Building a LEGO© TECHNIC Excavator #8419

BACKGROUND INFORMATION

FOR TEACHERS

First introduced in 1977, the LEGOTECHNICbuilding system differs from the traditional LEGO block building system. While each building system relies upon friction to hold joined element pieces together, the TECHNIC building system introduced a variety of new building elements such as axels, beams, pins, lift arms, and gears. The LEGO TECHNIC and LEGO building block systems are for the most part compatible. For a more exhaustive introduction to LEGO TECHNIC building system elements, have students visit the follow LEGO.com web site:

In this lesson, students will construct a LEGO TECHNIC Model #8419 Excavator. In Part 1, students will complete a lesson pretest. This pretest will provide instructors with information regarding prior student LEGO knowledge (see appendix A). In Part II, students will inventory their LEGO TECHNIC Model #8419 Excavator parts. Students will use an inventory data collection sheetto record their parts information.In Part III, students will build a LEGO TECHNIC Model #8419 excavator. As students complete the LEGO excavator building process they will complete a reflection journal. This journal will be used by the instructor as an additional form of assessing student learning (see appendix C). In Part IV, students will complete a lesson posttest. This posttest will provide instructors with information to assess student learning.

OBJECTIVES

In this activity, students will:

• Gain a basic understanding of how the LEGO TECHNIC building system works.

•Use an icon/pictorial instruction booklet to complete their excavator.

• Build a LEGO TECHNIC Excavator #8419.

MATERIALS

•1 LEGO TECHNIC Model #8419 Excavator

•1 parts sorting bin of your choice

•1 clear plastic resealable bag

•1 LEGO TECHNIC Model #8419 Excavator Parts Inventory Check List

• 1 LEGO Excavator, Concept and History of the Excavator background information sheet

•1 LEGO Excavator Pre/Post Assessment Worksheet

LESSON SETUP

In order to efficiently run this lesson, a small amount of pre-lesson preparation must be made. A minimum of at least 1 LEGO Technic Excavator #8419 for every student is ideal. Provide a parts sorting bin, or lunch tray, for students to sort their individual excavator part on. This sorting bin, or lunch tray, will make it easier for those students needing additional time to complete their projects.

ACTIVITIES

LessonI.Pretest. (15-30 minutes) This activity will provide teachers with an understanding of prior experience students have with LEGOs and the TECHNIC building system. This activity will also provide a benchmark to be used later for assessing student growth.

The completed assignment will count for 15% of each student’s final grade for this unit.

Pretest Questions:

1What experience do you have building LEGOs? What is your experience building with the LEGO TECHNIC system?

2What strategies do you use when building something such as a jig-saw puzzle?

3What information do you like to have available to you before starting to build a complicated project?

4How would you prioritize the steps in the process of building a project such as an excavator?

5When you have completed this project, what facts do you think will show that you were successful?

Throughout the course of this unit, students will also keep a writing/reflection journal. Students will need to enter reflections about their experiences throughout this unit.

The writing/reflection journal will count for 15% of each student’s final grade for this unit.

Lesson II. What is an Excavator: Concept and History of the Excavator

(10-15 minutes)

As a class, ask students to recall their prior experience with heavy equipment. Perhaps what they have seen either in person, or on television. After students have reflected upon their experiences, present to the class a completed LEGO TECHNIC Model # 8419 Excavator. While walking around the classroom with the completed excavator in-hand, demonstrate the mechanical functions of the model. Ask students to make observations about what they see happening as different knobs and mechanisms are operated on the model. Ask students to record at least three observations in their student science/math journal. Once they have recorded their observations, ask students to share their observations with either one other student or the class.

Lesson III. / LEGO TECHNIC Excavator Parts Inventory

(30-45 minutes)

After determining the student to excavator ratio for a classroom, discuss the inventory procedure with students. Share with students that it is important to inventory their excavator kits prior to beginning the building process, and that they are responsible for correctly completing their inventories before the can begin the building process. Students need to show their completed inventory worksheets to their teacher. Both the teacher and student(s) must signing-offcompleted student inventory worksheets prior to students beginning the building process. If students are missing parts from their kits, provide students with additional parts. It is a good idea to have one or two additional excavator kits on-hand in a classroom as “pilfer” boxes for the inevitable missing parts.

The inventory will count for 20% of each student’s final grade for this unit.

Lesson IV. Building Your LEGO TECHNIC Excavator(1.5 to 3 hours)

As students begin the building process, offer suggestions as to how they may wish to organize their parts – by shapes, color, and/or function. If students begin to experience difficulties with parts fitting together as shown in their corresponding instruction manual, prompt them by asking if they double-checked the illustrations in their manuals. Ask if there might be another way to solve their problem. Perhaps ask them if they checked with a neighbor. One other strategy might be to offer each student only one “Free Answer” from the teacher. It is up to students if and when they choose to use their one “Free Answer.” In order to pass the building portion of this unit, a student’s excavator must be able to withstand being dropped from a height of approximately 30 inches. The completed excavator must be able to endure being dropped from this height with out any pieces falling off. If parts fall off during this process, students my reattach their parts and continue the “drop test” until their excavator passes the test.

The completed excavator will count for 30% of each student’s final grade for this unit.

Lesson V. Posttest Assessment (15-30 minutes)

After students have completed the excavator building process they will complete a posttest. To gain a clear picture for student learning, the following questions are offered as examples to be used on a posttest:

1What did you find to be the most difficult challenge when building your excavator? Why?

2What are three building strategies you would use if you were to build a second excavator?

3What are three things you think someone that is going to build an excavator for the first time should know before they start building their excavator? Why?

4Did the sequential building process you followed while completing the excavator make sense? How might you compare this sequential process to another subject such as math or writing?

5How could you redesign the building instructions for the excavator to make it easier for someone to follow? Support your ideas with examples.

6Can you explain what the function of the universal gear? What is unique about the way it does its job on your excavator?

After students have completed their posttests, they will need to disassemble their completed excavators, re-inventory their parts, place their parts in a sealable plastic bag provided by the teacher, and sign their completed inventory checklist.

The completed posttest, and the re-inventory of the excavator kit, will count for 20% of each student’s final grade for this unit.