LEGO® MINDSTORMS® Education EV3

Maker Activities – Secondary School

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US market and has not been changed in any manner to reflect local education standards or
curriculum. We hope that you find it helpful.

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Table of Contents
1. Introduction to the Maker Lessons. ....................................................... 3
Classroom Management Tips. ......................... .................................................. 4
The LEGO® Education Maker (Design) Process.................................................. 4
Assessment.. . . . ................................................ .................................................. 7
Share It.. . . . . . . . . . . .................................................................................................. 7
Self-Assessment. ............................................. .................................................. 8
2. Lesson Plan: Sound Machine
Maker Lesson Plan. ......................................... .................................................. 9
Additional Teacher’s Notes.............................. .................................................. 11
Tinkering Examples. .......................................................................................... 12
Maker Connect................................................ .................................................. 16
Student Worksheet. ......................................... .................................................. 17
3. Lesson Plan: Security Gadget
Maker Lesson Plan. ......................................... .................................................. 19
Additional Teacher’s Notes.............................. .................................................. 21
Tinkering Examples. .......................................................................................... 21
Maker Connect................................................ .................................................. 24
Student Worksheet. ......................................... .................................................. 25
4. Lesson Plan: Puppet
Maker Lesson Plan. ......................................... .................................................. 27
Additional Teacher’s Notes.............................. .................................................. 29
Tinkering Examples. .......................................................................................... 29
Maker Connect................................................ .................................................. 31
Student Worksheet. ......................................... .................................................. 32
5. Additional Maker Briefs............................................................................. 34
6. Tinkering Ideas. ......................................... .................................................. 35

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1. Introduction to the Maker Lessons

The LEGO® MINDSTORMS® Education EV3 Maker Lessons have been developed
to engage and motivate secondary school pupils, piquing their interest in learning
about design, engineering and coding using motorised models and simple
programming.

Each lesson provides an initial brief as a starting point. The open-ended prompts
allow for unlimited answers and enable the pupils to express a wide range of creative
solutions as they sketch, build and test prototypes of the designs that they create.

The teacher’s role in these lessons is to provide the pupils with the tools and
necessary freedom to connect with and define a problem, make a solution and share
what they have made.

Use your creativity to adapt these activities to suit the needs of your pupils.

te
teacher is to crea
“The role of the th er than
r invention ra
the conditions fo le dg e.”
ade know
provide ready-m rt
– Seymour Pape

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Classroom Management Tips
Required Materials
• LEGO® MINDSTORMS® Education EV3 Core Set
• Lesson plan
• Student Worksheet for each activity
• Inspirational images for each activity
• Modelling materials already available in your classroom

How much time do you need?

Each lesson is designed to take 90 minutes. If you work in shorter class periods you
can break this down into two 45 minute sessions.

Preparation
It is important to establish work groups for the pupils. Groups of two work well.
Ensure that each of the pupils has a copy of the Student Worksheet for recording
their design process. Alternatively, they can use their own preferred method
for recording their design journey. They will also need the LEGO MINDSTORMS
Education EV3 Core Set (one set for every two pupils is recommended).

The LEGO® Education Maker (Design) Process

Defining the Problem

It is important for the pupils to define a real problem to solve or to find a
new design opportunity from the start. The “Connect” images are provided
to help the pupils to think about the design of their solutions. At this stage
of the process it is important that you do not show examples of a final or
sample solution.

Brainstorm
Brainstorming is an active part of making. Some pupils will find it easier
to explore their thoughts through tinkering (i.e. hands-on experimentation)
with the LEGO® bricks and others will prefer to record sketches and notes.
Group work is essential, but it is important to allow time for the pupils to
work alone before sharing their ideas with their groups.

Define the Design Criteria

Discussing and reaching an agreement about the best solution to build
can involve a lot of negotiation and may require different techniques that
are dependent on the pupils’ skills. For example:
• Some pupils draw well.
• Others may build part of a model and then describe what they mean.
• Other pupils may be good at describing a strategy.

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Classroom Management Tips

Encourage an ethos where pupils can share anything, no matter how

Design criteria
abstract it might sound. Be active during this phase and ensure that the example:
ideas that the pupils choose are achievable. The design must…
The design should…
It is important for the pupils to set clear design criteria. Once the solution The design could…
to the problem has been made, the pupils will return to these criteria,
which will then form the basis for testing how well their solution works.

