INTRODUCTION

TO ROBOTICS
LESSON PLAN
USING THE EV3
PROGRAMMING APP

LEGOeducation.com/MINDSTORMS

Table of Contents

Table of Contents
Introduction to Robotics Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1 - Building and Setup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2 - Curved Move . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 3 - Move Object . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 4 - Stop at Object. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 5 - Stop at Angle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 6 - Stop at Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 7 - Follow a Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Master Challenge 1 - The Turntable Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Master Challenge 2 - The LEGO Factory Robot Challenge . . . . . . . . . . . . . . . . . . . . . . . . . .
Design Brief Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Relevant Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Introduction

Introduction to Robotics Lesson Plan

This Lesson Plan provides you as an educator with a step-by-step procedure for
how to use the EV3 Programming App with the classroom-based lessons. Each
lesson and challenge will give you the help you need to prepare, run, and assess
the class. It is up to you to select which and how many of the provided extra tasks
and challenges you will use in your Robotics course. In the Design Brief Challenges
section you will find a range of open-ended ideas that encourage a more exploratory
approach compared to the tutorials. You can either start your course by focusing on
some of the Design Brief Challenges, letting students know in which tutorials and
sections of the help text they can find help and inspiration OR you can have students
complete them after a more structured start using the tutorials.

Before Starting the First Lesson

If you have never worked with LEGO MINDSTORMS Education EV3 before, you
should ensure the following:
1. Each tablet has a preinstalled version of the LEGO MINDSTORMS Education EV3
Programming App.
2. Each EV3 Brick has the latest firmware and is fully charged. To install firmware, you
need a desktop version of the EV3 Software. For more instructions, refer to the
User Guide, which you can access from the Menu.

Firmware Update

3. Before connecting tablets and EV3 Bricks via Bluetooth in the classroom, we
recommend renaming each EV3 Brick. This can be done in two ways:
a. Update the name via the desktop EV3 Software using a USB cable.
b. Update to firmware V1.07E or later and change the name via the EV3 Brick
Settings Area (see the User Guide for more help).
4. Check out the Quick Start Video from the Menu.
You may want the students to understand the names and functions of the different
elements in the brick set. Discuss the naming and basic functionality of the key
hardware components and establish a set of brick management rules. A copy of
the 45544 LEGO MINDSTORMS Education EV3 Core Set Elements List is included in
the User Guide. The User Guide is your source for everything relating to the LEGO
MINDSTORMS EV3 Hardware.

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Lesson 1

Lesson 1 Building and Setup

Objective
After completing this lesson, students will be able to build the Driving Base, connect
the tablet to the EV3 Brick, and download and run programs that control the robots
behavior.
Duration
2 to 3 x 45 mins.
Preparation
Understand the process of connecting a tablet to the EV3 Brick. Watch the Quick Start
Video for guidance. Distribute one EV3 Core Set and one tablet with EV3 Programming
App installed per 2-3 students. Optional: Cardboard, textiles, and other materials for
personalizing the robots.
Procedure
1. Students build the Robot Educator Driving Base using the Building Instructions
booklet (included with the 45544 Core Set) or the App-integrated Building
Instructions available via the buttons on page 2 of each tutorial.
Optional: An effective way of allowing students to take ownership of their robot is
to have them personalize it using additional LEGO elements and other material.
By doing this, they can turn their robot into a puppy, elephant, or even a fantasy
creature.
2. As a class, go through the process of connecting the tablet with the EV3 Brick and
running the first program OR direct the students to the Quick Start Video, which
will help them to connect the devices for themselves.
3. Students use the Programming App to make simple programs that
a. make their robot play a sound that is appropriate for their creature;

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Lesson 1

b. make their robot display an image or their own text in the EV3 Brick Display;
and

c. make their robot flash the Brick Status Light.

Assessment
Observe and/or ask questions to determine if the students
follow the building instructions to successfully construct the Driving Base;
connect and download programs;
manage to create and run simple programs; and
work cooperatively to solve the tasks.

