Spinning Tops

A Sample Activity from Early Simple Machines

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Introduction
LEGO® Education is pleased to bring you the ‘Early Simple
Machines’ curriculum pack, which provides ideal opportunities foryoung students to develop an understanding of science concepts
through investigation and hands-on activities.

Who is it for?
This material is designed for use by teachers of students in grades
K through 2. No prior science training is required – only creativity
and enthusiasm. Working alone or in pairs, students of all abilities
from 5 years and up can build, learn and enjoy with the eightmodels and activities.
Please refer to the Next Generation Science Standards (NGSS) andCommon Core State Standards grids in the ‘Curriculum’ sectionof this curriculum pack to see which activities match your current
teaching program.

What is it for?
LEGO Education STEM solutions enable young students to behave
as young scientists, by providing them with tools and tasks that
promote scientific enquiry. Using our solutions, students areencouraged to pose ‘What if…?’ questions. They make predictions,test the behavior of their models, and then record and present theirfindings.
The ‘Early Simple Machines’ curriculum pack enables you topartially cover the following Crosscutting Concepts and overall
Science and Engineering Practices, which have been set forth in the
NGSS.
Science and Engineering Practices:• Asking questions (for science) and defining problems (forengineering)• Developing and using models• Planning and carrying out investigations• Analyzing and interpreting data
• Using mathematics and computational thinking• Constructing explanations (for science) and designing solutions(for engineering)• Engaging in argument from evidence• Obtaining, evaluating, and communicating information
Crosscutting Concepts:• Patterns• Cause and effect: Mechanism and explanation• Scale, proportion, and quantity• Systems and system models• Energy and matter: Flows, cycles, and conservation• Structure and function• Stability and change

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2

Introduction

What is in it?
The 9656 Brick Set
The set comes in a practical and durable storage box. Inside thestorage box you will find the 101 bricks, eight building instructions
numbered 1-8, and an element survey that displays the set’s unique
mix of LEGO® DUPLO® bricks.
Exclusive for this product is a plastic punch-out sheet with eyes,
sails, scales and wings. The curriculum pack contains eightactivities and four problem-solving activities. Each of these
represents one level of progression and are described in moredetail below.
Building Instructions
The eight building instructions support the students’ building
process step-by-step with clear instructions on how to build eachmodel. To interpret the 2D building instructions and turn them into a
3D model can be a demanding task and some students may need
your help and encouragement.
We recommend students try to build the exact models from thecards to ensure that the model will perform as intended for theactivity. The building instructions will support the development oftechnical knowledge and understanding.
Teacher’s Notes
In the Teacher’s Notes you will find eight activities, each of which
includes student worksheets, assessment tools, ‘Connect’ stories,
and questions and ideas for further investigation. You will also find
four problem-solving activities, which also include assessment
tools and ‘Connect’ stories, as well as a design brief and a possible
design solution – all ready for you to introduce to your students.

Spinning Tops

Spinning Tops

Contemplate

ContinueLong or longer?

Can you design your own spinning top?

The top can work in two ways. The yellow gearof the launcher can mesh with both the blue
and the red gears of the top. Find out which
top will spin longest.
First predict which top will spin for a long time
and which top will spin even longer.
Write down your predictions using the words
on the worksheet.
Next, test how long the tops will spin firstusing the blue 8-tooth gear and then the red
24-tooth gear.
Write down your findings using the words on
the worksheet.

Design and make your own spinning tops.

My Prediction

Long

B

LongerHave the students reflect on their tests byasking questions such as:• What did you predict would happen and
why?
• Describe what happened.
• Was this a fair test?
Did you turn the handle in tests A and B at
the same speed? Did you test all the tops
on the same surface?
• Describe how the model works.

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©2016 The LEGO Group. All rights reserved.

