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# Lunar Rover

 Activity Name: How long did it take? Materials:

Vocabulary to know about for this activity:

*rover

*moon

Background/Things to know about for this activity:

Preparation (what should one do to prepare)::

Procedure (how to go about the activity):

How can the EDP or engineering design practices be incorporated into this activity?

Comment: In the comment field please comment of how this activity went for you, how long it took, how long you expected it to take, if there were any other materials that you would have wanted to have, how your was teacher involved in this activity, if it was age/grade level appropriate for the students and any other comments about this activity you think are important for the next person to use this activity to know.

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## 1 Comment

1. Argenziano School, 5th Grade, Ms. Hong (Fall 2011):

This activity is essentially the same as having the students build a regular LEGO NXT car; we just decided to focus on lunar rovers because the students were talking about the moon and the solar system in their science class.

We started this activity by showing the kids a quick PowerPoint presentation/video on lunar rovers. We then asked the kids to talk about and plan making their own lunar rovers using the LEGO NXT kits with a partner. They were required to use the NXT brick and at least 2 motors. We also had a picture of what a NXT Lunar rover would look like up on the board.

We wanted the kids to think about their design creatively and independently; instead of giving them a step-by-step guide on how to build a NXT car, we asked them to play around with the pieces. We walked around and gave them hints on what pieces might work well in putting their rovers together and we also told them to look at the example picture for ideas. Some students were able to make something, but some were stuck and did not understand how to put the pieces together. The most common issue with kids who were able to put together cars was that the NXT brick was not elevated and therefore, it would drag on the table if the car moved. Though the students understood how to attach the motors horizontally with the brick, attaching the motors in an angle was a bit of a challenge to many of them. Furthermore, many of the students went back and forth on building and then taking apart what they had built over and over again. I think that the frustrated students just gave up and started all over again multiple times, so in the end, they had little progress.

In the end, only one or two of the groups had cars. I think that in this case, more step-by-step direction would've been more beneficial to them. However, I've also worked in classrooms where giving the students the creative license to think about and build the car on their own turned out to be very successful.

A lot of the students also broke apart their cars instead of keeping them intact, probably because the class was comprised of ESL students who were not able to fully comprehend our instructions to not take apart their cars.