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Lesson 2

Lesson 2 Curved Move

Objective
After completing this lesson, students will be able to navigate their robot through
an obstacle course. By selecting the correct programming blocks and setting their
parameters, students will know how and when to use point turns, single-motor turns,
and curved turns.
Duration
2 to 3 x 45 mins.
Preparation
For task 5b you will need rubber bands to allow students to attach a pen to their
Robot. For task 5c you will need to prepare an obstacle course on the floor. You
can use a large sheet of paper and markers or place sticky tape on the floor (see
illustration below).
Procedure
1. Introduce students to the Lobby of the EV3 Programming App. Students need
to know where to find a given Robot Educator tutorial and how to open it.
Demonstrate the flow of one tutorial to ensure that students know their way
around the tutorials in combination with the Programming Canvas and Hardware
Page (see also the Quick Start Video).
2. Students complete the Curved Move tutorial, which introduces the Move Steering
Block.
3. In the Test It phase, the students will open a sample program (this will close
the current tutorial). Ensure each group takes the time to describe the robots
behavior when running the provided sample program using their own words. This
encourages the students to reflect on what they see and how that relates to the
programming blocks. They can use the Comment Box provided on the canvas.
The following sample program is provided for the students:

Example of robot behavior description:

The robot performs a point turn, then a single-motor turn, and last, a curved turn.
Each action is separated by a pause, which allows the robot to settle before
executing the next action.

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Lesson 2

4. Students solve the Modify It task, which challenges them to add three Move
Steering Blocks to their program in order to make the robot drive backward,
following the same path back to the starting position.
5. Lesson Challenge Ideas:
a. Program the robot to trace out a figure eight or the first letter of your name
(or some other letter or number).
b. Attach a pen to the robot and program it to draw a cloverleaf, heart, flower,
or some other shape.
c. To ensure that students know when to use different kinds of turns (point turn,
single-motor turn, or curved turn), make an obstacle course that requires
different turning methods (see illustration below and/or Appendix A). The
students must write a program that makes the left wheel of the robot follow a
path and parks the robot in the parking area.

For this path use curved turns for the first section, followed by single-motor turns
for the 90-degree turns, and finally, a point turn before reversing the robot into the
parking area.
Assessment
Observe and/or ask questions to determine if the students
set the Steering Parameter Value to 50 to perform a single-motor turn;
set the Steering Parameter Value to 100 or -100 to perform a point turn;
manage to describe the robot behavior in relation to the program in as much detail
as possible;
for the Lesson Challenges
a. are able to trace out the selected shape;
b. are able to attach a pen to their robot and have it draw the correct shape;
c. are able to have the robot follow the path by selecting the correct turn types;
and
work cooperatively to solve the tasks.

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Lesson 3

Lesson 3 Move Object

Objective
After completing this lesson, students will be able to program their robot to move
and release objects of different shapes and sizes.
Duration
2 to 3 x 45 mins.
Preparation
Find several objects of different shapes and sizes that may or may not fit in the frame
of the Medium Motor Module. For the Lesson Challenge you will need to prepare an
obstacle course on the floor, if not already done. You can use a large sheet of paper,
markers, or sticky tape (see illustration below).
Procedure
1. Students build and attach the Medium Motor Module to the Driving Base.
2. Students build the Cuboid.
3. Students complete the Move Object tutorial to understand how they use the
Medium Motor Module to grab the Cuboid.
4. In the Test It phase, the students will open a sample program (this will close
the current tutorial). Ensure each group takes the time to describe the robots
behavior when running the provided sample program using their own words. This
encourages the students to reflect on what they see and how that relates to the
programming blocks. They can use the Comment Box provided on the canvas.
The following sample program is provided for the students:

Example of robot behavior description:

Using the Medium Motor Module, the robot lowers the frame and grabs the
Cuboid. It then reverses before raising the frame to release the Cuboid.

