
 distance_sensor.wait_for_distance_farther_than(20, 'cm')
motor_pair.start(0, -50)
# Move your hand slowly toward the distance sensor to stop the motor
distance_sensor.wait_for_distance_closer_than(20, 'cm')
motor_pair.stop()

If students struggle to have the program work, give them a hint. Students will need to
hold an object such as a book or a hand in front of the distance sensor when they start
the program. Once the program is running take the object away, the cart should start
moving. Place the object back in front of the sensor and it should stop.
Allow the students to explore the program varying the starting distance from the object
and re-running the program several times.
Note: The distance to start the motors does not have to be equal to the distance to
stop the motors.

3. Explain
Review the program together as a group.

Ask students additional questions like:

• What are the lines wait_for_distance_further_than and wait_for_distance_closer
than are telling the cart to do?
• Why was an object needed to make the program work?
• What happens when you start the cart further back from the object?
• How does the distance sensor work?
Explain to students that the distance sensor on the cart is an ultrasonic sensor. Have
students look at the top left area of the programming canvas near where they connect
their hub. Here they should see live data coming in from the cart. All hardware
attached to the cart, motors and sensors, will provide live data.
Ask students to look at the distance sensor and then move their hands close to it, then
further away. The number should change, increasing as the hand moves further away.
Describe how the sensor works by sending a sonic pulse from one circle or “eye” which
will bounce off any objects in front of the sensor and return back to the other circle or
“eye”. The sensor uses the time it takes that pulse to return to “measure” the distance
to the object. The sensor uses a mathematical formula to change the time into a
distance measurement.

4. Elaborate
Students may have noticed that the rear wheels on the cart can keep the cart from
moving in a straight line. When running the program above, students may have seen
the cart turn to one side unless the rear wheels are straight. Consider demonstrating for
students.
Ask students why a turning cart could be an issue for the distance sensor when it is
detecting the distance to an object using an ultrasonic pulse. Discuss ideas with
students about how to keep the cart moving straight.
Students should identify that because the rear wheels are attached to a motor, a piece
of code can be added to help the cart stay straight. Students may also think to change
the build to fix the motor in place. Consider discussing how that could limit the
movement of the cart and re-focus students on the code instead.
Provide students with this sample code to set the back motor and wheels straight.
Students should purposefully move the large motor with rear wheels to ensure it is not
straight. Ask students to run the program.
from spike import DistanceSensor, MotorPair, Motor
from spike.control import wait_for_seconds

# Initialize the Distance Sensor and motor

distance_sensor = DistanceSensor('B')
motor_pair = MotorPair('E', 'A')
motor_back = Motor('C')

# Move toward object. Stop at 20 cm

motor_back.run_to_position(0, 'shortest path', 75)
motor_pair.start(0, -50)
distance_sensor.wait_for_distance_closer_than(20, 'cm')
motor_pair.stop()

Discuss the program with students and how ensuring the rear wheels being straight
allows the sensor to work more effectively. When the sensor is perpendicular to an
object, the sound waves bounce back more directly giving a good reading.
Debugging
Ask students to review the following program to consider how to address the error
message received.

Debugging activity #1

from spike import MotorPair, Motor

from spike.control import wait_for_seconds

# Initialize the Distance Sensor and motor

distance_sensor = DistanceSensor('B')
 motor_pair = MotorPair('E', 'A')
motor_back = Motor('C')

# Move toward object. Stop at 20 cm

motor_back.run_to_position(0, 'shortest path', 75)
motor_pair.start(0, -50)
distance_sensor.wait_for_distance_closer_than(20, 'cm')
motor_pair.stop()

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/22622.py", line 9
NameError: name 'DistanceSensor' isn't defined

Discuss the error message with students. Students should recognize that the error
refers to line 9. However, the error is actually in line 1. The issue is that a distance
sensor is used in the program, but the distance sensor is not imported in line 1.

Debugging activity #2

from spike import DistanceSensor, MotorPair, Motor

from spike.control import wait_for_seconds

# Initialize the Distance Sensor and motor

distance_sensor = DistanceSensor('B')
motor_pair = MotorPair('B', 'A')
motor_back = Motor('C')

# Move toward object. Stop at 20 cm

motor_back.run_to_position(0, 'shortest path', 75)
motor_pair.start(0, -50)
distance_sensor.wait_for_distance_closer_than(20, 'cm')
motor_pair.stop()

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/23262.py", line 6
File "lib/hub/flash/spike/motorpair.py", line 1, in __init__
RuntimeError: One or both of the Ports do not have a motor connected.

Discuss the error message with students. Students should recognize that the error is
pointing to several lines. The issue is that the MotorPair variable is not defined as a port
that has a motor plugged in. The runtime error indicates that the ports do not have a
motor connected. Students should check the ports that the motors are plugged into and
change the variable to set the correct ports.

5. Evaluate
Teacher Observation
Discuss the program with students. Ask students questions like:
• How did the distance sensor work to control your cart?
• How does the design of the rear wheel affect how the cart moves and potential
the effectiveness of the sensor?
• What are some ways you could use the distance sensor?

Self-Assessment
Have students answer the following in their journals:
• What did you learn today about using the distance sensor to keep from bumping
into objects?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
LEGO® Education SPIKE™ Prime

Safe Delivery
Grade 6-8 45 minutes Beginner

Safe Delivery KEY OBJECTIVES

Students will:
Students will explore how motors and sensors work together.
• Program model to move safely
Questions to investigate using sensors.
• Investigate effects of motor
• How can sensors be used to provide safety? power when using sensors.

Materials needed STANDARDS

• SPIKE Prime sets ready for student use. Prior to the CSTA
first lesson, please visit the following website for help 2-CS-02 Design projects that combine
with set up, kit organization and SPIKE App hardware and software components to
https://education.lego.com/en-us/start/spike-prime/intro collect and exchange data.
2-AP-10 Use flowcharts and/or
• Devices with the SPIKE App installed pseudocode to address complex
• Delivery Cart model, which was used in the Cart problems as algorithms
Control lesson 2-AP-13 Decompose problems and
subproblems into parts to facilitate the
• Student journals design, implementation, and review of
• Ruler programs.
2-AP-16 Incorporate existing code,
media, and libraries into original
Prepare programs, and give attribution.
Ensure SPIKE Prime hubs are charged, especially if 2-AP-17 Systematically test and refine
connecting through Bluetooth. programs using a range of test cases.
2-AP-19 Document programs in order to
1. Engage make them easier to follow, test, and
debug.
Kate and Kyle are working on adding a new treehouse to the
playground. The delivery cart is coming with the needed VOCABULARY
materials, but Kyle is concerned the cart might damage the Float
other items on the playground. Integer
Ignite a discussion about how to help ensure the cart does not
bump into any other materials on the playground. Consider
showing an image of a playground as an example to support the discussion and later
planning.
2. Explore
Challenge students to investigate how the Cart can move more safely.
Discuss with students how the cart can move more safely through the playground. Ask
students to create a small obstacle course with 2 or 3 items to mimic the playground
using objects that are positioned high enough for the distance sensor to “see” them.
Ask students to write a program to allow the Cart to drive forward and stop before hitting
an object, thus allowing the cart to move safely through the playground and stop in front
of an object. Students should create the program to allow the cart to turn the motor on,
until the distance sensor is closer than 20 cm to an object and then stop the motor.

Sample Code:
from spike import DistanceSensor, MotorPair, Motor
from spike.control import wait_for_seconds

# Initialize the Distance Sensor and motor

distance_sensor = DistanceSensor('B')
motor_pair = MotorPair('E', 'A')
motor_back = Motor('C')

# Move your hand slowly toward and away from the Distance Sensor
motor_back.run_to_position(0, 'shortest path', 75)
motor_pair.start(0, -50)
distance_sensor.wait_for_distance_closer_than(20, 'cm')
motor_pair.stop()

Have students create a chart to document each run like the one below.

20% speed 40% speed 60% speed 80% speed 100% speed
Distance from
object (cm)

Students should run the program 5 times changing the speed for the motor each time.
Students should run the program, then read the distance shown on the SPIKE App
under the Distance Sensor. Allow students time to complete each trial and fill in the
chart.

3. Explain
Discuss with students what they found when running the program at different power
levels.

Discuss the difference between speed and power with students. Explain that when
students are setting the speed in the program what they are actually setting is the
amount of power the motor will use. This then determines how fast or at what speed
the robot is able to travel.
Ask students questions like:
• How did the speed of the cart change when the power was increased?
• How did increasing the speed affect the way the cart is able to stop?
• Which power level or speed allows the cart to stop with the most accuracy?
• How should we consider power level or speed in creating the cart to move more
safely?

4. Elaborate
Challenge students to move through the playground without hitting objects no matter
where the cart enters.
Discuss with students how the cart needs to move through the playground to deliver the
materials. The cart might enter from different spots. Students should try to run their
program from different angles to make sure it can safely to move through the
playground without hitting an object by using the distance sensor.
Note: The delivery cart cannot make sharp turns (like a 90-degree turn) but
rather makes arc turns
Students should consider the angles the cart might need to move and change the
position of the rear wheels as needed (i.e. not set to the 0 degrees position).
Allow students time to explore how to move safely through the playground.
Discuss how the students were able to use the cart in the playground area.
Asking students questions like:
• How were you able to use the sensor to avoid hitting objects?
• How can sensors be used to add safety to moving objects?
• How did you use the additional motor in the back to help move the cart?
• What was difficult about this challenge?
Discuss different programs with students to prompt them to think about where they are
relying on programming the motors to move and where they are using the sensors to
decide.

5. Evaluate
Teacher Observation
Discuss the program with students. Ask students questions like:
• How did you program the sensor to allow the cart to move more safely?
• Why does the power of the motor or speed affect the way the model reacts when
stopping with the distance sensor?

Self-Assessment
Have students answer the following in their journals:
• What did you learn today about setting the power level or speed of the motor
when using the sensor to ensure safety and accuracy?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
LEGO® Education SPIKE™ Prime

Grasshopper Troubles
Grade 6-8 45 minutes Beginner

Grasshopper Troubles KEY OBJECTIVES

Students will:
Students will investigate how to choose an appropriate sensor
• Make appropriate hardware
for a given task.
decisions
Questions to investigate • Re-design a model to add a
sensor
• When are sensors appropriate to use?
• How do you determine which sensor is best to use for a STANDARDS
given task? CSTA
2-CS-02 Design projects that combine
Materials needed hardware and software components to
collect and exchange data.
• SPIKE Prime sets ready for student use. Prior to the 2-AP-13 Decompose problems and
first lesson, please visit the following website for help subproblems into parts to facilitate the
with set up, kit organization and SPIKE App design, implementation, and review of
https://education.lego.com/en-us/start/spike-prime/intro programs.
2-AP-17 Systematically test and refine
• Devices with the SPIKE App installed. programs using a range of test cases.
• Student journals 2-AP-19 Document programs in order to
make them easier to follow, test, and
Prepare debug.
Ensure SPIKE Prime hubs are charged, especially if
connecting through Bluetooth.

1. Engage
Ignite a discussion with students about how to determine the best tool for a job. Provide
students will several examples, which could be images, of tasks to complete. Tasks
could range from digging a hole, to sharpening a pencil, to coding a robot. For each
task, discuss the best tool for the job. For example, you would not code a robot with a
shovel to sharpen a pencil. Try to give examples that might have more than one tool
that can be used such as writing your name which could be done with a pencil, pen,
marker, or crayon, but would be very difficult to do with a shovel, hammer, or watering
can.
Discuss with students why it is important to make sure you have the right tool for a task.

2. Explore
Students will build a Grasshopper model to investigate different ways to move using a
sensor.
Direct students to build the grasshopper model. The building instructions are available
at https://education.lego.com/en-us/support/spike-prime/building-instructions.
Direct students to open a new project in the python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.
Students should create a program that allows the Grasshopper Model to move forward
at 50% power.
Sample code:

from spike import MotorPair,

# Initialize the motor

motor_pair = MotorPair('A', 'B')

# Move forward
motor_pair.start(0, -50)

Discuss with students how the Grasshopper model moves.

Ignite a discussion with students about the danger our Grasshopper faces when moving
through the park. The Grasshopper does not want to run into a foot that might step on it.
Have students think about which sensor, force or distance, would be best to keep the
Grasshopper from running into an object. Allow students to discuss different ideas in
their group to decide which sensor to use. Encourage students to carefully look at how
the model currently functions.

Students need to attach their chosen sensor onto their grasshopper model without
changing the basic design of the model. Allow students time to attach the sensor to
their Grasshopper model.

Ask students to change their program to include the newly added sensor. Students
should test their model to decide if the chosen sensor works. Remind students to test
their program several times and change it as needed in order to ensure the model
moves as expected. Ask students to add code comments using # to explain the steps of
the program.
3. Explain
Allow students to share their final Grasshopper model designs and programs. Discuss
with groups which sensor was chosen and why.

Ask students questions like:

• Which sensor did you choose and why?
• How well did the sensor perform? Did the Grasshopper model run into any
objects?
• What issues did you have to overcome when adding the sensor?
• What were some issues you had to debug?
• What was difficult about this challenge?

Consider using a chart to track the sensors chosen. Was there a clear favorite?

4. Elaborate
Challenge students to change their programs to have the Grasshopper reverse direction
or turn around instead of turning the motors off when it reaches the object. Students
should consider what part of the code stays the same and what part of the code needs
to be changed.
Ask students to plan how they want the Grasshopper to move. Have students write
pseudocode before they change the code. Students should include the following in their
new programs:
• Add an image on the hub when the grasshopper stops at the object
• Reverse direction or turn around to return to the starting position
• Play a new sound
• Include a second use of the sensor in the program somewhere
Optional: Remind students that they can also print a message in the console.
For this challenge, tell students to include a code comment using the # in their code for
each step to explain the movement of the model (i.e. move straight, stop, move
backwards).

Encourage students to complete one step at a time. Testing and iterating on the
program will be important during this challenge. Remind students to watch their console
for error messages and to reference the Knowledge Base as needed for help.

Allow students to share and discuss their final programs.

5. Evaluate
Teacher Observation
Discuss the program with students.
• Ask students questions like:
 o How did you decide which sensor to use for the challenge?
o How did you create your program to use the sensor in the most effective
way?
o How were you able to add to your program to allow the Grasshopper
model to move away from the object safely?

Self-Assessment
Have students answer the following in their journals:
• What did you learn today about choosing an appropriate sensor for a task?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
LEGO© Education SPIKE™ Prime

Ideas to Help Your Grasshopper

Grade 6-8 30-45 min. Intermediate

KEY OBJECTIVES
Ideas to Help Your Grasshopper Students will:
Practice giving and using feedback from others.
• Give specific feedback on
a peer’s project.
Questions to investigate • Explore how to use
feedback to improve a
• How can input from others help me make a
project.
better design and program?
STANDARDS
Materials needed
1B-IC-20 Seek diverse
• SPIKE Prime sets ready for student use. Prior to the perspectives for the purpose of
first lesson, please visit the following website for help improving computational artifacts.
with set up, kit organization and SPIKE App
https://education.lego.com/en-us/start/spike-prime/intro
• Devices with the SPIKE App installed VOCABULARY
• Student journals Feedback, Specific, Positive,
• Models from the Grasshopper Trouble lesson Negative

Prepare
• Ensure SPIKE Prime hubs are charged, especially if
connecting through Bluetooth.
• Ensure students have their built model from
the Grasshopper Trouble lesson.

1. Engage
Review the model for providing feedback with students.

Explain to students the following guidelines for giving feedback. Consider

posting the guidelines for student reference.
• Feedback is not doing something for someone else.
• You should not rebuild a model for someone else.
• You should not type into someone’s program.
• You should ask questions of each other.
• You should share your ideas and show your own programming, explaining why
and how you did something.
• You should be encouraging and helpful to others and not provide negative or
mean comments.
2. Explore
Have students work together to provide feedback to each other about the Grasshopper
Trouble models.

Have two teams work together to provide feedback to each other. Teachers should
model the process and what specific feedback looks and sounds like.

Review the procedure with students. Then have students take turns providing feedback.
• Team B will show their working model.
• Team A provides feedback while Team B takes notes in their journal.
• Then teams can switch roles. Team A will show their working model and take
notes while Team B provides feedback.

