Spy Robot

Max and Mia’s story can introduce the topic to your students and set the stage for your classroom discussion.

Read the following story aloud or allow your students a few minutes to read it on their own.

Max and Mia want to throw a surprise party for a friend.
They do not know when the friend will come to their house.
They need a device to warn them.
They want to build a spy robot.
Max and Mia need your help!

Words you might need to introduce to your students: device, robot, detect motion

Students should follow the building instructions to build the model of the Spy Robot.

Please be aware that the building time can vary depending on the students’ prior knowledge of building with LEGO^® bricks.

Important
Please ensure that the Smarthub has fresh batteries or that the Smarthub Rechargeable Battery is charged.

Suggestion
To make it easier for the students to connect with the right Smarthub, it is recommended that you name the Smarthubs (e.g., WeDo001,WeDo002) prior to the lesson. This can be done in the connection center.

This program will make the Motion Sensor wait to detect motion in front of it. When something moves in front of the sensor it will play a sound.

1. Create the program shown by dragging and dropping the relevant program block(s) onto the screen.
2. Press the yellow Start Block to run the program.

Explain to each other how the robot works.
Once the students have created and run their programs, ask them to think about and explain the program and the function of the robot.

They should be able to answer questions like:

• How does the program work?
• What do the different program blocks do?

Use this optional extension task to build on students' prior learning as they investigate additional ways of using the Motion Sensor Block.

Students can record their own sounds by using the Sound Recording tool. Have them choose sound number 0 to play the sound they recorded.

Giving timely feedback can help students to further develop their newly-acquired skills. This can be done in several ways, including:

• Observing each student’s behavior, reaction, and strategies
• Asking questions about their thought processes

You can use the assessment criteria below as guidance:

1. The student is unable to create a program or adequately explain how the model works (e.g., the program string and its different program blocks).
2. The student is able, with prompting, to create a program or adequately explain how the model works.
3. The student is able to create a program and adequately explain how the model works.
4. The student is able to create a program and explain the different program blocks and how these influence how the model works.