Table of Contents

• What is LEGO-LOGO?
  
• Suggested Breakdown Of Grade Progression
  
• Summary Of LEGO-LOGO Usage At Each Grade
  
• Curriculum Ideas
  
• Plans For Broadening Our Lego-Logo Network
  

LEGO/Logo is a computer-based system that offers a new approach to elementary science education. LEGO/Logo places engineering and design activities at the center of the science curriculum. Using the system, students build machines out of LEGO building pieces (including gears, motors and sensors), connect the machines to a computer, then write computer programs to control the machines. These activities can provide a more meaningful and motivating context for learning traditional science-curriculum concepts while also introducing elementary school students to important engineering and design concepts that are rarely addressed in today's curricula.

The LEGO/Logo system and the activities that surround it are based on an educational philosophy that we call constructionism. [2] This philosophy takes as one of its central tenets the idea that students learn best when they are creating something that they believe in and care about. Like most hands-on approaches to science, the constructionist approach aims to make abstract ideas concrete. But constructionism goes beyond traditional hands-on science. In many hands-on lessons students re-create someone else's experiment. Students are told what to measure and in many cases what the answer should be. Even in more open-ended experiments students rarely have any deep sense of involvement or interest in the activity.

LEGO/Logo projects have a very different flavor. LEGO/Logo links science to a world that students are already familiar with and care about. Students want to build and control LEGO machines. LEGO/Logo projects feel like real projects, not experiments cooked up for classroom consumption. Moreover, important scientific concepts are close to the surface in LEGO/Logo activities. Thus LEGO/Logo projects can act as a motivating context for learning about certain scientific principlesÉand for learning about the scientific process itself.

It is this latter point that the Lab Schools' LEGO-LOGO project emphasizes in the elementary grades: learning to apply critical thinking and the scientific process to all areas of the curriculum, not only science. The scientific process of designing and building, predicting, testing, altering the design, retesting, and then furthering the design by making improvements and modifications is inherent in all LEGO activities.

Why not LEGO alone? Where does the Logo fit in? Papert et. al. explain that LEGO/Logo involves two types of building: building LEGO structures and building Logo programs.

The LEGO/Logo environment is particularly powerful in that it combines design activities in both the LEGO domain and the Logo domain. Logo itself provides a good environment for learning about design ideas like modularity and abstraction. [3] With LEGO/Logo students can experiment with the same ideas in two domains. Thus they are more likely to recognize that there are in fact deeper general principles involved.

The Lab Schools' approach to LEGO-LOGO is on the cutting edge in bringing the activities to the elementary grades. It is somewhat unusual, and we feel that this is where the project's strength lies, in that LEGO-LOGO is incorporated into the classroom curriculum rather than presented in a special area class. It is hoped that the analytical thinking skills learned will be perceived by the students as useful in all areas, not only in the science lab or computer classroom.

Notes:

[1] Ocko, Stephen, Papert, Seymour, Resnick, Mitchel, and Silverman, Brian. LEGO® TC logo, A Learning Environment For Design. Excerpted from a research report prepared at the Massachusetts Institute of Technology

[2] Papert, S. (1986). Constructionism: A New Opportunity for Elementary Science Education. A Proposal to the National Science Foundation.

[3] Papert, S. (1980). Mindstorms. Basic Books. New York.

Year One

This chart is fairly detailed because five classrooms shared a limited amount of materials, which made timing crucial to availability.