Feedback should include:

1. Tell something they really like. This could be the model, program, or design.
2. Tell something that worked well.
3. Share something the group could try differently.
4. Share anything that is confusing, did not work or that could be improved,
• Remind students to be kind and clear in explaining why it is not clear or
could be improved.
• Let the team receiving the feedback ask questions as needed for more
clarity.
• The team giving feedback can also share ideas for improvement.

Teacher tip – Model providing feedback for the class frequently to help them
learn to use positive language instead of negative language when providing
feedback. Also practice taking feedback and thinking about how to use it rather
than becoming defensive.

3. Explain
Have students discuss what they learned from their feedback session.
Ask students questions like:
• What did you notice in models that worked well?
• What ideas did you get from others?
• What is something you can do with your feedback?

4. Elaborate
Students should incorporate the feedback they were given.

Give students time to modify their designs and program based on the feedback they
received. Have students document their changes in their journal.

Allow students to share their updated models and programs. Ask students to share
what changes they incorporated and how they were able to make the changes.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How did you use the feedback given?
• How did it feel to give feedback to others? And to receive it?
• How did you work to provide good feedback today?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about providing good feedback?
• What did you learn today about how feedback can help in your work?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
 Doing Reps with Loops
A LEGO® Education Unit

Unit Introduction
This unit allows students to explore essential computer science principles and programming
concepts of the text-based coding language, Python, through investigating ways to get moving
and stretching. Students will investigate how to program various types of loops to allow their
models to move in repeated patterns mimicking movements of stretching and exercising. The
lessons are designed in an order that allows students to progress in their skills and knowledge
in the following areas:
• Program for loops, while loops and infinite loops
• Explore setting variables and conditions in loops
• Investigate how a robot moves when using loops
• Use and modify existing code to explore new ideas
• Create pseudocode to support creating algorithms
• Utilize code comment features to documents parts of a program
• Define and decompose a problem

Unit Learning Promise

In this unit, students will explore how to program loops and develop an understanding for when
to use each type of loop to get their models moving and stretching. Students will experience
how to effectively utilize loops which includes thinking about setting variables and conditions in
their loops. Students will utilize pseudocode to support creating algorithms and code comments
to document their programs.

Investigation Questions:
How can repeated patterns be used in programming? What are different ways to use
loops in creating a program?

Unit Lessons

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

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Warm Ups Counting Dance Loop Setting Infinite Leading the Ideas to Help:
with Leo Reps with with Coach Conditions Moves Team with Feedback for
Leading the
Leo for Yoga Loops
Time: 45 Time: 45 Team with
minutes minutes Time: 45 Loops
Time: 45 Time: 45 Time: 90
minutes minutes minutes minutes Time: 45 minutes

Assessment: We recommend assessing students on various skills throughout the unit.

• Use the progression of lessons as an opportunity to provide on-going feedback to
prepare students for success for the open-ended project at the end of the unit.
• Each lesson includes a recommendation for teacher observations, student self-
assessment, evaluation of success.
Unit Standards

CSTA

2-CS-02 Design projects that combine hardware and software components to collect
and exchange data.
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as
algorithms.
2-AP-13 Decompose problems and subproblems into parts to facilitate the design,
implementation, and review of programs.
2-AP-16 Incorporate existing code, media, and libraries into original programs, and give
attribution.
2-AP-17 Systematically test and refine programs using a range of test cases.
2-AP-19 Document programs in order to make them easier to follow, test, and debug.
1B-IC-20 Seek diverse perspectives for the purpose of improving computational
artifacts.

Integrated Standards

NGSS
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a
proposed object, tool or process such that an optimal design can be achieved.
Common Core English Language Arts (ELA)

6th Grade 7th Grade 8th Grade

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LEGO® Group, Ⓒ2020 The LEGO® Group. All rights reserved
 SL.6.1 Engage effectively in a SL.7.1 Engage effectively in a SL.8.1 Engage effectively in a
range of collaborative range of collaborative range of collaborative
discussions (one-on-one, in discussions (one-on-one, in discussions (one-on-one, in
groups, and teacher-led) with groups, and teacher-led) with groups, and teacher-led) with
diverse partners on grade 6 diverse partners on grade 7 diverse partners on grade 8
topics, texts, and issues, topics, texts, and issues, topics, texts, and issues,
building on others' ideas and building on others' ideas and building on others' ideas and
expressing their own clearly expressing their own clearly expressing their own clearly
SL.6.2 Interpret information SL.7.2 Analyze the main ideas SL.8.2 Analyze the purpose of
presented in diverse media and supporting details information presented in
and formats (e.g., visually, presented in diverse media diverse media and formats
quantitatively, orally) and and formats (e.g., visually, (e.g., visually, quantitatively,
explain how it contributes to a quantitatively, orally) and orally) and evaluate the
topic, text, or issue under explain how the ideas clarify a motives (e.g., social,
study topic, text, or issue under commercial, political) behind
study its presentation
SL.6.4 Present claims and SL.7.4 Present claims and SL.8.4 Present claims and
findings, sequencing ideas findings, emphasizing salient findings, emphasizing salient
logically and using pertinent points in a focused, coherent points in a focused, coherent
descriptions, facts, and details manner with pertinent manner with relevant
to accentuate main ideas or descriptions, facts, details, evidence, sound valid
themes; use appropriate eye and examples; use reasoning, and well-chosen
contact, adequate volume, appropriate eye contact, details; use appropriate eye
and clear pronunciation adequate volume, and clear contact, adequate volume,
pronunciation and clear pronunciation
RST.6-8.3 Follow precisely a RST.6-8.3 Follow precisely a RST.6-8.3 Follow precisely a
multistep procedure when multistep procedure when multistep procedure when
carrying out experiments, carrying out experiments, carrying out experiments,
taking measurements, or taking measurements, or taking measurements, or
performing technical tasks performing technical tasks performing technical tasks.
L.6.6 Acquire and use L.7.6 Acquire and use L.8.6 Acquire and use
accurately grade-appropriate accurately grade-appropriate accurately grade-appropriate
general academic and general academic and general academic and
domain-specific words and domain-specific words and domain-specific words and
phrases; gather vocabulary phrases; gather vocabulary phrases; gather vocabulary
knowledge when considering knowledge when considering knowledge when considering
a word or phrase important to a word or phrase important to a word or phrase important to
comprehension or expression comprehension or expression comprehension or expression

LEGO®, the LEGO® logo, MINDSTORMS and the MINDSTORMS logo are trademarks and/or copyrights of the
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LEGO®, the LEGO® logo, MINDSTORMS and the MINDSTORMS logo are trademarks and/or copyrights of the
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LEGO® Education SPIKE Prime

Warm Up Loop with Leo

Grade 6-8 45 minutes Beginner

Warm Up Loop with Leo KEY OBJECTIVES

Students will:
Students will learn about loops and program with loops.
Questions to investigate • Program with loops.
• Build and program a sit-up
• How can lines of code be repeated while machine.
creating efficient programs?
STANDARDS
Materials needed CSTA
• SPIKE Prime sets ready for student use. Prior to the 2-CS-02 Design projects that combine
hardware and software components to
first lesson, please visit the following website for help collect and exchange data.
with set up, kit organization and SPIKE App 2-AP-10 Use flowcharts and/or
https://education.lego.com/en-us/start/spike-prime/intro pseudocode to address complex
• Devices with the SPIKE App installed. problems as algorithms
2-AP-13 Decompose problems and
• Student journals subproblems into parts to facilitate the
design, implementation, and review of
Prepare programs.
2-AP-16 Incorporate existing code,
Ensure SPIKE Prime hubs are charged, especially if
media, and libraries into original
connecting through Bluetooth. programs, and give attribution.
2-AP-17 Systematically test and refine
1. Engage programs using a range of test cases.
Have students stand and walk in a square around their chair, 2-AP-19 Document programs in order to
make them easier to follow, test, and
desk, or the room. As they walk, ask students to describe
debug.
their individual movements (step forward, step forward, turn to
the right/left, etc.).
K12 CS Framework
Ignite a discussion with students around creating their Practices
movement into a program. Ask student to think about the lines Concepts
of code needed to create this step-by-step program. Write the
steps out together as a pseudocode. Pseudocode is writing in
words what you want the program to do. Sub concepts

Ask students if they are excited to type out so many lines of

code. Discuss alternatives to make the program more efficient Crosscutting Concepts
(i.e. a shorter program that uses less lines of code to do an
action or task). VOCABULARY

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Prompt students as needed to recognize the pattern that repeats within the steps.

Introduce the loop to students. Loops allow you to repeat lines of code, which shortens
the program. This saves the programmer time and makes the code easier for the
computer to run the program.

2. Explore
Students will explore working with for loops using the Leo, the trainer model.
Direct students to the BUILD section in the SPIKE App. Here students can access the
building instruction for Leo, the Trainer. Ask students build the model. You can also
find the building instructions at https://education.lego.com/en-us/support/spike-
prime/building-instructions.

Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.

Start Moving
Challenge students to program Leo to complete one sit-up.

Ask students to program Leo to complete 1 sit-up. Encourage students to create the
program on their own using notes and the Knowledge Base as a reference. Provide the
sample code as needed if students struggle.

Sample Code:
from spike import MotorPair
from spike.control import wait_for_seconds

# Initialize Motors
motor_pair=MotorPair('B', 'F')

# Complete 1 sit-up
motor_pair.start(0, -30)
wait_for_seconds(.5)
motor_pair.stop()
motor_pair.start(0, 30)
wait_for_seconds(.5)
motor_pair.stop()

Discuss the program with students.

Ask students if they think one sit-up is enough of a workout for Leo. Prompt students to
challenge Leo to complete at least 5 sit-ups. Discuss ways to change the program to
repeat the same action several times.

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Students might suggest copying and pasting the code five times. This is one way to do
it, but not very efficient. Discuss efficiency as needed with students.

Prompt students to think about how we could use only one additional line of code to do
the action. Share this code with students and see if students can identify the one new
line of code. Ask students to add this line of code and run the program.

from spike import MotorPair

from spike.control import wait_for_seconds

# Initialize Motors
motor_pair=MotorPair('B', 'F')

# Complete 5 sit-ups.
for count in range(5):
motor_pair.start(0, -30)
wait_for_seconds(.5)
motor_pair.stop()
motor_pair.start(0, 30)
wait_for_seconds(.5)
motor_pair.stop()

Discuss the program with students.

3. Explain
Discuss with students how the program worked.
Ask students questions like:
• How did the new program work?
• What does the “for count in range” line to tell the program?
• What is efficiency? How is using a for loop instead of copying and pasting the
code more efficient?

Explain to students that this is an example of a “for loop” or repetitive statement, which
allows us to repeat a portion of the code a set number of times. In this case, we
repeated the code 5 times as indicated in the parentheses. Notice the lines of code
following the for loop is indented. All lines of code indented after the for loop will be
looped.

4. Elaborate
Challenge students to add to their program to include something for Leo to do after his
sit-ups (i.e. after the loop).
Ask students to add to their code to include either an image or a sound and to print
something in the console. Leo should still complete at least 5 sit-ups, but then do

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something new. Remind students that anything that do not want repeated in the loop will
not be indented.
Note: students may change the power level of the motors. Changing the power
level will change the way Leo moves. As time allows, consider investigating this
together.
Allow students to share their final programs and discuss how they were able to add to
their code. Specifically draw attention to where students use indentation and where they
do not.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How can you use a for loop to make a program more efficient? (shorter to
code)
• How do you show in the program that the loop has ended?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about using for loops in your program?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Counting Reps with Leo

Grade 6-8 45 minutes Beginner

Counting Reps with Leo KEY OBJECTIVES

Students will:
Students will apply for loops and learn to use the count
• Program a sit-up machine to
variable.
count the reps and to complete a
Questions to investigate count down.

• How can a robot count the number of times it STANDARDS

performs a function? CSTA
2-CS-02 Design projects that combine
hardware and software components to
Materials needed collect and exchange data.
• SPIKE Prime sets ready for student use. Prior to the 2-AP-10 Use flowcharts and/or
first lesson, please visit the following website for help pseudocode to address complex
with set up, kit organization and SPIKE App problems as algorithms
2-AP-13 Decompose problems and
https://education.lego.com/en-us/start/spike-prime/intro subproblems into parts to facilitate the
• Devices with the SPIKE App installed. design, implementation, and review of
• Student journals programs.
2-AP-16 Incorporate existing code,
media, and libraries into original
Prepare programs, and give attribution.
• Ensure SPIKE Prime hubs are charged, especially if 2-AP-17 Systematically test and refine
connecting through Bluetooth. programs using a range of test cases.
2-AP-19 Document programs in order to
• Ensure students have built the Leo, the Trainer model, make them easier to follow, test, and
which was used in the Warm Up Loop with Leo debug.
lesson.

1. Engage K12 CS Framework

Practices
Have students do a light exercise for one minute. This could
be jumping jacks, toe touches, or anything that allows them to Concepts
repeat an action several times within the minute. Do not ask
them to count how many they do.
Sub concepts
When the minute is finished, ask students to report how many
of the exercise they were able to complete. Most students will
not know because you did not tell them to count. Crosscutting Concepts

Have a short discussion about what we kind of information we VOCABULARY

could share if we knew how any each person did of the Counter variable

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exercise. Examples might include a total number of the reps, create a comparison like
boys to girls, or create a graph or a range of highest to lowest.

2. Explore
Students will explore working with a count variable with for loops.
Discuss with students how we can help Leo count his reps when doing his warm up
exercises. Show students the sample code from the Warm Up Loop with Leo lesson to
support your discussion.
Sample Code from Warm Up Loop with Leo:
from spike import MotorPair
from spike.control import wait_for_seconds

# Initialize Motors
motor_pair=MotorPair('B', 'F')

# Complete 5 sit-ups.
for count in range(5):
motor_pair.start(0, -30)
wait_for_seconds(.5)
motor_pair.stop()
motor_pair.start(0, 30)
wait_for_seconds(.5)
motor_pair.stop()

Students may identify that the 5 included in the for count in range line of code tells us
how many total sit-ups Leo will complete. Prompt students to think about how we can
keep count and where the count could show up.
Explain to students that the word “count” in the “for count in range” line of code is a
counter variable. Students can assign any word or even just a letter to be the count
variable. The same name will need to be used consistently.
Show students this new program that includes a print function for the counter variable
named count. By adding this new line of code, students can follow the count with Leo to
know how many sit-ups are completed.
from spike import MotorPair
from spike.control import wait_for_seconds

# Initialize Motors
motor_pair=MotorPair('B', 'F')

# Complete 5 sit-ups.
for count in range(5):

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 motor_pair.start(0, -30)
wait_for_seconds(.5)
motor_pair.stop()
motor_pair.start(0, 30)
wait_for_seconds(.5)
motor_pair.stop()
print(count+1)

print('Whew! That was tough')

Ask students to add these new lines of code into their program if they have the program
saved from the Warm Up Loop with Leo Lesson. Otherwise, students will need to type
this code in. Ensure students have their console open to watch the count.

3. Explain
Discuss the program with students. Identify how the print function is working to show a
count of the sit-ups that Leo completes.

Ask students questions like:

• How did the program work?
• What is the counter variable and how does it work?
• What is the purpose of the line print(count+1)?
• Why is the last line “Whew! That was tough” not printed five times in the console?

Ensure students are comfortable with the counter variable, understanding that any
amount can be assigned to the variable. The counter variable can be used in a variety
of ways in the code including to assign the number of times the program loops as well
as being used in the print function to show the value.

4. Elaborate
Challenge students to create a countdown for Leo.
Explain to students that sometime when exercising we count down to one instead of
counting up. Ask students to change their code to count from five to one and then play
a fun sound at the end to show they are finished.
Sample Code:
from spike import MotorPair
from spike.control import wait_for_seconds

# Initialize Motors
motor_pair=MotorPair('B', 'F')

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 # Complete 5 sit-ups.
for count in range(5):
motor_pair.start(0, -30)
wait_for_seconds(.5)
motor_pair.stop()
motor_pair.start(0, 30)
wait_for_seconds(.5)
motor_pair.stop()
print(5-count)

print('Whew! That was tough')

Allow students additional time to explore how to use the counter variable in their
program. Prompt students with ideas like how to add something motivational after each
rep or count by 5’s.
Allow students to share their final programs. Discuss different ways that students used
their counter variable.

