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Teaching Observation Skills Using LEGO Blocks

Discrepant Events Research
LEGO Timeline
LEGO Story
A LEGO Lesson
Evaporation Activity
Condensation Activity
Raindrop Activity
Mass/Weight Misconception
Dissolving Misconception
Living Things Misconception
Air/Oxygen Misconception
Planetary Orbit Misconception
Surface Tension Demonstration
Air Pressure Paradox
Iodine/Starch Paradox
Air Pressure Paradox
Daytime Star Paradox
Mouse Simile
Rabbit Simile
Giraffe Simile
Bear Simile
Air Speed/Flight Demonstration
Cohesion Demonstration
Optical Illusion Demonstration
Lightning Demonstration
Twinkling Star Demonstration
Density Paradox

Laurie Graba

Hands On Lego Activity



Assorted Lego Bricks

Index Cards

Small Groups of Children


State Goals:

11.B.2c  Build a prototype of the design using available tools and materials.

13.A.2c  Explain why keeping accurate and detailed records is important.


Safety Considerations:  Be careful not to drop the Lego bricks on the floor, they could cause someone to slip and fall.  When doing this activity with younger children be careful that no one puts the Lego bricks in their mouth.


Science Process Skills:



-Following directions

-Team Work



-Divide the class into groups of 4.

-Before hand, create small LEGO structures. 

-Take a photo or create an accurate drawing of your structure.

-Break apart your structure and place the bricks used in a plastic baggie.

-Divide the groups into 2 teams of 2.

-Assign 2 member of the group to be the recorders.

-Assign 2 members of the group to be the builders.

-Send Builders out in the hall. Have the recorders write down and describe the structure for builders.  Then break it down.

-After four minutes – have the builders return and try to reconstruct the structure based on the recorders instructions. 


Key Points:

Discuss the importance of clear and precise communication in science.  According the Illinois State Science Standards “Scientists must carefully describe their methods and results to a variety of audiences, including other scientists. This requires precise and complete descriptions and the presentation of conclusions supported by evidence. Young science students develop the powers of observation and description. Older students gain the ability to organize and study data, to determine its meaning, to translate their findings into clear understandable language and to compare their results with those of other investigators”.