LEGO Economics: Building Monuments on a Budget

Software: Mecabricks | Subject: Math | Grade: 4th Grade | Domain: Design & Simulation | Topic: Economics

Introduction

In this lesson, learners will use Mecabricks, an online Lego building platform, to create virtual Lego towers on a budget. This activity will teach learners about money and budgeting and encourage them to exercise their creativity and problem-solving skills. In addition, learners can showcase their creations and share their thought processes with their peers.

 

Lesson Overview

  Overview  Activity Objectives 
 Opening Activity Learners revise money and denominations concepts through a fun game of Money Bingo. 
  • Introduce learners to the concept of money, including different denominations in circulation. 
  • Introduce learners to the concept of budgeting and its importance in financial decision-making.
 Main Activity Learners create a Monument on budget using Mecabricks, an online Lego building platform.  
  • Familiarize learners with the Mecabricks platform for designing and building virtual Lego towers.
  • Help learners understand the significance of staying within a budget while incorporating unique design features to create a skyscraper.
Closing Activity  Learners will share their budget Lego tower creation with peers, share insights, and receive feedback. 
  • Provide learners with an opportunity to showcase their virtual Lego tower creations and articulate their thought processes to their peers.
  • Enable learners to analyze and evaluate their classmates' skyscraper creations and provide constructive feedback.

 

Prior Knowledge:
Learners should be able to:

  • Learners should have a foundational understanding of numbers and counting to comprehend the concept of money and different denominations.
  • A basic understanding of addition and subtraction will be helpful when introducing learners to budgeting and making financial decisions within constraints.

 

Lesson Objectives:

Learners will:

  • Introduce learners to the concept of money, including different denominations in circulation.
  • Introduce learners to the concept of budgeting and its importance in financial decision-making.
  • Familiarize learners with the Mecabricks platform for designing and building virtual Lego towers.
  • Help learners understand the significance of staying within a budget while incorporating unique design features to create a skyscraper.
  • Provide learners with an opportunity to showcase their virtual Lego tower creations and articulate their thought processes to their peers.
  • Enable learners to analyze and evaluate their classmates' skyscraper creations and provide constructive feedback.

 

Learning Outcomes:
Learners will be able to: 

  • Understand the concept of money, including different denominations, and reinforce knowledge through interactive money-related games.
  • Comprehend the concept of budgeting and apply it practically when designing and constructing a virtual skyscraper.
  • Utilize the Mecabricks platform to design and build their own virtual Lego towers.
  • Communicate their design choices and the rationale behind their decisions when constructing the virtual skyscraper.
  • Analyze and evaluate their peers' Lego tower creations, providing constructive feedback based on predetermined criteria.

 

Resources:

Before the Lesson
Pre-lesson Prep

  • Like all lessons on Eddy, this lesson follows a certain approach. If this is your first time implementing an Eddy lesson, check out our lesson approach for more information.
  • Prepare necessary logistics in advance.
    • Keep printouts of the Bingo cards ready.
    • Keep printouts of the Mecabrick price list ready.
    • This lesson uses the platform Mecabricks to create a project and better understand Money. You can also conduct a separate session on Mecabricks to build learners’ familiarity with the platform.
  • Prepare necessary technology/hardware in advance.
    • Devices (tablets/laptops/Chromebooks/computers) - one per team
    • A stable Wi-Fi connection.

Access to https://www.mecabricks.com on each device.

 

 

 

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Why is understanding the concept of money and budgeting important in daily life?
Understanding money and budgeting is crucial for making informed financial decisions, managing personal finances, and achieving financial goals. It helps individuals budget for expenses, save for the future, and avoid unnecessary debt.

Opening Activity

 
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Slide 1

Lesson Introduction slide.
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Slide 2

Walk learners through the Objectives for the lesson.
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Slide 3

 Begin the lesson by asking learners, “What is Money?”. This will act as a pre-survey to gauge where learners stand in their understanding of Money. 
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Slide 4

 Consolidate responses by sharing the definition of money: We use money to buy things we want or need. It can be in the form of coins or paper bills.
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Slide 5

 Ask learners to share their understanding of why money is important. They can also use examples where they’ve seen money exchange take place to support their response.
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Slide 6

 Introduce learners to the importance of Money and illustrate examples of how money plays a significant role in our everyday lives. Conclude by saying: Overall, money is a tool that we use in our daily lives to buy things, save, and budget. It's essential to understand how to use it and manage it effectively.
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Slide 7

Show learners the types of Money in circulation. You can initiate class discussion using the following questions: 