Go Make
The pupils must make one of their ideas using the LEGO® set, they can
also use other materials if if this is necessary. If they are finding it difficult
to build their idea, encourage them to break problems down into smaller
parts. Explain that they do not have to come up with the whole solution
from the start. Remind the pupils that this process is iterative and they
must test, analyse and revise their idea as they go.

Using this Maker process does not mean that you are following an
inflexible set of steps. Instead, think of it as a set of practices.

For example, brainstorming may be prominent at the beginning of the

process. However, the pupils may also need to brainstorm ideas when they
are trying to figure out ways to improve their idea or when they have a bad
test result and must change a feature of their design.

Review and Revise Your Solution

In order to help the pupils to develop their critical thinking and
communication skills, you may wish to have the pupils from one group
observe and critique another group’s solution. Peer review and formative
feedback helps both the pupils giving, and the pupils receiving the
feedback to improve their work.

Communicate Your Solution

The Student Worksheet is helpful for basic documentation of the activity.
The pupils can also refer to it when presenting their work in front of the
class. You may also wish to use the Student Worksheet as a portfolio for
performance evaluations or for the pupils’ self-evaluation.

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Classroom Poster

The LEGO® Education Maker (Design)

Process

Define the Problem

Brainstorming

Define the Design Criteria

Go Make

Review and Revise Your Solution

Communicate Your Solution

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Classroom Management Tips

Assessment

Where can I find the assessment materials?

Assessment materials are provided on the following page for the first three projects.

What learning goals are assessed?

The pupils use the Student Worksheet assessment rubric to evaluate their design
work according to the learning goals. Each rubric includes four levels: Bronze, Silver,
Gold and Platinum. The intention of the rubric is to help the pupils to reflect on what
they have done well in relation to the learning goals and what they could have done
better. Each rubric can be linked to engineering-related learning goals.

Share It
We encourage you to share your pupils’ brilliant projects on the appropriate social
media platforms using the hashtag #LEGOMaker. #LEGOMAKER
The pupils can also share their own projects if they are over 13 years old and if it
complies with the rules of your school/Maker space.

The Maker Activities

Start your Maker journey with the following three activities:
• Sound Machine
• Security Gadget
• Puppet

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Self-Assessment
Name(s): Date:

GOALS

BRONZE SILVER GOLD PLATINUM

Maker task: • We have successfully built • We have successfully used • We have achieved Silver • We have achieved Gold
and tested one design two design criteria and and refined our idea, and successfully met all
Sound Machine based upon a single design ideas to build a solution to improving it further three design criteria.
criterion and design idea. a defined problem. through testing, revising
Designing Solutions and retesting.

Maker task: • We have understood the • We have defined a design • We have achieved Silver • We have achieved Gold
design problem. problem and used one and used two design and used three design
Security Gadget design criterion and idea criteria and ideas to build criteria and ideas to build
to build our solution. our solution. an effective solution.
Defining Problems

Maker task: • We have drawn and • We have achieved Bronze • We have achieved Silver • We have achieved Gold
labelled the different parts and identified the location and included a diagram and used words and a
Puppet of our design. of the key component parts showing how our design diagram to explain how
that are responsible for works. our new design works.
Obtaining, Evaluating and making our design work.
Communicating Information

Notes:

Well done! What will you make next?

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©2018 The LEGO Group. All rights reserved.
2. Lesson Plan: Sound Machine
Use this lesson plan to help structure the flow of each lesson.

Learning Goals
After completing this lesson, the pupils will have:
• Used and understood the design process
• Defined a clear design need
• Developed their ability to iterate and improve design solutions
• Developed their problem-solving and communication skills

Duration
2 x 45 mins (90 mins)

Preparation
Ensure that each of the pupils has a copy of the Student Worksheet for recording
their design process. They will also need the LEGO® MINDSTORMS® Education EV3
Core Set (one set for every two pupils is recommended).

Other Materials Required (Optional)

Use craft materials that you already have in your classroom to add another
dimension to this activity. Some materials could be:
• Rubber bands
• Pipe cleaners
• Thin cardboard
• Construction paper
• Thin wire
• Thin plastic sheets
• Recycled materials
• Foam

Procedure
Make a Sound Machine
Maker Connect

Music is made up of a combination of sounds, notes and rhythm. A rhythm is a

regular movement or repeated pattern of movements that can be used in many

1. Introduction/Discussion
different ways. In mechanical machines, a rhythm can help keep a machine running
smoothly. It can also be used to generate different sounds in music.

