EDUCATOR'S GUIDE Inspiration for Planning a Trip to LEGOLAND Discovery Center Philadelphia
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EDUCATOR’S GUIDE
Inspiration for Planning a Trip to
LEGOLAND Discovery Center Philadelphia
2055_LDC_PHI_Education_Stations_Overview.indd 1 12/01/2018 18:03
THE MAP KEY
ULTIMATE
TABLE OF CONTENTS
1 IMAGINATION EXPRESS
INDOOR
2 PIRATE ADVENTURE ISLAND
3 MINILAND Philadelphia
4 LEGO® NINJAGO TRAINING CAMP
5 DUPLO® PARK
6 EARTHQUAKE TABLES
LEGO
® 7 BUILD CHALLENGE AREA
8 CAFÉ
9 LEGO® FRIENDS
10 CREATIVE WORKSHOP
Earthquake Tables (Science/Geography) 2 PLAYGROUND 11 LEGO® RACERS: BUILD & TEST
12 BIRTHDAY PARTY ROOMS
13 LEGO® 4D CINEMA
LEGO Racers: Build & Test (Science/ELA) 4 14 SHOP
15 New Experience (coming March 2018)
LEGO Racers: Build & Test (Science/Math) 6
LEGO NINJAGO Training Camp (ELA)
LEGO Friends (ELA)
8
10
PLAY
MINILAND Philadelphia (Civics & Government/History/ELA) 12 13
A R T
Imagination Express (Math) 14 12
1
ST
15
CREATE
10
9 14
11
7
8
6
3
2
5
FUN
LEARN 4
RIDES
1
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EARTHQUAKE TABLES DURING YOUR VISIT
Standard(s) Addressed Suggested Materials
• NextGen Science Standard (NGSS) • DUPLO bricks
4-ESS3-2 Earth and Human Activity: • Earthquake table station
Generate and compare multiple solutions
to reduce the impacts of natural Earth
processes on humans. Suggested Task at LEGOLAND
• PA Geography Standard 7.1.4.B: Describe Are you ready to become a master builder? Emmet and
and locate places and regions as defined Benny need your help. Emmet thinks you can build a
by physical and human features. skyscraper higher than Benny can fly his spaceship.
• PA Geography Standard 7.4.3.A: Identify the Emmet is afraid that if he builds it too tall it will not
effect of the physical systems on people be able to stand up against the shaking forces of an
within a community. earthquake on the highest Richter Scale setting. Do
you have what it takes?
Success Skills Addressed
• Communication Suggested Task/Activity(ies) at LEGOLAND
• Collaboration •B
uild a tower that is 20 DUPLO brick stories high
and see if can last 20 seconds of the earthquakes
• Critical Thinking
vibrations.
• Creativity
•C
reate a city that will withstand a 20 second
earthquake. The city must have at least three
buildings of different height and width.
Suggested Pre-Visit Discussion Suggested Post-Visit Discussion
Points or Activity(ies) Points or Activity(ies)
• Review video clips about earthquakes Recap this activity with your students. Hold
• Review earthquake activity from the local a discussion on the design of skyscrapers.
region What factors do you have to consider when
• What causes earthquakes? constructing these tall, city buildings?
• Geographical impact of earthquakes
Share Your Builds
Create a video demonstrating
• Thinking about how certain places have
your skyscraper or city’s ability to
earthquakes, how does that impact city
withstand a 20 second earthquake.
planning?
Share some of your class’s videos
– Prototypes drawn to scale and with #LDCPclasstrip and they may
revisited/revised end up featured on our social pages
• Area/Perimeter discussion or our website!
2 3
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LEGO RACERS BUILD & TEST DURING YOUR VISIT
Standard(s) Addressed Suggested Materials Suggested Task at LEGOLAND
• PA Math Core CC.2.3.5.A.1: Graph points in • LEGO bricks from Build & Test station You and your LEGO friends are racing down
the first quadrant on the coordinate plane • Race Ramp Philadelphia’s famous “Manayunk Wall.” You
and interpret these points when solving real • Stopwatch (not provided) are trying to design a LEGO car that will get
world and mathematical problems down the race track as quickly as possible
• Pencils (not provided) without pushing or pulling them down. Use
• NextGen Science Standard (NGSS) 3-5-
ETS1: Plan and carry out fair tests in which •W orksheet (sample worksheet available your stopwatches to put your creations to the
variables are controlled and failure points upon arrival by request) test and see which car design is the fastest!
are considered to identify aspects of a
model or prototype that can be improved.