5. Evaluate
Teacher Observation:
Discuss the program with students. Ask students questions like:
• What are different ways that you could use the counter variable?
• How can a loop be embedded or included in a program?
• After the loop is completed, how can the program continue?
• What are different ways you could use a for loop in programs?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about using a counter variable?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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are trademarks and/or copyrights of the LEGO Group, Ⓒ2020 The LEGO Group. All rights reserved
LEGO® Education SPIKE Prime

Dance Loop with Coach

Grade 6-8 45 minutes Beginner

Dance Loop with Coach KEY OBJECTIVES

Students will:
Students will practice programming for loops.
• Program a model using for loops.
Questions to investigate • Debug four programs to learn
tips and tricks.
• What are ways to make programs more
efficient? STANDARDS
CSTA
Materials needed 2-CS-02 Design projects that combine
hardware and software components to
• SPIKE Prime sets ready for student use. Prior to the collect and exchange data.
first lesson, please visit the following website for help 2-AP-10 Use flowcharts and/or
with set up, kit organization and SPIKE App pseudocode to address complex
https://education.lego.com/en-us/start/spike-prime/intro problems as algorithms
2-AP-13 Decompose problems and
• Devices with the SPIKE App installed. subproblems into parts to facilitate the
• Student journals design, implementation, and review of
programs.
Prepare 2-AP-16 Incorporate existing code,
media, and libraries into original
Ensure SPIKE Prime hubs are charged, especially if programs, and give attribution.
connecting through Bluetooth. 2-AP-17 Systematically test and refine
programs using a range of test cases.
1. Engage 2-AP-19 Document programs in order to
make them easier to follow, test, and
Have students stand with feet together. Ask them to all pick up debug.
their right foot and move their bodies slightly right, putting their
right foot down. Next, pick up their left foot and move their
bodies slightly left, putting their left foot down. Have the class K12 CS Framework
work together and get everyone to move together 5 times in Practices
each direction. Concepts

Ask students to write a pseudocode for the actions just taken,

using a for loop. Sub concepts

2. Explore
Crosscutting Concepts
Students will explore programming the Coach model to move
using a for loop. VOCABULARY

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Direct students to build the Coach model using the building instructions provided at
https://education.lego.com/en-us/support/spike-prime/building-instructions.

Direct students to open a new project in the python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.

Start Moving
Ask students to examine the way the Coach model is built and brainstorm how the
model can be programmed to lead a workout or dance (move back and forth) for us.

Provide students with this sample program to discuss making the Coach model move to
lead us in an exercise. Ask students to explain the program and make suggestions for
making the program more efficient.

Sample program:
from spike import Motor

# initialize motors and set variable names

motor_b=Motor('B')
motor_f=Motor('F')

# run motors in alternating moves to create a dance

motor_f.run_for_seconds(0.4, 30)
motor_b.run_for_seconds(0.4, 30)

motor_f.run_for_seconds(0.4, -30)
motor_b.run_for_seconds(0.4, -30)

motor_f.run_for_seconds(0.4, 30)
motor_b.run_for_seconds(0.4, 30)

motor_f.run_for_seconds(0.4, -30)
motor_b.run_for_seconds(0.4, -30)

Prompt students as needed to change the code from repeating several lines to including
a loop. Students will need to decide how many times they want to repeat the loop.

Point out to students that in this workout, the coach wants us to move one foot (motor)
and then the other motor. Remind students they need to be thoughtful to name each
motor something specific in order to distinguish between the two. Naming variables up
front is an important step to easily reuse that information throughout the program.

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Discuss ideas for naming the motor variables such as using the port each motor is
plugged into as seen in the sample program.

Allow time for students to modify and test their program to allow their coach to move. If
students need help, they should utilize the Knowledge Base and their notes. Remind
them also to watch the console for any error messages they might receive.
If needed, provide this sample code to students.
from spike import Motor

# initialize motors and set variable names

motor_b=Motor('B')
motor_f=Motor('F')

# run motors in alternating moves 10 times

for count in range(10):
motor_f.run_for_seconds(0.4, 30)
motor_b.run_for_seconds(0.4, 30)

motor_f.run_for_seconds(0.4, -30)
motor_b.run_for_seconds(0.4, -30)

Allow students to explore the program, changing different values, to see how the coach
model moves.

3. Explain
Discuss with students how the program worked.
Ask students questions like:
• How did you make your program more efficient?
• What does the “in range” part of the code tell the model to do?
• What happens when the program finishes the count?

4. Elaborate
Challenge students to recognize bugs in loop programs.
Show students each program and error message. Have students discuss what needs to
change in each line of code to fix the bug. Consider making the changes as a class and
ensuring the program runs correctly after each change.
Debug Activity 1:
Recognize a bug in the loop code.

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 from spike import Motor

# initialize motors and set variable names

motor_b=Motor('B')
motor_f=Motor('F')

# run motors in alternating moves 10 times

for count in range():
motor_f.run_for_seconds(0.4, 30)
motor_b.run_for_seconds(0.4, 30)

motor_f.run_for_seconds(0.4, -30)
motor_b.run_for_seconds(0.4, -30)

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/48509.py", line 8
TypeError: function missing 1 required positional arguments

Students should recognize that the error is in line 8. The loop function is missing a
required piece, the positional argument, which is number of times you want the loop to
run. Ask students to identify the number that should be included. While any number will
work, students can use the comment as a hint.
Debug Activity 2:
Recognize a bug in the motor variable.
from spike import Motor

# initialize motors and set variable names

motor_b=Motor('B')
motor_f=Motor('F')

# run motors in alternating moves 10 times

for count in range(10):
motor_f.run_for_seconds(0.4, 30)
motor_b.run_for_seconds(0.4, 30)

motor_f.run_for_seconds(0.4, -30)
motor.run_for_seconds(0.4, -30)

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/7232.py", line 13

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NameError: name 'motor' isn't defined

Students should recognize that the error is pointing to line 13 and saying that the motor
isn’t defined. The motor does not match of the two motor names that we provided.
Prompt students to rename the motor to motor_b.
Debug Activity 3:
Recognize a bug in the structure of the program.
from spike import Motor

# initialize motors and set variable names

motor_b=Motor('B')
motor_f=Motor('F')

# run motors in alternating moves 10 times

for count in range(10):
motor_f.run_for_seconds(0.4, 30)
motor_b.run_for_seconds(0.4, 30)

motor_f.run_for_seconds(0.4, -30)
motor_b.run_for_seconds(0.4, -30)

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/13982.py", line 9
SyntaxError: invalid syntax

Students should recognize that there is an error in line 9. The invalid syntax means that
the program cannot recognize the command given to convert it. Prompt students to
identify that we gave a for loop line of code, but then did not tell the loop what to do
because we did not indent the next line of code. Every line that you want to include in
the loop needs to be indented.
Students should also recognize that line 10 will need to be indented as well. Ask
students to think about why no error message was given for line 10. The error is only
given for the first line of code that the creates a problem. Explain to students that this
can mean that you miss one error while you are fixing another.
Debug Activity 4:
Another issue that can happen is creating an error that the program does not recognize
as an error.
from spike import Motor

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 # initialize motors and set variable names
motor_b=Motor('B')
motor_f=Motor('F')

# run motors in alternating moves 10 times

for count in range(10):
motor_f.run_for_seconds(0.4, 30)
motor_b.run_for_seconds(0.4, 30)

motor_f.run_for_seconds(0.4, -30)
motor_b.run_for_seconds(0.4, -30)
Show students the code from Activity 3 with line 9 indented, i.e. the fix to the previous
error. However, what happens if we do not indent line 10. Ask students to predict the
new error that will occur.

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/5045.py", line 12
IndentationError: unexpected indent

Show students the error message. While students might have expected an error in line
10 for not indenting, the actual error occurred in line 12. Ask students to think about
what the program was doing. Explain that the program read the loop in line 8 which
connected to the action to loop in line 9 (the connection indicted by the indentation).
When line 10 was not indented, the program read that the loop ended. However, when
seeing an indention in line 12, the program was confused. There was nothing requiring
an indention, so the program read an error.
Discuss the various error messages and ways to troubleshoot them together as a class.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• What are methods to make programs more efficient?
• How can loops be used?
• What actions should you take when you receive an error message?
• Why would engineers make a robot move repetitively?

Self-Assessment:
Have students answer the following in their journals:

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 • What did you learn today about creating programs with loops that are error
free?
• What debugging tips did you learn today?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Setting Conditions for Yoga

Grade 6-8 45-90 minutes Intermediate

Setting Conditions for Yoga KEY OBJECTIVES

Students will:
Students will investigate using while loops.
• Investigate while statements.
Questions to investigate • Program a model using while
loops.
• How can a loop be used only when certain
conditions are met? STANDARDS
CSTA
Materials needed 2-CS-02 Design projects that combine
hardware and software components to
• SPIKE Prime sets ready for student use. Prior to the collect and exchange data.
first lesson, please visit the following website for help 2-AP-10 Use flowcharts and/or
with set up, kit organization and SPIKE App pseudocode to address complex
https://education.lego.com/en-us/start/spike-prime/intro problems as algorithms
2-AP-13 Decompose problems and
• Devices with the SPIKE App installed. subproblems into parts to facilitate the
• Student journals design, implementation, and review of
programs.
Prepare 2-AP-16 Incorporate existing code,
media, and libraries into original
• Ensure SPIKE Prime hubs are charged, especially if programs, and give attribution.
connecting through Bluetooth. 2-AP-17 Systematically test and refine
• Ensure students have the Coach model built, which programs using a range of test cases.
was used in the Dance Loop with Coach lesson. 2-AP-19 Document programs in order to
make them easier to follow, test, and
debug.
1. Engage
Engage students in thinking about how conditional statements
work. K12 CS Framework
Practices

Play a game of Teacher Says with students. Concepts

Rules of the game:
• Students have to follow the actions given by the
teacher, but only when you say Teacher Says first. Sub concepts
• For example, when you say “Teacher Says jump”,
students would jump.
• If you just say “jump”, then students would not jump Crosscutting Concepts
because you did not say Teacher Says first.
VOCABULARY
Play a few rounds of Teacher Says with students.

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Discuss with students the conditions set that indicate when to do the action. In the
game, the condition for doing the action was Teacher Says. Students were only to do
the act while the condition was true. For example, to add a bit of complexity using
conditionals, you may try Teacher Says if you have shoes on, jump. Teacher Says if
you are wearing a t-shirt, raise your arms.

Brainstorm other examples of when you do something based on a condition that is set
(examples might be the weather deciding on your clothing, parents saying you can only
have dessert after dinner, etc.). Discuss how you only do that action while the condition
is true. For example, you generally only use an umbrella when it is raining. When it
stops raining, usually you put the umbrella away. You stop the action when the
condition is no longer true.

2. Explore
Students will explore programming the Coach model to move using a while loop.

Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.

Following Directions
Discuss with students that the Coach wants to ensure we follow directions to only move
when he/she tells us. The condition Coach has set for our yoga workout is any number
less than 5. Explain to students that the model should only move when that condition is
true.

Provide students with the sample code to move the motor and create a yoga pose. Ask
students to type this program into the programming canvas. Ask students to run the
program.

from spike import Motor, ForceSensor

from spike.control import wait_for_seconds

# initialize motors and sensor. Set variable names

motor_b = Motor('B')
motor_f = Motor('F')
count = 2

# run motors when count less than 5

while count < 5:
motor_f.run_for_seconds(0.5, 40)
wait_for_seconds(1)
motor_f.run_for_seconds(0.5, -40)

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Allow students time to run and explore the program. In the sample program, we
included the count as 2 just as an example. The purpose of the count variable is to
assign a number therefore any number can be included. Prompt students to put new
numbers or values in for the count variable (count=10, count=2, etc.). Point out to the
students that count is a variable for which they can set any value. We are naming this
variable count here because we want to count our exercise. However, students could
name the variable anything as long as they use the same name to reference it later.
3. Explain
Discuss with students how the program worked.
Ask students questions like:
• What was new in this program?
• What happens when you change the value assigned to the count variable?
Higher than 5? Lower than 5?
• What is the “while” doing in the program?
• When does the program stop running?
• How is this an example of a loop?

Explain to students that the condition set in this program is for the motor to move only
when the count variable is assigned a number less than 5. If the count is changed to 5
or higher than the model is not moving because we did not tell it to do anything else.
The “while” is creating the conditional statement in the program to tell it only to work if
the condition set is true.

To answer the last question, explain to students that while this is a good example of a
conditional statement, it is not actually a loop right now. Nothing in the program is telling
the action to repeat itself right now.

4. Elaborate
Challenge students to turn this program into a while loop.
Discuss ideas with students of how to change this into a while loop. Provide students
with this sample code. Discuss the additional step added and how this will create a loop.
Ask students to run the program.
from spike import Motor

# initialize motors and sensor. Set variable names

motor_b=Motor('B')
motor_f=Motor('F')
count = 2

# run motors when count less than 5

while count < 5:
motor_f.run_for_seconds(0.3, 40)

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 motor_b.run_for_seconds(0.3, 40)
motor_f.run_for_seconds(0.3, -40)
motor_b.run_for_seconds(0.3, -40)
count=count+1

Allow students time to explore the program. Students should try different values for the
count variable to see how the program works. Consider re-visiting the same questions
from the explain section for discussion.
Challenge students to change the program to set different values for the while count,
which can also include a greater than and equal to.
5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• What happened when you added the count+1 at the end of the program?
• How do while loops work?
• When is it helpful to use a while loop in a program?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about using while loops?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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trademarks and/or copyrights of the LEGO Group, Ⓒ2020 The LEGO Group. All rights reserved
LEGO® Education SPIKE Prime

Infinite Moves
Grade 6-8 45-90 minutes Intermediate

Infinite Moves KEY OBJECTIVES

Students will:
Students will investigate using while loops.
Questions to investigate • Program infinite loops.
• Create a model that includes a
• How can you create loops where the conditions force sensor that will provide a
always are true? condition for the robot to move.

Materials needed STANDARDS

• SPIKE Prime sets ready for student use. Prior to the CSTA
2-CS-02 Design projects that combine
first lesson, please visit the following website for help hardware and software components to
with set up, kit organization and SPIKE App collect and exchange data.
https://education.lego.com/en-us/start/spike-prime/intro 2-AP-10 Use flowcharts and/or
• Devices with the SPIKE App installed. pseudocode to address complex
problems as algorithms
• Student journals
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
Prepare design, implementation, and review of
• Ensure SPIKE Prime hubs are charged, especially if programs.
2-AP-16 Incorporate existing code,
connecting through Bluetooth. media, and libraries into original
• Ensure students have built Coach model, which was programs, and give attribution.
used in the Dance Loop with Coach lesson. 2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
1. Engage
make them easier to follow, test, and
Engage students in a conversation about setting conditions. debug.

Prompt students to brainstorm examples of when they need to

meet certain conditions. Easy examples can include deciding K12 CS Framework
Practices
to eat only when hungry or cleaning your room only when
someone tells you to. Have students name the conditions in Concepts
each case.

Next, challenge students to find an example of a time when a Sub concepts

condition is always true. Students should brainstorm ideas of a
condition that could be set that would not stopping being true
(no false for the condition). An example might include the sun Crosscutting Concepts
rising each day. Prompt students to write a statement that sets
sun rise as a condition. Example: If the sun rises, then I will VOCABULARY

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see light outside. This is true everyday because the sun rises everyday.

Explain to students that a loop with a condition that is always true is an infinite loop.
Infinite loops are while loops that can never become false.

2. Explore
Students will explore programming the Coach model to move using an infinite loop.

Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.

Explain to students that Coach wants to take us on a long hike now that we are all
warmed up. Discuss with students how we can include a loop for moving the Coach
model using a while loop that sets a condition for the movement, but the condition is
created in a way that it is always true (cannot be false).

Ask students to review their program from the Setting Condition for Yoga lesson. Ask
students to brainstorm ways to set the conditions so that the while loop is always true
and therefore does not end.

Sample Program from Setting Condition for Yoga:

from spike import Motor
# initialize motors and sensor. Set variable names
motor_b=Motor('B')
motor_f=Motor('F')
count = 2

# run motors when count less than 5

while count < 5:
motor_f.run_for_seconds(0.3, 40)
motor_b.run_for_seconds(0.3, 40)
motor_f.run_for_seconds(0.3, -40)
motor_b.run_for_seconds(0.3, -40)
count=count+1

Allow students time to try several different ideas to ensure the condition is always true.
Sample solutions include setting the count at 1 and the while count at greater than 0.
This program will continue to run continuously because the condition will continue to be
true.
Remind students to watch the console for errors as they are investigating.

