Rover Rescue
A LEGOLAND® Florida
Educational Resource Guide
Grades 4-6
Table of Contents
Welcome
Background Information:
Before and After Visit:
Discovery Worksheet:
LEGOLAND Investigations:
About Rover Rescue:
Learn about the planet Mars
Research and Action! Robotics in Space
Applied Robotics at LEGOLAND Florida
Hands-On Activity
Objectives and Standards
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Welcome to LEGOLAND Florida!
Education Programs: Rover Rescue was developed by the LEGOLAND Education
Department. For information on LEGOLAND Education programs, visit http://florida.legoland.com/education
Directions:
LEGOLAND® Florida is located in Winter Haven, just 45 minutes south of the Orlando theme parks.
From Orlando take 1-4 west to exit 55 (U.S. Hwy 27 South). Turn right off U.S. Highway 27
at State Road 540/Cypress Gardens Boulevard. Park is 4 miles on the left.
Just 45 minutes from downtown Tampa. From Tampa take 1-4 EAST to Exit 27 (Polk County Parkway).
Exit Winter Haven (2nd Toll Booth) at S.R. 540 and follow eight miles to Hwy 17 North. Take Hwy 17 North
two miles over the bridge to first light and turn right. Follow the signs to LEGOLAND.
Arrival and Entry: Please arrive 15 minutes before your program. Teachers must be present
during the 45-minute program.
Lunches: School groups may bring lunches in disposable containers or may be pre-ordered when
you book your group.
Safety:
LEGOLAND Parks are built to the highest standards of quality and safety. Height restrictions
apply on selected attractions throughout the park.
Hands on Activity:
The hands on activity is located in the Imagination Zone of the park, is available on a first come, first serve basis and is
not guaranteed unless you reserve an instructional class. Please ask a model citizen in the Imagination Zone if this
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activity is available upon arrival.
Background Information
Learn about the planet Mars!
Mars is the fourth planet from the Sun and the second smallest planet in the Solar System, after Mercury. Named
after the Roman god of war, it is often described as the "Red Planet" because the iron oxide prevalent on its
surface gives it a reddish appearance. Mars is a terrestrial planet with a thin atmosphere, having surface features
reminiscent both of the impact craters of the Moon and the volcanoes, valleys, deserts, and polar ice caps of Earth.
The rotational period and seasonal cycles of Mars are likewise similar to those of Earth, as is the tilt that produces
the seasons. Mars is the site of Olympus Mons, the second highest known mountain within the Solar System (the
tallest on a planet), and of Valles Marineris, one of the largest canyons. The smooth Borealis basin in the northern
hemisphere covers 40% of the planet and may be a giant impact feature. Mars has two moons, Phobos and
Deimos, which are small and irregularly shaped. These may be captured asteroids, similar to 5261 Eureka, a
Martian trojan asteroid.
Until the first successful Mars flyby in 1965 by Mariner 4, many speculated about the presence of liquid water on
the planet's surface. This was based on observed periodic variations in light and dark patches, particularly in the
polar latitudes, which appeared to be seas and continents; long, dark striations were interpreted by some as
irrigation channels for liquid water. These straight line features were later explained as optical illusions, though
geological evidence gathered by unmanned missions suggests that Mars once had large-scale water coverage on
its surface at some earlier stage of its life. In 2005, radar data revealed the presence of large quantities of water ice
at the poles and at mid-latitudes. The Mars rover Spirit sampled chemical compounds containing water molecules
in March 2007. The Phoenix lander directly sampled water ice in shallow Martian soil on July 31, 2008.
Mars is host to five functioning spacecraft: three in orbit – the Mars Odyssey, Mars Express, and Mars
Reconnaissance Orbiter – and two on the surface – Mars Exploration Rover Opportunity and the Mars Science
Laboratory Curiosity. Defunct spacecraft on the surface include MER-A Spirit and several other inert landers and
rovers such as the Phoenix lander, which completed its mission in 2008. Observations by the Mars
Reconnaissance Orbiter have revealed possible flowing water during the warmest months on Mars. In 2013,
NASA's Curiosity rover discovered that Mars' soil contains between 1.5% and 3% water by mass (about two pints
of water per cubic foot or 33 liters per cubic meter, albeit attached to other compounds and thus not freely
accessible).
Mars can easily be seen from Earth with the naked eye, as can its reddish coloring. Its apparent magnitude
reaches −3.0, which is surpassed only by Jupiter, Venus, the Moon, and the Sun. Optical ground-based telescopes
are typically limited to resolving features about 300 km (186 miles) across when Earth and Mars are closest
because of Earth's atmosphere.
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Before and After the Visit: Research and Action!
Astronauts use Robotics in Space
How Does NASA Use Robots?
NASA uses robots in many different ways. Robotic arms on spacecraft can move large objects in space. Robotic
spacecraft can visit other worlds. Robotic airplanes can fly without a pilot aboard. NASA is studying new types of
robots. These will work with people and help them.
What Are Robotic Arms?