Suggested Brainstorm Questions Suggested Task/Activity(ies) at
• Will your car move faster with smaller or
Success Skills Addressed larger tires?
LEGOLAND
•C reate a car with LEGO bricks from the
• Creativity • Will your car move faster when built smaller
Build & Test station that can get down the
• Communication or larger in height?
race ramp as quickly as possible taking the
• Critical thinking • Will your car move faster when built with laws of gravity into consideration
more or less LEGO bricks (weight)?
• Collaboration •R efine and improve your car designs from
one trial to the next
• Record your results
Suggested Pre-Visit Discussion •A nalyze your data to see which car creation
was the fastest
Points or Activity(ies)
• Discuss X and Y-axis
• Develop understanding of how to create
plot points on graphs
• Interpret and analyze data
Share Your Results
• Utilize results to determine adjustments
Share photos of some of your class’s race
needed
cars with #LDCPclasstrip and they may
end up featured on our social pages or
Suggested Post-Visit Discussion our website!
Points or Activity(ies)
• Use the times secured for each prototype
and graph your data
• Use best times secured by each student to
make a graph about the entire class
• Complete the worksheet from your data
4 5
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LEGO RACERS BUILD & TEST DURING YOUR VISIT
Standard(s) Addressed Suggested Post-Visit Discussion Suggested Task at LEGOLAND
• NextGen Science Standard (NGSS)
K-PS2-1: Plan and conduct an investigation to compare the
Points or Activity(ies) Emmet and Wildstyle are working on a
new car to help them get away from Risky
•C
an you design an experiment to determine
effects of different strengths or different directions of pushes Business. Emmet thinks that it is easier to
the effects of pushes and pulls on the
and pulls on the motion of an object. move the car by pushing it. Wildstyle thinks it
movement of an object?
• PA ELA Core CC.1.5.K.A: Participate in collaborative is easier to move the car by pulling it. Design
•W
hat other ways can we make objects an experiment to see who is correct.
conversations with peers and adults in small and larger
move?
groups.
• PA ELA Core CC.1.4.K.A: Use a combination of drawing,
Suggested Task/Activity(ies) at
dictating, and writing to compose informative/explanatory Suggested Materials
texts.
• LEGO bricks from Build & Test station LEGOLAND
• NextGen Science Standard (NGSS) K-PS2-2: Analyze data to •S
tudents design a car that uses string to
• Soft pad flooring
determine if a design solution works as intended to change pull the car and determine if car moves
the speed or direction of an object with a push or pull. • Tile flooring faster when pulling or pushing.
• Crosscutting Concept: Cause and Effect • String (not provided) •D
etermine other forms of force to make cars
• Race Ramp move (i.e. gravitational decline down the
race ramp).
Success Skills Addressed
• Communication Suggested Brainstorm Questions
• Collaboration • Will your car move faster with smaller or
larger tires?
• Critical Thinking
• Will your car move faster when built smaller
• Creativity
or larger in height?
• Will your car move faster when built with
Suggested Pre-Visit Discussion more or less LEGO bricks (weight)?
Points or Activity(ies)
• Discuss concepts of cause and effect
• Discuss scientifically how things move or
what causes objects to move
• Is it easier to push or pull an object? Share Your Builds
Share photos of some of your class’s
race cars with #LDCPclasstrip and
they may end up featured on our
social pages or our website!