Activities and Student Worksheets
The illustrations in the student worksheets will guide the students
to use and explore their models without too much assistance. The
students will predict, test and describe outcomes using scientificwords that are relevant to the NGSS, and presented in the student
worksheets. These words will encourage the students to use thecorrect vocabulary to describe scientific concepts such as balance,
direction, distance, speed and time.

Consider which materials and shapes would
be best.
Create amazing optical effects and tops forall sorts of games.
On the worksheet, draw your best spinning
top design.

What I DiscoveredA

Spinning Tops

Tip:
To accurately time howlong the tops spin, usea standard measuring
timer.
Did you know?
The blue gear has
8 teeth, the red has
24 teeth and the yellow
gear has 40 teeth!

24

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25

Self-Assessment

Student Worksheet

Activity Name:

Can you design your own spinning top?

Student Name:

Date:

How did you do?
Directions: Circle the brick that shows how well you did. The bigger brick, the better you did.

I knew what to do.

I built a model.

Draw your best spinning top design:

I made good predictions.

I shared my ideas.

Show what you did (Draw, write or add a photo):

Tell someone what you learned…
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28

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29

3

Introduction

Problem-Solving Activities
Each of the four problem-solving activities starts off with a shortstory supported by an illustration featuring the problem that needs
solving. To solve the problem, a design brief states a number ofcriteria the students have to incorporate into their model solution.

Crossing Crocodile River

Crossing Crocodile River

Teacher’s Notes

Crossing Crocodile River

Objectives
To be able to apply knowledge and skills relating to:• Structures• Stability• Measuring• The application of fair testing and product safety

Optional Materials Required

Need help?
Look at:Seesaw• Ruler

Fair Testing and Fun• Is the bridge 8 in long or even longer?
Measure with a ruler or with the LEGO® DUPLO® box lid, which is 10.5 in wide.
The longer, the better.

Pinwheel• Is it at least 4 inabove the water?
Measure it and see.
• Is it safe?
Take the Sam and Sara models for a walk across the bridge.
Can Sam and Sara walk on the bridge at any place without falling through holes or gaps?

The ‘fair testing and fun’ questions and suggested answers help
students focus on their models in order to meet the design brief
criteria and support the test situation. The suggested model
solution can help you in your preparation and differentiation, or
when some of your students are struggling to create their own
solution. However, it is not the one and only solution to the problem.
Students must always be encouraged to build their own solution toa given problem.

• How much weight can it carry?
Where might the weakest place be? In the middle! Start with Sam in the middle, add Sara.
Still OK? Then keep adding more weight (e.g. bricks) until it breaks!
The more weight it can carry, the stronger the bridge.

The Problem
Sam and Sara are on a jungle hike when they come to a fast-flowing river. They can see several
crocodiles swimming in the river. Sam and Sara need to cross the river.
Can you help Sam and Sara get across the river safely?

Design Brief
Design and make a safe and strong bridge that:• is at least 4 in long without touching the water• is at least 8 in above the water• supports the weight of at least Sam and Sara

Extra challenge
Design a boat that can go under your bridge and sail down the river.

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84

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85

If possible, take a picture of the students’ model solution and havethem explain how they have solved the problem. Keep the picture
as inspirational material for future problem solvers.

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4

Introduction

Assessments
Assessment materials provided for all eight of the activities andthe four problem-solving activities. These materials define clear
learning goals before the students start each activity and motivate
the students to challenge themselves throughout the learning
process. You can also use these materials to assess your students’development in different learning areas.
Student Worksheets
The student worksheets should be used to document each
student’s work and to support them throughout each activity. These
worksheets are an easy-to-use tool for assessing each student’s
level and achievement during the activities. They can also comprisea valuable part of each student’s logbook or portfolio.

Spinning Tops

Self-Assessment

Student Worksheet

Activity Name:

Can you design your own spinning top?

Student Name:

Date:

How did you do?
Directions: Circle the brick that shows how well you did. The bigger brick, the better you did.

I knew what to do.

I built a model.