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Lesson 3

5. Students complete the Modify It task. The shape and size of other objects
challenges students to modify their program or make changes to the Medium
Motor Module that allow the robot to grab the different objects. When modifying
the program, students will have to change the number of degrees the Medium
Motor turns in order to accommodate the varying dimensions of the objects.
Note: Before modifying the Medium Motor Module, be aware that it is also required
in Lesson 4 and Master Challenge 2.
6. Lesson Challenge:
Combine the optional challenge of Lesson 2 with moving the Cuboid (or another
object) from predetermined start and end positions (see illustration below and/
or Appendix A). For an additional challenge, students can also use the Ultrasonic
Sensor to help detect the Cuboid (see Lesson 4 for further details).

Assessment
Observe and/or ask questions to determine if the students
successfully grab the Cuboid with the robot;
manage to describe the robot behavior in relation to the program in as much detail
as possible;
modify the robot to grab other objects;
for the Lesson Challenge, grab the Cuboid and place it fairly precisely in the
predetermined end position; and
work cooperatively to solve the tasks.

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Lesson 4

Lesson 4 Stop at Object

Objective
After completing this lesson, students will understand the difference between the
Change and Compare Modes of the various EV3 sensors. This particular lesson
features the Ultrasonic Sensor.
Duration
2 to 3 x 45 mins.
Preparation
Make sure you understand the difference between Change and Compare Modes.
When using Compare Mode, the program waits for a certain distance to be read by the
sensor; when using the Change Mode, the program is reading the distance and then
waiting for a certain increase or decrease in distance. For the Lesson Challenge, you
will need to prepare an obstacle course on the floor, if not already done. You can use a
large sheet of paper, markers, or sticky tape (see illustration below).
Procedure
1. Students build the Ultrasonic Sensor Module and attach it to the Driving Base.
2. Students complete the Stop at Object tutorial, during which they learn that
the Ultrasonic Sensor measures distance to objects. Understanding this allows
students to program the robot to react to a detected object.
3. In the Test It phase, the students will open a sample program (this will close
the current tutorial). Ensure each group takes the time to describe the robots
behavior when running the sample program using their own words. This
encourages the students to reflect on what they see and how that relates to the
programming blocks. They can use the Comment Box provided on the canvas.
The following sample program is provided for the students:

Example of robot behavior description:

Measuring distance using the Ultrasonic Sensor, the robot moves forward until it
detects a decrease of 11 cm from the Cuboid and stops. The robot then reverses
until it detects an increase of 6 cm from the Cuboid.

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10

Lesson 4

4. Students also complete the Modify It task. They should realize that the robot will
always move forward 11 cm and then backward 6 cm, no matter the start distance
to the Cuboid; this is the essence of the Ultrasonic Sensors Change Mode.
5. Lesson Challenge Ideas:
Students attach the Medium Motor Module and grab the Cuboid (see illustration
below and/or Appendix A). Remind students to use the Wait Blocks Ultrasonic
Sensor Compare Mode so that the robot moves close enough to the Cuboid.
The following scenarios can be used:
a. Cuboid in position 1. Robot in start position. Make the robot move the Cuboid
to position 2 and return to the start position.
b. Cuboid in position 1. Robot in start position. Make the robot move the Cuboid
to position 3 and then park in position 4.
c. Cuboid in position 3. Robot starts in position 4. Make the robot move the
Cuboid to position 1 following the path.

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Change Mode:

Compare Mode:

11

Lesson 4

Assessment
Observe and/or ask questions to determine if the students
can use the Ultrasonic Sensor to detect the Cuboid;
manage to describe the robot behavior in relation to the program in as much detail
as possible;
in the Modify It task, realize that the robot will always move forward 11 cm and then
backward 6 cm, regardless of the start distance to the Cuboid;
for the Lesson Challenges
a. are able to detect and grab the Cuboid from position 1, follow the path
before releasing the Cuboid in position 2, and then reverse the robot back to
the start position;
b. are able to move the Cuboid correctly from position 1 to position 3 and park
the robot in position 4;
c. are able to move the Cuboid correctly from position 3 to position 1; and
work cooperatively to solve the tasks.

