Mars Mission Designer
I can edit a mission map, compare three tests, and explain a successful final controller.
Your activities & worksheet
Design a mission for your Mars hexapod. Edit the route, test different programs, and deliver a successful final run. Work with a partner, swap roles, and record your own thinking.
How do design changes and tests support a claim that a mission works?
Activity 1 · Design a Mars mission
- Open Mars Mission Designer. Use Trail tool to change at least two trail tiles; keep a connected route to the goal.
- Use Sample tool to place at least two samples. State your goal, constraints, and sub-tasks.
Activity 2 · Run three different tests
- Build a loop with IF clear: Move; ELSE: Turn left. Plan short and longer repeat-count tests.
- Run at least three distinct program/map combinations. Record predicted and actual outcomes; identical reruns do not add a new test.
Activity 3 · Demonstrate and explain
- Finish with a successful run that collects all samples and reaches the goal using a loop and IF / ELSE.
- Present the final map, program, test evidence, revision, and limitation. Each partner independently explains a design choice.
Individual exit check
What evidence supports your claim that the final mission design works?
Teach this lesson
A 50-minute plan with preparation, prompts, model responses, differentiation, and an individual assessment.
How do design changes and tests support a claim that a mission works?
| Planning element | Teacher notes |
|---|---|
| Learning target | I can edit a mission map, compare three tests, and explain a successful final controller. |
| Evidence of learning | Edit at least two tiles, place two samples, run three distinct tests, and finish with a successful loop-and-decision program. Keep individual predictions, observations, and an explanation; a completion badge alone does not establish mastery. |
| Standards focus | 2-3.CT.10; 4-6.CT.4, 4-6.CT.8, 4-6.CT.9, 4-6.CT.10; 4-6.DL.2 with a justified collaboration/tool choice. |
| Vocabulary | design brief, constraint, test case, revision, evidence, limitation |
| Readiness | Follow a short sequence and use a grid. Revisit the previous week’s prediction and explanation before introducing this game. |
| Preparation | Open game-week-09.html (Mars Mission Designer). Check the solar hexapod and Red Planet Expedition scene. Prepare a 5-by-5 grid, arrow counter, and worksheet. Use one device per pair and review the goal before revealing a solution. Game awards and worksheet responses save locally on this device; use teacher records for assessment. |
50-minute lesson sequence
| Minutes | Teaching moves | Look for |
|---|---|---|
| 0-5 | Introduce the mission Read the story and goal. Ask: How do design changes and tests support a claim that a mission works? Identify what must be observed to verify success. | Learners restate the task and constraints. |
| 5-12 | Model one action or test Demonstrate one control without solving the whole game. Explain the difference between robot heading and camera view. Ask for a prediction before clicking Run. | Each learner names an input, expected action, and observable result. |
| 12-20 | Activity 1: Design a Mars mission Open Mars Mission Designer. Use Trail tool to change at least two trail tiles; keep a connected route to the goal. Use Sample tool to place at least two samples. State your goal, constraints, and sub-tasks. Ask pairs to trace with a counter before retesting. | Collect the first worksheet prediction and observation. |
| 20-35 | Activity 2: Run three different tests Build a loop with IF clear: Move; ELSE: Turn left. Plan short and longer repeat-count tests. Run at least three distinct program/map combinations. Record predicted and actual outcomes; identical reruns do not add a new test. Swap driver and navigator after one run. Pause at the first unexpected state. | Both partners connect a block, label, or parameter with the observed result. |
| 35-43 | Activity 3: Demonstrate and explain Finish with a successful run that collects all samples and reaches the goal using a loop and IF / ELSE. Present the final map, program, test evidence, revision, and limitation. Each partner independently explains a design choice. | A revision or comparison is supported by a recorded test. |
| 43-48 | Independent exit check Ask each learner: What evidence supports your claim that the final mission design works? Allow a spoken answer, drawing, or written response without a partner supplying the explanation. | Use the model answer as a guide; accept other explanations grounded in the run. |
| 48-50 | Save evidence and reflect Record completion and a next teaching step. Ask learners to download their worksheet or use a teacher-approved classroom record. | A next test or remaining limitation is named. |
Model program and expected behavior
Example for the starter route:
repeat 12 { if clear { move } else { left } }
Design changes need their own prediction and tests.For an accessible starter design, add trail at C2 R4 and C3 R4, then place samples at C3 R5 and C5 R3. Test repeat counts 4, 8, and 12 with IF clear: Move / ELSE: Left. The final run reaches C5 R1 after eight moves and one left turn; goal checking ends the program early. Three distinct tests, two actual trail changes, at least two samples, and a successful loop-and-decision run are all required. Other maps may need other controllers.
2D teaching reference
Columns run west to east; rows run north to south. S = start, G = goal, M = mission item, X = barrier, P = route. Start heading: east. Week 9 shows example sample locations; learners place samples with the editor.
| Grid | C1 | C2 | C3 | C4 | C5 |
|---|---|---|---|---|---|
| R1 | . | . | . | . | G |
| R2 | . | . | . | . | P |
| R3 | . | . | . | . | PM |
| R4 | . | . | . | . | P |
| R5 | S | P | PM | P | P |
Misconceptions and a useful response
| Misconception | Response |
|---|---|
| One successful run proves every map works. | Keep a record of the specific map, start, program, and samples tested. Ask for a boundary or counterexample before generalizing. |
| Finishing the game proves I understand everything. | Ask for an individual prediction, trace, explanation, and a next test. Use completion as one piece of evidence. |
Differentiate the task
Support: Offer two suggested safe side tiles, but require the learner to place samples, predict tests, and explain the final revision. Use enlarged grids and dictated notes. Provide the written position/heading status and a 2D or tactile map when the 3D view is not useful.
Extend: Create a route where the starter left-turn controller fails. Design and test a different algorithm, then transfer the custom map to a learner-authored Scratch project.
Independent exit check
Prompt: What evidence supports your claim that the final mission design works?
Teacher key: A recorded map revision, three distinct tests, a successful final run, and an explanation of a limitation.
Connect to Scratch or physical robotics
The editable Mars map is a design artifact. Extend it in Scratch with an explicit goal, sensor probe, step limit, and saved project. Physical robotics would require different motion and sensor calibration.