Draw your best spinning top design:

I made good predictions.

I shared my ideas.

Show what you did (Draw, write or add a photo):

Tell someone what you learned…
28

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©2016 The LEGO Group. All rights reserved.

Student Self-Assessment Tools
There are two generic student self-assessment rubrics. One has
been developed for use during the activities, and the other isintended for use with the problem-solving activities. These rubrics
help students to reflect on and evaluate their work during eachlesson.

Spinning Tops

Teacher Assessment Tools
The Observation Checklists are linked directly to each of theactivities and the problem-solving activities. You can use thesechecklists to assess the science and engineering practices of yourstudents individually, in pairs, or in groups.

29

Student Worksheet

Spinning Tops
Name(s):Long or longer?
My Prediction

What I Discovered

A

Long
B

Using these rubrics, students assess themselves according to the‘Four Bricks Scale’ in which the biggest brick represents the highest
rating. In certain situations, you might consider asking your students
to assess themselves using only two of the four bricks.

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Longer27

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©2016 The LEGO Group. All rights reserved.

Teacher Assessment

Spinning TopsClass:

Date:

Performance and Learning Targets Linked to theActivity and the Eight Next Generation Science
PracticesName(s):Observe the suggested student behaviors while working with theactivity. Either use the suggested Emerging (E), Developing (D),Proficient (P), Accomplished (A) proficiency level descriptions or use
one relevant to your context.

Student Performance Targets Linked to the Activity

To what degree can the student…?

Adequately build the Spinning Tops model with help or independently
using the Building Instruction (1, 2, 3, 6)
Use the model to demonstrate understanding of terms and makepredictions about cause and effect (1, 3, 5)
Meet or exceed expectations in the design of the Spinning Tops basedon directions of activity (E.g. Handle must turn, Wheel must spin awayfrom the handle, Gears must mesh) (2)Make changes or create a new model design in order to create a moreadvanced model based on tests and data (2, 3, 4, 6)
Use Spinning Tops worksheets to record and analyze data collectedfrom the model investigation (3, 4, 5)

Selected Student Learning Targets Linked to the Practices
To what degree can the student…?

You either can use the Emerging, Developing, Proficient, or
Accomplished proficiency level descriptions described on the next
page, or use other assessment criteria that are relevant to yourschool context.

Ask simple to advanced questions based upon observations to makepredictions (1, 3)
Demonstrate ability to use fair testing of models and makeadjustments based upon data (3, 4, 6)
Communicate the meaning of the findings with others (E.g. orally, indrawing or writing) (4, 8)
Follow a plan to define, carry out, test, evaluate and share a design
task (2, 3, 4, 5, 6, 7, 8)Compare solutions with other groups and listen to the ideas of others(6, 7, 8)

Optional Student Learning Targets

Lesson Observational Notes:

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26

5

Introduction

Emerging
The student is at the beginning stages of development in terms ofcontent knowledge, ability to understand and apply content, and/or
demonstration of coherent thoughts about a given topic.
Developing
The student is able to present basic knowledge only (e.g.,
vocabulary), and cannot yet apply content knowledge ordemonstrate comprehension of the concepts being presented.
Proficient
The student has concrete levels of comprehension of the content
and concepts, and can demonstrate adequately the topics, content,
or concepts being taught. The ability to discuss and apply concepts
outside of the required assignment is lacking.
AccomplishedThe student can take concepts and ideas to the next level, apply
concepts to other situations, and synthesize, apply, and extend
knowledge to discussions that include extensions of ideas.
Where can I find the assessment materials?
You can find the assessment materials in the Teacher’s Notes foreach of the activities and problem-solving activities.