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12

Lesson 5

Lesson 5 Stop at Angle

Objective
After completing this lesson, students will be able to turn their robot based on input
from the Gyro Sensor.
Duration
2 to 3 x 45 mins.
Preparation
Familiarize yourself with the Gyro Sensor to ensure you can detect when it is
drifting and how to correct it. The Gyro Sensor chapter in the User Guide will help
you familiarize yourself with the sensor. This topic is also covered in Step 4 of the
procedure below. By providing sticky tape and protractors, students can create
different angles on the floor to validate the turning angle of their robot. For tasks 5a
and 5b, you will need to provide rubber bands to allow the students to attach a pen
to their robot. For task 5c, you will need to prepare a maze on the floor. You can use a
large sheet of paper, objects, markers, or sticky tape (see illustration below).
Procedure
1. The students build the Gyro Sensor Module and attach it to the Driving Base.
2. The students complete the Stop at Angle tutorial to make the robot turn 45
degrees based on Gyro Sensor angle readings.
3. In the Test It phase, the students will open a sample program (this will close
the current tutorial). Ensure each group takes the time to describe the robots
behavior when running the sample program using their own words. This
encourages the students to reflect on what they see and how that relates to the
programming blocks. They can use the Comment Box provided on the canvas.
The following sample program is provided for the students:

Example of robot behavior description:

Measuring rotational angle using the Gyro Sensor, the robot point turns until it
detects an angle increase of 45 degrees. The robot then drives forward for one
rotation and stops.

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13

Lesson 5

4. Troubleshooting: The troubleshooting notes included in the tutorial will help

students understand how to avoid Gyro Sensor drift. Introduce the EV3 Brick Port
View App as a method of checking the sensor reading. As the Gyro Sensor has a
tolerance of +/- 3 degrees, you should therefore expect to compensate for that in
the programs (e.g. to make a 90-degree turn, you may have to set the Threshold
Value Parameter of the Wait Blocks Gyro Sensor Change Angle Mode to 87
degrees).

5. In the Modify It task you may want to introduce students to the Loop Block as a
way of decreasing the number of blocks needed to drive in a square. However,
allow the students sufficient time to work it out for themselves.
Suggested program:

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14

Lesson 5

6. Lesson Challenge Ideas:

a. Attach a pen to the robot. Use a Gyro Sensor to program your robot to draw
the letter Z.
b. Attach a pen to the robot. Use a Gyro Sensor to program your robot to draw
a star shape (consisting of five identical angles). Next, try increasing or
decreasing the angle. How does the shape change?
c. Challenge students to make their robot navigate through a maze using the
Gyro Sensor (see illustration below and/or Appendix B).

Assessment
Observe and/or ask questions to determine if the students
can identify factors that may affect the stopping precision when using the Gyro
Sensor (sensor tolerance, motor slack, and rotational momentum);
manage to describe the robot behavior in relation to the program in as much detail
as possible;
in the Modify It task, can make the robot drive in a square based on Gyro Sensor
input;
for the Lesson Challenges
a. fully or partially draw the letter Z;
b. fully or partially draw a star with five identical angles;
c. fully or partially navigate their robot through a maze; and
work cooperatively to solve the tasks.

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15

Lesson 6

Lesson 6 Stop at Line

Objective
After completing this lesson, students will be able to use the Color Sensor to stop
the robot when a line is detected. Students will also be able to set a Threshold Value
for a sensor.
Duration
2 to 3 x 45 mins.
Preparation
Provide the students with different-colored paper or sticky tape. Carry out the following
to test whether the Color Sensor can read the selected materials correctly:
1. Turn on the EV3 Brick and connect a Color Sensor to Port 3.
2. Navigate to the Port View App and open it.
3. Use the Right Button to navigate to Port 3.
4. The value shown is the Reflected Light Intensity (COL-REFLECT). Press the Center
Button to change the mode.
5. Scroll down the displayed list, select Color Mode (COL-COLOR) and then point
the sensor at the colored material. The value displayed equates to the following
colors: 0:No Color, 1:Black, 2:Blue, 3:Green, 4:Yellow, 5:Red, 6:White, and 7:Brown.
6. If the value does not match the color of your material, you will need to use another
material.
Note: For best accuracy when in Color Mode or Reflected Light Intensity Mode, the
sensor must be held perpendicular and close tobut not touchingthe surface
being detected.
Procedure
1. Students build the Color Sensor Down Module and attach it to the Driving Base.
2. Students complete the Stop at Line tutorial to detect a blue line using the Color
Sensor.
3. Students complete the Modify It task, in which the students practice detecting
lines of a different color.