NASA uses robotic arms to move large objects in space. The "Canadarm" robotic arm is on the space shuttle. The
International Space Station has the larger Canadarm2. The space shuttle uses its arm for many jobs. The
Canadarm can release or recover satellites. Astronauts have used it to grab the Hubble Space Telescope. This let
them fix the Hubble. The shuttle and space station arms work together to help build the station. The robotic arms
have added new parts to the space station. The arms also can move astronauts around on spacewalks. The space
station's arm can move to different parts of the station. It moves along the outside of the station like an inchworm,
attached at one end at a time. It has a robotic "hand" named Dextre that can do smaller jobs. An astronaut or
someone in Mission Control must control these robotic arms. The astronaut uses controllers like joysticks used to
play video games.
On the left: a robotic arm attached
to the International Space Station.
On the right: Spirit is one of a
group of robots that have explored
Mars from the surface or from orbit
How Do Robots Explore Other Worlds?
Robots help explore space. Spacecraft that explore other worlds, like the moon or Mars, are robots. These include
orbiters, landers and rovers on other planets. The Mars rovers Spirit and Opportunity are robots. Other robotic
spacecraft fly by or orbit other worlds. These robots study planets from space. The Cassini spacecraft is this type of
robot. Cassini studies Saturn and its moons and rings. The Voyager and Pioneer spacecraft are now traveling
beyond our solar system. They are also robots. People use computers to send messages to the spacecraft. The
robots have antennas that pick up the message commands. Then the robot does what the person has told it to do.
How can Robots help Astronauts?
NASA is developing new robots to help people in space. One of these ideas is called Robonaut. Robonaut looks
like the upper body of a person. It has a chest, head and arms. Robonaut could work outside a spacecraft. It could
do work like an astronaut on a spacewalk. With wheels or another way of moving, Robonaut could work on another
world. Robonaut could help astronauts on the moon or Mars.
NASA is studying other ideas for robots. A small robotic arm could be used inside the station. A robot like that
might help in an emergency. If an astronaut were seriously hurt, a doctor on Earth could use the arm to perform
surgery. This technology could help on Earth, as well. Doctors could help people in faraway places where there are
no doctors.
Robots also can be used as scouts to check out new areas to be explored. Scout robots can take photographs and
measure the terrain. This helps scientists and engineers make better plans for exploring. Scout robots can be used
to look for dangers and to find the best places to walk, drive or stop. This helps astronauts work more safely and
quickly. Having humans and robots work together makes it easier to study other worlds.
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Discovery Worksheet
Ride the Dragon, then solve the challenges faced when engineers animated the robotic models.
Hint: Think about programming robots with sensors, motors, and timers.
Challenge #1: The coaster will pass through the castle at random times. How will the castle models come alive
just as a coaster approaches?
Challenge #2: Motor 1 moves the dragon’s body up, Motor 2 moves the head up, and Motor 3 opens the jaws.
With only three motors, how do we cause these movements: body down, head down and jaws closed?
Challenge #3: The dragon’s eyes light up and we hear him roar! How do we get him to stop this outburst without
having to turn the switch off after each ride?
Teacher Notes: 1. A light sensor crosses the track. When the coaster breaks the beam, a signal is sent to the
dragon’s motors to start. 2. Each motor is programmed to operate first in forward, then in reverse. 3. The light and
sound are originally triggered by another light sensor crossing the track. The light and sound are on a timer,
programmed for a certain number of second.
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Hands-On Activity
Rover Rescue at LEGOLAND Florida
Join Rover and the LEGO® MINDSTORMS™ EV3 Rover robots. Complete a set of missions on the planet Mars
like recovering mineral samples, save the mining robot named Brick-EE, and redeploy the space colony!
Rover Rescue introduces the group to the tasks that they need to complete through hands-on programming.
Students work in pairs with a robot, attachments, and computer loaded with Rover Rescue’s EV3 software.
Each pair plans a strategy to complete the robotic tasks needed to program robots on the planet Mars!
Students use the icon-based program to set up their robot’s actions, then test it on the Mars “mining camp“ table.
Students modify their program based on the results, until they successfully complete one or more missions. They
have a chance to demonstrate their strategy to the group.
Check out the robot’s body:




Find the EV3 program brick, a tiny microcomputer that acts like the robot’s “brain.”
Find the Infrared window, which receives instructions for action.
Find the Gyro sensor, programmed to conduct precise turning.
Use your Grabber Module to help complete the challenges.
Ultrasonic Sensor
Light Sensor
EV3 Program Brick with
Rechargable Battery
Gyro Sensor
Attachment Motor
Movement Motors
Grabber Module
Create a program on the screen:

Click and drag the commands to go forward, backward, left, right and finish off with a victory dance!
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About Rover Rescue
Educational Objectives
 Explore computer programming with motors and sensors to complete tasks with a robot.
 Predict and investigate how different strategies affect a robot’s performance.
 Learn to use different types of motors with different attachments
 Relate the Hands-On investigations to the experience of LEGOLAND attractions.