  • Have you ever used any of these types of money before? If so, when and where?
  • Why do you think having different types of money is important?
  • Which type of money do you think is the most common in our daily lives?
  • Will there be any new types of money in the future? If so, what might they look like?
  • Can you consider any advantages or disadvantages of using physical cash versus digital money?
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Slide 8

 Introduce learners to the term “Denomination.” 
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Slide 9

 Ask learners to share the denominations they have used or know of from past experiences and observations. After learners share, you can also show them the different denominations by visiting the link:  https://www.uscurrency.gov/denominations.
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Slide 10

 Build excitement in learners by sharing that they will strengthen their knowledge of denominations by playing a fun game of Money Bingo.
Their task would be to match the denomination or denomination operation result on the screen to the correct answer in their bingo card.
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Slide 11

 Distribute the bingo cards to groups and keep the currency quest bingo posters ready for display. Allow learners to verify that they have the material needed for the game from the checklist. 
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Slide 12

 Display the currency quest bingo ppt. You can also randomize the order of the slides to make the activity fun and challenging.
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Slide 13

Conclude the session by asking learners the following reflection questions:

  • Were there any particular bills or numbers that were more challenging than others? Why?
  • How did working in a team affect your experience?
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Slide 14

Introduce learners to the tool they will be using in the lesson. 
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Slide 15, 16, 17, 18, 19

 You can help learners build familiarity with some basic Mecabricks tasks by guiding them through guided practice. 
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Slide 20, 21

Apprise learners that they would now get free exploration time to go deeper into the tool and explore different possibilities with the same.
Learners can try creating a simple brick dog.

Give learners 20 minutes for free exploration. 

 

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How can budgeting skills be applied beyond the virtual Lego skyscraper activity?
Budgeting skills can be applied to real-life scenarios, such as planning for a trip, managing household expenses, or making purchasing decisions. It empowers individuals to allocate resources efficiently and prioritize spending based on needs and priorities.
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What are some examples of innovative architectural designs in skyscrapers that budget constraints have influenced?
Some examples include using sustainable materials to reduce construction costs and energy consumption, incorporating efficient space utilization to maximize usable area, and employing modular construction techniques for faster and cost-effective building processes. Here are some examples of famous skyscrapers that have been influenced by budget constraints, leading to innovative architectural designs: Example: "The Shard" (London, UK) Influence of Budget Constraints: The Shard, one of London's iconic skyscrapers, was constructed with a focus on cost-effectiveness. Its unique pyramid-like shape not only maximizes space efficiency but also minimizes wind resistance, reducing the need for costly structural elements. Steel-framed construction allowed for faster building times and lower overall expenses. Example: "Taipei 101" (Taipei, Taiwan) Influence of Budget Constraints: Taipei 101 was built to withstand typhoons and earthquakes, which were critical considerations in its design. To manage costs, engineers implemented a tuned mass damper at the top of the tower to stabilize it during seismic events, avoiding the need for additional structural reinforcements. Example: "The Petronas Towers" (Kuala Lumpur, Malaysia) Influence of Budget Constraints: The Petronas Towers, once the tallest twin towers in the world, had to be constructed within strict budgetary limits. To meet these constraints, the towers utilized a composite structure, combining steel and concrete, which proved more cost-effective without compromising safety and durability. Example: "Burj Khalifa" (Dubai, UAE) Influence of Budget Constraints: The Burj Khalifa, the tallest building in the world, faced various budget challenges during its construction. Its distinctive Y-shaped floor plan reduced the amount of steel needed to manage costs and allowed for greater interior space. Additionally, the tower's design incorporated high-performance glass to optimize energy efficiency.

Main Activity

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Slide 22

 Introduce learners to the challenge. They would apply their knowledge of money and Mecabricks to create a skyscraper on a limited budget. The budget for the same would be 500 $. 
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Slide 23

 Distribute the ideation worksheets and the Mecabricks price list to all groups. Ask learners to check if they have all that is needed to complete the challenge by checking the same from the checklist. 
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Slide 24

Learners now get 15 minutes to brainstorm and put their ideas in the ideation worksheet. Ask them to be as detailed with the plan as possible. You can visit groups and monitor learners’ progress. 

Some reflection questions to ask learners while they are brainstorming are:

  • How will you prioritize the different features of your skyscraper within your budget?
  • How will you ensure your skyscraper is structurally sound and stable, even with a limited budget?
  • How will you make your skyscraper visually appealing and interesting while sticking to your budget?
  • How will you collaborate with your team members to ensure your ideas are cohesive and aligned with your budget and overall goals?
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Slide 25

 Play the timer on the screen and ask learners to be mindful of the time limit for the task. 
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Slide 26

Learners would now start creating the design they sketched on Mecabricks.