6 7
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LEGO NINJAGO TRAINING DURING YOUR VISIT
CAMP
Standard(s) Addressed Suggested Materials
• PA ELA Core CC.1.4.3.M: Write narratives to • Narrative/Storyboard paper (samples available upon arrival by request)
develop real or imagined experiences • Pencils (not provided)
or events. • LEGO bricks from NINJAGO station
• PA ELA Core CC.1.4.3.P: Organize an event • iPads/Phones
sequence that unfolds naturally, using
temporal words and phrases to signal event
order; provide a sense of closure. Suggested Brainstorm
• PA ELA Core CC.1.4.3.F, CC.1.4.3.L, Think of a fairy tale or short story that we have recently read, what plot points and settings
CC.1.4.3.R: Demonstrate a grade-appropriate do you remember and how can you reenact the story using LEGO bricks?
command of the conventions of standard
English grammar, usage, capitalization,
punctuation and spelling. Suggested Task/Activity(ies) at LEGOLAND
• PA ELA Core CC.1.5.3.F: Create engaging Write a story:
audio recordings of stories or poems
•P
ick your favorite ninjas to use as your main characters! (Lloyd, Kai, Nia, Jay, Cole,
that demonstrate fluid reading at an
and Master Wu)
understandable pace; add visual displays
when appropriate to emphasize or enhance •U
se their build book guides to
certain facts or details. help you learn a little bit more about the ninjas of NINJAGO and write
your story
•U
se a narrative or storyboard template to map out the story
Success Skills Addressed Create a story build with LEGO brick:
• Creativity
•P
ick your favorite ninjas to use as your main characters!
• Communication
(Lloyd, Kai, Nia, Jay, Cole, and Master Wu)
• Critical thinking
•U
se their build book guides to help you learn a
• Collaboration little bit more about the ninjas of NINJAGO
•C
reate at least 2-3 scenes with LEGO bricks
individually or within a group
Suggested Pre-Visit Discussion Suggested Post-Visit Discussion Points •T
ake pictures to use as your storyboard scenes
Points or Activity(ies) or Activity(ies)
• What goes into a narrative? • Use a narrative/story board template to write
• Introduction, Body, End your NINJAGO short story
• Character development • Use the pictures of your builds to finish your Share Your Story
NINJAGO movie short. Create show scripts Share photos of some of your class’s story
• Who, What, When, Where, Why, How
for your LEGO build scenes. builds with #LDCPclasstrip and they may
• Events occurring in sequential order end up featured on our social pages or
our website!
8 9
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LEGO FRIENDS DURING YOUR VISIT
Standard(s) Addressed Suggested Materials
• PA ELA Core CC.1.4.3.M: Write narratives to • Narrative/Storyboard paper (samples available upon arrival by request)
develop real or imagined experiences or • Pencils (not provided)
events. • LEGO bricks from LEGO Friends station
• PA ELA Core CC.1.4.3.P: Organize an event • iPads/Phones
sequence that unfolds naturally, using
temporal words and phrases to signal event
order; provide a sense of closure. Suggested Brainstorm
• PA ELA Core CC.1.4.3.F, CC.1.4.3.L, Think of a fairy tale or short story that we have recently read, what plot points or settings do
CC.1.4.3.R: Demonstrate a grade-appropriate you remember and how can you reenact the story using LEGO bricks?
command of the conventions of standard
English grammar, usage, capitalization,
punctuation and spelling. Suggested Task/Activity(ies) at LEGOLAND
• PA ELA Core CC.1.5.3.F: Create engaging Write a story:
audio recordings of stories or poems
•P
ick your favorite LEGO Friends to use as your main
that demonstrate fluid reading at an
characters! (Emma, Mia, Olivia, Andrea, and Stephanie)
understandable pace; add visual displays
when appropriate to emphasize or enhance •U
se their biographies posted around Heartlake City to
certain facts or details. learn more about them and help write your story
•U
se a narrative or storyboard template to map out
the story
Success Skills Addressed Create a story build with LEGO brick:
• Creativity
•P ick your favorite LEGO Friends to use as your
• Communication
main characters!
• Critical thinking (Emma, Mia, Olivia, Andrea, and Stephanie)
• Collaboration •U se their biographies posted around Heartlake City
to learn more about them
•C reate at least two scenes individually or within
Suggested Pre-Visit Discussion Suggested Post-Visit Discussion Points a group
Points or Activity(ies) or Activity(ies) • Take pictures to use as your storyboard scenes
• What goes into a narrative? • Use your narrative/story board template to
• Introduction, Body, End write your LEGO Friends short story
• Character development • Use the pictures of your builds to finish your Share Your Story
• Who, What, When, Where, Why, How LEGO Friends movie short. Create show Share photos of some of your class’s story
scripts for your LEGO build scenes. builds with #LDCPclasstrip and they may
• Events occurring in sequential order
end up featured on our social pages or
our website!
