Materials Monday Tuesday Wednesday Thursday Friday

Materials
Monday
Poster Board
Activity 1 Worksheet
Crayons
Large Container
Lego Face Worksheet
Markers
Lego Blocks
Markers
Water
Timer
Christiansen Information
Lego Figure Printout
Scissors
Pennies
Tuesday
Computer
Yellow Paper 4”x11”
Chopsticks
Pipe Cleaners
Flour
Dice
Denmark Flag Printout
Scissors
Bowls
Yellow Balloons
Sharpie
Pencils
Lego Blocks
Lego Template
Landmark Pictures
Water Bottle Cap
Lego Board Print Out
Wednesday
Computer
Beanbags
Bucket
Scissors
Hanger
Timer
Lego Blocks
Cardboard Box
Bowl
Hole Punch
Yarn
Pennies
Knife
Various Colors of Paper
Divider
Items to be weigh
Thursday
Computer
Duplo Blocks
Mask Template
String
Toothpicks
Bowls
Drill Bit
String/Cord
Ping Pong Balls
Crayons
Frozen Lego Pieces
Chopsticks
Flat Lego Blocks
Embrodery Twine
TV
Graham Crackers
Lego Body Printout
Yellow Acrylic Paint
Crayons
Tape
Stick
DVD Player
Icing
Lego Head Printout
Sharpie
Box
Paper or Paint to Cover Box
Candy
Lego Blocks
PVC pipe/golf club/hockey stick
Scissors
Salt
Water
Drill
Lego Bingo Printouts
Friday
Lego Movie
M&Ms
Baby Food Jars
Lego ABC Printout
Rope
Styrofoam Cups
L’eggo my LEGO
School-Age Summer Camp 2015
Monday’s Lesson Plan
TIME
ACTIVITY
6:00-9:00
EARLY DROP- OFF: Students will play games and puzzles relating to the day’s theme until
the rest of the campers arrive.
READY, SET, LEARN: Information about STEM
9:00-9:45
Gather students and introduce the theme for the week. This week we will be talking about
Legos and STEM. Ask the students if anyone knows what STEM stands for and what each
part incorporates.
S – Science
 Science is the systematic study of the structure and behavior of the physical and natural
world through observation and experiment.
 A Search for knowledge and understanding about the natural/physical world in which
we live
 List different types of science – biology; chemistry; physics; earth science
T – Technology
 machinery and equipment developed from the application of scientific knowledge
 Uses knowledge of tools and crafts to control and adapt to the environment.
 List different types of technology and fields of technology – applied science
technology; information technology; industrial technology; military technology;
domestic technology; engineering technology; health and safety technology; transport
technology
E – Engineering
 the branch of science and technology concerned with the design, building, and use of
engines, machines, and structures
 An organized approach to solving problems
 List different types of engineering – chemical engineering; civil engineering; electrical
engineering; industrial engineering; mechanical engineering
M – Mathematics
 the abstract science of number, quantity, and space
Ask students what types of things they think they may be doing this week using Legos – Make
a list and save it to see if any of them guess right. Cross off activities during the week if they
are completed.
9:45-10:15
HANDS ON ACTIVITY: Explore and Learn (Day 1 – Lego Beginnings)
Ask students WHO INVENTED LEGO?
Read information about Ole Kirk Christiansen
Complete Activity #1 in small groups – provide print outs of Ole Kirk Christiansen
BREAK/SNACK
10:15-10:30
SPARK: Pass the Brick
10:30-11:15
Pass the Lego around a circle, when the music stops if you’re holding it you are out. Last one
in wins.
HANDS ON ACTIVITY: Create Your Own Lego Figure
11:15-11:45
Use the Create Your Own Mini Figure Lego People – Have each student construct a Lego
person that they think represents them the best. Hang in the room for decorations for the week
11:45-12:30
BREAK/LUNCH
HANDS-ON ACTIVITY: Sink or Float Experiment
12:30-1:15
Put students in small groups or pairs. Give the students a small pile of Legos. Instruct students
to create a boat or raft that will float. Test the success or failure of the boat or raft by adding a
small object to the boats. If someone’s boat or raft sinks allow them some time to go back and
try to fix the problem with their construction. Discuss what did and didn’t work with all
students once all boats/rafts have been tested. Ask students if they would do anything different
next time.