Look at the photos below and answer the questions.

• What do you see?
• Can you see any new design opportunities?
• What problems can you see?
• How could you make use of the LEGO® bricks, Programmable Brick, motors, and

Hand out the Student Worksheets and allow the pupils to interpret the activity for
sensors?

themselves, or read the Maker ‘Connect’ text aloud to set the scene.

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2. Defining the Problem

As the pupils look at the ‘Connect’ images and questions, facilitate a discussion The pupils must
to steer them towards a problem or a new design opportunity. Once they have define a problem
decided upon a problem to solve, ensure that they record this in some way. They before they can start
can use the worksheet to help structure their project documentation or use their brainstorming ideas.
own preferred method to record their design journey.

3. Brainstorm
The pupils should initially work independently, spending three minutes to
generate as many ideas as they can to solve the problem. They can use the
bricks from the LEGO® set during the brainstorming process or sketch out their
ideas in the space provided on the worksheet.

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Sound Machine

It is important for the pupils to spend time tinkering with the LEGO® bricks in
order to generate ideas. The goal of tinkering is to explore as many solutions
as possible. You can use the tinkering examples that are provided at the end
of this material for inspiration or as a means for getting started.

The pupils can now take turns sharing their ideas within their groups. Once all of Take turns to sharing
the ideas have been shared, each group should select the best idea(s) to make. Be your ideas.
prepared to help facilitate this process, ensuring that the pupils choose an idea that
is possible to make. Encourage diversity, not all groups have to make the same thing.

4. Define the Design Criteria Design criteria

The pupils should record up to three design criteria on their worksheets. They will example:
refer to this again as they review and revise their solutions. The design must..
The design could…
5. Go Make The design should…
Now the pupils will make one of their group’s ideas using the LEGO®
MINDSTORMS® Education EV3 Core Set and other materials as needed.

Reinforce the idea that the pupils do not have to come up with the whole solution
from the start.

During the making process, remind the pupils to test and analyse their ideas
as they go, making improvements where necessary. If you would like the pupils
to submit their documentation at the end of the lesson, ensure that they use
sketches and photos of their models to record their design journey during the
making stage of the lesson.

6. Review and Revise Your Solution How well does it

The pupils will test and evaluate their designs against the design criteria that they work?
recorded before they started making their solutions. They can record notes on What if…?
their Student Worksheets.

7. Communicate Your Solution

Allow time for each pupil or group of pupils to present their solution to the class.
A good way to do this is to set out a table that is large enough to display all of
the models. If you are short of time, pair off the groups and have them present to
each other.

8. Assessment
The pupils will use the Student Worksheet assessment rubric to evaluate their
design work according to the learning goals. Each rubric includes four levels:
Bronze, Silver, Gold and Platinum. The intention of the rubric is to help the pupils
to reflect on what they have done well in relation to the learning goals and what
they could have done better. Each rubric can be linked to engineering-related
learning goals.

9. Tidy Up
Ensure that you leave approximately 10-15 minutes at the end of the lesson to
break down the models and sort them back into the LEGO® boxes.

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Sound Machine

Additional Teacher’s Notes

Optional Materials
• Plastic or paper cups
• Small musical instruments, such as chimes, bells and small drums

Prior Learning
Before beginning this Maker activity, it is recommended that the pupils know how to
use the on-brick motor control function and also how to program a motor to move.

Brick app screen Motor control

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Sound Machine

Tinkering Examples

Some pupils may need a little inspiration and scaffolding to help them to get started.
The pupils can remix an existing model or invent a new design.

Note: You are advised not to share these images with your pupils.

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Sound Machine

This example program combined with the small model will make a beat and rhythm
on any surface when the program is run.

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Sound Machine

Tinkering Examples
Note: You are advised not to share these images with your pupils.

You can also tinker with the use of sensors.

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Sound Machine

This program will play different sounds when the wheel is rotated. The sound is
determined by which colour is placed in front of the Colour Sensor.