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6

Introduction

Classroom Management Tips
For Your First LEGO® Education Activity, and Beyond
1.Before Class• Download the curriculum pack from the URL that is printed on thelid of each LEGO® brick set.
• Open one of the sets and get to know the bricks by working with
one of the activities. Use the relevant student worksheets andassessment tools.
2. During Class• At the beginning of the first lesson, allow the students some time
get to know the LEGO brick set.
• Use a box to collect stray pieces.
• Make adjustments in order to challenge the students who are
ready to improve and develop new skills.
• Allow time for students to use the self-assessment rubric when
they are done with the activity.
• Label the boxes so that you can recognize which box belongs towhich student(s).
• Plan to stop the lesson with enough time to allow the students totidy up.
3. After Class• If you did not finish the activity, store the LEGO sets and themodels so that they are ready for the next lesson.
• Evaluate the lesson.
How much time is needed?
Each activity can be carried out within one lesson. A double lesson
is ideal for more in-depth investigations of the key learning area(s)and to allow students to make creative model variations of theirown.
For the open-ended problem-solving activities, students may needmore time to build and explain their models.
How do I organize the building instructions?
For easy classroom management we suggest storing the building
instructions either in a separate plastic folder or directly in theboxes so that they are at hand and ready to use at the beginning ofeach lesson.
What’s needed in my classroom?
Tables may be pushed aside to let models roll across a smooth
floor. A desk fan may be needed to create a breeze, boxes may beneeded for a ramp, etc.
Students need to be able to construct in pairs facing each other orside-by-side. It is also an advantage to have a cupboard or shelves
where you can store the sets lying flat with any unfinished models
on top of them.

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7

Introduction

LEGO® Education’s 4C Approach
The activities in the ‘Early Simple Machines’ curriculum pack follow
LEGO® Education’s 4C approach: Connect, Construct, Contemplate,and Continue. This enables you to progress naturally through theactivities.
Connect
A short story introduces Sam and Sara and provides the students
with the opportunity to help identify the problem and investigate
how best to come up with a solution.
You may choose to read the story or retell it in your own words.
Please also draw on your own experience and current events fromboth near and far to set the scene for the students.
Construct
Using the building instructions, students build models embodying
the concepts related to the key learning areas. Tips are provided fortesting and making sure each model functions as intended.

Contemplate
This involves students carrying out scientific investigations with what
they have constructed.
Through their investigations the students will learn to identify
and compare test results. The activities will introduce them to theconcepts of measurement, speed, balance, mechanical movement,
structures, force and energy. They will be encouraged to describe
the outcomes of their investigations. You will find all test resultspresented in the same chart as in the worksheet.
It may be a good idea to carry out the tests several times as test
results may vary.
A series of questions are included to further deepen the students’experience and understanding of the investigation.
This phase also includes the possibility for you to start evaluating
the learning and the progress of the individual student.
Continue
Ideas are provided for further investigations drawing on thestudents’ creativity and previous experiences. The students will
experiment, design additions or changes to their models, and invent
related games.

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8

Curriculum Grid
Problem-Solving
Activities

Activities

Swing

Scarecrow

Hot Day

Crossing Crocodile River

Sam’s New Dog

Ice Hockey Player

Measuring Car

Car Launcher

Raft

Seesaw= Partially covered

Spinning Tops

= Fully covered

Pinwheel

Objective Number

NGSS
Grades K-2

Disciplinary Core Ideas: Physical Science
1

MS-PS2 Motion and Stability: Forces and Interactions
Crosscutting Concepts

1

Patterns2

Cause and effect: Mechanism and explanation

3

Scale, proportion, and quantity

4

Systems and system models

5

Energy and matter: Flows, cycles, and conservation

6

Structure and Function

7

Stability and change

Science and Engineering Practices
1

Asking questions and Defining Problems

2

Developing and using models

3

Planning and carrying out investigations

4

Analyzing and interpreting data

5

Using mathematics, Informational and Computer Technology, and computational thinking

6Constructing explanations and designing solutions

7

Engaging in argument from evidence

8

Obtaining, evaluating, and communicating information

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9

Curriculum

Problem-Solving
Activities

Activities

Swing

Scarecrow

Hot Day

Crossing Crocodile River

Sam’s New Dog

Ice Hockey Player

Measuring Car

Car Launcher

Raft

Seesaw= Partially covered

Spinning Tops

= Fully covered

Pinwheel

Objective Number

Common Core State Standards for Mathematics
Grades K-2

Mathematical Practice
MP1

Make sense of problems and persevere in solving them.