To demonstrate how to use Mecabricks, use this video tutorial. 
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Slide 27

 Play the timer on the screen and ask learners to be mindful of the time limit for the task. 
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Slide 28

Learners can reflect on their experience of the activity by answering the following question:

  • Did you need to make any trade-offs when designing your model to stay within your budget? If so, what were they?
  • How did your final model compare to your initial design ideas? Did you make any changes along the way?

 

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What skills and competencies can learners develop through analyzing and evaluating their peers' Lego tower creations?
Through analysis and evaluation, learners can enhance their critical thinking, communication, and problem-solving skills. They will learn to provide constructive feedback and appreciate diverse perspectives on design choices.

Closing

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Slide 29

Time to now share their creation with the rest of the class.
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Slide 30

Walk learners through the elements of presenter Dialogue:

  • Introduction: Introduce your team.
  • Context: Share context, such as the inspiration behind your skyscraper.
  • Design elements: Highlight the key design elements of your Lego skyscraper, such as the height, shape, and unique features. Talk about any tips that helped you create it on budget.
  • Challenges: Mention the challenges you faced while creating and how you overcame them. 
  • Conclusion: Conclude your presentation with an argument on what makes your design the most efficient skyscraper within budget.
  • Q&A: Open the floor for peer feedback. 
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Slide 31

Introduce learners to the Critique dialogue format: Like, Notice, Wonder.
"Notice like wonder" is a feedback technique that encourages learners to observe and reflect on their work or the work of their peers. Here are some examples of "notice like wonder" dialogues that you could use for feedback on the Lego budget tower creations:
Notice:

  • "I noticed that you built a tall tower, but it seems like it might be unstable. Have you thought about adding more support?"
  • "I noticed that you used a lot of blue bricks in your tower. What inspired you to use that color?"
  • "I noticed you incorporated many colors and shapes into your tower. What was your design process like?"

Like:

  • "I like the color blue, which makes your  tower stand out more."
  • “I like how you’ve made the base strong to hold the tower length.”
  • “I like the design of your tower; very modern.”

Wonder:

  • “I wonder if you could add some green bricks to represent grass or trees in your tower's surroundings.”
  • "I wonder if you could add some details to your tower, like windows or doors, to make it look more like a real building."

These "notice-like wonder" dialogues can help learners reflect on their work while providing constructive feedback to their peers. 

  • " I wonder if I could add extra support beams to make it more stable."

Share with learners that providing feedback requires attention to detail and thorough observations. 
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Slide 32

 Learners would now present their creations to their classmates. 
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Slide 33

 Exit Ticket: End the class by asking learners to reflect and share the following question: If you could do this activity again, what changes would you make to your Lego skyscraper or your budgeting strategy?

 

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How to reinforce good feedback-giving skills?
Feedback on Feedback: After the activity, provide feedback to learners on the quality of the feedback given to their peers. Offer guidance on improving feedback skills for gifted and slow learners, emphasizing constructive and specific observations.
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Differentiation for exit ticket:
(For Gifted Learners): Imagine you had an unlimited budget for your Lego skyscraper. In a few sentences, describe one additional feature or design element you would have added if budget constraints were not a factor. (For Learners struggling with the concept): Draw a picture of your Lego skyscraper and label one design feature you found most challenging to create. Write a short sentence about how you overcame that challenge. (For All Learners): Consider the "Notice, Like, Wonder" feedback technique used during the activity. Choose one feedback you received from a peer, and explain how it helped you think differently about your Lego skyscraper design. (For All Learners)What was the most valuable lesson you learned about budgeting and designing a Lego skyscraper during this activity? Write a brief reflection on how you can apply this lesson in real-life situations.

Assessment

 Objectives  Points
Learner demonstrated an understanding of money and denominations in circulation.   3
Learner correctly matched the money bill images and the money bill arithmetic problem answers to the correct answer numbers in the bingo card   4
Learner showed the ability to use Mecabricks online platform to create a skyscraper within a budget of 500$ 5 
Learner effectively strategized to create a skyscraper on budget.   6
Learner showed creativity in creating the skyscraper while keeping monument stability in mind.   7
Learner effectively shared and followed the like-wonder-share protocol and provided/received feedback   5
Total Points  30 

 

 

 

 

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