TIMELINE	FIRST GRADE	SECOND GRADE	NOTES
Sept-Oct	Exploration with free sets of LEGOS using beginning LEGO activity cards	Begin six week introduction using units specifically designed for GEARS, LEVERS, and PULLEYS
Nov-Feb	Introduction using units specifically designed for GEARS, LEVERS, and PULLEYS	Begin Technic I activity sequence. Incorporate fourth grade partners as co- builders and as programmers of second grade projects.	Students will begin to use self-assessments to record ongoing project construction, problems encountered, testing procedures, concepts learned
Feb-May	Begin Technic I activity sequence	Begin Technic II activity sequence
May-June	Teachers will evaluate use of LEGOS at each grade level to see if supplemental materials or more individual LEGO sets per classroom may be needed	Teachers will evaluate use of LEGOS at each grade level to see if supplemental materials or more individual LEGO sets per classroom may be needed

Year Two

CLASS	LEGO KITS	LOGO SOFTWARE
K & N/K	Toolo	Kinder Logo
1	Duplo & Gears/Levers/Pulleys	Kinder Logo
2	Technic I & Pneumatics	Kinder Logo & LogoWriter
3	Technic II & introduction to Robotics	LogoWriter (class & computer curriculum?)
4	Technic II & introduction to Robotics	LogoWriter/ MicroWorlds (class & computer curriculum?)
5	1 section: Technic II 2 sections: Robotics	LogoWriter/MicroWorlds
6	Science: Control Lab Robotics	Robotics Logo

Nursery and Kindergarten

First Grade

The larger size of the DUPLO pieces will ensure success for all students beginning earlier in the school year. The math, science, and problem solving cards add a wealth of new ideas for building and posing problems to be solved. They also suggest a multitude of connections with favorite children's books and social studies topics. Writing is inspired in describing the process of building as well as the finished product. The materials also add depth to the choice of creative materials available during free choice activities.

A natural follow-up is transferring the skills developed with the larger DUPLO materials to activities with standard LEGO materials. Spatial awareness, problem solving, and cooperative work skills will be developed further at this stage. This will naturally flow into the use of the more advanced Levers, Pulleys, and Gears building materials which involve many small pieces and more technical ideas and terminology. Building from the cards provided with the sets introduces students to basic concepts. Follow-up activities can then involve the creation of new "simple machines" based on the basic introductory models. The addition of materials at this advanced level allows more experimentation by a larger number of students during the year. Materials continue to be shared materials, but advanced materials will be more readily available later in the year when students in all first grade classes are developmentally ready to utilize them.

The insights gained in the first year and the additional materials obtained for the second year expanded curricular goals at both the beginning/foundation level and the expansion/enrichment level.

Second Grade

Gears, Levers, and Pulleys kits were shared, using one simple machine kit at a time. These kits are small and provide a comfortable beginning for new second graders. The students were effectively introduced to simple machines and their purposes. Each pair of students had ample opportunities to apply the concepts, building from the kits' building cards. In December, LEGO's Technic I building kits were opened. Many of the models and concepts we had become familiar with in the Gears, Levers, and Pulleys kits were repeated with the use of Technic I. Each teacher changed strategies a bit to make maximum use of LEGOs and students' interest levels. An inventive component to Technic I was added. In January, more access to different LEGO kits became available. Students were programming using Logo software in the classroom and later in the computer lab.

The learning that took place during all of these projects was enhanced by thoughtful discussion as students watched and listened to one another make observations and changes. Writing often explained the step-by-step processes each pair of children experienced. Other times writing described the model itself as a way to record the fruits of their labors.

Plans for LEGO's second year have been made considering the cross- grade level plans for LEGOs and Logo. First grade will begin with Duplos and move into Gears, Levers, and Pulleys. Second grade will begin with the Technic I building kit and use it for exploration, application, and inventive purposes, incorporating the building and problem-solving into our curriculum. Second grade will also use the LEGO Pneumatic Set in which compressed air causes movement. Scientific concepts are effectively introduced so that students will search for understanding such things as friction, strength, movement, and energy. The goal is to create a parallel integration of all subject areas: literature, math, social studies, science, music, art, and dance. Using Logo as a programming language, the focus is on the thinking processes that Logo encourages as it is integrated into other disciplines. This will pave the way for students to move into third grade where they will work with a more elaborate Technic II Set and program movement in their models with Logo software.

Third Grade

The Fall term was largely devoted to familiarizing students with Logo as a programming language, establishing routines for using the LEGO materials (working with partners, learning the names of the parts, clean-up, inventory, and storage procedures, following directions, etc.), and undertaking the construction of several simple LEGO models.

