Curriculum Links
In the US and many other countries, education and industry leaders are calling for the inclusion
of more programming (coding) experiences in K-12 classrooms. The Computer Science Teachers
Association (CSTA) established a set of Computer Science Standards in 2011 and revisited them in
2016.
With this in mind, LEGO® Education has produced this set of lessons using LEGO MINDSTORMS
Education EV3 to help students in grades 5-8 tackle this abstract subject.
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Major EV3 Programming
Lesson Learning Objectives Programming concept Blocks Covered
– Understand that algorithms are capable – Design cars that can park – Move Tank
Autonomous
of carrying out a series of instructions themselves safely without – Wait
– Explore the concept of Outputs, driver intervention – Touch Sensor
Parking
comparing different ways in which a – Brick Status Light
wheeled robot can move
– Extend the use of algorithms are capable – Design features for a car – Move Steering
of carrying out a series of instructions that will improve safety as it – Wait
Reversing
– Extend understanding of outputs reverses – Brick Button
– Sound
Safely
– Display
– Explore the concept of Inputs and the – Design car features that will – Wait
way to control them improve nighttime driving – Color Sensor
Headlights
Automatic
– Explore the concept of a Wait for function safety – Loop
– Loop Interrupt
– Explore the concept of the Loop – Design ways to improve – Wait
– Understand the concept of a switch and driving safety by helping to – Color Sensor
Detection
how to use it for true and false operations prevent drivers from falling – Loop
asleep and causing an – Switch
accident – Loop Interrupt
Line
– Extend understanding of the Loop – Design ways to avoid – Wait
accidents between vehicles – Ultrasonic Sensor
Detection
and objects in the road – Loop
– Switch
Object
– Understand simple Boolean logic (such – Design a way to use – Ultrasonic Sensor
Unlocking a
as AND, OR and NOT) and some of its passcodes to protect cars – Brick Buttons
uses in circuits and programming from thieves – Logic
– Use several inputs in combination – Switch
– Loop
Car
– Use the Variable Block to store – Design a cruise control – Touch Sensor
information program to assist drivers – Loop
– Develop multi-level programs by making their driving – Switch
Control
– Create function blocks ( My Blocks ) experience less stressful – Variable
Cruise
– Math
– My Blocks
– Make appropriate use of data structures – Design an autonomous car – Variable
such as lists, tables and arrays that is safe enough to drive – Brick Buttons
– Extend Boolean logic and some of its on the streets – Loop
uses in circuits and programming – Array Operations
Roaming
Vehicles
– Use the Variable Block to store – My Blocks
information
– Use the Array Operations Block
– Integrate and reinvest what they have – Design an autonomous car – All of the above
learned in the previous coding lessons that can safely cross an
– Design, use, and evaluate solutions to intersection
Project
a real-world problems and physical
systems
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©2017 The LEGO Group. All rights reserved. 2017.04.20. 12
2
Curriculum Grid
Autonomous Parking
Reversing Safely
Automotic Headlights
Color and Line Detection
Object Detection
Unlocking a Car
Cruise Control
Roaming Vehicles
NGSS
= addresses standard
= partially addresses standard
MS.Engineering Design
Define the criteria and constraints of a design problem, asking
questions and defining problems with sufficient precision to ensure a
MS-ETS1-1. successful solution, taking into account relevant scientific principles
and potential impacts on people and the natural environment that
may limit possible solutions
Evaluate competing design solutions using a systematic process
MS-ETS1-2. to determine how well they meet the criteria and constraints of the
problem
Analyze data from tests to determine similarities and differences
among several design solutions to identify the best characteristics
MS-ETS1-3.
of each that can be combined into a new solution to better meet the
criteria for success
Develop a model to generate data for iterative testing and
MS-ETS1-4. modification of a proposed object, tool, or process such that an
optimal design can be achieved
Science and Engineering Practices in the NGSS
Asking questions (for science) and defining problems (for
Practice 1
engineering)
Practice 2 Developing and using models
Practice 3 Planning and carrying out investigations
Practice 4 Analyzing and interpreting data
Practice 5 Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for
Practice 6
engineering)
Practice 7 Engaging in argument from evidence
Practice 8 Obtaining, evaluating, and communicating information
LEGO, the LEGO logo, MINDSTORMS and the MINDSTORMS logo are trademarks and/or copyrights of the LEGO Group.