While True
Introduce a new line of code to students that will allow them to accomplish the goal to
create a condition for the loop that is always true (cannot become false).

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Share this line of code with students and ask them where they think it belongs in the
program they just created (what it should replace).

Ask students to change their program to include the while True line of code which will
allow the program to loop infinitely.

Sample Program:
from spike import Motor
# initialize motors and sensor. Set variable names
motor_b=Motor('B')
motor_f=Motor('F')

# run motors when count less than 5

while True:
motor_f.run_for_seconds(0.3, 40)
motor_b.run_for_seconds(0.3, 40)
motor_f.run_for_seconds(0.3, -40)
motor_b.run_for_seconds(0.3, -40)

3. Explain
Discuss with students how the program worked.
Ask students questions like:
• What was difficult about this challenge?
• How is this loop different than a while loop?
• When might you want to use an infinite loop?

4. Elaborate
Challenge students to add a force sensor to the Coach model.
Ask students to add a force sensor to their model by plugging the sensor into port D.
Students do not need to attach the force sensor to the model.

With the sensor attached, ask students to update their programs to include using a
sensor in the loop. The loop should continue to always be true, but also include using a
force sensor.

Sample Program:
from spike import Motor, ForceSensor
from spike.control import wait_for_seconds

# initialize motors and sensor. Set variable names

motor_b=Motor('B')
motor_f=Motor('F')
force_sensor=ForceSensor('D')

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 # run motors when count less than 5
While True:
force_sensor.wait_until_pressed()
motor_f.run_for_seconds(0.5, 40)
wait_for_seconds(1)
motor_f.run_for_seconds(0.5, -40)

Allow students time to test and modify their program. Remind students to watch the
console for error messages.
Allows students to share their programs. Discuss the different approaches as a group.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• What turns a while loop into an infinite loop?
• What is the most important thing to remember when creating an infinite loop?
• How can sensors be included in using loops?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about using infinite loops?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Leading the Team with Loops

Grade 6-8 90-120 minutes Advanced

Leading the Team with Loops KEY OBJECTIVES

Students will:
Students will apply their knowledge of loops to create their
own model and program it. • Design a model for repetition.
• Program a model to move using
Questions to investigate loops.

• How can a challenge determine the best type of

STANDARDS
loop to use in a program?
CSTA
2-CS-02 Design projects that combine
Materials needed
hardware and software components to
• SPIKE Prime sets collect and exchange data.
• Device with SPIKE App installed 2-AP-13 Decompose problems and
• Student journal subproblems into parts to facilitate the
design, implementation, and review of
programs.
Prepare 2-AP-16 Incorporate existing code,
Check to make sure SPIKE Prime hubs are charged, media, and libraries into original
especially if connecting through Bluetooth. programs, and give attribution.

1. Engage K12 CS Framework

Leo the Trainer and the Coach are ready to hand over the Practices
team to you for leading the final exercise. Brainstorm different
types of exercises, stretches, and yoga poses that would be a Concepts
good cool down for the team.
Sub concepts
Create a chart as a class to organize the different ideas by the
types of movements. Consider a chart like this:
Crosscutting Concepts
Body Part Movement
Examples
Arms Push ups
VOCABULARY
Infinite loop
Legs Squats
Warrior Pose
Core/Middle Sit ups
Plank

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2. Explore
Students will design and build a new trainer to lead their exercise. Prompt students to
use the chart above to think about what they need to design and build to complete the
exercise move.

Challenge students to think about the movements that will be needed to complete the
exercise. Allow students time to investigate how to move properly to think about their
use of motors in their design. Students should sketch their design.

Remind students to test their design several times in order to ensure the movement
works. Students should consider tradeoffs in their design such as the need to design an
entire person if only moving legs in order to spend time on the most important part of the
design. Consider pointing students to the BUILD section of the SPIKE App for
inspiration if needed.

Requirements for this challenge:

• The model must be able to complete a simulation of an exercise.
• The model should include at least one motor for movement.
• The program must include a type of loop.
• Prior to writing code, students must show a sketch of their design and write an
explanation of what they want to the code.
• Students should use the comment feature in their Python code to explain what
the lines of code are meant to do.
Allow students time to design and program their new trainer. Remind students to test
their program several times and change it as needed in order to ensure the
model moves as expected.
3. Explain
Students should share their design and explain how it works. Conduct an initial sharing
session with students.
Ask students questions like:
• How did you program your model to complete your chosen exercise? Ask
students to share their program comments to explain.
• What decisions did you have to make while creating your design?
• What type of loop did you choose? Why this type and not others?
• What were areas that you had to debug or troubleshoot?
• What was difficult about this challenge?

4. Elaborate
Allow students additional time to complete their program after the initial sharing session.
Students should finalize their design and program. Encourage students to incorporate
any new ideas they got from the sharing session.

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are trademarks and/or copyrights of the LEGO Group, Ⓒ2019 The LEGO Group. All rights reserved
Leave the models together if you are completing the lesson on feedback next.
5. Evaluate
Teacher Observation:
Discuss the program with students. Ask students questions like:
• What was difficult about this challenge?
• What was your approach to solving this challenge?
• What type of loops did you include and why?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about designing a model to do a specific task?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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are trademarks and/or copyrights of the LEGO Group, Ⓒ2019 The LEGO Group. All rights reserved
LEGO Education SPIKE Prime

Ideas to Help: Feedback for Leading the

Team with Loops
Grade 6-8 30-45 min. Intermediate

KEY OBJECTIVES
Ideas to Help Students will:
Practice giving and using feedback from others.
• Give specific feedback on
a peer’s project.
Questions to investigate • Explore how to use
• How can input from others help me make a feedback to improve a
project.
better design and program?
STANDARDS
Materials needed
1B-IC-20 Seek diverse
• SPIKE Prime sets ready for student use. Prior to the perspectives for the purpose of
first lesson, please visit the following website for help improving computational artifacts.
with set up, kit organization and SPIKE App
https://education.lego.com/en-us/start/spike-prime/intro
• Devices with the SPIKE App installed VOCABULARY
• Student journals Feedback, Specific, Positive,
• Models from the Leading the Team with Loops lesson Negative

Prepare
• Ensure SPIKE Prime hubs are charged, especially if
connecting through Bluetooth.
• Ensure students have their built model from
the Leading the Team with Loops lesson.

1. Engage
Review the model for providing feedback with students.

Explain to students the following guidelines for giving

feedback. Consider posting the guidelines for student
reference.
• Feedback is not doing something for someone else.
• You should not rebuild a model for someone else.
• You should not type into someone’s program.
• You should ask questions of each other.
• You should share your ideas and show your own programming, explaining why
and how you did something.
 • You should be encouraging and helpful to others and not provide negative or
mean comments.

2. Explore
Have students work together to provide feedback to each other about the Leading the
Team with Loops models.

Have two teams work together to provide feedback to each other. Teachers should
model the process and what specific feedback looks and sounds like.

Review the procedure with students. Then have students take turns providing feedback.
• Team B will show their working model.
• Team A provides feedback while Team B takes notes in their journal.
• Then teams can switch roles. Team A will show their working model and take
notes while Team B provides feedback.

Feedback should include:

1. Tell something they really like. This could be the model, program, or design.
2. Tell something that worked well.
3. Share something the group could try differently.
4. Share anything that is confusing, did not work or that could be improved,
• Remind students to be kind and clear in explaining why it is not clear or
could be improved.
• Let the team receiving the feedback ask questions as needed for more
clarity.
• The team giving feedback can also share ideas for improvement.

Teacher tip – Model providing feedback for the class frequently to help them
learn to use positive language instead of negative language when providing
feedback. Also practice taking feedback and thinking about how to use it rather
than becoming defensive.

3. Explain
Have students discuss what they learned from their feedback session.
Ask students questions like:
• What did you notice in models that worked well?
• What ideas did you get from others?
• What is something you can do with your feedback?

4. Elaborate
Students should incorporate the feedback they were given.

Give students time to modify their designs and program based on the feedback they
received. Have students document their changes in their journal.
Allow students to share their updated models and programs. Ask students to share
what changes they incorporated and how they were able to make the changes.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How did you use the feedback given?
• How did it feel to give feedback to others? And to receive it?
• How did you work to provide good feedback today?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about providing good feedback?
• What did you learn today about how feedback can help in your work?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
 Playing Games with Simple Conditions
A LEGO® Education Unit

Unit Introduction
This unit allows students to explore essential computer science principles and programming
concepts of the text-based coding language, Python, in the context of playing different games.
Students will investigate how to program plan for and program conditional statements when
creating their games to set how models move given certain conditions are met. The lessons are
designed in an order that allows students to progress in their skills and knowledge in the
following areas:
• Create programs using conditional statements
• Explore writing programs using if/else, if/elif/else, and while true statements
• Investigate how sensors can be used with conditional statements
• Use and modify existing code to explore new ideas
• Create flow charts to support creating conditional statements
• Utilize code comment features to documents parts of a program
• Define and decompose a problem

Unit Learning Promise

In this unit, students will explore how to program loops and develop an understanding for when
to use each type of loop as they create different games. Students will experience how to
effectively utilize loops which includes thinking about setting variables and conditions in their
loops. Students will utilize pseudocode to support creating algorithms and code comments to
document their programs.

Investigation Questions:
How can you set conditions for how a sensor will respond? How can you set multiple
conditions in your program?

Unit Lessons

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8

Controlling Claw Charting Guess Guessing Score! Game Ideas to

Motion with Machine Game Which Color Game Time Help with
Tilt Decisions Game Time

Time: 45 Time: 45 Time: 45 Time: 45 Time: 45 Time: 45

Time: 45 Time: 45
minutes minutes minutes minutes minutes minutes
minutes minutes

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Assessment: We recommend assessing students on various skills throughout the unit.
• Use the progression of lessons as an opportunity to provide on-going feedback to
prepare students for success for the open-ended project at the end of the unit.
• Each lesson includes a recommendation for teacher observations, student self-
assessment, evaluation of success.
Unit Standards

CSTA

2-CS-02 Design projects that combine hardware and software components to collect
and exchange data.
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as
algorithms.
2-AP-13 Decompose problems and subproblems into parts to facilitate the design,
implementation, and review of programs.
2-AP-16 Incorporate existing code, media, and libraries into original programs, and give
attribution.
2-AP-17 Systematically test and refine programs using a range of test cases.
2-AP-19 Document programs in order to make them easier to follow, test, and debug.
1B-IC-20 Seek diverse perspectives for the purpose of improving computational
artifacts.

Integrated Standards

NGSS
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a
proposed object, tool or process such that an optimal design can be achieved.
Common Core English Language Arts (ELA)

6th Grade 7th Grade 8th Grade

SL.6.1 Engage effectively in a SL.7.1 Engage effectively in a SL.8.1 Engage effectively in a

range of collaborative range of collaborative range of collaborative
discussions (one-on-one, in discussions (one-on-one, in discussions (one-on-one, in
groups, and teacher-led) with groups, and teacher-led) with groups, and teacher-led) with
diverse partners on grade 6 diverse partners on grade 7 diverse partners on grade 8
topics, texts, and issues, topics, texts, and issues, topics, texts, and issues,
building on others' ideas and building on others' ideas and building on others' ideas and
expressing their own clearly expressing their own clearly expressing their own clearly

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 SL.6.2 Interpret information SL.7.2 Analyze the main ideas SL.8.2 Analyze the purpose of
presented in diverse media and supporting details information presented in
and formats (e.g., visually, presented in diverse media diverse media and formats
quantitatively, orally) and and formats (e.g., visually, (e.g., visually, quantitatively,
explain how it contributes to a quantitatively, orally) and orally) and evaluate the
topic, text, or issue under explain how the ideas clarify a motives (e.g., social,
study topic, text, or issue under commercial, political) behind
study its presentation
SL.6.4 Present claims and SL.7.4 Present claims and SL.8.4 Present claims and
findings, sequencing ideas findings, emphasizing salient findings, emphasizing salient
logically and using pertinent points in a focused, coherent points in a focused, coherent
descriptions, facts, and details manner with pertinent manner with relevant
to accentuate main ideas or descriptions, facts, details, evidence, sound valid
themes; use appropriate eye and examples; use reasoning, and well-chosen
contact, adequate volume, appropriate eye contact, details; use appropriate eye
and clear pronunciation adequate volume, and clear contact, adequate volume,
pronunciation and clear pronunciation
RST.6-8.3 Follow precisely a RST.6-8.3 Follow precisely a RST.6-8.3 Follow precisely a
multistep procedure when multistep procedure when multistep procedure when
carrying out experiments, carrying out experiments, carrying out experiments,
taking measurements, or taking measurements, or taking measurements, or
performing technical tasks performing technical tasks performing technical tasks.
L.6.6 Acquire and use L.7.6 Acquire and use L.8.6 Acquire and use
accurately grade-appropriate accurately grade-appropriate accurately grade-appropriate
general academic and general academic and general academic and
domain-specific words and domain-specific words and domain-specific words and
phrases; gather vocabulary phrases; gather vocabulary phrases; gather vocabulary
knowledge when considering knowledge when considering knowledge when considering
a word or phrase important to a word or phrase important to a word or phrase important to
comprehension or expression comprehension or expression comprehension or expression

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LEGO® Education SPIKE Prime

Controlling Motion with Tilt

Grade 6-8 45 minutes Beginner

Controlling Motion with Tilt KEY OBJECTIVES

Students will:
Students will explore writing conditional statements in Python
• Program the motion sensor.
using the motion sensor.
• Create conditional statements.
Questions to investigate
STANDARDS
• How can you set conditions for how a sensor CSTA
will respond? 2-CS-02 Design projects that combine
• How does a motion sensor work? hardware and software components to
collect and exchange data.
2-AP-10 Use flowcharts and/or
Materials needed pseudocode to address complex
• SPIKE Prime sets ready for student use. Prior to the problems as algorithms
2-AP-16 Incorporate existing code,
first lesson, please visit the following website for help media, and libraries into original
with set up, kit organization and SPIKE App programs, and give attribution.
https://education.lego.com/en-us/start/spike-prime/intro 2-AP-17 Systematically test and refine
• Devices with the SPIKE App installed programs using a range of test cases.
2-AP-19 Document programs in order to
• Student journals make them easier to follow, test, and
debug.
Prepare
Ensure SPIKE Prime hubs are charged, especially if K12 CS Framework
connecting through Bluetooth. Practices

1. Engage Concepts
Engage students in an experience with conditional statements.
Students need the following elements from their set: Sub concepts

• Magenta frame (pictured here) Crosscutting Concepts

• 3 different yellow elements VOCABULARY
• 3 different red elements Conditional statement

Orientation
Ask students to place the magenta frame in the middle of a
sheet of paper with the other elements set outside the frame.
Students will identify which elements meet the given condition
by placing the elements that are true (meet condition) inside
the frame and false (do not meet the condition) outside the
frame.
Practice with students. Tell students the condition is yellow. Discuss with students which
elements meet the conditions and ask students to place those elements inside the
frame. All other pieces will remain outside the frame as false.
Empty the frame between rounds.
Round 1: The condition is red.
Round 2: The condition is larger than a 2x2 brick (students may need to
compare).
Round 3: The condition is any element that is not a traditional brick shape (such
as an axle or a technic piece).
Discuss the experience together as a whole group. Ask students what a conditional
statement is. Explain that conditional statements are pieces of code that only run when
the stated condition is met or true. The Boolean values, true and false, are used in
conditional statements.
2. Explore
Students will explore creating simple conditional statements while also exploring how to
use the motion sensor in the hub.

Direct students to get the hub from their set and open a new project in the Python
programming canvas. Ask students to erase any code that is already in the
programming area. Students should connect their hub.

Tap for Action

Sensors can be used in a variety of ways. The motion sensor can be programed to take
different actions based on the way you move it. Brainstorm with students how they think
the hub can be moved when held in a hand. Ask students how they think the motion
sensor should be programmed. What information will the software need to run the
hardware correctly?

Write a pseudocode program for making the motion sensor work to show an image on
the light matrix when the hub is tapped. Pseudocode is writing in words what you want
the program to do.