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Sound Machine
Maker Connect

Music is made up of a combination of sounds, notes and rhythm. A rhythm is a

regular movement or a repeated pattern of movements that can be used in many
different ways. In mechanical machines, a rhythm can help keep a machine running
smoothly. It can also be used to generate different sounds in music.

Look at the photos below and answer the questions.

• What do you see?
• Can you see any new design opportunities?
• What problems can you see?
• How could you make use of the LEGO® bricks, EV3 Brick, motors and sensors?

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©2018 The LEGO Group. All rights reserved.
Student Worksheet - Sound Machine

Name(s): Date: Documenting your

work is very important
in the design process.
Record as much as you
Defining the Problem can using sketches,
photos and notes.
What problems can you see in the pictures? Pick one problem and explain it below.

Brainstorm
Individual work: Now that you have defined a problem, take three minutes to Use LEGO® bricks and
generate ideas for solving it. Be prepared to share your ideas with your group. sketches to explore
your ideas.

Sometimes simple
ideas are the best
ideas.

Group work: Share and discuss your ideas for solving the problem.

Define the Design Criteria Design criteria

You should have generated a number of ideas. Now select the best one to make. example:
The design must..
Based upon your brainstorming discussion, write out two or three specific design The design should…
criteria that your design must meet: The design could…

1.

2.

3.

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Student Worksheet - Sound Machine

Go Make
It is time to start making. Use the components from the LEGO® set to make You can use other
your chosen solution. Test and analyse your design as you go and record any materials from around
improvements that you make. the classroom.

Review and Revise Your Solution

Have you managed to solve the problem that you defined at the beginning of the
lesson? Look back at your three design criteria.

How well does your solution work? Use the space below to suggest three
improvements to your design.

1.

2.

3.

Communicate Your Solution Print off your photos,

Now that you have finished, make a sketch or take a photo of your model, label the and attach all of your
three most important parts and explain how they work. You are now ready to present work to a piece of
your solution to the class. paper or card.

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©2018 The LEGO Group. All rights reserved.
3. Lesson Plan: Security Gadget
Use this lesson plan to help structure the flow of each lesson.

Learning Goals
After completing this lesson, the pupils will have:
• Used and understood the design process
• Defined a clear design need
• Developed their ability to iterate and improve design solutions
• Developed their problem-solving and communication skills

Duration
2 x 45 mins (90 mins)

Preparation
Ensure that each of the pupils has a copy of the Student Worksheet for recording
their design process. They will also need the LEGO® MINDSTORMS® Education EV3
Core Set (one set for every two pupils is recommended).

Other Materials Required (Optional)

Use craft materials that you already have in your classroom to add another
dimension to this activity. Some materials could be:
• Rubber bands
• Pipe cleaners
• Thin cardboard
• Construction paper
• Thin wire
• Thin plastic sheets
• Recycled materials
• Foam

Procedure
Make a Security Gadget
Maker Connect

Over time, people have come up with many different ways to help protect their
personal belongings from theft. These inventions include simple alarm systems and

1. Introduction/Discussion
even traps!

Look at the photos below and answer the questions.

• What do you see?
• Can you see any new design opportunities?
• What problems can you see?
• How could you make use of the LEGO® bricks, Programmable Brick, motors, and
sensors?

Hand out the Student Worksheets and allow the pupils to interpret the activity for
themselves, or read the Maker ‘Connect’ text aloud to set the scene.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group. 19
©2017 The LEGO Group. All rights reserved.

2. Defining the Problem

As the pupils look at the ‘Connect’ images and questions, facilitate a discussion The pupils must
to steer them towards a problem or a new design opportunity. Once they have define a problem
decided upon a problem to solve, ensure that they record this in some way. They before they can start
can use the worksheet to help structure their project documentation or use their brainstorming ideas.
own preferred method to record their design journey.

3. Brainstorm
The pupils should initially work independently, spending three minutes to
generate as many ideas as they can to solve the problem. They can use the
bricks from the LEGO® set during the brainstorming process or sketch out their
ideas in the space provided on the worksheet.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group. 19
©2018 The LEGO Group. All rights reserved.
Security Gadget

It is important for the pupils to spend time tinkering with the LEGO® bricks
in order to generate ideas. The goal of tinkering is to explore as many
solutions as possible. You can use the tinkering examples that are provided
at the end of this material for inspiration or as a means for getting started.