1:15-2:00
CHARACTER BUILDING EXERCISE: Exploring Emotions with Lego Faces
Talk about why it is important to use words to express your emotions. Ask students how else
you can show your emotions – facial expressions. Use the copy of Lego faces to talk about
what makes the students feel certain ways.
Put students in small groups to complete – 10 Things that Make You … pages
2:00-2:45
HANDS-ON ACTIVITY: Lego Timed Building
Give everyone a small pile of Legos (make sure they are mostly all the same for each student).
Tell students they will be told what they need to make and will be given a time limit to
complete the construction. Make sure they understand they can only use the pieces they have
been given as well. When time is up have the students show each other what they built. Use
the following as a guide as to what to build for each round
Vehicle
Bridge
Tree
Ocean Animal
Animal
Flower
Snake
House
Dinosaur
Letter of alphabet
Something to wear
Boat
2:45-3:00
CLEAN-UP AND GOOD-BYES
3:00-6:00
LATE PICK-UP: Students will play games and puzzles relating to the day’s theme until
parents/guardians arrive.
Ole Kirk Christiansen
LEGO
Danish carpenter Ole Kirk Christiansen created in the first half of the 20th
century one of the most beloved toys of all time, enjoyed the world over by
millions of children and quite a few adults as well. Those toys are the building
blocks known as LEGOs.
Christiansen was born in 1891 in Filskov, Denmark, a small village north of
the Danish town of Billund. He was educated as far as high school, and then
began working in a factory, eventually becoming a woodworker and master
carpenter. He set up his own business in Billund in 1932. Among the products
he made were stepladders, ironing boards and wooden toys – which would
become his specialty. Toys, especially wooden blocks, were, in fact, the
business’s most successful product. In 1934, the company adopted the name
“LEGO,” from the Danish words “Leg Godt,” or “play well.” (Appropriately,
“Lego” also means “I study,” or “I put together” in Latin).
In 1944, Christiansen’s factory burned down, but he rebuilt in 1947 and picked
up where he left off. This time, however, his business was dedicated to toys.
The company became the first in Denmark to buy a plastic molding machine.
By 1949, it was producing some 200 different wooden and plastic toys.
LEGO’s Automatic Binding Bricks, however, were still made of wood at that
time, and they were available only in Denmark. They became very popular
there, but they really took off once Christiansen began making them out of
brightly colored plastic.
Christiansen’s son, Godtfred Kirk Christiansen, had begun working alongside
his father in 1942. In 1950, he was named Junior Vice President of the
company. It was he who conceived of the idea of developing Lego blocks into
a total “system of play.” By 1953, LEGO started marketing complete plastic
block sets and in 1954, they obtained a trademark for the product, which they
renamed "LEGO Mursten" or "LEGO Bricks."
The company officially launched the “LEGO System of Play” in 1955, which
comprised 28 different sets and eight toy vehicles. LEGO patented the bricks’
“stud-and-tube coupling system” in 1958. That year, founder Christiansen
died. His son Godtfred immediately took the LEGO helm.
Legos continued to gain popularity, with more themed toy sets and buildingblock variations added all the time. The first LEGO sets were sold in the
United States in 1961. By 1966, offerings included bricks that could form all
sorts of buildings, vehicles and backdrops. A larger version of the blocks,
DUPLO, was added in 1967, designed for younger children and toddlers. In
1977, LEGO introduced TECHNIC projects for older kids and teens. Over the
years the company added all sorts of themed Lego sets, even robotic building
sets branded LEGO Mindstorms, model vehicle kits and computer games.
Additionally, LEGO opened a series of theme parks based on the Lego toy
concept, the first in Billund in 1968. Others opened in Windsor, England in
1996 and in Carlsbad, California in 1999. Most recently, a fourth park opened
in 2002 in Gunzburg, Germany. The parks continue to be immensely popular
with people of all ages, especially parents and their children.
Ole’s grandson, Kjeld Kirk Kristiansen, later became CEO of the company and
maintained that position until October 2004 when he was replaced by the
company’s first non-family chief executive. LEGO has been a pioneer in using
its products to advance research in learning and play. Initiatives include the
LEGO Learning Institute, the LEGO Educational Division, collaboration with
MIT’s Media Lab, and LEGO Serious Play, a product designed to help
business owners to develop innovative strategies and solutions. The company
has sold Lego toys in more than 130 countries.