©2017 The LEGO Group. All rights reserved. 2017.04.20. 13
3
Curriculum Grid
Autonomous Parking
Reversing Safely
Automotic Headlights
Color and Line Detection
Object Detection
Unlocking a Car
Cruise Control
Roaming Vehicles
CSTA Standards (2016)
= addresses standard
= partially addresses standard
Algorithms and Programming
Solicit and integrate peer feedback as appropriate to develop or
2-A-2-1
refine a program
Compare different algorithms that may be used to solve the same
problem in terms of their speed, clarity, and size (e.g., different
2-A-7-2 algorithms solve the same problem, but one might be faster than
the other). (Clarification: students are not expected to quantify these
differences)
2-A-7-3 Provide proper attribution when code is borrowed or built upon
Interpret the flow of execution of algorithms and predict their
outcomes. (Clarification: algorithms can be expressed using natural
2-A-7-4
language, flow and control diagrams, comments within code, and
pseudocode)
Design, develop, and present computational artifacts such as mobile
2-A-5-5 applications that address social problems both independently and
collaboratively
Develop programs, both independently and collaboratively, that
include sequences with nested loops and multiple branches.
2-A-5-6
(Clarification: at this level, students may use block-based and/or text-
based programming languages)
Create variables that represent different types of data, and
2-A-5-7
manipulate their values
Define and use procedures that hide the complexity of a task and
2-A-4-8 can be reused to solve similar tasks. (Clarification: students use and
modify, but do not necessarily create, procedures with parameters)
2-A-3-9 Decompose a problem into parts and create solutions for each part
Use an iterative design process (e.g., define the problem, generate
2-A-6-10 ideas, build, test, and improve solutions) to solve problems, both
independently and collaboratively
Computing Systems
Justify the hardware and software chosen to accomplish a task (e.g.,
comparison of the features of a tablet vs. desktop, selecting which
2-C-7-11
sensors and platform to use in building a robot or developing a
mobile app)
Analyze the relationship between a device’s computational
components and its capabilities. (Clarification: computing systems
2-C-4-12
include not only computers, but also cars, microwaves, smartphones,
traffic lights, and flash drives)
Use a systematic process to identify the source of a problem within
individual and connected devices (e.g., follow a troubleshooting flow
2-C-6-13
diagram, make changes to software to see if hardware will work,
restart device, check connections, swap in working components)
LEGO, the LEGO logo, MINDSTORMS and the MINDSTORMS logo are trademarks and/or copyrights of the LEGO Group.
©2017 The LEGO Group. All rights reserved. 2017.04.20. 14
4
Curriculum Grid
Autonomous Parking
Reversing Safely
Automotic Headlights
Color and Line Detection
Object Detection
Unlocking a Car
Cruise Control
Roaming Vehicles
CSTA Standards (2016)
= addresses standard
= partially addresses standard
Data and Analysis
Describe how different formats of stored data represent tradeoffs
2-D-7-14 between quality and size. (Clarification: compare examples of music,
text, and/or image formats)
Explain the processes used to collect, transform, and analyze data
to solve a problem using computational tools (e.g., use an app or
2-D-7-15
spreadsheet form to collect data, decide which data to use or ignore,
and choose a visualization method)
Revise computational models to more accurately reflect real-world
2-D-5-16
systems (e.g., ecosystems, epidemics, spread of ideas)
Represent data using different encoding schemes (e.g., binary,
2-D-4-17
Unicode, Morse code, shorthand, student-created codes)
Impacts of Computing
Summarize negative and positive impacts of using data and
information to categorize people, predict behavior, and make
2-I-7-18 recommendations based on those predictions (e.g., customizing
search results or targeted advertising based on previous browsing
history can save search time and limit options at the same time)
Explain how computer science fosters innovation and enhances
2-I-7-19
nearly all careers and disciplines
Provide examples of how computational artifacts and devices impact
2-I-1-20
health and wellbeing, both positively and negatively
Describe ways in which the Internet impacts global communication
2-I-1-21
and collaborating
Describe ethical issues that relate to computing devices and
2-I-1-22 networks (e.g., equity of access, security, hacking, intellectual
property, copyright, Creative Commons licensing, and plagiarism)
Redesign a computational artifact to remove barriers to universal
2-I-6-23 access (e.g., using captions on images, high contrast colors, and/or
larger font sizes)
Networks and the Internet
Summarize security risks associated with weak passwords, lack of
2-N-7-24
encryption, insecure transactions, and persistence of data
Simulate how information is transmitted as packets through multiple
2-N-7-25
devices over the Internet and networks
LEGO, the LEGO logo, MINDSTORMS and the MINDSTORMS logo are trademarks and/or copyrights of the LEGO Group.
©2017 The LEGO Group. All rights reserved. 2017.04.20. 15
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