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El Reto STEM de Brickit es una actividad de ingeniería y comunicación en equipo. El alumnado analiza, planifica, construye y adapta un modelo 3D únicamente con instrucciones verbales. Desarrolla resolución de problemas, trabajo en equipo, creatividad y alfabetización en IA.
Alineado con IB, Cambridge, NGSS y Common Core.
Parte del enfoque Brickit: convertir el LEGO® existente en aprendizaje significativo.
~300–400 piezas mixtas por equipo; extender para escanear
Un dispositivo por equipo con Brickit for Classes instalado
Rúbrica impresa y hojas de reflexión para cada equipo
Cronómetro para controlar cada fase del reto
Assign roles within each team: Captain (team leader and communicator), Navigator (instruction giver, can see the model), and Builder(s) (construct following verbal instructions only).
Teams scan their LEGO® piles with Brickit. The app analyzes available pieces and suggests buildable models. Ensure good lighting and a clear surface for best results.
Teams discuss and select a model that balances available parts and complexity. They strategize how to communicate instructions clearly and plan for potential substitutions.
Teams organize pieces by shape and size for faster assembly. This preparation step is crucial for efficient building and helps Builders locate pieces quickly.
Navigator guides Builders verbally using precise language. Captain facilitates communication between team and Navigator. Substitutions are allowed and encouraged when exact pieces aren't available.
Teams complete reflection sheet discussing what worked, challenges faced, and lessons learned. Class shares findings and insights about teamwork, communication, and problem-solving.
This activity mirrors the Engineering Design Cycle. Students analyze models, plan builds, execute construction, and adapt designs when parts are missing. This encourages iterative thinking and functional creativity — core principles of engineering problem-solving.
| Criterion | 1–5 Points | Notes / Evidence |
|---|---|---|
| Speed | How efficiently did the team complete the build? | |
| Accuracy | How closely does the final model match the design? | |
| Flexibility | How well did they adapt and substitute missing pieces? | |
| Communication | How clear and effective were verbal instructions? | |
| Strategy & Teamwork | How well did the team collaborate and plan? |
| Framework | Focus Areas / Practices | How Addressed in Challenge |
|---|---|---|
| IB PYP / MYP | Approaches to Learning; Design Cycle | Students inquire, collaborate, create, and evaluate outcomes |
| Cambridge Primary / Lower Secondary | Thinking & Working Scientifically / Technologically | Learners plan, test, and explain reasoning |
| Common Core | MP1, MP4, MP6 | Students use mathematical precision and reasoning in instructions |
| NGSS | ETS1.A–C | Teams analyze constraints and improve design solutions |
| 21st-Century Skills | Collaboration, Critical Thinking, Creativity, Communication | All integrated via team roles, planning, and reflection |