SOURCES:
1. http://www.ideafinder.com/history/inventions/story045.htm
2. http://www.dailycelebrations.com/120401.htm
3. http://ohoh.essortment.com/legohistory_rbco.htm
4. http://inventors.about.com/library/inventors/bllego.htm
- See more at: http://lemelson.mit.edu/resources/ole-kirkchristiansen#sthash.BBGRKRoL.dpuf
L’eggo my LEGO
School-Age Summer Camp 2015
Tuesday’s Lesson Plan
TIME
ACTIVITY
6:00-9:00
EARLY DROP- OFF: Students will play games and puzzles relating to the day’s theme until
the rest of the campers arrive.
READY, SET, LEARN: Facts About Lego Bricks
9:00-9:45
Review activities from previous day.
Ask if the students know any facts about Lego Bricks – Make a list on the board.
 Lego is singular. If you want to talk about more than one Lego piece they are called
Lego Blocks not Legos.
 There are enough Lego Bricks in the world that each person can have 62 bricks each.
 2011 a life sized Lego washed up on a beach in Florida
 The holes on the heads of the Lego Bricks are there in case someone would swallow it
they will still be able to breathe.
 Each Lego can take up to 950lbs of force before breaking.
 If you built a column of 40,000,000,000 Lego Bricks it would reach the moon.
 Children spend 5 billion hours each year playing with Lego Blocks.
 Approximately 7 Lego Sets are sold every second.
 You can buy Lego Products in 130 countries.
 Named Toy of the Century - Twice
 The inventor of Lego was Danish. Where was he from? (Denmark) – Show students
where Denmark is on a map. The capital of Denmark is Copenhagen. Show students
this short video about Copenhagen and Denmark. (It is short – only about 1 minute
long)
http://www.homeschoolshare.com/lego_denmark.php
Have students attempt to make a Denmark out of Lego Bricks.
9:45-10:15
HANDS ON ACTIVITY: Lego Kirigami
Supplies:
Yellow paper ( 4" x 11") - light weight
Scissors
Lego template
Have students create their own Lego Kirigami. You can use this to decorate the room for the
week.
What is Kirigami? Kirigami (切り紙 ?) is a variation of origami that includes cutting of the
paper (from Japanese "kiru" = to cut, "kami" = paper), rather than solely folding the paper as is
the case with origami. It is also called "Kirie"
BREAK/SNACK
10:15-10:30
SPARK: Lego Chopstick Game
10:30-11:15
Split the students into two or three teams. Place one bowl filled with Lego Blocks in front of
each team. Give the students one minute to move as many LEGO blocks as they can from the
full bowl using chopsticks to another bowl that is empty. If it is too easy make the distance
between the bowls farther away. If it is too hard move the bowls closer together.
HANDS ON ACTIVITY: Building Landmarks
11:15-11:45
Students can complete this activity individually or in small groups. Give each group a certain
landmark to try to build with Lego Bricks. Show them a picture of the item they will be trying
to build. See if the students can give you any information about the item they are trying to
build as well. Some landmarks that would be good to build are below.
The Pyramids
Washington Monument
Empire State Building
11:45-12:30
The Great Wall of China
Golden Gate Bridge
Washington Space Needle
Effiel Tower
St. Louis Arch
The Leaning Tower of Pisa
BREAK/LUNCH
HANDS-ON ACTIVITY: Symmetry with Lego Bricks and Butterflies
12:30-1:15
Talk about what symmetry is and where the students see symmetry in their lives. Talk about
how butterflies show symmetry in nature. Give students a pile of blocks and have them create
a butterfly that shows symmetry with its wings. The blocks can be simply placed beside each
other (if this method is used, provide students with a pipe cleaner to represent the body of the
butterfly) or attached in a normal way as well.
1:15-2:15
CHARACTER BUILDING EXERCISE: Calming Stress Balls
The Science Behind a Stress Ball
 Did you know that there is science that actually proves why these things work? When
we receive information we receive it through two channels: the sensory channel (sight,
sound, texture, etc) and the intellectual (making sense of words/context, etc). The
science actually suggests that if a basic sensory channel is “blocked”, we can’t
experience or learn information as fully; the intellectual channel is muted. Huge parts
of our brains are dedicated to processing the information that enters our hands.
Therefore, if we use stress relief techniques that concentrate on our hands, we will can
essentially “mute” the stress on a “thinking” level.