In the Winter term students began combining the LEGO materials in more elaborate and individualized ways. A social studies unit on Inventors and Inventions allowed students to use LEGO materials to build an invention of their own design.

The Spring term will focus on individualized student projects using Logo and LEGO together. These projects will help students learn how to use the computer in conjunction with the Technic II and Robotic LEGO materials.

Fourth Grade

Fifth Grade

1. Problem solving, logical thinking, following and giving instructions. Both LEGOs and LEGOs with Logo provide opportunities for students to analyze situations, formulate solutions, and proceed in a step-by-step way to the desired conclusion.

2. Mathematics. LEGO materials lend themselves to demonstration and exploration of a number of mathematical concepts and phenomena, such as ratio, proportion, measurement, geometric figures. Teaching math through application to physical reality is effective in fifth grade.
3. Writing. The LEGO activities are appropriate for a number of significant writing assignments, in particular having to do with describing procedures, comparing plans with results, evaluating outcomes, etc. There may also be opportunities for more imaginative efforts, using the LEGO and Logo activities as starting points.
4. Open-ended exploration. By using the materials for activities beyond the prepared building plans, students' imaginations take off.

Sixth Grade

Though the materials work well as a part of the science curriculum, there were not sufficient funds to purchase a class set. Three sets are adequate for 6 to 12 students. However, there are several ways for introducing some students to the materials and experiments.

1. As a part of a sixth grade club. The sixth grade has one additional advisory period per week. One suggestion for its use is to make it a club/special interest period. "LEGO Club" could be a part of this.
2. As a part of an advisory. Since the size of advisories has been decreased significantly this year (about 10), it could be that LEGOs would be limited to one advisory group. During a beginning year of LEGO-LOGO, it is appealing to think about a limited experience with students who are seen more often than other students.
3. As an adjunct to the science curriculum. The materials could possibly become an "extra" in science along with many other extras that are offered throughout the year. As an extra, it might take place within the science period over a long time or be done after school in a more concentrated time frame.
4. As a supplement to Core class projects. Students can use the materials to design moveable components for their Core projects.

High School

• Students learn to structure an argument. They learn to organize a problem by breaking it down into smaller pieces.
• Programming works in the same way, concept-wise, as the 2- column proofs of geometry from which Lab has moved away. Experience suggests that students who are not good at algebra often have success in geometryÑand gain much math confidence in doing so. The similar type of structured thinking required for programming offers these same students a chance for success. It touches students that don't succeed in other situations.
• There is no room for sloppiness in programming; problems must be solved correctly. "Correctness" is decided by an impersonal arbiter (the computer) rather than a human grader (the teacher).
• Often thinking and learning are done algorithmically (reading recipes, following directions, etc.). Role reversal occurs in programming, in that students are giving the instructions.
• Programming provides another opportunity for girls to get their hands on computers.
• Hands-on work is very important. In a high school electronics class, learning takes place more quickly when the hands are involved, that connections between the hands and the brain allow a different kind of learning. An informal survey conducted by our Alumni Office about Lab School shop classes revealed that the results confirmed how important hands-on learning is.

Computer Department

As the program grows, there are a number of computer-related issues that need to be addressed in this year and beyond:

Planning for student computer access:
• classroom computer(s)
• computer lab time
• sign-out sets of computers (at grade level and/or traveling sets)

Software
• Explore which versions of Logo will be best suited for grade level needs and plans (might vary by grade level as required).
• Secure appropriate site licenses.
• Prepare sufficient copies of software (and data disks).

Curriculum
• Explore with grade levels those areas where the computer curriculum could be adapted to provide Logo instruction.

Teacher Training And Assistance
• Plan Logo workshops for teachers (large/small group, at grade level).
• Organize and catalogue in-house Logo resources for wider access.