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16

Lesson 6

4. In the Test It phase, the students will open a sample program (this will close
the current tutorial). Ensure each group takes the time to describe the robots
behavior when running the sample program using their own words. This
encourages the students to reflect on what they see and how that relates to the
programming blocks. They can use the Comment Box provided on the canvas.
The following sample program is provided for the students:

Example of robot behavior description:

Measuring color using the Color Sensor, the robot turns until it detects the color
blue and then stops.
5. Lesson Challenge:
Ask the students to find out what the No Color Parameter does (it causes the
robot to react when the Color Sensor fails to detect a color that matches any of
the predefined colors).
Assessment
Observe and/or ask questions to determine if the students
make the robot stop at different-colored lines by changing the Set of Colors
Parameter of the Wait Blocks Color Sensor Compare Color Mode;
manage to describe the robots behavior in relation to the program in as much
detail as possible;
for the Lesson Challenge, can explain the No Color functionality; and
work cooperatively to solve the tasks.

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17

Lesson 7

Lesson 7 Follow a Line

Objective
After completing this lesson, students will be able to use the Switch Block to make
dynamic sensor-based decisions in order to make their robot follow a line.
Duration
2 to 3 x 45 mins.
Preparation
Provide students with black and gray sticky tape to make a path for the robot to follow.
Procedure
1. If not already built, students build the Color Sensor Down Module and attach it to
the Driving Base pointing down.
2. Students complete the Follow a Line tutorial. Even though the Wait Block can be
used to make a robot follow a line, this tutorial uses the Switch Block in order to
introduce the abstract concept of if/then statements to the students.
3. In the Test It phase, the students will open a sample program (this will close
the current tutorial). Ensure each group takes the time to describe the robots
behavior when running the sample program using their own words. This
encourages the students to reflect on what they see and how that relates to the
programming blocks. They can use the Comment Box provided on the canvas.
The following sample program is provided for the students:

Example of robot behavior description:

Moving forward along a line, the robot uses the Color Sensor to alternately switch
each motor on and off when it detects changes in brightness reflected by the
dark line and bright surface. This is why the robot wiggles forward.

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18

Lesson 7

4. Students complete the Modify It task, which allows them to test their program
with a lighter-colored line. This will challenge them to experiment with the Wait
Blocks Threshold Value Parameter.
5. Lesson Challenge Ideas:
a. Ask the students to test how fast they can make their robot follow a line.
b. Make a line-follower program that uses Move Steering Blocks to perform
curved turns rather than the sharp single-motor turns used in the tutorial.
c. The tutorial sample program uses a Switch Block to create a line follower.
Can they produce the same result without using a Switch Block?
Assessment
Observe and/or ask questions to determine if the students
are able to make the robot follow the line;
manage to describe the robot behavior in relation to the program in as much detail
as possible;
in the Modify It task, change the Threshold Value Parameter;
for the Lesson Challenges
a. increase the power in one or both of the Large Motor Blocks;
b. fully or partially modify their sample program to include Move Steering
Blocks;
c. fully or partially create a line-follower program using Wait Blocks; and
work cooperatively to solve the tasks.

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19

Master Challenge 1

Master Challenge 1 The Turntable

Challenge
Objective
The objective of this Master Challenge is for the students to navigate their robot
around a four-bay, turntable-style parking area using a combination of point turns
and sensors. After completing this challenge, students will be able to use angles to
predict the final position of their robot and compensate for factors that may affect
the accuracy of the Gyro and Color Sensors.
Prerequisites
At a minimum, students must be familiar with the Color Sensor and Gyro Sensor, as
featured in the Stop at Line and Stop at Angle Lessons.
Duration
2 to 4 x 45 mins.
Preparation
To create the challenge mat illustrated below and/or in Appendix C, the students will
need blue sticky tape or blue paper, protractor, long ruler, pencil, and a marker.