Sample Pseudocode:
• Import PrimeHub
• Initialize hub
• If hub is tapped
• Show image
Note: The code you write out in steps does not need to match exactly
what will be put in the program. This is to help student think through what
is needed.
Provide students with the sample code to use the motion sensor to show different
images depending on the gesture or action taken on the hub. Students need to type this
program into the programming canvas.

Ask students to run the program.

from spike import PrimeHub, LightMatrix

hub = PrimeHub()

gesture = hub.motion_sensor.wait_for_new_gesture()
if gesture == 'tapped':
hub.light_matrix.show_image('SAD')
print('Stop Please')

Discuss the program with students. Ask students to point out things about this program
that are new. Students might notice the use of “if” and double equal signs (==).
Explain to students that this program is a conditional statement. It is telling the hub to
take one action if the condition is met. Discuss the condition – tapping the hub. The
condition is set by the “if” statement. Only if the condition is met does the sad face
appear on the hub. If the condition is not met, nothing appears on the hub.
Also point out the double equal signs to the students. A single equal sign cannot be
used in our conditional statement because it is used to set the value of a variable or an
object. Python uses a double equal sign to designate a comparison. A conditional
statement is comparing the input to whatever condition is set.

Allow students time to investigate setting a condition in their program by changing the
different inputs. The gesture is a string type input meaning that only words can be used.
The options are 'shaken', 'tapped', 'doubletapped', 'falling'. The orientation options can
also be referenced in the Knowledge Base Motion section under
wait_for_new_gesture().

Tilt for Action

Students will explore orienting the hub different ways for action.

In addition to gestures, the motion sensor can be used to set conditions for how you
orient or tilt it. Provide students with the sample code to use the motion sensor to show
different images depending on the orientation or tilt of the hub. Students need to type
this program into the programming canvas.

Ask students to run the program.

Discuss the condition met in this example – orienting or tilting the hub up. Only if the
condition is met does the arrow appear on the hub. If the condition is not met, nothing
appears on the hub.
Challenge students to add to their program. If the condition is met, print a saying in the
console and play a sound. Allow students time to write and run their program.
Sample Code:
from spike import PrimeHub, LightMatrix, App

hub = PrimeHub()
app = App()

orientation = hub.motion_sensor.wait_for_new_orientation()
if orientation == 'up':
hub.light_matrix.show_image(‘ARROW_N’)
print('I am awake')
app.play_sound('Applause 1')

Allow students time to investigate setting a condition in their program by changing the
different inputs. The orientation is a string type input meaning that only words can be
used. The options are 'front', 'back', 'up', 'down', 'left', and 'right'. The orientation options
can also be referenced in the Knowledge Base Motion section under
wait_for_new_orientation()
Remind students to reference the Knowledge Base as needed to add additional lines of
code. Also students should watch the console for error messages.

3. Explain
Allow students to share their programs and discuss how the programs worked.

Ask students questions like:

• What is a conditional statement in a program?
• What does the “if” do to set up the condition?
• Why are the lines after the “if” indented?
• How does the motion sensor work?
• What are the conditions can you set for the motion sensor?

4. Elaborate
Challenge students to create a game that includes using the motion sensor to interact
with a story.
Ask students to create a short story that has a blank in it. The blank should be filled by
an action from the motion sensor that can then show an image and play a sound.
Students can use the print() function to include the words of the story in the console.
A simple example written as a pseudocode program is:
• Print(‘One day Jane was walking through the park. She looked up.’).
• Tilt motion sensor up.
 • Ghost Image appears.
• Sound plays.
• Print(‘Then she woke up and realized it was a dream’).

Allow students time to create their story games. Students should write their story out in
pseudocode first. Ask students to also include code comments in their program to
explain the parts of the program.
Student groups should share their stories with other groups. Ask students to reflect on
different ways the motion sensor can be used.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How do conditional statements work?
• How does the motion sensor work?
• What are different ways you can use the motion sensor?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about how to use conditional statements?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
LEGO® Education SPIKE Prime

Claw Machine
Grade 6-8 45 minutes Beginner

Controlling Motors KEY OBJECTIVES

Students will:
Students will create a robotic hand to move bricks using
conditional statements.
• Create a basic loop.
Questions to investigate • Program a grabber model based
on set conditions.
• How can we create conditional statement
without using an if statement? STANDARDS
CSTA
Materials needed 2-CS-02 Design projects that combine
hardware and software components to
• SPIKE Prime sets ready for student use. Prior to the collect and exchange data.
first lesson, please visit the following website for help 2-AP-10 Use flowcharts and/or
with set up, kit organization and SPIKE App pseudocode to address complex
https://education.lego.com/en-us/start/spike-prime/intro problems as algorithms
2-AP-13 Decompose problems and
• Devices with the SPIKE App installed. subproblems into parts to facilitate the
• Student journals design, implementation, and review of
programs.
2-AP-16 Incorporate existing code,
Prepare media, and libraries into original
Ensure SPIKE Prime hubs are charged, especially if programs, and give attribution.
connecting through Bluetooth. 2-AP-17 Systematically test and refine
programs using a range of test cases.
1. Engage 2-AP-19 Document programs in order to
make them easier to follow, test, and
Engage students in thinking about how robotic arms move. debug.
Share several images and videos of different types of
robotics arms. Examples may include welding,
K12 CS Framework
manufacturing, shipping, picking, sorting. Practices
Ignite a discussion with students on how the robotic arms Concepts
move and work. Have students point out how the robotic arms
are designed.
Sub concepts

Shift the discussion to ask students if they have ever played Crosscutting Concepts
the arcade game that uses a claw to grab a prize. Have
students compare how this is similar and different to the VOCABULARY
robotic arms they studied. Discuss their ideas.

2. Explore
Students will explore working with conditional statements to program a robotic hand to
grab objects.
Direct students to the BUILD section in the SPIKE App. Here students can access the
building instructions for Robotic Hand. Ask students to build the model. The building
instructions are also available at https://education.lego.com/en-us/support/spike-
prime/building-instructions listed as Pass the Brick.

Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.

Use the Robotic Hand

Discuss ideas for making the Robotic Hand pick up objects like the claw machine. Think
about ways to program the hand to open and close to pick up objects. Students should
realize that they need to set a condition for what to do for the hand to be open or closed.

Share this sample program with students. Review the program as a group to ensure
students understand how it will work. The program sets the condition to close the hand
by pressing and holding the left button to close the hand. When released, the hand will
open.

Students will need to type this program into the programming canvas. Students should
run the program.

from spike import Motor, PrimeHub

# Initialize the Hub and motor
hub = PrimeHub()
motor = Motor('F')

# This will make the hand open once to start

motor.run_for_seconds(1, 75)

# This will make the hand close when you press the Left Button on the Hub
hub.left_button.wait_until_pressed()
motor.set_stall_detection(False)
motor.start(-75)

# This will make the hand open when you release the Left Button on the Hub
hub.left_button.wait_until_released()
motor.set_stall_detection(True)
motor.start(75)
After students see how the program will work, ask students to remove all the 2x4 bricks
from their set. Practice using the Robotic Hand as if it is the claw machine to pick up the
bricks and move them. Note, the program is set to only work one time.
3. Explain
Discuss with students how the program worked.
Ask students questions like:
• How does the program work?
• How is a conditional statement used in the program? What are the conditions?
• What is the line of code “motor.set_stall_detection()” used for?
• What are the true and false indicating in the program?

Point out to students that this is a conditional statement even though we do not use the
if statement. Discuss why this is still considered a conditional statement. The program is
using a condition to run the motor based on the button being pushed and released.
4. Elaborate
Challenge students to play a relay game.
Have two groups work together to pass a brick from one Robot Hand to another. Group
1 should grab the brick, then turn to Group 2 and try to pass the brick to them. Then
Group 2 can try to pass the brick back. Challenge students to see how many times they
can pass the brick back and forth.
Discuss this challenge with students. Ask them if they need to change the program in
any way. Students should recognize that they will need to be able to have the hand
open and close more than one time. Prompt students to think about including a while
loop in their program.
Allow students time to modify their program and run it. Remind students to watch the
console for error messages.
Sample Program:
from spike import Motor, PrimeHub

# Initialize the Hub and motor

hub = PrimeHub()
motor = Motor('F')

# This will make the hand open once to start

motor.run_for_seconds(1, 75)

while True:
# This will make the hand close when you press the Left Button on the Hub
hub.left_button.wait_until_pressed()
motor.set_stall_detection(False)
motor.start(-75)
 # This will make the hand open when you release the Left Button on the Hub
hub.left_button.wait_until_released()
motor.set_stall_detection(True)
motor.start(75)

Allow students time to practice passing the bricks back and forth. Consider having the
whole class try to pass one brick or a series of bricks through all groups as a final
challenge.
Discuss the experience as a group. Ask students to define what a conditional statement
is and different ways that you can create them. Students should recognize that a
conditional statement is about setting condition in the program that can be true or false.
In this example, the condition is set by “while True” indicating that the loop will continue
as long as the condition is true. If the condition is not true, then the action will not
happen.

5. Evaluate
Teacher Observation:
Discuss the program with students.
• Ask students questions like:
o How did the Robotic Hand react to the conditional statement?
o What are different ways to create conditional statements?
o How can you create a program that allows you to manually indicate if the
condition is met or not?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about conditional statements and how to use them
with loops?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
LEGO® Education SPIKE Prime

Charting Game Decisions

Grade 6-8 45-90 minutes Intermediate

Charting Game Decisions KEY OBJECTIVES

Students will:
Students will learn to create flowcharts.
Questions to investigate • Understand how to use
flowcharts in planning.
• How can flowcharts support designing a • Create flowcharts and write
program? programs that follow them.

Materials needed STANDARDS

• SPIKE Prime sets ready for student use. Prior to the CSTA
2-CS-02 Design projects that combine
first lesson, please visit the following website for help hardware and software components to
with set up, kit organization and SPIKE App collect and exchange data.
https://education.lego.com/en-us/start/spike-prime/intro 2-AP-10 Use flowcharts and/or
• Devices with the SPIKE App installed. pseudocode to address complex
problems as algorithms
• Student journals
2-AP-13 Decompose problems and
subproblems into parts to facilitate the
Prepare design, implementation, and review of
• Ensure SPIKE Prime hubs are charged, especially if programs.
2-AP-16 Incorporate existing code,
connecting through Bluetooth. media, and libraries into original
• Ensure students have the Robotic Hand model built, programs, and give attribution.
which was used in the Claw Game lesson. 2-AP-17 Systematically test and refine
programs using a range of test cases.
2-AP-19 Document programs in order to
1. Engage
make them easier to follow, test, and
Ignite a discussion with students about a decision they make debug.
each day. Let students list several examples.

Prompt students with an example. One decision might be what K12 CS Framework
Practices
to eat for breakfast each morning. Discuss with students what
are the factors that help determine what you eat for breakfast. Concepts
This might include how hungry they are or how much time they
Sub concepts
have.
Crosscutting Concepts
Let students chose their own example and write out a list of
questions they might ask themselves to help make a decision. VOCABULARY
Flowchart
Here is an example:
• I need to eat breakfast before school.

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 • Am I very hungry? Yes
• Do I have time to eat? Yes
• Do we have my favorite cereal? Yes
• I decide to eat a bowl of my favorite cereal.

Let several groups share their examples. Ask students to identify areas that might be a
conditional statement. What conditions for deciding what to each exist for example? Ask
students to also think about how the output or end would change if you had answered
any questions differently.

2. Explore
Students will explore creating flowcharts to document their program then create a
stacking game program.
Introduce Flowcharts
Explain to students that the use of flowcharts to students as a tool to organize and plan
their program. Flowcharts are used to organize and sequence an algorithm to help
break down complex problems. Flowcharts are especially helpful when writing programs
with conditional statements because it helps you map out the various paths the program
can take if the conditions are met or not.

Introduce students to these common flowchart symbols, which they can use in their
work. Consider providing a copy of the table to the students or posting somewhere in
the classroom.

Symbol Meaning
Start/Finish
Use to show the beginning or end of a program

Input/Output
Use to show input operation or output

Processes
Use to show a process

Decision
Use to show a decision to be made or condition to
be met

Flow
Use to show the direction or flow of the program

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Work together to create a flowchart based on the engage activity. Share this flowchart
with students to discuss what possible outcomes could occur.

Wake up

School
day

Yes No
Am I
hungry?

I should Take a
eat snack

Go to
School

Discuss the flowchart together as a group. Notice there is more than one outcome. The
question we are asking is setting up a condition. Either we are hungry, making the
condition true, or not, which makes it false.
Allow students time to complete their own flowchart from the example in the engage,
practicing using the symbols provided.
Discuss the flowcharts as a group.

Stacking Game
Direct students to open a new project in the python programming canvas. Students
should open their program from the Claw Game lesson. Students should connect their
hub.
Challenge students to use their Robotic Hand for even more precise movements.
Students should try to stack as many of the 2x4 bricks as possible in 3 minutes.

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Explain to students that they need to create a flowchart for completing this challenge
prior to starting. Students should write down the steps needed to move from the start (all
bricks separated) to the end (all bricks stacked). Students can refer to their Claw Game
program to help think about what needs to happen.
Example Flowchart:

Start
program

Initiate motor
& sensor

True If left False

button
pressed

Motor Nothing
start

Hand
closes

If left
button
True released False

Motor Nothing
start

Hand
Opens

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Discuss the flowchart example with students. Point out where the conditional statement
is and the fact that a while loop is included. Show the example flowchart if needed.
Have each student in the group take turns seeing how many bricks can be stacked on
top of each other. Students can re-use the program from the Claw Game or create a
new program.
Allow students time to complete the challenge.

3. Explain
Discuss the challenge with students.
Ask students questions like:
• How would the flowchart help you create a program?
• What is difficult about creating flowcharts?
• How were you able to stack the bricks?
• Which part of the program is the conditional statement?
• What was difficult about this challenge?

4. Elaborate
Challenge students to race.
Prompt students to time themselves playing the stacking game one more time. This time
students stack and then unstack all their bricks. Allow groups of students to race against
each other.
Allow students time to complete the challenge. Discuss the challenge together.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• What is the purpose of a flowchart?
• Why are the shapes for each section of the flowchart different?
• What happened when you tried to stack the bricks? What this an easy task?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about using flowcharts?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.

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 • Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Guess Which Color

Grade 6-8 45 minutes Beginner

Guess Game KEY OBJECTIVES

Students will:
Students will learn to program a color sensor to create a
game.
• Program the color sensor using
Questions to investigate conditional code.
• Create a game.
• How can a color sensor be used to provide
information to cause reactions? STANDARDS
CSTA
Materials needed 2-CS-02 Design projects that combine
hardware and software components to
• SPIKE Prime sets ready for student use. Prior to the collect and exchange data.
first lesson, please visit the following website for help 2-AP-10 Use flowcharts and/or
with set up, kit organization and SPIKE App pseudocode to address complex
https://education.lego.com/en-us/start/spike-prime/intro problems as algorithms
2-AP-13 Decompose problems and
• Devices with the SPIKE App installed. subproblems into parts to facilitate the
• Student journals design, implementation, and review of
programs.
2-AP-16 Incorporate existing code,
Prepare
media, and libraries into original
Ensure SPIKE Prime hubs are charged, especially if programs, and give attribution.
connecting through Bluetooth. 2-AP-17 Systematically test and refine
programs using a range of test cases.
1. Engage 2-AP-19 Document programs in order to
make them easier to follow, test, and
Engage students in thinking about how a color sensor works. debug.
Using 4 different color bricks, challenge students to compete
in a game. Tell students you will hold up a color brick and K12 CS Framework
they should do the action assigned to that color. Consider Practices
writing the actions listed below somewhere that students can Concepts
view.
Blue = Clap
Sub concepts
Yellow = Jump
Green = Stomp Crosscutting Concepts

Red = Spin around VOCABULARY

Any other color = do nothing

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Ask students to stand up. Play several rounds by holding up different colors and letting
the students react. Consider starting slow and then speed up to have the students
moving very quickly in the last round.
Discuss this game as a class. Ask students what told them to do a certain action.
Discuss how this is similar to a color sensor. The sensor takes in information (input)
based on the color it “sees” and will then take the action assigned by the program (or do
nothing it that color is not in the code).
2. Explore
Students will explore working with a color sensor and conditional statement.
Direct students to the BUILD section in the SPIKE App. Here students can access the
building instruction for Kiki, the Dog. Students should build the model. You can also
find the building instructions at https://education.lego.com/en-us/support/spike-
prime/building-instructions listed as Help!

Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.

If/Else Statements
Students will investigate how to use the color sensor and create an if/else statement.

Introduce students to the Kiki model who has keen sight for different colors using his
color sensor “eye”. Prompt students to think about ways to use the color sensor to
provide information. Ask students to locate the color sensor they built in the middle of
the model. Discuss with students how to create a conditional statement that allows Kiki
to play one sound if the blue color is detected and a different sound if the statement is
false.

Create a flowchart for this program.

Sample Flowchart:

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 Start
program

Initiate
sensor

True If color False

is blue

Play Sound Play Sound Dog

Bird Bark
Print Detected Print What
Blue happened?

Provide students with this sample code to use the color sensor. Students will need to
type this program into the programming canvas. Ask students to run the program.

from spike import PrimeHub, App, ColorSensor

hub = PrimeHub()
app = App()
color_sensor = ColorSensor('B')

#Describe how each color makes the model react

color=color_sensor.wait_for_new_color()

#If the color is blue, play the bird sound and print “detected blue” in the console
if color == 'blue':
app.play_sound('Bird')
print('Detected', color)

#If the color is not blue, play the dog barking sound and print “what happened?”
in the console
else:
app.play_sound('Dog Bark 1')
print(‘What happened?’)

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Allow students time to investigate the program including changing the detected color.
Discuss the program together as a group.

3. Explain
Discuss with students how the program worked.
Ask students questions like:
• How does this program work?
• How does the if/else statement work (using true/false language)?
• Why does the model not react to all three colors differently in the program?
• How does the else statement work?

4. Elaborate
Students will investigate how to combine conditional statements into a single statement
using the Elif code.

Prompt students to think about how to add to their program so that we can play different
sounds for each color. Ask students to play one sound if blue is detected, a different
sound if green is detected, and a third sound if neither of those are true and yellow is
detected.

Introduce the elif statement to students. Elif is a combination of else and if and can only
be included following an if statement. An elif statement allows the program to set a new
condition if the first condition or if statement is read as false, providing a next step in the
program.

Share the sample flowchart with students to discuss the path of a program that includes
an elif statement.

Sample Flowchart:

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 Start
program

Initiate
sensor

True If color False

is blue

Play Sound
Bird False
True
If color
Print Detected is green
Blue
Play Sound Play Sound Dog
Angry Cat Barking
Print Detected Print Detected
Green Yellow

Ask students to modify their program to include an elif statement. Students should
recognize that the elif should be between the if of the first condition and be followed by
the else of the condition set by the elif.

Sample Program:
from spike import PrimeHub, App, ColorSensor

hub = PrimeHub()
app = App()
color_sensor = ColorSensor('B')

#Describe how each color makes the model react

color=color_sensor.wait_for_new_color()

#if color is blue, play bird sound and write "detected blue" in the console.
if color == 'blue':
app.play_sound('Bird')
print('Detected', color)

#if color is green, play angry cat sound and write "detected green" in the console.

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 elif color == 'green':
app.play_sound(‘Cat Angry’)
print('Detected', color)

#if color is blue, play barking sound and write "detected yellow" in the console.
else:
app.play_sound('Dog Bark 1')
print('Detected', color)

Allow students time to explore the program and change sounds. Ask students to share
their programs.
5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How did the if/elif/else program work?
• What happened when you added a loop to your conditional statement?
• Why would you want to include if/else and elif statements in programs?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about using conditional statements and loops
together?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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Group, Ⓒ2020 The LEGO Group. All rights reserved
LEGO® Education SPIKE Prime

Guessing Game
Grade 6-8 45 minutes Intermediate

Infinite KEY OBJECTIVES

Students will:
Students will investigate using conditional statements with
loops.
• Write code that uses multiple
Questions to investigate condition statements using
if/elif/else programming.
• Why would a programmer combine an if/elif/else • Add a loop to code.
conditional statement with a loop? • Debug coding that has
incorrect/missing syntax, missing
Materials needed code, or incorrect indention.
• SPIKE Prime sets ready for student use. Prior to the
first lesson, please visit the following website for help STANDARDS
CSTA
with set up, kit organization and SPIKE App
2-CS-02 Design projects that combine
https://education.lego.com/en-us/start/spike-prime/intro hardware and software components to
• Devices with the SPIKE App installed collect and exchange data.
• Student journals 2-AP-10 Use flowcharts and/or
pseudocode to address complex
problems as algorithms
Prepare 2-AP-13 Decompose problems and
• Ensure SPIKE Prime hubs are charged, especially if subproblems into parts to facilitate the
connecting through Bluetooth. design, implementation, and review of
programs.
• Ensure students have built the Kiki, the Dog model, 2-AP-16 Incorporate existing code,
which was used in the Guess Which Color lesson. media, and libraries into original
programs, and give attribution.
1. Engage 2-AP-17 Systematically test and refine
Engage students in thinking about choosing from multiple programs using a range of test cases.
2-AP-19 Document programs in order to
options. make them easier to follow, test, and
debug.
Prompt students to brainstorm how they make a choice when
presented with several options. Ask students to image they
are at a breakfast buffet with as many breakfast options as K12 CS Framework
Practices
they can think of. How do they decide which things to eat? Ask
students to select three items that they would choose to eat. Concepts

Sub concepts
Let students share their choices. What influences help make Crosscutting Concepts
their choices (mood, time, favorites, etc.)? Discuss how
making a plate of food at the buffet is similar to creating a VOCABULARY
While loop

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code that allows you to choose some items (add to the plate) while not choosing others
(skip them in line).

2. Explore
Students will explore programming the Kiki model to react to colors according to
conditions set in a loop.

Direct students to open their saved program for the Guess Which Color
lesson. Students should connect their hub. Consider having students run the program
one time to remember how it works.

Using a loop with an if/elif/else statement

Ask students to think about how they could modify the program used in the Guess
Which Color lesson to repeat the condition allowing the program to identify more than
one color. Students should recognize that a while loop will allow the color sensor to
continue to react to the color read according to the conditions set.

Ask students to update their flowchart from the Guess Which Color lesson or create a
new flowchart to show how the program should work.

Allow students time to modify their program and try it. Remind students to watch the
console for error messages. Suggest to students to save this as a new program so as
not to lose the original program.

Sample program:
from spike import PrimeHub, App, ColorSensor

hub = PrimeHub()
app = App()
color_sensor = ColorSensor('B')

#While the condition continues to be true, repeat the if/elif/else statement.

while True:
color=color_sensor.wait_for_new_color()

#if the color is blue, play bird sound and write "detected blue" in the console.
if color == 'blue':
app.play_sound('Bird')
print('Detected', color)

#if the color is green, play angry cat sound and write "detected green" in the console.
elif color == 'green':
app.play_sound('CatAngry')
print('Detected', color)

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 #if the condition is not met, play wobble sound and write “wrong color detected” in the
console.
else:
app.play_sound('Wobble')
print('Wrong Color Detected')

Review the program with students. Discuss what changed as a result of having a loop in
the program. Students should see that the loop allows the program to continue running
after the first color is detected, which means the program will continue to react when a
new color is presented.
Play a Guessing Game
Have students remove the other two colors of 2x4 bricks from their set. Have students
rearrange their model to allow all five colors to fit. Students should rework their program
to include a new condition for reading each color. Prompt students that more than one
elif statement can be included. Working together have students program each brick to
make a different sound.
Sample Program:
from spike import PrimeHub, App, ColorSensor

hub = PrimeHub()
app = App()
color_sensor = ColorSensor('B')

#Describe how each color makes the model react

while True:
color=color_sensor.wait_for_new_color()
if color == 'blue':
app.play_sound('Bird')
print('Detected', color)

elif color == 'green':

app.play_sound('CatAngry')
print('Detected', color)

elif color == 'red':

app.play_sound('Snoring')
print('Detected', color)

elif color == 'violet'

app.play_sound('Moo')
print('Detected', color)

elif color == 'yellow'

app.play_sound('DogBark1')
print('Detected', color)

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 else:
app.play_sound('Wobble')
print('Wrong Color Detected')

Each partner will take a turn being the game master and the other partner will play the
guessing game. Without Partner 2 looking at the model, Partner 1 should play the
program allowing the model to scan each color of the 2x4 bricks chosen. Partner 1 will
get to decide which colors to scan. Partner 2 can listen to the sounds played in order to
guess the color combination. Partner 2 can either write the color order down or use
other pieces from the set to indicate the color order.
Have students check the guess at the end of the game and then switch partners.

3. Explain
Discuss with students how the program worked.
Ask students questions like:
• How can a loop and conditional statement work together in one program?
• How is this program using more than one conditional statement?

Remind students that the while loop actually sets up a conditional statement as well.
While that section of code is true, it will continue to repeat.
• How many conditions can you set in one program?
• When will the program end?

4. Elaborate
Challenge students to try a new game where they are not detecting colors, but checking
for bugs.
Show students each program and error message. Have students discuss what needs to
change in each code to fix the bug or add the missing code. Consider making the
changes as a class and ensuring the program runs correctly after each change.
Debugging activity 1:
from spike import PrimeHub, App, ColorSensor

hub = PrimeHub()
app = App()
color_sensor = ColorSensor('B')

#Describe how each color makes the model react

color=color_sensor.wait_for_new_color()

#If the color is blue, play the bird sound and print “detected blue” in the console

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 if color == 'blue':
app.play_sound('Bird')

#If the color is not blue, play the dog barking sound and print “what happened?”
in the console
else app.play_sound('DogBark1')

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/23100.py", line 15
SyntaxError: invalid syntax

Students should recognize that the error is in line 15 from the error message. The
invalid syntax means that we have not formatted something in the code correctly.
Looking at line 15, students should notice that the else statement should have a colon
at the end (:) with the statement of what to do as the else written on the next line with an
indent.
Debugging Activity 2
from spike import Motor, PrimeHub

# Initialize the Hub and motor

hub = PrimeHub()
motor = Motor('F')

# This will make the hand open once to start

motor.run_for_seconds(1, 75)

while True:
hub.left_button.wait_until_pressed()
motor.set_stall_detection(False)
motor.start(-75)

hub.left_button.wait_until_released()
motor.set_stall_detection(True)
motor.start(75)

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/52757.py", line 11
SyntaxError: invalid syntax

Students should recognize that the error is in line 11 as indicated in the error message. The
conditional statement created by the while loop is not reading the condition because the lines of

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code for the condition are not indented. To fix the program, students need to indent all the lines
of code needed for the conditional (lines 11-13).
Ask students to indent line 11 and only line 11. Run the program again. Students will receive a
new error message.

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/4369.py", line 15
IndentationError: unexpected indent

Students should recognize that there is still an error in the code. By indenting line 11, we
completed the conditional statement. The condition reads line 11 and then ends because line
12 is not indented. However, when the program reads line 15, it is confused why this line is
indented. The error message reads “unexpected indent” to give us a hint about it.

Missing Code Activity

from spike import PrimeHub, App, ColorSensor

hub = PrimeHub()
app = App()
color_sensor = ColorSensor('B')

#Describe how each color makes the model react

color=color_sensor.wait_for_new_color()

if color == 'blue':
app.play_sound('Bird')

elif

else:

Discuss this program with students. Ask students what is missing to make this a
complete program. Similar to debugging, you can run the program and receive an error
message.

File "lib/hub/flash/programrunner/__init__.py", line 1, in start_program

File "./projects/23262.py", line 13
SyntaxError: invalid syntax

In this case, the program sends an error for line 13 because the elif statement is not
defined. Students need to add something that sets the new condition if the original
condition is read as false.

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Ask students to add a piece of code into the elif statement and try the program again.
Students might have indicated a need to add to the else statement as well. If students
run the new program, they will see a new error message to add a line of code to the
else statement as well. Tell students that this error message did not show up before
because the program will read the first error message and then stop. This means that
additional messages are not initially called out.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How can a loop and conditional statement work together in one program?
• What actions should you take when you receive an error message?
• How many elif statements can you include in a program?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about adding multiple conditions in one program?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Score!
Grade 6-8 45 minutes Intermediate

Score! KEY OBJECTIVES

Students will:
Students will apply using conditional statements to keeping
score in a game.
• Program movement and light
Questions to investigate matrix.
• Apply knowledge of conditional
• How can programmers use conditions to keep statements.
track of actions or conditions?
STANDARDS
CSTA
Materials needed
2-CS-02 Design projects that combine
• SPIKE Prime sets ready for student use. Prior to the hardware and software components to
first lesson, please visit the following website for help collect and exchange data.
with set up, kit organization and SPIKE App 2-AP-10 Use flowcharts and/or
https://education.lego.com/en-us/start/spike-prime/intro pseudocode to address complex
problems as algorithms
• Devices with the SPIKE App installed. 2-AP-13 Decompose problems and
• Student journals subproblems into parts to facilitate the
design, implementation, and review of
programs.
Prepare
2-AP-16 Incorporate existing code,
Ensure SPIKE Prime hubs are charged, especially if media, and libraries into original
connecting through Bluetooth. programs, and give attribution.
2-AP-17 Systematically test and refine
1. Engage programs using a range of test cases.
2-AP-19 Document programs in order to
Watch the goal lesson engage video available at make them easier to follow, test, and
https://education.lego.com/en-us/lessons/prime-extra- debug.
resources/goal#lesson-plan. Ask students to study the way the
arms are moving on the player. Students should identify that
they move around an entire circle. Discuss with students how
they can program the player to score as many goals as possible.
2. Explore
Students will build a Goal and Player model to investigate different ways to move using
the motors.

Direct students to the BUILD section in the SPIKE App. Here students can access the
building instruction for Table Top Game. Ask students build the Goal and Accessories
and Player models. You can also find the building instructions named Goal! 1 of 2 and
Goal! 2 of 2 at https://education.lego.com/en-us/support/spike-prime/building-
instructions.
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Direct students to open a new project in the Python programming canvas. Ask students
to erase any code that is already in the programming area. Students should connect
their hub.

Score a Goal
Students will need to program their player to score a goal. Discuss with students the
best way to program the motor to move – using seconds, degrees, or for position.
Which would be the more efficient way to write your code? Encourage students to try
more than one method before settling on their final idea.

Ask students to create a flowchart to document what the program needs to do. If
students need help, they should utilize the Knowledge Base and their notes.
Ask students to write and run their program.
Sample Code:
from spike import Motor
# Initialize the motor
motor = Motor('A')
# Rotate the motor 360 degrees clockwise
motor.run_to_position(180, 'shortest path', 30)
motor.run_for_degrees(360)

Allow students time to investigate and choose the best program. Remind them also to
watch the console for any error messages they might receive.
Keeping Score
Students will want to show that they score each time their player makes a goal.
Challenge students to add to their previous code to include a conditional statement for
keeping score. Students need to:
• Program the hub to indicate if a goal is scored or not by showing an image,
writing a message, or playing a sound. Choose one if a goal is score and
different image, word, or sound if a goal is not scored
• Program a way to show the score in the console, adding one if the goal is scored
and showing 0 if one is not scored
Brainstorm with students the new lines of code needed through their flowchart. Ask
students to update their flowchart to include the new steps in the program.

Flowchart example: Start

program

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 Initiate motor

Run motor to position

Then 360 degrees

While
True If right False
True
button
pressed

Light Matrix
show Happy If left
True False
button
Print score+1 released

Light Matrix
show Sad Nothing
Print 0

Discuss the flowchart together. Students should notice that we are indicating actions to
happen when the conditional statement is both true and false.

Ask students to write and run their program.

Sample Program:
from spike import PrimeHub, Motor

# Initialize theHub and Motor

hub = PrimeHub()
motor = Motor('A')

# Set score variable

score=0

# run motors to swing and hit the puck

motor.run_to_position(180, 'shortest path', 30)
motor.run_for_degrees(360)

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 # Loop conditional statement to indicate score
while True:
if hub.right_button.is_pressed():
hub.light_matrix.show_image('HAPPY')
print(score+1)

elif hub.left_button.is_pressed():
hub.light_matrix.show_image('SAD')
print('0')
Note: in this sample program, students need to set a variable for keeping score.
The sample uses the name score for the variable and assigns a 0 value to it.