Florida’s State Standards
Benchmarks Associated with Rover Rescue
GRADE FOUR
Earth and Space Science / Big Idea 6: Earth Structures
SC.4.E.6.2
Identify the physical properties of common earth-forming minerals, including hardness, color,
luster, cleavage, and streak color, and recognize the role of minerals in the formation of
rocks.
Nature of Science / Big Idea 1: The Practice of Science
SC.4.N.1.1
Raise questions about the natural world, use appropriate reference materials that support
understanding to obtain information (identifying the source), conduct both individual and
team investigations through free exploration and systematic investigations, and generate
appropriate explanations based on those explorations.
SC.4.N.1.2
Compare the observations made by different groups using multiple tools and seek reasons to
explain the differences across groups.
SC.4.N.1.3
Explain that science does not always follow a rigidly defined method but that science does
involve the use of observations and empirical evidence (“the scientific method”).
SC.4.N.1.5
Compare the methods and results of investigations done by other classmates.
SC.4.N.1.8
Recognize that science involves creativity in designing experiments.
Nature of Science / Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models
SC.4.N.3.1
Explain that models can be three dimensional, two dimensional, an explanation in your mind,
or a computer model.
Measurement and Data / Cluster 1: Solve problems involving measurement and conversion of
measurements from a larger unit to a smaller unit.
MAFS.4.MD.1.1
Know relative sizes of measurement units within one system of units including km, m,
cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit. Record measurement
equivalents in a two-column table.
MAFS.4.MD.1.2
Use the four operations to solve word problems1 involving distances, intervals of
time, and money, including problems involving simple fractions or decimals2.
Represent fractional quantities of distance and intervals of time using linear models.
(1See glossary Table 1 and Table 2) (2Computational fluency with fractions and
decimals is not the goal for students at this grade level.)
MAFS.K12.MP.1.1
Make sense of problems and persevere in solving them.
MAFS.K12.MP.3.1
Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.4.1
Model with mathematics
Measurement and Data / Cluster 3: Geometric measurement: understand concepts of angle and measure
angles.
MAFS.4.MD.3.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified
measure.
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Florida State Standards continued…
Benchmarks Associated with Rover Rescue
GRADE FIVE
Earth and Space Science / Big Idea 5: Earth in Space and Time
SC.5.E.5.2
Recognize the major common characteristics of all planets and compare/contrast the
properties of inner and outer planets.
SC.5.E.5.3
Distinguish among the following objects of the Solar System -- Sun, planets, moons,
asteroids, comets -- and identify Earth's position in it.
Nature of Science / Big Idea 1: The Practice of Science
SC.5.N.1.1
Define a problem, use appropriate reference materials to support scientific understanding,
plan and carry out scientific investigations of various types such as: systematic observations,
experiments requiring the identification of variables, collecting and organizing data,
interpreting data in charts, tables, and graphics, analyze information, make predictions, and
defend conclusions.
SC.5.N.1.3
Recognize and explain the need for repeated experimental trials.
SC.5.N.1.5
Recognize and explain that authentic scientific investigation frequently does not parallel the
steps of “the scientific method.”
Nature of Science / Big Idea 2: The Characteristics of Scientific Knowledge
SC.5.N.2.1
Recognize and explain that science is grounded in empirical observations that are testable;
explanation must always be linked with evidence.
SC.5.N.2.2
Recognize and explain that when scientific investigations are carried out, the evidence
produced by those investigations should be replicable by others.
Measurement and Data / Cluster 1: Convert like measurement units within a given measurement system.
MAFS.5.MD.1.1
Convert among different-sized standard measurement units (i.e., km, m, cm; kg, g; lb,
oz.; l, ml; hr, min, sec) within a given measurement system (e.g., convert 5 cm to 0.05
m), and use these conversions in solving multi-step, real world problems.
MAFS.K12.MP.1.1
Make sense of problems and persevere in solving them.
MAFS.K12.MP.3.1
Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.4.1
Model with mathematics
GRADE SIX
Nature of Science / Big Idea 1: The Practice of Science
SC.6.N.1.4
Discuss, compare, and negotiate methods used, results obtained, and explanations among
groups of students conducting the same investigation.
SC.6.N.1.5
Recognize that science involves creativity, not just in designing experiments, but also in
creating explanations that fit evidence.
Nature of Science / Big Idea 2: The Characteristics of Scientific Knowledge
SC.6.N.2.2
Explain that scientific knowledge is durable because it is open to change as new evidence or
interpretations are encountered.
Geometry / Cluster 1: Solve real-world and mathematical problems involving area, surface area, and
volume.
MAFS.6.G.1.1
Find the area of right triangles, other triangles, special quadrilaterals, and polygons
by composing into rectangles or decomposing into triangles and other shapes; apply
these techniques in the context of solving real-world and mathematical problems.
MAFS.K12.MP.1.1
Make sense of problems and persevere in solving them.
MAFS.K12.MP.3.1
Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.4.1
Model with mathematics
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