Educator instructions

Work through this resource material in the following sequence:

5 minutes – Part A: sharing an understanding of STEM
10 minutes – Part B: STEM design challenge
20 minutes – Part C: testing the design
15 minutes – Reflection

Part A: Sharing an understanding of STEM

Step 1.

Invite the children to the floor to begin the session. Explain to the children that they are going to be taking part in a STEM challenge using LEGO or connecting bricks.

Step 2.

Explain that ‘STEM’ stands for Science, Technology, Engineering and Maths. We use all of these when we are building, experimenting and trying things out.

Step 3.

Invite children to share a few examples of jobs they can think of that might be related to STEM. Suggested answers: engineer, scientist, computer programmer, industrial designer.

Part B: STEM design challenge

Step 1.

Explain to the children that they will be using LEGO or connecting bricks to build a balloon-powered car. Let them know that they will have access to bricks and two sets of wheels, and will be working in teams.

Step 2.

Organise the children into small groups of two (or three if necessary). Provide the building materials for the children to make their cars.

Step 3.

Supervise children while they are making their vehicles, ensuring there are enough wheels for each group and that the wheels will be able to touch the ground and are free to turn. Move around the room to assist the children and ask questions about their vehicles. This encourages the children to think critically about their design and develop a vocabulary for expressing their ideas.

Step 4.

Once the cars are finished, invite children to come to the test track. You might like to have them all gathered around together to watch and compare the results or ask just a few teams up at a time.

Step 5.

Ensure each team has a balloon and help children to attach the arch block to their car. You may need some support from assistants or other educators for this part. Ensure that assistants know they can blow up the balloon before inserting the end through the arch. Alternately, loop the flat balloon through, then blow it up.

Part C: testing the design

You might like to film the children's balloon test. This recording can allow the whole group to see the balloon power tests later on, as part of the reflection, and it could even be added to the children’s portfolio. You’ll need an assistant to do this.

Step 1.

Once the children are at the test track, discuss how the balloon will be placed on the car using the arch. Help the children attach a block arch to the car and place the end of the balloon under (or through) the arch.

Watch this clip to see how the balloon is attached to the LEGO car (watch from 1.46 - 2.20):

3 Awesome LEGO Learning Activities - Balloon Cars (1.46 - 2.20) (https://www.youtube.com/watch?v=LRUuLbaO1g4)

Step 2.

Blow the balloon up for each of the groups. Do not allow the air to escape.

Step 3.

Once the balloon is ready, take the children and the car to the starting line. Ask them to count down from ten to release the balloon. Watch how far the car travels along the track. Measure the distance it travelled from the starting line, and mark it at the side of the track.

Step 4.

Once each group is finished, talk with the children about what they saw. Focus on the force and motion that they may have observed:

What happened?
Did the car move?
Is there anything that stopped the car from moving?
What can they do to improve their design?

Step 5.

Remove the brick arch to use for the next group.

Step 6.

If time allows, let the groups redesign their balloon-powered car and try again.

Reflection

As a whole group, revisit the discussion that was shared with the children after the balloon was let go.

Force and motion questions:

What happened?
Did the car move?
Is there anything that stopped the car from moving?
What powered your car?
What did the air do? Where did it go? Did it help?

Differentiated Learning

Extension:

The testing activity could be followed by a drawing activity that allows the children to ‘draw what they saw’ to complete the STEM session. This drawing can be taken home and shared with families and friends.

Provisions for Learning Support:

Learning support may require a special focus on group dynamics to ensure that all members are working equally on the STEM activity. A second build or redesign of the car might give more time for each child to have a go. Working in collaborative teams at an early age can be challenging, and the skills are only enhanced as the children work together more and are shown how to be good partners when working together. Consider carefully who you are pairing together, as existing relationship dynamics can make a noticeable difference in the children’s capacity to work well together.

STEM - LEGO Car Design Challenge

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