The Sensory Behind a Stress Ball
 Stress balls have a purpose. Yes, they are super cute and super fun (we will get to that
next) but they are also extremely helpful from a sensory benefit. Because everyone has
sensory needs, we are constantly trying to organize, process, and make sense of the
world around us. As a way to cope with any stresses in our environment, we naturally
create habits of seeking out a variety of sensory input to help us regulate how we are
feeling. That is where stress balls come in. They provide the obvious tactile input as
you squeeze, roll, and fidget with them in your hands. However, even more so, they
provide important proprioceptive input to your joints to help your brain organize the
information it is receiving, making them wonderful to use during school work, stressful
situations, and large group settings.
The Emotion Behind a Stress Ball
 Stress balls are amazing at helping you put your frustrations, anger and pinned up
energy into. Squeeze them, pull them, twist them, and even throw them. All of these
options are better than taking your anger and frustrations out on other people. As you
will see, some stress balls can also be a catalyst for teaching emotions and social cues
by adding faces and emotions to the stress balls.
The Fun Behind a Stress Ball
 Look at them! They are too cute and fun! Right? Everyone from the toddler to the
parents love putting them in their hands and squeezing, manipulating and rolling the
balls. The addition of the Lego features have made these stress balls irresistible.
Directions for Making DIY Lego Stress Balls
Step One: To make the flat top (the nob on the Lego head), you will want to open the balloon
and put a plastic bottle lid (we used the lid from bottled water).
Step Two: Use a funnel to fill the balloon with the flour or similar filler.
Step Three: Tie the balloon on the bottom.
Step Four: Make it Personal. Add an emotion on the balloon.
2:15-2:45
HANDS-ON ACTIVITY: Lego Bump and Freeze
Put students in groups of twos. Provide a game board, Lego Bricks, and dice for each group.
Print the rules and explain how the game works. Once the rules have been discussed let the
students play a round or two.
2:45-3:00
CLEAN-UP AND GOOD-BYES
3:00-6:00
LATE PICK-UP: Students will play games and puzzles relating to the day’s theme until
parents/guardians arrive.
Lego Kirigami
Fold yellow paper as directed above. Trace template and cut out.
L’eggo my LEGO
School-Age Summer Camp 2015
Wednesday’s Lesson Plan
TIME
ACTIVITY
6:00-9:00
EARLY DROP- OFF: Students will play games and puzzles relating to the day’s theme until
the rest of the campers arrive.
READY, SET, LEARN: Lego Business
9:00-9:45
Review activities from previous day.
Most companies have a mission statement or a vision. This gives the company focus and helps
them plan for the future. What is LEGO Group’s vision?
 Mission:
‘Inspire and develop the builders of tomorrow’
Our ultimate purpose is to inspire and develop children to think creatively, reason
systematically and release their potential to shape their own future - experiencing the
endless human possibility.

Vision:
‘Inventing the future of play’
We want to pioneer new ways of playing, play materials and the business models of
play - leveraging globalisation and digitalisation...it is not just about products, it is
about realising the human possibility.
The LEGO company makes a lot of LEGO bricks. Approximately 440 billion LEGO pieces
have been made since 1949! That’s a lot of LEGOs! Learn how the bricks are made by
watching this http://www.homeschoolshare.com/lego_bricks.php about brick making. (Video
is 5 ½ minutes)
People make all kinds of things out of LEGOs. Check out
http://www.homeschoolshare.com/lego_printer.php (Video is 1 1/2 minutes)
9:45-10:15
HANDS ON ACTIVITY: Bridge Building Challenge
Build a bridge out of Lego Bricks. Challenge the students to build a bridge that can support the
weight of 100 pennies in a small cup. Then, challenge them to increase the span of their
bridge, or you can increase the amount of pennies that the bridge can hold.
BREAK/SNACK
10:15-10:30
SPARK: Lego Beanbag Toss/Lego Toss
10:30-11:15
Split the students into two smaller groups. Give each group time at each game.
Cover a cardboard box in paper and cut two holes in the top to resemble a LEGO block. To
make the beanbags, cut squares and circles out of felt and glue the circles to the squares to
make LEGO blocks. Fill a small Ziploc bag with rice; place it between two squares, and glue
together at the edges.
The game is simple. See how many Lego Bricks you can get into a bucket. Give each student
10 small Lego pieces in a cup. Use distance to make this game more challenging.