Problem-solving

• Students built objects according to the plans provided by LEGO. They programmed objects to perform functions using Logo. They built and programmed objects according to requirements developed by teachers and/or students.

• Students invented uses to answer this question: How could your model and another team's model be used together?

• Builders made up a problem that required a solution that another group solved.

• With Logo, students programmed a LEGO model car to advance at appropriate times through a working stoplight model.

• Students constructed amusement park rides that moved using the Simple Control Set from LEGO. Written descriptions enabled the parents and teachers that viewed this exhibit to know how the ride worked.

• Many of the LEGO projects involve learning the scientific process by going through it step-by-step, from prediction or hypothesis to testing and evaluation of results. As students get more comfortable with LEGOs, we explicitly discuss the steps of the scientific process with them: hypothesis, testing, evaluation of results.

• Students were challenged to build models which would float. After testing, changes were encouraged if necessary. A follow-up activity challenged the students to transform their floating craft into an amphibious vehicle. The models then had to roll down a ramp into a body of water!

• A discussion of potential and kinetic energy inspired the students to create models which would move using wind or weight. Distance tests then caused the students to question why one model traveled farther than another, making changes accordingly.

• Another class has done a project on rivers, beginning with landforms, talking about dry places, where rain is mostly a myth, progressing on to places where it rains too much, talking about the Mississippi floods and rivers out of control, which leads to talking about rivers under control, navigation and trade on rivers, which led to some experiments to see what things float and what don't. Then they broke out the LEGOs and made things that floated - boats. They tested the boats with weights, to see how much a given boat would hold before sinking.

• The Technic I LEGO cards include directions for windmills and watermills. Building these lead to a discussion of energy, sources of energy, the earth's energy resources, pollution, etc., etc.

• A very close look at the Underground Railroad through books and theater in "Steal Away Home" motivated the creations of inventions that would assist any slaves headed for freedom.

• Future landscape architects created a landscape around their model.

Exploration

• Using the skills students had developed, they followed their imaginations in designing/building/programming their own inventions.

• Class themes were decided upon and everyone built a model that contributed to that theme (i.e.. a park, zoo, medieval castle, a harbor.)

Writing

• In keeping with the scientific process, students keep logs of the work they did. In these logs students are encouraged to write down what they set out to do, what problems they encountered along the way, how they fixed those problems. They report their plans and their results. One thing about keeping a log is that it makes each partner of a group accountable - each must write his or her own log. Logs are often shared with the class. Good writers who are poor speakers and usually don't get heard will then get their say.

• Stories were authored in which a student's model played a part.

• LEGO journals describe the various steps in LEGO construction and Logo programming. Students often responded to these prompts:
  • Write a description of a proposed object and what it is to be able to do.
  • Explain how the plan was implemented and how well the results realize the original plan.
  • Describe the process of group interaction in making and carrying out the plan.

• Stories were written after inspiration by LEGO and Logo activities.

• One class has written narrative stories about the machines they built.

• Writings about the DUPLO/LEGO projects have included:
  • What is your model called?
  • How did you decide to build it?
  • What is it used for?
  • What was the hardest/easiest part for you?

• Students created riddles to highlight the special features of their models.

• An in-depth look at fairy tales stirred a discussion about the plots of the stories. As the children gained an understanding of the plot or problem of each story, they were challenged to create a device with LEGOs which would solve a problem from one of their favorite fairy tales. A "getaway-mobile" for the three little pigs, complete with wolf trap, and a "girl detector" for Cinderella's prince were among the results.

• One class read Mrs. Frisby and the Rats of Nimh, a book in which rats at the National Institute for Mental Health are used as part of a real- world scientific process. The rats learn to read books, then use tools and build simple machines to help them build houses underground. This caught the attention of the class, and they began to compare the principles that the rats used with the machines they had made with LEGOs. The class ended up tying the aspects of literature and science together with visits to the high school biology labs and a visit to a university laboratory where they see both computers and rats in action.