MP2

Reason abstractly and quantitatively.

MP3

Construct viable arguments and critique the reasoning of others.

MP4

Model with mathematics.

MP5

Use appropriate tools strategically.

MP6

Attend to precision.

MP7

Look for and make use of structure.

MP8

Look for and express regularity in repeated reasoning.

Measurement & Data
K.MD.A

Describe and compare measurable attributes.

1.MD.A

Measure lengths indirectly and by iterating length units.

1.MD.C

Represent and interpret data.

2.MD.A

Measure and estimate lengths in standard units.

2.MD.D

Represent and interpret data.

Writing Standards
W.K.2

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts
in which they name what they are writing about and supply some information about the topic.

W.1.2

Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.

W.2.2

Write informative/explanatory texts in which they introduce a topic, use facts and definitions todevelop points, and provide a concluding statement or section.

Speaking and Listening
SL.K.1

Participate in collaborative conversations with diverse partners about kindergarten topics andtexts with peers and adults in small and larger groups.

SL.K.2

Confirm understanding of a text read aloud or information presented orally or through othermedia by asking and answering questions about key details and requesting clarification if
something is not understood.

SL.K.3

Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood.

SL.K.4

Describe familiar people, places, things, and events and, with prompting and support, provide
additional detail.

SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.

SL.K.6

Speak audibly and express thoughts, feelings, and ideas clearly.

SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.

SL.1.2

Ask and answer questions about key details in a text read aloud or information presented orallyor through other media.

SL.1.3

Ask and answer questions about what a speaker says in order to gather additional information
or clarify something that is not understood.

SL.1.4

Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.

SL.1.5Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.

SL.1.6

Produce complete sentences when appropriate to task and situation. (See grade 1 Language
standards 1 and 3 here for specific expectations.)

SL.2.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.

SL.2.2

Recount or describe key ideas or details from a text read aloud or information presented orallyor through other media.

SL.2.3

Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.

SL.2.4

Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.

SL.2.5Create audio recordings of stories or poems; add drawings or other visual displays to stories orrecounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

SL.2.6

Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specificexpectations.)

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10

Teacher’s Notes

2. Spinning Tops
Science•	Energy•	Fair testing•	Measuring•	Movement
Design and Technology•	Combining materials•	Evaluating•	Game design•	Gears
Vocabulary•	Gearing up•	Speed•	Spin•	Stable•	Unstable
Other Materials Required•	Colored pencils or markers•	Paper•	Scissors•	Several square yards of smooth, flat floor space•	Timer or clock

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11

Spinning Tops

Connect
One day at the park Sam and Sara saw some other children playing with spinning tops.
Their tops spun for a long time before falling over. Great fun! Sam and Sara thought about how
to make some tops themselves and in no time they were spinning their own tops. But their tops
didn’t spin for long and soon their fingers started to hurt from all the spinning. They needed a
device that could make the spinning tops spin faster and better!
Can you help Sam and Sara build a device that can make the spinning tops spin?
Let’s find out!

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12

Spinning Tops

Construct
Build the launcher and the spinning top
using building instructions no. 2•	Hold the launcher and place the gear endof the launcher over the blue gear axle
•	The blue gear should mesh with the big
yellow gear and spin as you turn the handle

Tip:
Launching tops requires
good coordination skills!
Try it yourself.

•	To launch the top, turn the handle and lift
the launcher straight upwards

Idea:
It may be a good idea
to let younger students
play with the top
and launcher before
embarking on serious
testing.