The pupils can now take turns sharing their ideas within their groups. Once all of Take turns to sharing
the ideas have been shared, each group should select the best idea(s) to make. Be your ideas.
prepared to help facilitate this process, ensuring that the pupils choose an idea that
is possible to make. Encourage diversity, not all groups have to make the same thing.

4. Define the Design Criteria Design criteria

The pupils should record up to three design criteria on their worksheets. They will example:
refer to this again as they review and revise their solutions. The design must…
The design could…
5. Go Make The design should…
Now the pupils will make one of their group’s ideas using the LEGO®
MINDSTORMS® Education EV3 Core Set and other materials as needed.

Reinforce the idea that the pupils do not have to come up with the whole solution
from the start.

During the making process, remind the pupils to test and analyse their ideas
as they go, making improvements where necessary. If you would like the pupils
to submit their documentation at the end of the lesson, ensure that they use
sketches and photos of their models to record their design journey during the
making stage of the lesson.

6. Review and Revise Your Solution How well does it

The pupils will test and evaluate their designs against the design criteria that they work?
recorded before they started making their solutions. They can record notes on What if…?
their Student Worksheets.

7. Communicate Your Solution

Allow time for each pupil or group of pupils to present their solution to the class.
A good way to do this is to set out a table that is large enough to display all of
the models. If you are short of time, pair off the groups and have them present to
each other.

8. Assessment
The pupils will use the Student Worksheet assessment rubric to evaluate their
design work according to the learning goals. Each rubric includes four levels:
Bronze, Silver, Gold and Platinum. The intention of the rubric is to help the pupils
to reflect on what they have done well in relation to the learning goals and what
they could have done better. Each rubric can be linked to engineering-related
learning goals.

9. Tidy Up
Ensure that you leave approximately 10-15 minutes at the end of the lesson to
break down the models and sort them back into the LEGO® boxes.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group. 20
©2018 The LEGO Group. All rights reserved.
Security Gadget

Additional Teacher’s Notes

Optional Materials
• Card or paper
• String

Prior Learning
Before beginning this Maker activity, it is recommended that the pupils know how to
use the input sensors.

Tinkering Examples
Some pupils may need a little inspiration and scaffolding to help them to get started.
The pupils can remix an existing model or invent a new design.

Note: You are advised not to share these images with your pupils.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group. 21
©2018 The LEGO Group. All rights reserved.
Security Gadget

This program will activate an alarm when an object is lifted from the Touch Sensor.

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©2018 The LEGO Group. All rights reserved.
Security Gadget

Tinkering Examples
Note: You are advised not to share these images with your pupils.

This program will activate an alarm when an object moves in front of the Ultrasonic
Sensor.

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©2018 The LEGO Group. All rights reserved.
Security Gadget
Maker Connect

Over time, people have come up with many different ways to help protect their
personal belongings from theft. These inventions include simple alarm systems and
even traps!

Look at the photos below and answer the questions.

• What do you see?
• Can you see any new design opportunities?
• What problems can you see?
• How could you make use of the LEGO® bricks, EV3 Brick, motors and sensors?

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group. 24
©2018 The LEGO Group. All rights reserved.
Student Worksheet - Security Gadget

Name(s): Date: Documenting your

work is very important
in the design process.
Record as much as
Defining the Problem you can using sketches
photos, and notes.
What problems can you see in the pictures? Pick one problem and explain it below.

Brainstorm
Individual work: Now that you have defined a problem, take three minutes to Use LEGO® bricks and
generate ideas for solving it. Be prepared to share your ideas with your group. sketches to explore
your ideas.

Sometimes simple
ideas are the best
ideas.

Group work: Share and discuss your ideas for solving the problem.

Define the Design Criteria Design criteria

You should have generated a number of ideas. Now select the best one to make. example:
The design must..
Based upon your brainstorming discussion, write out two or three specific design The design should…
criteria that your design must meet: The design could…

1.

2.

3.

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©2018 The LEGO Group. All rights reserved.
Student Worksheet - Security Gadget

Go Make
It is time to start making. Use the components from the LEGO® set to make You can use other
your chosen solution. Test and analyse your design as you go and record any materials from around
improvements that you make. the classroom.