HANDS ON ACTIVITY: Legos and Paper Playgrounds
11:15-11:45
Have students separate into small groups. The students will work together to construct a
playground environment with the Lego pieces they are provided with. Give each group some
paper of different colors (paint samples work very well for this as well), a pair of scissors and a
hole punch (this can be shared if there are not enough). Show students that you can punch
holes in the paper and connect them to the Lego Bricks to add details to their playgrounds.
11:45-12:30
BREAK/LUNCH
HANDS-ON ACTIVITY: Lego Tower/Cram them In
12:30-1:15
Give each student a small pile of Lego blocks and have them sit in a circle on the floor. Put
one brick in the middle. Go around the circle and have each child add one piece from their pile
to the top of the growing tower. How high can you build the tower before it topples over? Try
this a for a couple rounds
In 1 minute, see how many Lego blocks you can get into your hand. Put the Lego blocks in a
pile. Set the timer for 1 minute and let the students try to fit as many as they can into one hand.
The strategy for this game is key for success. Connecting the blocks together helps immensely.
1:15-2:00
CHARACTER BUILDING EXERCISE: Lego Listening Game
The level of this game can changed quickly to meet the needs of your students. The object of
the game is for one player to arrange his or her blocks in exactly the same design or pattern as
the other player. The catch is that players cannot see each other’s blocks but must rely on
verbal instructions. Each group will need Lego Blocks and a divider so that the players cannot
see the other person’s blocks.
 Set up the players so they have the divider between them.
 Give both players the identical set of blocks. The set of blocks must be identical in
regards to size, color, shape, and number of blocks.



2:00-2:45
One player acts as the instructor for the entire game. The instructor’s job is to give
detailed information of where and how to place each block. The other player must
follow the instructions without being able to actually see what the instructor is doing.
Once all the blocks have been placed, it is time to remove the divider and compare the
blocks. Are they placed in the same spots?
For the second round of the game, the player change roles.
HANDS-ON ACTIVITY: How Many Lego Bricks Does It Weigh?
Separate students into small groups. Each group will need a hanger and yarn to tie on each
corner of the hanger. Each group will also need the same kind of Lego Blocks. The hanger
will need to placed on a door handle or something that it can hang freely. Give the students a
list of things to measure how much they weigh. Instruct the students that they will not be using
weights but will be using Lego Blocks as their way to weigh the items. They will use the yarn
to tie the items to. If you use a “gate” type piece at the top for the blocks it will make it easier
to add and remove blocks. Have each group create a chart to show a guess of how much they
think it will weigh and to review their findings at the end of the activity. Some items they can
weigh are listed below:
Shoe
Lunch Box
Scissors
Glue Bottle
Roll of Tape
Markers
Book
Matchbox Car
2:45-3:00
CLEAN-UP AND GOOD-BYES
3:00-6:00
LATE PICK-UP: Students will play games and puzzles relating to the day’s theme until
parents/guardians arrive.
L’eggo my LEGO
School-Age Summer Camp 2015
Thursday’s Lesson Plan
TIME
ACTIVITY
6:00-9:00
EARLY DROP- OFF: Students will play games and puzzles relating to the day’s theme until
the rest of the campers arrive.
READY, SET, LEARN: Lego Building
9:00-9:45
Review activities from previous day.
In order to make your LEGO creations, the bricks have to stick. Why do they stick?
Most Lego pieces have two basic components -- studs on top and tubes on the inside. A brick's
studs are slightly bigger than the space between the tubes and the walls. When you press the
bricks together, the studs push the walls out and the tubes in. The material is resilient and
wants to hold its original shape, so the walls and tubes press back against the studs. Friction
also plays a role, preventing the two bricks from sliding apart. This stud-and-tube coupling
system uses an interference fit -- a firm, friction-based connection between two parts without
the use of an additional fastener.
All of the basic Lego elements use this principle to stick together. They come in a range of
shapes and sizes, including wheels, windows, doors and studless tiles. But the basic elements
are all variations on the basic brick.
There are some amazing LEGO designers and artists in the world. One of these is Sean
Kenney. Take a peek at some of the creations he made for the Philadelphia Zoo.
http://www.seankenney.com/portfolio/philadelphia_zoo/
Another incredible LEGO artist is Nathan Sawaya. Watch this video about his artwork.
http://www.homeschoolshare.com/lego_artist.php (Video is 3 minutes)
Would you like to be a LEGO designer? What do you think it takes to work for the LEGO
company?
9:45-10:15
HANDS ON ACTIVITY: Lego Zip Line
Attach a string to a high location but is still accessible to attach the students creations to.
