Assemble Your Crew
Design, build, and program a robot that can navigate to the lunar base, pick up the flight commander, and set her down at the base area.
- Read through the student material in the EV3 Classroom App.
- Collect some information about how astronauts prepare for space missions.
- If you feel it’s needed, plan a few lessons to go through the Robot Trainer unit in the app. This will help familiarize your students with LEGO® MINDSTORMS® Education EV3.
- To complete this lesson, your students will have to have built the eight Space Challenge models and set up the Challenge Mat.
- If you don’t have double-block class time, plan to run this lesson over multiple sessions.
2. Engage (10 Min.)
- Use the ideas in the Ignite a Discussion section below to engage your students in a discussion related to this mission.
- Explain the objective, rules, and achievement badges for this mission.
- Split your class into teams.
3. Explore (25 Min.)
- Have your students brainstorm ideas for solving this mission.
- Encourage them to create multiple prototypes, exploring both building and programming.
- Allow the teams some time to work independently on building and testing their solutions.
4. Explain (10 Min.)
- Facilitate a discussion about the key functionalities the robot must have in order to navigate to the lunar base and pick up the flight commander.
5. Elaborate (45 Min.)
- Have each team practice lining up their robot and sending it on the mission to pick up the flight commander.
- Let them continue working on their robots until they’re ready for a judged attempt.
- Don’t forget to leave some time for cleanup.
- Award achievement badges based on how well each team solved the mission.
- Evaluate the creativity of each team’s solution and how well their team worked together.
- You can use the assessment rubrics provided to simplify the process.
Ignite a Discussion
On a human mission to Mars, the crew must endure darkness, low gravity, and isolation. A lunar base could be used to prepare the crew for this, both physically and mentally. On Earth, a research station in Antarctica is used to simulate the conditions of Mars missions.
Use these questions to engage your students in a discussion about how astronauts train and prepare for space missions:
- What’s an astronaut?
- How can astronauts prepare for space missions?
The robot navigates to the lunar base, picks up the flight commander, and sets her down at the base area.
Here’s an example mission solution that completes this mission:
There are five rules that apply to all of the Space Challenge missions. Make sure your students know all of them before they start:
- Your robot must always start the mission from the base area.
- Your robot must leave the base area before carrying out the mission.
- A “successful robot return” occurs when any part of the robot crosses over any part of the base area line.
- You’re not allowed to touch your robot while it’s outside of the base area.
- If you touch your robot while it’s completely outside of the base area and it’s holding an object, the object must be returned to its original position and you must begin the mission again.
Mission Achievement Badges
There are four levels of achievement badges. Explain that each team will be awarded an achievement badge based on how well they accomplish the mission. Refer to the Assessment Opportunities section below for a description of the achievement badges for this mission.
This project is designed so that every team can have a unique solution. Use these questions to help teams brainstorm ideas for solving this mission:
- Can you think of some ways the robot could navigate to the lunar base?
- Which type of motorized mechanism can be used to pick up the flight commander?
Example Mission Solution
The example mission solution is comprised of the following solution extensions:
Execute the Mission
Place the example solution model in starting position “2” on the Challenge Mat and execute the mission. Make sure that the Crew Module is positioned as shown in the video.
Use the Color Sensor in Color Mode to detect when the robot reaches the lunar base on the Challenge Mat. Use the Color Sensor in Reflected Light Intensity Mode to identify the flight commander. If the Color Sensor doesn’t detect changes in color on the Challenge Mat, try calibrating the sensor.
This program is unique to the example solution model described above. Due to variations in friction, battery level, lighting conditions, and the condition of the LEGO® components, it’s likely that you’ll have to make adjustments to the program. Before doing this, however, try making small adjustments to the robot’s starting position in the base area.
Simplify this lesson by:
- Working side-by-side with your students to help them figure out how to detect when the robot reaches the lunar base
- Having your students complete the Colors and Lines lesson in the Robot Trainer unit before attempting this mission
- Encouraging peer-to-peer learning and coaching
Take this lesson to the next level by:
- Randomly switching the position of the two astronauts and having the students create a program that responds to this variable
- Limiting the amount of time the students have to solve the mission
- Challenging the students to use a Color Sensor to solve this mission
- Adding design constraints by limiting the number of LEGO® elements available or assigning a “price” to each type of LEGO element and a maximum “cost” per robot
Teacher Observation Checklist
Create a scale that matches your needs, for example:
- Partially accomplished
- Fully accomplished
Use the following success criteria to evaluate your students’ progress:
- Students designed a robot that meets the requirements of the mission.
- Students came up with creative solutions and considered multiple solutions.
- Students worked together as a team to complete the mission.
Award an achievement badge based on how well the team solved the challenge mission.
- Bronze: The team picked up another mission specialist instead of the flight commander.
- Silver: The team managed to pick up the flight commander but didn’t make the return trip to the base area.
- Gold: The team picked up the flight commander and made it back to the base area.
- Platinum: The team picked up the flight commander and made it back to the base area. The team also went beyond the mission requirements by adding features to their design.
Have each student choose the achievement badge that they feel best represents their performance.
- Bronze: We did the best we could under difficult circumstances.
- Silver: We had a few accidents along the way but we still battled on to the end of the mission.
- Gold: We’ve accomplished the mission with excellent results.
- Platinum: We’ve not only completed the mission but also added original and effective features to our design.
Language Arts Extension
To integrate language arts skills development, have your students:
- Create a presentation or a video highlighting their robot’s features and performance
- Create a presentation explaining some important features of their program
Note: This will make for a longer lesson.
Students who enjoyed this lesson might be interested in exploring these career pathways:
- Information Technology (Computer Programming)
- Manufacturing and Engineering (Pre-Engineering)
- Science, Technology, Engineering & Mathematics (Engineering and Technology)
- Demonstrate their skills in solving a mission
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
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