Winning Goal

• Review the Winning Goal lesson in the LEGO^® Education SPIKE^™ App.
• If necessary, pre-teach these related vocabulary words: compare, contrast, and failure.
• 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 failure.
  • Talk with your students about a time when they tried to complete a task or an activity but couldn’t (e.g., not being able to save a goal in soccer).
  • Ask questions, like: How did it feel to fail? How did you change your approach so that you would succeed the next time?
• Introduce your students to the story’s main characters and the first challenge: moving the goal.
• 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:
  • Create and test the program that moves the goal.
• Have your students iterate and test their models to complete the next two challenges in the app:
  • Modify the program to make the goal move in a different way.
  • Design your own upgraded moving goal.
• You can find coding and building support in the Tips section below.

• Gather your students together to reflect on their completed challenges.
• Ask questions, like: How did you modify the program to make the goal move in a different way? What did you consider when you designed your own moving goal?

• Prompt your students to discuss and reflect on the process of identifying the failure points of a model or program.
• Ask questions, like: How could you determine when the goal failed? What did you observe? How could you use these observations to make it successful in the future?
• 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 identifying the failure points of a model or program.
• 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 identify failure points of a model or program.
  • Blue: I can identify failure points of a model or program.
  • Green: I can identify failure points of a model or program, 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…

Coding Tip

• After your students complete their first challenge, they'll be provided with three Inspiration Coding Blocks to help them modify their programs.
• The Inspiration Coding Blocks are intended to spark their imaginations as they experiment to find their own solutions.

Model Tip

• After your students complete their second 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 personalize their models.

There aren't any building instructions for this challenge.

Simplify this lesson by:

• Selecting one Inspiration Image to help your students personalize their models
• Experimenting with either the coding or the building

Increase the difficulty by:

• Creating a program for another group and having them try to score
• Adding the Light to the goal, then programming it to act as a countdown clock

• Have your students write a sports commentary for Maria and Sofie’s soccer game. Make sure that they use correct sports terminology and directional vocabulary.

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

Language Arts: CCSS.ELA-LITERACY.W.5.4