This is a great opportunity to test out those master builder skills! You need to leave a space
for our parachute cord to slide through. Give students instructions to build something that they
can safely secure a Lego man to and can travel down the zip line. This is a good time to
explore scientific concepts like slope, gravity, and force. Make sure to ask the students what
they know about these concepts. (What happened to the Lego man? Was the angle of the
slope too great? How did gravity impact the trip down the zip line? Did anything slow him
down or make it fall apart?





To speed up the Lego man, increase the angle of the slope.
To slow down or stop the Lego man even out the angle of the slope.
Return the Lego man to beginning location by decreasing the angle of the slope.
Gravity works to pull the Lego man down the zip line but the angle of the slope can
slow gravity.
Tension on the cord is needed to maintain travel.
BREAK/SNACK
10:15-10:30
SPARK: Duplo Mini Golf
10:30-11:15
Use larger Duplo blocks to create a small miniature golf course. Have students each create a
hole. Use ping pong balls for the golf balls. Use pvc pipe for the golf clubs.
HANDS ON ACTIVITY: Lego Masks
11:15-11:45
Use the template Mask for this activity. You will need 1 mask for each student. Allow
students to decorate their mask. Have them cut out their mask and attach string so they can
wear them. Take a group photo!
11:45-12:30
BREAK/LUNCH
HANDS-ON ACTIVITY: Lego Science: An Ice Excavation Experiment
12:30-1:15
Present the students with their problem to be solved:
You are an archeologist. You are looking for fragile fossils. You come across something
interesting in a glacier and you want to explore more. How are you going to excavate the
fossil? What tools are you going to use? Remember: Fossils are very old and very fragile.
Give each student an ice cube with a Lego piece frozen inside. Provide tools for them to
excavate the item from the ice. Time them to see how long it takes them to free their Lego
piece.
Toothpicks
Water
1:15-2:00
Salt
Warmth *from hands*
Chopsticks
CHARACTER BUILDING EXERCISE: Lego Friendship Bracelets
Step 1:
Using a drill and the 3/32″ drill bit, drill 2 holes in each LEGO brick.
Tip: Stack a few LEGO bricks on top of each other and drill through a few at once.
Step 2:
Cut embroidery thread in a few different colors to one length. I used 4 strands of thread in 3
different colors. Put all of the colors together and fold them in half. Thread the loop through
one of the holes.
Pull the loose strands through the loop you have formed once pulling part of the thread through
the hole. Pull the thread tight.
Step 3:
Separate the three colors and braid them until about 1.5 inches of thread remains. Tie a knot at
the base of the braid.
Repeat steps 2 and 3 for the other side of the LEGO brick.
Repeat the above steps for any further LEGO bracelets you want to make.
2:00-2:45
HANDS-ON ACTIVITY: Lego Bingo
Use the bingo cards to play a couple rounds of bingo. When a kid wins let them build onto a
small structure. Keep having the students build onto this one structure throughout the game.
After you completed the game see what the class built together
2:45-3:00
CLEAN-UP AND GOOD-BYES
3:00-6:00
LATE PICK-UP: Students will play games and puzzles relating to the day’s theme until
parents/guardians arrive.
L’eggo my LEGO
School-Age Summer Camp 2015
Friday’s Lesson Plan
TIME
ACTIVITY
6:00-9:00
EARLY DROP- OFF: Students will play games and puzzles relating to the day’s theme until
the rest of the campers arrive.
READY, SET, LEARN: Lego Review
9:00-10:45
Review all the Lego information that the students have learned throughout the week. Look
back at the list made on Monday and see if any of the activities were completed. See if there
are any activities that they might want to complete at home or a later Kids Day Out.
Watch the Lego Movie – talk about the events of the movie once it is over.
BREAK/SNACK
10:45-11:00
SPARK: Pin the Head on the Lego Guy
11:00-11:45
Use the included documents to make your own large Lego man. Give each kid a Lego head
and have them put their name on it. Blindfold the student and have each one try to put the head
in the correct location. You can play music while this is going on. Encourage students to give
kind words for all attempts, even if it is way off of the designated spot.
11:45-12:30
BREAK/LUNCH
HANDS-ON ACTIVITY: Lego Pencil Holder
12:30-1:15
Step 1
Remove the lid to the glass jar and thoroughly clean. Pour the paint into the jar (you do not
need to fill; simply fill with enough paint to completely cover the sides when shaken).