Geography

• One of the classrooms has a giant map of the world painted on the floor - physical features only. LEGO cars can be programmed to go from place to place on the map. Using an atlas to locate cities on a map, students estimate how far apart the two places are, or calculate it, and estimate how fast the car goes. Lots of different skills at work.

• Second graders "sailed" along with Class Afloat, a group of high school students who were travelling around the globe on a 188-foot sailboat named Concordia. In one report received from a stop in Jakarta, Indonesia, the high schoolers wrote about their impressions of "learning the ropes": actually raising and lowering sails on masts 115 feet high. Naturally, LEGO builders were able to recreate this maneuver with pulleys and ropes on a boat of their own. Next they enjoyed designing flags that represented the countries to which Concordia had sailed, raised and lowered by pulleys.

Philosophy (or language modification)

• Sometimes just the meaning of a word will be intensely discussed - dissected - by students as they work with their LEGOs. For example, what exactly does it mean to float?

• Students learn to use terminology in very precise ways. It's downright startling to hear an 8-year-old tell her partner that they need to "gear down", or to ask him to hand her an axle or a bushing.

• Pieces have been given names in the DUPLO or LEGO sets so that a class has a common vocabulary.

• Builders played 20 questions to guess what one's model is or does.

• Logo, with or without LEGOs, can be geometry intensive. The most common way to introduce Logo is by creating shapes on the screen by making the turtle move and turn.

• Estimation can also be integrated. Two classes built LEGO towers, then estimated how tall they were, and learned to measure them in inches and centimeters. Then they graphed the results.

• Rate of travel can be determined by measuring distance and time of travel of a Logo-controlled LEGO vehicle. Students determine how rate of travel is affected by changing various conditions, e.g. weight of vehicle's load, incline of travel, etc. Use information from these measurements to learn about ratio and proportion.

• Logo can be used to develop a deeper understanding of angles.

• LEGOs can be used to explore the concept of volume, and again use volume to learn more about ratio and proportion.

Foreign Language

• A third-grade German class builds a city every year. They learn the German names and words associated with a city as they go along. LEGO materials would be an ideal medium for this.

• Toward the end of the year, classes may do a larger long-term project, merging their individual creations into a whole. An amusement park is one example. You can then incorporate Art by making posters and ads for the park.

• Students wrote programs to create geometric, abstract, and real pictures with Logo software.

• One art teacher pointed out LEGOs themselves are 3-D art.

• Students drew and painted pictures of their models.

• One group constructed each student's name out of DUPLOS and LEGOs.

• Puppets built out of DUPLOS or LEGOs make an excellent puppet show.

• As a dancer, one teacher is always alert for different physical movements. Students used their bodies to predict in what way a machine or a Logo turtle moved.

• Music is already incorporated with Logo; you can program the computer to play different tones.

• After learning the Dinosaur Dance in their classroom, students were able to program a newly constructed dinosaur with the LEGO Simple Control Set that could perform the same dance they had learned.

• Students made up a dance of their own that each model could do.

• Hold teacher meetings throughout the year

• Produce a LEGO-LOGO newsletter
  The idea would be to communicate ideas and experiences about equipment use and management, knowledge, curriculum ideas and projects, and information about LEGO-LOGO conferences and interesting articles and publications.

• Continued teacher training sessions in both LEGO and Logo to involve interested teachers who either were not able to participate in this summer work, or who would like further training. Outside consultants can be brought in for workshops.

• Investigate participation in the Mobile Legoland at the Museum of Science and Industry

• Develop a list of cross-curricular activities using LEGO-LOGO for different grade levels.

• As a culminating event, a LEGO-LOGO Fair is planned including projects from classrooms that have used LEGO and/or Logo. The Fair would:
  1. give students a chance to share and display their own efforts in math and science with a wider audience, promoting Lab School community spirit and
  2. demonstrate the value of a multi-grade level approach to learning whereby the audience can get a sense of where learning begins and how far it can go.
  Samples of activities from the course of the year as well as special projects designed for the Fair. Students, parents, faculty, and administrators will be invited.