Allow students to run the program several times to try and score a goal. Review the
code together as a group.

3. Explain
Students should explain the program they create to help the player score a goal,
indicated a goal was scored, and how a conditional statement was used.

Ask students questions like:

• How did the program allow for you to indicate when you scored a goal?
• How was the conditional statement used?
• How does the flowchart guide you in creating a program?
• What was difficult about this challenge?
• How does the program decide whether to do the if action or the else action? Can
both conditions be used?
Explain to students that the program determines if the conditional statement is true or
not. The program will only run that portion of the program. So if it is true, the if will run
and the else will be ignored.

4. Elaborate
Challenge the students to change their program to allow the player to keep score by
adding up each scored goal rather than just indicating if one goal is scored.
All students time to brainstorm ideas for changing the program to add an additional
point each time the player scores a goal. Prompt students to think about how the action
will need to be repeated or continued (i.e. leading them to add a while loop).
Ask students to update their flowchart then modify and test their program.
Allow students time to share their program with the class and show how many goals
they were able to score in total.

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5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How do if/else conditional statements work?
• How can you create a conditional statement that allows for two true responses?
• How can one input be substituted for another?

Self-Assessment:
Have students answer the following in their journals:
• What did I learn today about using if/else conditional statements?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO® Education SPIKE Prime

Game Time
Grade 6-8 90 minutes Advanced

Game Time KEY OBJECTIVES

Students will:
Students will create and program their own tabletop game.
Questions to investigate • Write code that includes
conditions that must be met in a
• How can conditions be set to create a simple game format
table game? • Create a game that requires a
series of events requiring a robot
Materials needed to respond
• SPIKE Prime sets ready for student use. Prior to the
STANDARDS
first lesson, please visit the following website for help
CSTA
with set up, kit organization and SPIKE App
2-CS-02 Design projects that combine
https://education.lego.com/en-us/start/spike-prime/intro hardware and software components to
• Devices with the SPIKE App installed. collect and exchange data.
• Student journals 2-AP-10 Use flowcharts and/or
pseudocode to address complex
problems as algorithms
Prepare 2-AP-13 Decompose problems and
Ensure SPIKE Prime hubs are charged, especially if subproblems into parts to facilitate the
connecting through Bluetooth. design, implementation, and review of
programs.
2-AP-16 Incorporate existing code,
1. Engage media, and libraries into original
Engage students in a conversation about tabletop games. programs, and give attribution.
2-AP-17 Systematically test and refine
If you completed the Score! Lesson, then discuss how this programs using a range of test cases.
2-AP-19 Document programs in order to
game worked as a tabletop game. Otherwise, consider
make them easier to follow, test, and
showing images or videos to students of examples of tabletop debug.
games. Ask students to think about the positives of having a 2-IC-22 Collaborate with many
game like this. They should think about when they would use contributors through strategies such as
it and what would be fun. crowdsourcing or surveys when creating
a computational artifact.
Brainstorm
Brainstorm different ideas of tabletop games or games that K12 CS Framework
could be made into a tabletop game. Practices

Concepts
As a group, brainstorm several ideas for creating a tabletop
game. Consider what makes it a tabletop game and what
would be fun to play. Sub concepts

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VOCABULARY
Ask students to then work in their smaller groups to create a short survey to ask other
students what they would like in a tabletop game. Students can share examples they
are thinking about using and ask for other ideas. Students should include 3 questions
about what would be fun, challenging, and ideas of themes. Students want to ensure
the user interest in their game and also age-appropriateness of the idea.

Allow students time to create and complete their survey.

2. Explore
Students will design, build, and program a game to use as a tabletop game.

Design and Choose the Right Idea

Students should consider the input from their surveys and start to design their game.

Students will design, build, and program a game. The constraints for the game are:
1. It must use the light matrix
2. It must use at least one motor
3. It must use at least one sensor
4. It must include a timer feature

Students should create a sketch of their building idea and a flowchart of their
programming idea.

Test and Iterate

Allow time for students to test and analyze their idea as they go, making improvements
where needed. Students should test and evaluate their designs against the design
criteria set and their flowcharts as they started making their solutions.

Ensure students use sketches and photos of their models to record their design journey
during the creation stage of the lesson.

Allow students to receive feedback on their designs as time allows. This can be from
other groups or the teacher.

3. Explain
Students should share their design and explain how it works. Conduct an initial sharing
session with students.

Ask students questions like:

• How did you program your model to create a game? Ask students to share their
program comments to explain.
• What decisions did you have to make while creating your design?
• What type of conditional statement did you choose?
• What were areas that you had to debug or troubleshoot?

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 • What was difficult about this challenge?

4. Elaborate
Allow students additional time to complete their program after the initial sharing -
session.

Students should finalize their design and program. Encourage students to incorporate
any new ideas they got from the sharing session.

Leave the models together if you are completing the lesson on feedback next.

5. Evaluate
Teacher Observation:
Discuss the program with students. Ask students questions like:
• What was difficult about this challenge?
• What was your approach to solving this challenge?
• What type of loops did you include and why?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about creating my own design based on our ideas?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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LEGO© Education SPIKE Prime

Ideas to Help with the Score

Grade 6-8 30-45 min. Intermediate

KEY OBJECTIVES
Ideas to Help with the Score Students will:
Practice giving and using feedback from others.
• Give specific feedback on
a peer’s project.
Questions to investigate • Explore how to use
feedback to improve a
• How can input from others help me make a
project.
better design and program?
STANDARDS
Materials needed
1B-IC-20 Seek diverse
• SPIKE Prime sets ready for student use. Prior to the perspectives for the purpose of
first lesson, please visit the following website for help improving computational artifacts.
with set up, kit organization and SPIKE App
https://education.lego.com/en-us/start/spike-prime/intro
• Devices with the SPIKE App installed VOCABULARY
• Student journals Feedback, Specific, Positive,
• Models from the Debug-inator lesson Negative

Prepare
• Ensure SPIKE Prime hubs are charged, especially if
connecting through Bluetooth.
• Ensure students have their built model from the Score
lesson.

1. Engage
Review the model for providing feedback with students.

Explain to students the following guidelines for giving feedback. Consider

posting the guidelines for student reference.
• Feedback is not doing something for someone else.
• You should not rebuild a model for someone else.
• You should not type into someone’s program.
• You should ask questions of each other.
• You should share your ideas and show your own programming, explaining why
and how you did something.
• You should be encouraging and helpful to others and not provide negative or
mean comments.
2. Explore
Have students work together to provide feedback to each other about the Score models.

Have two teams work together to provide feedback to each other. Teachers should
model the process and what specific feedback looks and sounds like.

Review the procedure with students. Then have students take turns providing feedback.

• Team B will show their working model.

• Team A provides feedback while Team B takes notes in their journal.
• Then teams can switch roles. Team A will show their working model and take
notes while Team B provides feedback.

Feedback should include:

1. Tell something they really like. This could be the model, program, or design.
2. Tell something that worked well.
3. Share something the group could try differently.
4. Share anything that is confusing, did not work or that could be improved,
• Remind students to be kind and clear in explaining why it is not clear or
could be improved.
• Let the team receiving the feedback ask questions as needed for more
clarity.
• The team giving feedback can also share ideas for improvement.

Teacher tip – Model providing feedback for the class frequently to help them
learn to use positive language instead of negative language when providing
feedback. Also practice taking feedback and thinking about how to use it rather
than becoming defensive.

3. Explain
Have students discuss what they learned from their feedback session.
Ask students questions like:
• What did you notice in models that worked well?
• What ideas did you get from others?
• What is something you can do with your feedback?

4. Elaborate
Students should incorporate the feedback they were given.

Give students time to modify their designs and program based on the feedback they
received. Have students document their changes in their journal.

Allow students to share their updated models and programs. Ask students to share
what changes they incorporated and how they were able to make the changes.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• How did you use the feedback given?
• How did it feel to give feedback to others? And to receive it?
• How did you work to provide good feedback today?

Self-Assessment:
Have students answer the following in their journals:
• What did you learn today about providing good feedback?
• What did you learn today about how feedback can help in your work?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.
LEGO® Education SPIKE Prime

Career Connections – Lesson Extension

Students will extend learning to explore and research careers related to the topic
explored
STEM, Computer Science

6-8 60-90 min. Beginner

Career Connections KEY OBJECTIVES

Students will:
Prepare • Articulate their personal
• LEGO® Education model from previous lesson. interests and goals.
• Have chart paper and markers available for student • Relate their personal
use. Prepare the charts ahead of time by drawing lines interests and goals into
to separate the chart paper into four sections and label possible career pathways.
• Explore various careers in
each section with a letter: A, B, C, D. The chart would
career pathways.
like this:
STANDARDS
Career Ready Practice 10- Plan
education and career path
aligned to personal goals.
(CCTC)
Model

You may also want to include the name of the career

area in the center.
• Prior to starting the lesson, make sure you have
enough devices and access to the Internet for student
use during this lesson.

1. Engage

Have students brainstorm possible jobs they see connected to the Game Time
lesson. Students should consider all the possible jobs involved in creating an

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advertisement such as this. Prompt students to think about the model they
created, the programming, and deciding on the message to include.

2. Explore
Working in groups, students will explore one career cluster to identify jobs that relate to
the Game Time lesson they completed. Students will use the model and programs
created in that lesson to tie into the relevant jobs they find during their investigation.
Review the 16 career clusters if needed. Explain to students that they are going
to look at specific jobs within the career clusters that relate to the concepts they
have been investigating using the model they still have built.
• Consider assigning career cluster areas or letting students choose.
• Possible career areas to consider are Marketing, Business, IT, and STEM.

Ask students to consider where they can find the most reliable information on
these career areas. Provide students will resources/websites as needed.
Provide the students with a piece of chart paper with the 4 quadrants marked off. The
information students should provide in each quadrant is
A. What career areas are relevant to the model/concepts you have been
learning. Students can place the model in the center of the chart paper which
will allow them to easily reference it in this section.
B. What skills are needed for this career area or job? Did you use any of these
skills when working with the model/concept from the lesson? If so, which ones
and how did you use them?
C. What are the types of jobs you might have in this career areas? What
specialized training or certifications would you need to get this job?
D. What about this career area or job interests you and why?

3. Explain
Have each group share their findings with the whole class which will allow the class to
learn about jobs in each career area. Ask students questions such as:
• How are the concepts we are learning now related to the jobs you investigated?
• What career cluster does this job belong in?
• What kind of qualifications are needed for this job?
• What kind of day-to-day responsibilities are associated with this job?
• What similar jobs are related to this (specific job)?
• Are you interested in this job?

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4. Elaborate
Ask students to reflect about these career areas. How do you see these concepts
overlapping across career clusters?
Ask students to reflect in a journal or other appropriate ways on all the career
areas and jobs discussed to consider which might be most interesting to them
and why.

5. Evaluate
Teacher Observation:
Discuss the program with students.
Ask students questions like:
• What are some careers involved with creating Game Time?
• What from the careers discussed interests you?
• What else would you be interested in knowing about these careers?

Self-Assessment:
Have students answer the following in
their journals:
• What did I learn today that interested me about different careers?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management
today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts)
management today.

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 Career Exploration Activity

What are the types of jobs

you might have in this
career areas? What
training or specialized
certifications would you
need to get this job?

D B

What about this career area What skills are needed for
or job interests you and LEGO Education this career area or job? Did
why? Model you use any of these skills
when working with the
model/concept from the
lesson? If so, which ones
Career Cluster and how did you use them?

What career areas are

relevant to the
model/concepts you have
been learning. Students
can place the model in the
center of the chart paper
which will allow them to
easily reference it in this
section.

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 Mental Agility
A LEGO® Education Culminating Project for
Introduction to Python Programming

Project Introduction
This project is a culminating activity to allow students to demonstrate their new knowledge and
concepts in an authentic context. Students will have the opportunity to:

• Investigate a real-world problem

• Research and plan out a plausible solution to the identified problem
• Build and program a prototype as a designated solution to the identified problem
• Test and improve their unique prototype designs
• Present their ideas to their peers and receive feedback on their proposed solution
Students will work in teams to address the following problem:
You will work together to research problems of mental agility, possibly in the aging brain, but not
limited to seniors, by helping people keep the brain active and learning new things. You may
choose ways to help people stay mentally agile and create a game that incorporates multiple
tasks. You will create a model and present how it works to solve the problem. You will
determine how well your solution works and the social impact of your solution.

Mental Agility Project

Day 1 Day 2 Day 3 Day 4 Day 5-6 Day 7 Day 8 Day 9-10 Day 11
Ask Research Imagine Plan Create Test Improve Present Reflect

Time: Time: Time: Time: Time: Time: Time: Time: Time:

60 min + 60 min + 60 min + 60 min + 120 min + 60 min + 90 min + 120 min + 60 min +

Investigation Questions:
How can you share an idea to solve a real-world problem using a programmed
model?

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LEGO® Education SPIKE Prime

Mental Agility Project

Grade 7 630+ minutes Advanced

Prepare
• Ensure SPIKE Prime set is ready for student use
• Assign students a partner to work with using one set
• Ensure student access to devices and Internet for research
• Gather needed materials for the project
• Prepare Project Journal for student use

Day 1: ASK
Time: 60 minutes
Materials:
• Project Journal
• Pencils
• Chart Paper
• Sticky Notes

Pass out a Project Journal to each student (or navigate to the digital platform with the
Project Journal). Explain that they will be responsible for using this journal over the next
several days while working on their Mental Agility project.

Provide an opportunity for students to independently read the problem within their
Project Journal:
You will work together to research problems of mental agility, possibly in the aging brain, but not
limited to seniors, by helping people keep the brain active and learning new things. You may
choose ways to help people stay mentally agile and create a game that incorporates multiple
tasks. You will create a model and present how it works to solve the problem. You will
determine how well your solution works and the social impact of your solution.
Also instruct students to review the rubric for project constraints and requirements.
Have students jot down 3 questions they have about this engineering design project on
sticky notes and add them to chart paper.

In pairs, have the students work together to complete the “ASK” section in their Project
Journal.

Close out the day by having the students participate in a group discussion to debrief
about the problem and what is required within the solution. If possible, return to the
sticky note questions and provide answers to the lingering questions.

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Day 2: RESEARCH
Time: 60 minutes
Materials:
• Engineering Design Notebook
• Pencils
• Devices with Internet Access
• Chart Paper
• Sticky Notes

Explain to students that they will research today. Based on their work in Day 1, they
have clearly defined the “ASK” within the engineering design project. In order to
generate some ideas, students will be given the opportunity to conduct independent
research around the engineering design project.
In pairs, have the students work together to complete the “RESEARCH” section in their
Engineering Design Notebook.

Day 3: IMAGINE
Time: 60 minutes
Materials:
• Project Journal
• Pencils
• Chart Paper
• Markers

Explain to students that they will complete a “brainstorming session” to come up with
some ideas for possible solutions. In their Project Journal, students will find an
“IMAGINE” page with 12 boxes. They will have 12 minutes to independently brainstorm
ideas, putting an idea/solution in each box. They can use words and pictures to convey
their ideas. Remind students:
• Write down all ideas, no matter how wild—the more ideas, the better!
• Be creative and spontaneous. There are no wrong answers and limitless
possibilities!
• For the initial brainstorm, you will work independently. Then we will come back
together to share out our ideas.

After the students have generated their initial ideas, place them into working groups of 4
students. Have the students share their ideas with their small groups. The ideas should
be recorded on chart paper.

Based on the group share out, students will need to decide which ideas from the
brainstorm session they would like to pursue. The teacher should record their interest
on the chart paper.

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Based on the individuals interested in each solution, students will need to paired up with
a partner to work with for the remainder of this project. The partners should be created
based on their interest in a similar possible solution.

Explain to students that they will be working together for the next several days to
complete their projects.

