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LEGO® MINDSTORMS® Education EV3
Maker Activities – Secondary School

This educational content is a certified and direct translation of educational content that was
originally developed and quality-approved by LEGO® Education. It was developed for the
US market and has not been changed in any manner to reflect local education standards or
curriculum. We hope that you find it helpful.

LEGOeducation.com/MINDSTORMS
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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

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

2

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
than
er
th
r invention ra
the conditions fo
e.”
dg
le
ade know
provide ready-m

rt

– Seymour Pape

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

3

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.

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

4

Classroom Management Tips

Encourage an ethos where pupils can share anything, no matter how
abstract it might sound. Be active during this phase and ensure that the
ideas that the pupils choose are achievable.
It is important for the pupils to set clear design criteria. Once the solution
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.

Design criteria
example:
The design must…
The design should…
The design could…

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.

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

5

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

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

6

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

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

7

Self-Assessment
Name(s):



Date:

GOALS

Maker task:
Sound Machine
Designing Solutions

Maker task:
Security Gadget

BRONZE

SILVER

• We have successfully built
and tested one design
based upon a single design
criterion and design idea.

• We have successfully used
two design criteria and
ideas to build a solution to
a defined problem.

• We have achieved Silver
and refined our idea,
improving it further
through testing, revising
and retesting.

• We have achieved Gold
and successfully met all
three design criteria.

• We have understood the
design problem.

• We have defined a design
problem and used one
design criterion and idea
to build our solution.

• We have achieved Silver
and used two design
criteria and ideas to build
our solution.

• We have achieved Gold
and used three design
criteria and ideas to build
an effective solution.

• We have drawn and
labelled the different parts
of our design.

• We have achieved Bronze
and identified the location
of the key component parts
that are responsible for
making our design work.

• We have achieved Silver
and included a diagram
showing how our design
works.

• We have achieved Gold
and used words and a
diagram to explain how
our new design works.

Defining Problems

Maker task:
Puppet
Obtaining, Evaluating and
Communicating Information

GOLD

PLATINUM

Notes:

Well done! What will you make next?

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

8

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

1. Introduction/Discussion
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.

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
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
sensors?

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

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

13

The pupils must
define a problem
before they can start
brainstorming ideas.

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.
©2018 The LEGO Group. All rights reserved.

9

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
the ideas have been shared, each group should select the best idea(s) to make. Be
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
The pupils should record up to three design criteria on their worksheets. They will
refer to this again as they review and revise their solutions.
5. Go Make
Now the pupils will make one of their group’s ideas using the LEGO®
MINDSTORMS® Education EV3 Core Set and other materials as needed.

Take turns to sharing
your ideas.

Design criteria
example:
The design must..
The design could…
The design should…

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

How well does it
work?
What if…?

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.
©2018 The LEGO Group. All rights reserved.

10

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

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

11

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.

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

12

Sound Machine

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

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

13

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.

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

14

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.

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

15

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?

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

16

Student Worksheet - Sound Machine
Name(s):



Date:

Defining the Problem
What problems can you see in the pictures? Pick one problem and explain it below.

Documenting your
work is very important
in the design process.
Record as much as you
can using sketches,
photos and notes.




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

Use LEGO® bricks and
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
You should have generated a number of ideas. Now select the best one to make.
Based upon your brainstorming discussion, write out two or three specific design
criteria that your design must meet:

Design criteria
example:
The design must..
The design should…
The design could…

1.
2.
3.

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

17

Student Worksheet - Sound Machine

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

You can use other
materials from around
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
Now that you have finished, make a sketch or take a photo of your model, label the
three most important parts and explain how they work. You are now ready to present
your solution to the class.

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

Print off your photos,
and attach all of your
work to a piece of
paper or card.

18

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

1. Introduction/Discussion
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.

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, Programmable 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.
©2017 The LEGO Group. All rights reserved.

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

19

The pupils must
define a problem
before they can start
brainstorming ideas.

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.
©2018 The LEGO Group. All rights reserved.

19

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
the ideas have been shared, each group should select the best idea(s) to make. Be
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
The pupils should record up to three design criteria on their worksheets. They will
refer to this again as they review and revise their solutions.
5. Go Make
Now the pupils will make one of their group’s ideas using the LEGO®
MINDSTORMS® Education EV3 Core Set and other materials as needed.

Take turns to sharing
your ideas.

Design criteria
example:
The design must…
The design could…
The design should…

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

How well does it
work?
What if…?

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.
©2018 The LEGO Group. All rights reserved.

20

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.
©2018 The LEGO Group. All rights reserved.

21

Security Gadget

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

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

22

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.

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

23

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.
©2018 The LEGO Group. All rights reserved.

24

Student Worksheet - Security Gadget
Name(s):



Date:

Defining the Problem
What problems can you see in the pictures? Pick one problem and explain it below.

Documenting your
work is very important
in the design process.
Record as much as
you can using sketches
photos, and notes.




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

Use LEGO® bricks and
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
You should have generated a number of ideas. Now select the best one to make.
Based upon your brainstorming discussion, write out two or three specific design
criteria that your design must meet:

Design criteria
example:
The design must..
The design should…
The design could…

1.
2.
3.

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

25

Student Worksheet - Security Gadget

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

You can use other
materials from around
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
Now that you have finished, make a sketch or take a photo of your model, label the
three most important part, and explain how they work. You are now ready to present
your solution to the class.

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

Print off your photos,
and attach all of your
work to a piece of
paper or card.

26

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

1. Introduction/Discussion
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.

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 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?

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©2017 The LEGO Group. All rights reserved.

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

23

The pupils must
define a problem
before they can start
brainstorming ideas.

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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©2018 The LEGO Group. All rights reserved.

27

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
the ideas have been shared, each group should select the best idea(s) to make. Be
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
The pupils should record up to three design criteria on their worksheets. They will
refer to this again as they review and revise their solutions.
5. Go Make
Now the pupils will make one of their group’s ideas using the LEGO®
MINDSTORMS® Education EV3 Core Set, and other materials as needed.

Take turns to sharing
your ideas.

Design criteria
example:
The design must…
The design could…
The design should…

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

How well does it
work?
What if…?

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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©2018 The LEGO Group. All rights reserved.

28

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.

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

29

Puppet

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

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©2018 The LEGO Group. All rights reserved.

30

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?

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

31

Student Worksheet - Puppet
Name(s):



Date:

Defining the Problem
What problems can you see in the pictures? Pick one problem and explain it below.

Documenting your
work is very important
in the design process.
Record as much as you
can using sketches,
photos and notes.




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

Use LEGO® bricks and
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
You should have generated a number of ideas. Now select the best one to make.
Based upon your brainstorming discussion, write out two or three specific design
criteria that your design must meet:

Design criteria
example:
The design must..
The design should…
The design could…

1.
2.
3.

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©2018 The LEGO Group. All rights reserved.

32

Student Worksheet - Puppet

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

You can use other
materials from around
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
Now that you have finished, make a sketch or take a photo of your model, label the
three most important parts and explain how they work. You are now ready to present
your solution to the class.

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

Print off your photos,
and attach all of your
work to a piece of
paper or card.

33

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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©2018 The LEGO Group. All rights reserved.

34

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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©2018 The LEGO Group. All rights reserved.

35

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.