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Master Challenge 1

Tasks
1. By using two sensors, students move the robot from the center to final positions 1,
2, 3, and 4. If using the suggested angles for the Wait Blocks Gyro Sensor Mode,
students should create their own copy of the chart below and try to predict which
of the parking bays their robot will drive into:

Programmed Angle

Predicted parking bay

Actual parking bay

45 deg. clockwise
135 deg. counterclockwise
405 deg. counterclockwise
3

Note: There may be several correct answers, as the robot can be rotated both
clockwise and counterclockwise.
2. Create a program that uses a Switch Block to allow students to navigate the robot
to one of the four parking bays by pressing one of the EV3 Brick Buttons.
Suggested program:

Assessment
Observe and/or ask questions to determine if the students
use both the Color and Gyro Sensors;
correctly predict the angle required to park the robot in each of the parking bays;
use the blue line to stop forward movement;
can compensate for the factors that may affect the stopping precision when using
the Gyro Sensor (sensor tolerance, motor slack, and rotational momentum); and
work cooperatively to solve the tasks.

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Master Challenge 2

Master Challenge 2 The LEGO Factory

Robot Challenge
Objective
The purpose of this Master Challenge is to create a simplified representation of one
of the real-life robots used by The LEGO Group to automate various tasks at its many
production facilities around the world. After completing this challenge, students will
be able to combine what they have learned in the previous lessons to master the
basics of Robotics.
Prerequisites
It is recommended that students complete all seven lessons before beginning this
Master Challenge. However, if you prefer a more project-based, explorative method,
you can start out with this challenge and allow students to find help on their own by
referring to the lessons.
Duration
2 to 6 x 45 mins.
Preparation
To create the path illustrated below and/or in Appendix D, the students will need sticky
tape, markers, measuring tape, the Cuboid, and a large object at the end of the black
line. Students might also need a large protractor for measuring the angle in step three
below.
Tasks
1. Detect and grab the Cuboid using the Medium Motor and Ultrasonic Sensor
Modules.
2. Drive the robot forward exactly 84 cm.
3. Determine and turn x degrees clockwise using the Gyro Sensor to point the robot
towards the target circle.
4. Drive as close as possible to the center of the target and release the Cuboid.

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Master Challenge 2

5. Locate the line using the Color Sensor. To challenge students, use sticky tape of a
different color than that used in the Stop at Line and Follow a Line tutorials.
6. Have the robot follow the line towards the large object.
7. Stop right in front of the object. Here, the main challenge for the students is to
define for how long the robot should follow the line before stopping. The large
object at the end of the line gives the students a chance to escape the linefollower loop using the Ultrasonic Sensor. Time can also be used to solve the
challenge.

Assessment
Observe and/or ask questions to determine if the students use their experience from
the seven lessons to solve this seven-step challenge, by
understanding the difference between Change and Compare Modes. For example,
they use the Wait Blocks Ultrasonic Sensor Compare Mode in this challenge to
achieve the best results;
calculating the distance based on wheel circumference or using trial and error to
get to the required 84 cm;
estimating the turn angle by using a protractor and the Gyro Sensor;
measuring the distance and then calculating the number of motor rotations to get
close to the center of the target;
programming the robot to stop at the line;
following the line back;
stopping in front of the large object; and
working cooperatively to solve the tasks.

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Design Brief Challenges

Design Brief Challenges

Not all robots are Driving Bases! These Design Brief Challenges test the students
ability to build and program their own creations based on a brief that allows for
a diversity of solutions. Students have a chance to choose an approach that,
compared to the step-by-step tutorials, is more open-ended. Design Brief Challenges
also allow you to assess a students creative and collaborative skills.
Four design briefs are listed below. For each challenge, you should consider up front
how many lessons the students are given in order to complete it. If the students are
told that they have four 45-minute lessons and must then be ready to present their
unique solution, they have a better chance of managing their time and can adjust
their ambitions accordingly.
These Design Brief Challenges can be used as a starting point in your class;
students can then use the tutorials and help text as a reference.
Alarm System
Build and program an alarm system using one or more sensors.
Dancing Robot
Build and program a robot with attitude that moves to your favorite music.
Greeting Robot
Build and program a robot that greets you positively when meeting it.
Robotic Sweeper
Build and program a robot that sweeps objects out of its path.