10 11
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Suggested Pre-Visit Discussion Points or Activity(ies)
MINILAND PHILADELPHIA
•R
eview/discuss some of the major landmarks within the city of Philadelphia to prepare
students for what to look for during their visit
•L
andmarks (featured in our MINILAND) to consider discussing:
Liberty Bell / Philadelphia Museum of Art / City Hall / 30th Street Station / Citizens Bank
Park Lincoln Financial Field / Masonic Temple / Betsy Ross House / Liberty Place / Franklin
Institute / Union League / Boathouse Row
Standard(s) Addressed Suggested Post-Visit Discussion Points or Activity(ies)
•V isit www.phillyhistory.org/photoarchive
• PA Civics and Government Standard 7.1.6.A:
• Enter the addresses of the 5 locations
• Describe geographic tools and their uses.
• Create a document of then and now of the locations
• Basis on which maps, graphs and diagrams are
• What does it look like now?
created
• When was the building originally built?
• Aerial and other photographs
• What did it look like in the past?
• Reference works
• Why do you think that it has or has not changed?
• Field observations
• What do you think Philadelphia will look like when you graduate college? Why?
• Surveys
• Geographic representations to display
YOUR
spatial information
• Absolute location
• Relative location
• F lows (e.g., goods, people,
traffic) ¾ Topography
DURING VISIT
• Historic events
• M ental maps to organize an understanding
of the human and physical features of Pennsylvania and the home county Suggested Materials
• Basic spatial elements for depicting the patterns of physical and human features • MINILAND Philadelphia
• Point, line, area, location, distance, scale •A ctivity sheet to compare buildings to show how these buildings have changed since they
• Map grids ¾ Alpha-numeric system were first built (available upon arrival upon request)
• Cardinal and intermediate directions • LEGO bricks
• PA History Standard 8.1.3.A: Identify the difference between past, present and future
using timelines and/or other graphic representations.
• PA ELA Core CC.1.2.4.G: Interpret various presentations of information within a text or
Suggested Task/Activity(ies) at LEGOLAND
•A
ll master builders need to know about different buildings from the past in order to build
digital source and explain how the information contributes to an understanding of text
new ones for the future. LEGOLAND Discovery Center wants you to explore our MINILAND
in which it appears.
Philadelphia to pick out some of your favorite Philadelphia landmarks.
•W
rite down or take pictures of 3-5 buildings to conduct research on following your visit.
Success Skills Addressed •B
uild your own new building or landmark at one of our build stations.
• Creativity
• Communication
• Critical thinking
Share Your Builds
• Collaboration
Share photos of some of your class’s landmark builds with #LDCPclasstrip
• Learners will gain insight into how establishments, commerce/industry, and politics/ and they may end up featured on our social pages or our website!
government in Philadelphia have changed over time and how they operate.
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IMAGINATION EXPRESS DURING YOUR VISIT
Standard(s) Addressed Suggested Materials
• PA Math Core CC.2.4.6.B.1: Demonstrate an • Imagination Express Worksheet (available upon arrival upon request)
understanding of statistical variability by displaying, • Pencils (not provided)
analyzing, and summarizing distributions.
Suggested Task/Activity(ies) at LEGOLAND
Success Skills Addressed •A s a group, have students take a ride on the Imagination Express and record their final
• Communication score on their LEGOLAND Discovery Center passport.
• Critical thinking • Make sure that students complete this task after they get off the ride!
• Collaboration
Suggested Post-Visit Discussion
Points or Activity(ies)
• Gather all scores from students. Once back
in the classroom, use the scores as a way to
build an authentic connection for analyzing data.
This could include using it to explore measures
of central tendency (mean, median, mode, range),
graphing data and drawing conclusions
from it, etc.
14 15
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philadelphia.legolanddiscoverycenter.com
LEGO, the LEGO logo, the Brick and Knob configurations, the Minifigure and LEGOLAND are trademarks of the LEGO Group. ©2017 The LEGO Group.
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