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13

Spinning Tops

ContemplateLong or longer?
The top can work in two ways. The yellow gearof the launcher can mesh with both the blue
and the red gears of the top. Find out which
top will spin longest.
First predict which top will spin for a long time
and which top will spin even longer.
Write down your predictions using the words
on the worksheet.
Next, test how long the tops will spin firstusing the blue 8-tooth gear and then the red
24-tooth gear.
Write down your findings using the words on
the worksheet.

My Prediction

What I Discovered

A

Long

B

LongerHave the students reflect on their tests byasking questions such as:•	What did you predict would happen andwhy?
•	Describe what happened.
•	Was this a fair test?
Did you turn the handle in tests A and B at
the same speed? Did you test all the tops
on the same surface?
•	Describe how the model works.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group.
©2016 The LEGO Group. All rights reserved.

Tip:
To accurately time howlong the tops spin, usea standard measuring
timer.
Did you know?
The blue gear has
8 teeth, the red has
24 teeth and the yellow
gear has 40 teeth!

14

Spinning Tops

Continue
Can you design your own spinning top?
Design and make your own spinning tops.
Consider which materials and shapes would
be best.
Create amazing optical effects and tops forall sorts of games.
On the worksheet, draw your best spinning
top design.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group.
©2016 The LEGO Group. All rights reserved.

15

Teacher Assessment

Spinning TopsClass:

Date:

Performance and Learning Targets Linked to theActivity and the Eight Next Generation Science
PracticesName(s):Observe the suggested student behaviors while working with theactivity. Either use the suggested Emerging (E), Developing (D),Proficient (P), Accomplished (A) proficiency level descriptions or use
one relevant to your context.

Student Performance Targets Linked to the Activity

To what degree can the student…?

Adequately build the Spinning Tops model with help or independently
using the Building Instruction (1, 2, 3, 6)
Use the model to demonstrate understanding of terms and makepredictions about cause and effect (1, 3, 5)
Meet or exceed expectations in the design of the Spinning Tops basedon directions of activity (E.g. Handle must turn, Wheel must spin awayfrom the handle, Gears must mesh) (2)Make changes or create a new model design in order to create a moreadvanced model based on tests and data (2, 3, 4, 6)
Use Spinning Tops worksheets to record and analyze data collectedfrom the model investigation (3, 4, 5)

Selected Student Learning Targets Linked to the Practices
To what degree can the student…?

Ask simple to advanced questions based upon observations to makepredictions (1, 3)
Demonstrate ability to use fair testing of models and makeadjustments based upon data (3, 4, 6)
Communicate the meaning of the findings with others (E.g. orally, indrawing or writing) (4, 8)
Follow a plan to define, carry out, test, evaluate and share a design
task (2, 3, 4, 5, 6, 7, 8)Compare solutions with other groups and listen to the ideas of others(6, 7, 8)

Optional Student Learning Targets

Lesson Observational Notes:

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16

Spinning Tops

Student Worksheet

Spinning Tops
Name(s):Long or longer?
My Prediction

What I DiscoveredA

L o ngB

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Longer17

Spinning Tops

Student Worksheet

Can you design your own spinning top?

Draw your best spinning top design:

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Self-Assessment

Activity Name:
Student Name:

Date:

How did you do?
Directions: Circle the brick that shows how well you did. The bigger brick, the better you did.

I knew what to do.

I built a model.

I made good predictions.

I shared my ideas.

Show what you did (Draw, write or add a photo):

Tell someone what you learned…
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group.
©2016 The LEGO Group. All rights reserved.

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LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group.
©2016 The LEGO Group. All rights reserved. 2017.01.01.

Visit the Activity Bank on the LEGO® Education website to download free examples ofactivities developed for our school portfolio.

LEGO and the LEGO logo are trademarks of the/sont des marquesde commerce du/son marcas registradas de LEGO Group.
©2016 The LEGO Group. All rights reserved. 2017.01.01.

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