Review and Revise Your Solution

Have you managed to solve the problem that you defined at the beginning of the
lesson? Look back at your three design criteria.

How well does your solution work? Use the space below to suggest three
improvements to your design.

1.

2.

3.

Communicate Your Solution Print off your photos,

Now that you have finished, make a sketch or take a photo of your model, label the and attach all of your
three most important part, and explain how they work. You are now ready to present work to a piece of
your solution to the class. paper or card.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group. 26
©2018 The LEGO Group. All rights reserved.
4. Lesson Plan: Puppet
Use this lesson plan to help structure the flow of each lesson.

Learning Goals
After completing this lesson, the pupils will have:
• Used and understood the design process
• Defined a clear design need
• Developed their ability to iterate and improve design solutions
• Developed their problem-solving and communication skills

Duration
2 x 45 mins (90 mins)

Preparation
Ensure that each of the pupils has a copy of the Student Worksheet for recording
their design process. They will also need the LEGO® MINDSTORMS® Education EV3
Core Set (one set for every two pupils is recommended).

Other Materials Required (Optional)

Use craft materials that you already have in your classroom to add another
dimension to this activity. Some materials could be:
• Rubber bands
• Pipe cleaners
• Thin cardboard
• Construction paper
• Thin wire
• Thin plastic sheets
• Recycled materials
• Foam

Procedure
Make a Puppet or Fun Character
Maker Connect

Puppets have been used for generations to tell stories and create characters for
TV and film. They can be as simple as a thumb puppet or as complex as a moving

1. Introduction/Discussion
animatronic dinosaur used in a movie.

Look at the photos below and answer the questions.

• What do you see?
• Can you see any new design opportunities?
• What problems can you see?
• How could you make use of the LEGO® bricks and Programmable Brick?

Hand out the Student Worksheets and allow the pupils to interpret the activity for
themselves or read the Maker ‘Connect’ text aloud to set the scene.

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2. Defining the Problem

As the pupils look at the ‘Connect’ images and questions, facilitate a discussion The pupils must
to steer them towards a problem or a new design opportunity. Once they have define a problem
decided upon a problem to solve, ensure that they record this in some way. They before they can start
can use the worksheet to help structure their project documentation or use their brainstorming ideas.
own preferred method to record their design journey.

3. Brainstorm
The pupils should initially work independently, spending three minutes to generate
as many ideas as they can to solve the problem. They can use the bricks from the
LEGO® set during the brainstorming process or sketch out their ideas in the space
provided on the worksheet.

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Puppet

It is important for the pupils to spend time tinkering with the LEGO® bricks
in order to generate ideas. The goal of tinkering is to explore as many
solutions as possible. You can use the tinkering examples that are provided
at the end of this material for inspiration or as a means for getting started.

The pupils can now take turns sharing their ideas within their groups. Once all of Take turns to sharing
the ideas have been shared, each group should select the best idea(s) to make. Be your ideas.
prepared to help facilitate this process, ensuring that the pupils choose an idea that
is possible to make. Encourage diversity, not all groups have to make the same thing.

4. Define the Design Criteria Design criteria

The pupils should record up to three design criteria on their worksheets. They will example:
refer to this again as they review and revise their solutions. The design must…
The design could…
5. Go Make The design should…
Now the pupils will make one of their group’s ideas using the LEGO®
MINDSTORMS® Education EV3 Core Set, and other materials as needed.

Reinforce the idea that the pupils do not have to come up with the whole solution
from the start.

During the making process, remind the pupils to test and analyse their ideas
as they go, making improvements where necessary. If you would like the pupils
to submit their documentation at the end of the lesson, ensure that they use
sketches and photos of their models to record their design journey during the
making stage of the lesson.

6. Review and Revise Your Solution How well does it

The pupils will test and evaluate their designs against the design criteria that they work?
recorded before they started making their solutions. They can record notes on What if…?
their Student Worksheets.

7. Communicate Your Solution

Allow time for each pupil or group of pupils to present what they have made
to the class. A good way to do this is to set out a table that is large enough to
display all of the models. If you are short of time, pair off the groups and have
them present to each other.

8. Assessment
The pupils will use the Student Worksheet assessment rubric to evaluate their design
work according to the learning goals. Each rubric includes four levels: Bronze, Silver,
Gold and Platinum. The intention of the rubric is to help the pupils to reflect on what
they have done well in relation to the learning goals and what they could have done
better. Each rubric can be linked to engineering-related learning goals.