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Relevant Standards

Relevant Standards
The seven lessons, two Master Challenges, and Design Brief Challenges provide a
full introduction to robotics and are great examples of how to use robotics in a STEM
context. Using the LEGO MINDSTORMS Education EV3 concept in the classroom
opens up a range of valuable learning outcomes. Skills such as teamwork, creativity,
and problem solving are an inherent part of the experience, and students natural
mastery of tablet devices will help them learn the language of programming more
rapidly.
Below is a selected overview of standards addressed or partially addressed when
using LEGO MINDSTORMS Education EV3. This list will grow steadily when you
expand the use of EV3 in the classroom.
Next Generation Science Standards Framework
Practices
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics, Informational and Computer Technology, and computational
thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Cross-cutting concepts
Cause and effect: Mechanism and explanation
Structure and function
Systems and system models
Core Ideas: Engineering, Technology and Application of Science
Engineering Design
Motion and stability: Forces and interactions
Energy
Waves and their applications in technologies for information transfer

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Relevant Standards

Computer Science Teachers Association

Computational Thinking
Recognize that software is created to control computer operations.
Understand and use the basic steps in algorithmic problem solving.
Develop a simple understanding of an algorithm.
Collaboration
Work cooperatively and collaboratively with peers, teachers, and others using
technology.
Identify ways that teamwork and collaboration can support problem solving and
innovation.
Computing Practices and Programming
Use technology resources for problem solving and self-directed learning.
Construct a program as a set of step-by-step instructions to be acted out.
Implement problem solutions using a block-based visual programming language.
Computers and Computing Devices
Use standard input and output devices to successfully operate computers and
related technologies.
Apply strategies for identifying simple hardware and software problems that may
occur during use.
Identify factors that distinguish humans from machines.
Recognize that computers model intelligent behavior (as found in robotics, speech
and language recognition, and computer animation).

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Relevant Standards

ISTE National Education Technology Standards

Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
Apply existing knowledge to generate new ideas, products, or processes.
Use models and simulations to explore complex systems and issues.
Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute
to the learning of others.
Contribute to project teams to produce original works or solve problems.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources.
Plan and manage activities to develop a solution or complete a project.
Collect and analyze data to identify solutions and/or make informed decisions.
Use multiple processes and diverse perspectives to explore alternative solutions.
Digital Citizenship
Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
Demonstrate personal responsibility for lifelong learning.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems,
and operations.
Understand and use technology systems.
Select and use applications effectively and productively.
Troubleshoot systems and applications.
Transfer current knowledge to learning of new technologies.
ITEEA Standards for Technological Literacy
The Nature of Technology
Students will develop an understanding of the characteristics and scope of
technology.
Students will develop an understanding of the core concepts of technology.
Design
Students will develop an understanding of the attributes of design.
Students will develop an understanding of engineering design.
Students will develop an understanding of the role of troubleshooting, research and
development, invention and innovation, and experimentation in problem solving.
Abilities for a Technological World
Students will develop abilities to apply the design process.
Students will develop abilities to use and maintain technological products and
systems.

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Relevant Standards

Common Core Mathematics Standards

Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Model with mathematics.
Use appropriate tools strategically.
Expressions and Equations
Solve real-life and mathematical problems using numerical and algebraic
expressions and equations.
Geometry
Solve real-life and mathematical problems involving angle measure, area, surface
area, and volume.
Common Core English Language Arts
Reading Standards for Literacy in Science and Technical Subjects
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to
grades 68 texts and topics.
Reading Standards for Informational Text
Draw on information from multiple print or digital sources, demonstrating the ability
to locate an answer to a question quickly or to solve a problem efficiently.
Speaking and Listening Standards
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on topics, texts, and issues, building on
others ideas and expressing their own clearly.

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Appendix A

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Appendix B

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Appendix C

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Appendix D

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32