Day 4: PLAN
Part 1: Planning
Time: 45 minutes
Materials:
• Project Journal
• Pencils

Explain to students that they will be planning their solution today. Students should refer
to their Project Journal to help guide their thinking. Students will be responsible for
planning their proposed solution for their mental agility game. There are three sections
to the planning process:
• Sketch Plan
• Procedures, Materials, and Tools
• Pseudocode
If needed, you can provide a SPIKE Prime set to students to assist them with their
planning. Students may also request additional materials for their project. These items
need to be written down within their plan.
Remind students to refer back to the project rubric—they must include all requirements
in programming, engineering design, documentation, collaboration/feedback, and
presentation.
Constraints for the Project:
• Clear explanation of the issue and the solution
• Model must contain and use one or more sensor
• Model must contain and use one or more motors
• Model must use lights on the hub for communication
• Model must use sound for communication
• Use subcomponents within the programming
o Uses sequences and loops
o Uses conditional statements
o Explain and justify the use of appropriate tools and techniques
o Explain the program and its functions using code comments in the
program
Part 2: Reviewing Peer Feedback

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Time: 15 minutes
Materials:
• Project Journal
• Pencils
• Sticky Notes

Have a student pair sit with another student pair (for a total of 4 students). The students
will take turns sharing out the ideas they came up with for the “PLAN” section in their
Project Journal. Each student will provide the other student pair with a question and
comment based off their initial ideas on a sticky note. The students will add the sticky
note feedback into their notebook.
Possible Ideas to Help with Peer Review Feedback:
• What is something that is missing, doesn’t seem to work, or could be improved?
• What is something that is confusing and needs more clarity/explanation?
• What is something that you think will work well?
• What is something that you really like about the solution?
NOTE: Prior to moving on to the “CREATE” phase, the teacher should review
all proposed solutions. The teacher should make sure students are on track
for success. The teacher should also make note and acquire (if plausible) any
additional materials requested for the projects. If the additional materials are
unavailable, the teacher should meet with students to discuss alternatives or
changes to the design.

Day 5-6: CREATE

Time: 120+ minutes
Materials:
• Project Journal
• Pencils
• SPIKE Prime sets
• Devices with SPIKE App installed
• Additional materials (as needed)

Explain to students that they will create their solution based off of their plan for the next
couple of days. Students should be building their models to meet all of the constraints
specified in the rubric.
While creating, students are also responsible for documentation their progress.
Students should write down any hardware or software issues they encounter and record
the solution to the issue (if solved). Remind students to watch the console for error
messages that can be documented.
After they have created their initial design, take a photograph of the original design and
a screenshot of the original programming for their Project Journal.

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Day 7: TEST
Part 1: Testing
Time: 45 minutes
Materials:
• Project Journal
• Pencils
• SPIKE Prime sets
• Devices with SPIKE App installed
• Additional materials (as needed)

Explain to students that they will testing their prototypes today. They will be working with
another student pair, who will try out their design. Allow the students who designed the
game to provide any information about the game up front (i.e. directions, objectives,
etc.). Then allow the participating students to test out the game; they will try out the
game 5 times and/or play 5 rounds. The students who designed the game should be
observing their peers play their mental agility game and write down observations for
each game in their Project Journal.
Part 2: Reviewing Peer Feedback
Time: 15 minutes
Materials:
• Project Journal
• Pencils
• Sticky Notes

Have a student pair sit with another student pair (for a total of 4 students). The students
will provide feedback about their experience with the mental agility game.
Possible Ideas to Help with Peer Review Feedback:
• How was their overall game experience?
• How will this assist with mental agility?
• What is something that was missing, didn’t seem to work, or could be improved?
• What is something that was confusing and needs more clarity/explanation?
• What is something that worked really well?
• What is something that you really liked about the solution?

Day 8: IMPROVE
Part 1: Improving the Design
Time: 45 minutes
Materials:
• Project Journal
• Pencils
• SPIKE Prime sets

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• Devices with SPIKE App installed
• Any additional materials students have requested per their plan

Explain to students that they will improving their prototypes today. Based on their
original prototype, students will work on the S.C.A.M.P.E.R. method to generate
additional creative ideas to help them consider options for their mental agility game.
Students will complete the “IMPROVE” section in their Project Journal.
Based on their S.C.A.M.P.E.R. notes and their peer feedback review, students should
make modifications to improve their mental agility game.
Part 2: Reviewing Peer Feedback
Time: 75 minutes
Materials:
• Project Journal
• Pencils
• SPIKE Prime sets
• Devices with SPIKE App installed
• Any additional materials students have requested per their plan

Explain to students that they will now retest their prototypes. Students will pair up with
the same partners they worked with from the prior lesson. Allow the students who
designed the game to explain their modifications to their mental agility game.
Then allow the participating students to test out the game; they will try out the game 5
times and/or play 5 rounds. The students who designed the game should be observing
their peers play their mental agility game and write down observations for each game in
their under the “Prototype Results With Modifications” on the TEST page in their Project
Journal.
Then the participating students should provide the game designers with feedback on
their modified game.
Students should then switch roles and repeat this process.
Part 3: Finalizing the Solution
After the feedback process, students should return to their game design and make any
last adjustments based on their peer feedback. Instruct students to make sure they are
ready for the presentation for the next class period.
If needed, provide students additional time to prepare for their final presentations.
Students should refer to the PRESENT section in their Project Journal to prepare notes
prior to presenting.
Presentation Requirements:
• Explain the process used to determine the chosen solution
• Explain societal implications of the solution

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 • Explain how easy the solution is to use – what are any limitations (physical)
• Present the solution model and how it works
• Present how well the solution works and what improvements you would foresee
in the future
• Recommendations from peer review incorporated into the solution
• Credit given to others for any original IP that was utilized to get the solution

Day 9-10: PRESENT

Time: 120+ minutes
Materials:
• Project Journal
• Pencils
• Peer Review Handouts for Culminating Project
• SPIKE Prime sets
• Devices with SPIKE App installed
• Additional materials (as needed)

Provide the opportunity for each student team to present their solution. Each
presentation will be evaluated by the teacher based on the project rubric. While a team
is presenting, all other students should complete a Peer Review Handout for the
presenting team.

Day 11: REFLECT

Time: 60 minutes
Materials:
• Project Journal
• Pencils
• SPIKE Prime sets

After the presentations, each student will complete a self-assessment, team

assessment, and a 5-4-3-2-1 reflection in their Project Journal.
After all the assessments are complete, students should take apart the models and put
the elements into the correct compartments. Then, each team should take a complete
inventory of the set.

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 PRESENTATION: PEER REVIEW FEEDBACK
Name of Presenters: ____________________________________________________
Name of Reviewer: _____________________________________________________

Name of Project: ________________________________________________________

CLARITY
What is the solution
intended to do?

FEATURES
What features does the
solution have?
Does the project seem as
if it will work as
expected?

APPEAL
How engaging is the
solution?
Is it interactive, original,
fun, interesting?
Who would use it/interact
with it?

IMPACT
How will it impact those
who use it?
How will it impact
society?

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Assessment:
PROGRAMMING
(Testing and Refining Computational Artifacts)
4 3 2 1

Includes purposeful use of Uses lights in an original Uses lights directly as done Does not use lights
lights way in a lesson

Includes purposeful use of Uses sounds in an original Uses sounds directly as Does not use sound
sounds way done in a lesson

Written efficiently Uses several Uses one My Block as Does not use
subcomponents and subcomponent subcomponents or
Includes subcomponents My Blocks My Blocks
and My Blocks

Uses sequences and loops Uses multiple sequences Uses a sequence and a Does not use a loop
and imbedded loops loop

Uses conditional Uses multiple conditional Uses one conditional Does not use a conditional
statements statements statement statement

Can justify the appropriate Clear explanation of why Explanation is satisfactory, Explanation is difficult to
tools and techniques programming was chosen but needs refinement follow and shows a lack of
and used understanding

Can explain the program Clear explanation of how Explanation is satisfactory, Explanation is difficult to
and its functions programming was chosen but needs refinement follow and shows a lack of
and used understanding

ENGINEERING DESIGN
(Testing and Refining Computational Artifacts)
4 3 2 1

Model is fully functional with Purposeful use of motors Motor used No motor used
purposeful use of motors

Model is fully functional with Purposeful use of multiple Sensor used No sensor used
purposeful use of sensors sensors

Can explain how the team Clear explanation of how the Some explanation of how No clear explanation of how
iterated on possible model idea was chosen and the model was chosen, but model idea was chosen and
solutions as they used the the iterations needed to get only a few examples of no iteration notes between
design process to the final version iterations between initial idea and final model
idea and final version

Can explain how feedback Clear explanation of how Some explanation of how Little to no explanation of
was incorporated into the final model was tested with final model was tested with feedback received or how it
design feedback noted and how feedback notes, but vague was incorporated
feedback was used to information on how feedback
improve was incorporated

DOCUMENTATION
(Creating Computational Artifacts)
3 2 1

Followed the process for Identified the problem; Identified the problem, Identified a problem, made
solving a problem brainstormed several thought of a solution, built a and programmed a model
possible solutions; tested model and made changes,

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 models; iterated model programmed and debugged
design and programming; the solution
analyzed the designs and
programming; reviewed
feedback; chose the best
solution based on criteria

Created computational Chose appropriate tools; Choose appropriate tools, Made a model and
artifacts decomposed the problem; built and coded the model, programmed it
coded with the design in debugged the program,
mind; debugged the made the model work
program; improved on the
original design

Selected a variety of formats Used screen shots, video, Used photos and journaling Made some journal entries
to communicate ideas photos, journaling, and to communicate during but and took a few photos at the
models to communicate mostly at the end of the end of the project
throughout the project project

COLLABORATION AND FEEDBACK

(Collaborating Around Computing)
4 3 2 1

Used the feedback form for Useful feedback, both Feedback was given, but No feedback given
sharing ideas with at least 2 positive and inspiring were minimal
other groups provided to other teams

Gave an example of useful Feedback shows thought Feedback was given but No feedback given
feedback shared with and was helpful to another was minimal
another team team and could have led to
improvement

Completed the feedback Feedback was honest and Feedback was minimal with No feedback given
form for self-assessment thoughtful, providing both little thought being made for
positive comments and what could be done in the
areas where improvement future and what was done
could be made well

Completed the feedback Feedback was honest and Feedback was minimal with No feedback given
form for team assessment thoughtful, providing both little thought being made for
positive comments and what could be done in the
areas where improvement future and what was done
could be made well

PRESENTATION
(Communicating About Computing; Collaborating Around Computing; Recognizing and Defining
Computational Problems)
3 2 1

Team Participation All members participated All or most participated, but Only one person presented
fully dominated by one person or completed a majority
of the work or no
presentation occurred

Team Responses All members participated All or most participated, but Only one
fully dominated by one person person presented or no
presentation occurred

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Problem Identification The problem was clearly The problem was identified. The problem was never
identified and explanation of clearly identified.
(Recognizing and Defining how the problem was
Computational Problems) determined through
brainstorming and narrowing
of options.

The solution solved the The solution solved the The final solution solved the The solution did not solve
problem problem in an original problem. the problem.
manner through a process of
iteration that was
explained.

The model demonstrated the The model demonstrated the The model demonstrated the The model did not
solution solution and an explanation solution demonstrate a solution.
of how each part of the
solution, including the model
and the programming, work
together to create the final
solution.

The audience was taken The audience was taken The audience was The audience was
into consideration when into consideration and generally taken into tangential to the
presenting explanations were clear consideration, but some presentation. Clear
and thoughtful, giving aspects such as explanations for someone
necessary background, adequate background not familiar with the issue
processes, and were missing. were missing.
explanations.

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 Mental
Agility
PROJECT

Name:
____________________________________________

Period:
____________________________________________
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 Project
Brief
You will work together to research problems of
mental agility, possibly in the aging brain, but not
limited to seniors, by helping people keep the
brain active and learning new things. You may
choose ways to help people stay mentally agile
and create a game that incorporates multiple
tasks. You will create a model and present how it
works to solve the problem. You will determine
how well your solution works and the social
impact of your solution.

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 ASK What is the problem?

What requirements must be met? What constraints must be

considered?

What things do you need further information and/or clarification about?

Write down a problem summary statement.

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 RESEARCH
What is mental agility?

References

What are some real-world solutions to supporting mental agility?

References

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 RESEARCH
What materials and tools were used in the solution to support mental agility?

References

Choose a design/concept that you would like to model your prototype after and describe it:

References

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 IMAGINE

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 PLAN
As you begin to plan out your project
design, remember the design constraints.

• Clear explanation of the issue and the solution

• Model must contain and use one or more sensor
• Model must contain and use one or more motors
• Model must use lights on the hub for
communication
• Model must use sound for communication
• Use subcomponents within the programming
o Uses sequences and loops
o Uses conditional statements
o Explain and justify the use of appropriate tools
and techniques
o Explain the program and its functions using
code comments in the program

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MS logo are trademarks and/or copyrights of the LEGO Group, Ⓒ2020 The LEGO Group. All rights reserved.
 PLAN
PART 1: SKETCH
Sketch what your prototype will look like. Include three different views of the
prototype as well as the approximate dimensions.
TOP VIEW

FRONT VIEW SIDE VIEW

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 PLAN
PART 2: MATERIALS, TOOLS, and PROCEDURE

PROCEDURE FOR BUILDING PROTOTYPE

MATERIALS TOOLS

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 PLAN PART 3: PSEUDOCODE

Write out the pseudocode for your prototype:

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 CREATE
Identify and document any hardware or software issues while developing
your solution. If possible, document the solution to the issue as well:

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 CREATE
After building your original prototype, attach a photograph here.
If possible, include a screenshot of your original coding program as well.

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 TEST
Prototype Results Without Any Modifications

TRIAL OBSERVATION(S)

#1

#2

#3

#4

#5

Prototype Results With Modifications

Proposed Modification:

TRIAL OBSERVATION(S)

#1

#2

#3

#4

#5

Did your proposed modification improve your prototype? YES NO

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 SUBSTITUTE
IMPROVE
What kind of alternate materials
can I use?

COMBINE
What could be added? How can I
combine materials or
components?

ADAPT
How can it be adjusted to fit
another purpose?

MAGNIFY OR MINIMIZE
What happens if I exaggerate a
component? How can it be made
smaller or shorter?

PUT TO OTHER USES

Can you change a component to
be used for another purpose?

ELIMINATE OR ELABORATE
What can be removed or taken
away from it? What can be
expanded or developed more?

REVERSE OR REARRANGE
Can I interchange any
components? What can be turned
around or placed in an opposite
direction?

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 PRESENT
Explain the process used to
determine the chosen solution

Explain societal implications of

the solution

Explain how easy the solution

is to use – what are any
limitations (physical)

Present the solution model and

how it works

Present how well the solution

works and what improvements
you would foresee in the future

Recommendations from peer

review incorporated into the
solution

Credit given to others for any

original IP that was utilized to
get the solution

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 REFLECT
After completing your project, fill out this self-assessment:

SELF-ASSESSMENT
3 – I gave and accepted graciously feedback to my partner
and other teams. I allowed my partner to have time to build,
program, explain, and document.
2 – I gave feedback graciously to others but had a bit of
difficulty accepting feedback from others. I didn’t always
give my partner equal time with building, programming,
explaining or documenting.
1 – I gave little feedback to others; I accepted little
feedback from others.

I would give myself: 3 2 1

(circle one number)
Why did you choose this rating for yourself?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

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 REFLECT
After completing your project, fill out this team assessment:

TEAM ASSESSMENT
3 – Our team worked like a well together. We gave and
accepted graciously feedback from each other and from other
teams. We made sure each person played a significant role in
solving the problem and creating the solution.
2 – Our team worked fairly well together. We had a bit of
trouble now and then giving and receiving feedback from each
other and from other teams. We generally made sure people
were involved or engaged.
1 – Our team struggled. We had a hard time giving and
receiving feedback, and the work was not shared equally.
Some member(s) monopolized the time together and insisted
their ideas were best.

I would give my team: 3 2 1

(circle one number)
Why did you choose this rating for your team?

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LEGO, the LEGO logo, the minifigure, DUPLO, the SPIKE logo, MINDSTORMS and the MINDSTOR
MS logo are trademarks and/or copyrights of the LEGO Group, Ⓒ2020 The LEGO Group. All rights reserved.
 REFLECT
After completing your project, reflect on your overall experience:

5 - Things I Learned During This Project

4 - Things I Would I Would Share With Others Before They Started This Project

3 - Things I Would Do Differently Next Time

2 - Lingering Questions

1 – My Biggest Accomplishment

LEGO, the LEGO logo, the minifigure, DUPLO, the SPIKE logo, MINDSTORMS and the MINDSTOR
MS logo are trademarks and/or copyrights of the LEGO Group, Ⓒ2020 The LEGO Group. All rights reserved.