9. Tidy Up
Ensure that you leave approximately 10-15 minutes at the end of the lesson to
break down the models and sort them back into the LEGO® boxes.

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Puppet

Additional Teacher’s Notes

Optional Materials
• Card or paper
• Fabric scraps for decoration
• Coloured felt pens or pencils

Prior Learning
Before beginning this Maker activity, it is recommended that the pupils know how to
use the on-brick motor control function and know how to program a motor to move.

The pupils can also try connecting two motors together as this which is a great way
to explore movement.

Tinkering Examples
Some pupils may need a little inspiration and scaffolding to help them to get started.
The pupils can remix an existing model or invent a new design.

Note: You are advised not to share these images with your pupils.

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Puppet

Use this program with the ‘Connect’ and Large Motor.

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Puppet
Maker Connect

Puppets have been used for generations to tell stories and create characters for
TV and film. They can be as simple as a thumb puppet or as complex as a moving
animatronic dinosaur that is used in a movie.

Look at the photos below and answer the questions.

• What do you see?
• Can you see any new design opportunities?
• What problems can you see?
• How could you make use of the LEGO® bricks and the EV3 Brick?

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Student Worksheet - Puppet

Name(s): Date: Documenting your

work is very important
in the design process.
Record as much as you
Defining the Problem can using sketches,
photos and notes.
What problems can you see in the pictures? Pick one problem and explain it below.

Brainstorm
Individual work: Now that you have defined a problem, take three minutes to Use LEGO® bricks and
generate ideas for solving it. Be prepared to share your ideas with your group. sketches to explore
your ideas.

Sometimes simple
ideas are the best
ideas.

Group work: Share and discuss your ideas for solving the problem.

Define the Design Criteria Design criteria

You should have generated a number of ideas. Now select the best one to make. example:
The design must..
Based upon your brainstorming discussion, write out two or three specific design The design should…
criteria that your design must meet: The design could…

1.

2.

3.

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Student Worksheet - Puppet

Go Make
It is time to start making. Use the components from the LEGO® set to make You can use other
your chosen solution. Test and analyse your design as you go and record any materials from around
improvements that you make. the classroom.

Review and Revise Your Solution

Have you managed to solve the problem that you defined at the beginning of the
lesson? Look back at your three design criteria.

How well does your solution work? Use the space below to suggest three
improvements to your design.

1.

2.

3.

Communicate Your Solution Print off your photos,

Now that you have finished, make a sketch or take a photo of your model, label the and attach all of your
three most important parts and explain how they work. You are now ready to present work to a piece of
your solution to the class. paper or card.

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5. Additional Maker Briefs
Once you have completed the first three activities, use the same Maker design
process to try out one or more of the activities that are listed below.

1. Table Top Game

Games can help people to make new friends, communicate and share new ideas,
and just have fun together. Some examples of this include mini sports games,
problem-solving puzzles and games that can help you to remember the things that
you have learned in class today.

2. Drawing Machine
We are surrounded by mechanisms and machines that can draw diagrams or print
pictures. These devices are often used for drawing repeated patterns and creating
abstract art.

3. Wearables
‘Wearables’ or ‘wearable technology’, is being used more and more in everyday life.
We see wearable technology in the form of health monitors, mind-controlled and
gesture-controlled devices, invisibles, VR headsets and smart watches that can pay
for your shopping or even reveal your flight boarding pass! These are just a few of
the many products that already exist.

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6. Tinkering Ideas
Maker Spaces are often set up with a tinkering wall where pupils can get hands-on
inspiration using examples of principle mechanisms. We have provided the following
three ideas to help you to get started. See what else you and your pupils can come up
with, and please share your models on social media using the hashtag #LEGOMaker.

Tinker stand Switch

Large Motor – to – Large Motor movement

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LEGOeducation.com/MINDSTORMS
LEGO, the LEGO logo, MINDSTORMS, and the Minifigure are
trademarks and/or copyrights of the/sont des marques de
commerce et/ou copyrights du/son marcas registradas, algunas
de ellas protegidas por derechos de autor, de LEGO Group. ©2018
The LEGO Group. All rights reserved/Tous droits réservés/Todos los
derechos reservados.