Underwater Quest

• Review the Underwater Quest lesson in the LEGO^® Education SPIKE^™ App.
• If necessary, pre-teach these related vocabulary words: loop, submarine, turtle, and underwater.
• Consider the abilities and backgrounds of all your students. Differentiate the lesson to make it accessible to everyone. See the Differentiation section below for suggestions.
• If time allows, plan and facilitate the language arts extension. See the Extension section below for more information.

• Facilitate a quick discussion about a time when your students had to repeat an action over and over in order to complete a task.
  • Talk with your students about how they need to move their bodies in order to swim.
  • Ask questions, like: What do your arms and legs do when you're swimming? What else do you need to do to keep your body moving in the water?
• Introduce your students to the story’s main characters and the first challenge: getting the submarine to move.
• Distribute a brick set and a device to each group.

• Have your students use the LEGO^® Education SPIKE^™ App to guide them through their first challenge:
  • Make and try the program that moves the submarine.
• Have your students iterate and test their models to complete the next challenge in the app:
  • Change the submarine for Maria's next trip.
• You can find building support in the Tips section below.

• Gather your students together to reflect on their completed challenges.
• Ask questions, like: How did the submarine move? How did you make the submarine repeat its movement?

• Prompt your students to discuss and reflect on ways of using loops or a program with repeated movement.
• Ask questions, like: How do you think programming the submarine with using a loop made it easier for Maria to visit the turtles? Why do you think it was helpful to program the submarine using a loop?
• Have your students clean up their workstations.

• Ask guiding questions to encourage your students to “think aloud” and explain their thought processes and reasoning in the decisions they've made while building and programming.

Observation Checklist

• Measure your students’ proficiency in describing how an action can be repeated to complete a task.
• Create a scale that matches your needs. For example:
  1. Needs additional support
  2. Can work independently
  3. Can teach others

Self-Assessment

• Have each student choose the brick that they feel best represents their performance.
  • Yellow: I think I can describe how an action can be repeated to complete a task.
  • Blue: I can describe how an action can be repeated to complete a task.
  • Green: I can describe how an action can be repeated to complete a task, and I can help a friend do it too.

Peer-Feedback

• In their small groups, have your students discuss their experiences working together.
• Encourage them to use statements like these:
  • I liked it when you…
  • I'd like to hear more about how you…

Model Tip

• After your students complete their first challenge, they’ll be provided with three Inspiration Images and an open-ended prompt for improving their models.
• The Inspiration Images are to help spark their imaginations as they experiment and change their models.

There aren't any building instructions for this challenge.

Simplify this lesson by:

• Reading the Underwater Quest story and instructions from the LEGO^® Education SPIKE^™ App aloud to your students
• Selecting one Inspiration Image to help your students change their models

Increase the difficulty by:

• Adding the Light to the model and including it in the program
• Clicking Show Full Palette in the app to utilize more Coding Blocks

• Have your students research and write a short paragraph about why they think it's important to look after wildlife, like turtles.

If facilitated, this will extend beyond the 45-minute lesson.

Language Arts: CCSS.ELA-LITERACY.W.1.8