Step 2
Put the lid back on the jar, making sure that it is properly seated and sealed. Shake the jar until
the inside is thoroughly coated with paint. Remove the lid and pour out the excess paint.
Step 3
Draw a face using your black permanent marker. You don’t have to be an amazing artist to pull
this off–the beauty of LEGO is its simplicity. Add a beard, an eye patch, glasses, or anything
else that strikes you. Have fun with it!
Your new little friend is capable of much more than simply holding pencils–the only limit is
your imagination.
1:15-2:00
CHARACTER BUILDING EXERCISE: Lego ABC
Talk about how we should always use kind words and try to be encouraging towards one
another. Make a list of words that would be nice to use towards one another.
Use the attached bubble Lego style letters. Give each student a letter. The student has to
decorate the letter and come up with a kind word that they would use towards another student.
Share all the letters at the end. Try to give each student a different letter.
2:00-2:45
HANDS-ON ACTIVITY: Lego Pinata
1. Put a small hole at the top of the box so your rope can go through.
2. On the inside of the box, tie the end of the rope to a piece of wood or stick. This will help
secure the rope so the Piñata won't fall off when you hang it up. :)
3. Fill the box with candy and tape it shut.
4. Wrap your box like a present with the wrapping paper.
5. When you get to the hole with the rope, cut the paper to go around it. Then use some
packing tape to secure the hole so it won't rip. :)
6. Next, cut the tops off of 4 styrofoam cups. Glue these onto the front of your box:
7. Cut out 4 circles that are slightly bigger than the cups. Glue these onto the cups
8. Enjoy your piñata!
2:45-3:00
CLEAN-UP AND GOOD-BYES
3:00-6:00
LATE PICK-UP: Students will play games and puzzles relating to the day’s theme until
parents/guardians arrive.
Extra Lego Games
Game: Leaning Tower of Legos
Equipment Needed: Small container filled with Legos – number will depend on ages of your kids
How to Play: To complete this game, the player must build a tower using all of the Legos in the
container. If the tower tips over, they must pick it up and continue building.
Game: Tongue Tower
Equipment Needed: Five Legos and one tongue depressor
How to Play: To complete this game, the player must first put a tongue depressor in their mouth then
build a tower of five Legos on the tongue depressor (still in their mouth) and balance the Legos for ten
seconds.
Game: Pop Goes the Lego
Equipment: Ten blown up balloons with Legos inside
How to Play: To complete this game, the player must pop all of the balloons and build a tower using all
ten Legos
Game: Sock the Block
Equipment: Five Lego towers that are placed around the room, across from the participants and rolled up
socks
How to Play: To complete this game, the player must throw socks at Lego towers and knock over all five.
Game: Basket of Legos
Equipment: Legos and a basket built out of Legos (can be whatever size you want)
How to Play: To complete this game, the player must toss Legos from behind a line ten feet way into the
Lego basket until they make five Legos into the basket.
Game: Lego Spelling Bee
Equipment: Cup full of Legos
How to Play: To complete this game, the player must use all of the Legos in the cup to “write” the word
Lego in Legos
Game: Lego to Lego
Equipment: Build a simple Lego structure using various colors of Legos and then fill a container with
the exact same pieces needed to build that structure
How to Play: To complete this game, the player must use the Legos in the cup to build a structure that
looks the exact same as the one you’ve already built.
Game: Color by Lego
Equipment: Cup of Legos with five different colors of Legos in it, five empty cups
How to Play: To complete this game, the player must dump out Legos from the cup and sort the Legos by
color into the other cups, one color per cup. The player can only sort on Lego at a time.
Game: Elephant March
Equipment: One pair of panty hose, one tennis ball, and five stacks of Legos setup around a room
How to Play: To complete this game, the player must put the tennis ball into the panty hose and then put
the panty hose on his head (just on the forehead, not over their face). Using just the swinging of the tennis
ball in the panty hose (no hands!), the player must knock over all of the towers.
Game: Lose the Legos
Equipment: One empty tissue box (the large rectangle ones), Duct or masking tape, and a bunch of
Legos that should be put into the empty tissue box
How to Play: To complete this game, first the empty tissue box needs to be taped to the rear of the player
with the opening facing away from the player. Once the tissue box is taped on, the time will start and the
player must shake their rear to get all of the Legos to come out of the tissue box