Week 3

Session 2

Guiding Question

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


  • How to program a Lego robot to move?


  • Explain the functions of the Move Steering Block, Loop Block, and Sound Block.

  • Explain how to sequence wires properly.

  • Solve problems using the Move Steering Block, Loop Block, and Sound Block.

CT Components

Data Collection

  • Students collect data on the parameters of the Move Steering, Loop, and Sound Blocks.


  • Students break a problem in the worksheet into parts.


  • Students discuss problems and solutions.

Entry Event

5 minutes

Teacher asks the follow questions:

1. What are some directions the Lego robot will move in a simulated Mars environment?

2. How does the Lego robot know when to make a turn?

How do you program your Lego robot to move and turn?

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


  1. Distribute laptops and Worksheet 4 to the students.

  2. Have students read the Problem as stated on Worksheet 4.

  3. Have students research and explore relevant blocks needed to solve the problem on Worksheet 4.

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

  5. Have students test their solutions and debug.

  6. If time permits, have students work on solving Problem b.

  7. Have a group discussion on the problem and possible solutions for Problem b.

  8. 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?