Week 1

Session 2

Part 1

Guiding Question

  • How can we detect life on Mars using a robot?


  • N/A


  • Be able to explain and recognize the names of the robot components

  • To understand the parts of EV3 and their functions

CT Components

Data Collection

  • Students collect data through research and discussion about what robot is, the parts/components of robot, the role and functions of each EV3 robot part.

Entry Event

10 minutes

Show students the 10 Amazing Robots Video. Teachers can ask the following questions:

  • What do robots do?

  • What are the components of a robot?

If a robot can do only what it has been programmed to do, can you say a robot is able to think? What does it mean to be able to think?

What are the components of a Lego Mindstorms robot?

Small-group Hands-on Scientific Inquiry (30 minutes)

  1. Provide a Lego Mindstorms kit for each small group. Distribute laptops to students.

  2. Briefly introduce EV3 robot parts to the students: P-Brick, motors, sensors, and cables. Information about each part is provided here: Intro to Lego Mindstorms Parts.

  3. In small groups, let the students see, touch, and name these parts. Students can also read more about the functions of the sensors and motors. Resources are provided below.

  4. Have students take notes on the functions of the different types of sensors and the ports on the P-Brick.

  5. Have students assemble the sensors and motor. After assembling, have students open the EV3 program on the laptop and create a new project. Connect the P-Brick to the laptop. At the bottom right of the program, students can see the values of the sensors. Have students explore those values.


10 minute break

Part 2

Guiding Question

  • How can we detect life on Mars using a robot?


  • How can we program a Lego Mindstorms robot?


  • Explain how EV3 software environment works.

  • Explain the function of Medium Motor Block, Wait Block, and Touch Block.

  • Solve problems by using Medium Motor Block, Wait Block, and Touch Block.

CT Components

Data Collection

  • Students collect data on how to programming on EV3 through watching video and reading "Show EV3 Help."

Data Collection

  • Students write simple codes to turn on motors and use sensors to sense objects.


  • Students break a problem in the worksheet into parts.


  • Students discuss problems and solutions.

Entry Event

10 minutes

A teacher asks following questions:

  • How do we make Lego Mindstorms robot do what we want them to do?

  • What is programming?

  • What programming experiences do you have?

How do we program our Lego robots?

Small-group Hands-on Scientific Inquiry (30 minutes)

  1. Show students a video that introduces the EV3 software environment: Create your first Program on your PC/MAC

  2. Direct students to click on the "Help" on the top menu in the EV3 software environment and click on "Show EV3 Help."

  3. Have students read more about programming in "Show EV3 Help > General > Programs." In the future, whenever students need to research about EV3 programming blocks, have them use "Show EV3 Help".

  4. Distribute Worksheet 1 to the students.

  5. Have students open the EV3 software.

  6. Have students read the Problem stated on Worksheet 1.

  7. Have students research and explore relevant blocks needed to solve the problem on Worksheet 1 by reading about the information in "EV3 Help > Programming Blocks."

  8. Have a group discussion on the problem and possible solutions.

  9. Have students test their solutions and debug.

  10. Collect the finished worksheets.

End of Session Reflection and Debriefing

5-10 minutes

Teacher briefly explains the computational thinking (CT) skill embedded in the Problem Solving Process Diagram. Using the problem solving process diagram, the teacher will ask students to identify what kind of problem solving skills/process/computational thinking they used in this session and explain how they used it. The following are some sample questions that can guide the debrief.

  • What did I learn today?

  • What problem solving skills/processes or CT components in this diagram did I use today?

  • How did I use the problem solving skills/processes/CT components?