Desert Tortoise Robot
Teacher Guide
The Challenge
Design and build simulations of a desert tortoise (Gopherus Agassizii) and
its habitat using the LEGO Mindstorms NXT kit and the Engineering
Design Process.
Introduction
We are interested in increasing the awareness about the Sonoran desert, the environment in
which we live, and how organisms can adapt and survive within this environment. The
Sonoran Desert is located in California and southwestern Arizona and in two countries, United
States and Mexico. The desert tortoise is an excellent example of an organism that is well
adapted both physiologically and behaviorally to live in this dry, desert environment. By
studying its behavior, learners can gain a greater understanding of how humans can better
adapt to living in a desert environment. In this challenge, our goal is for learners do design,
build and test a simulated desert robot that reflects the adaptations needed to survive in the
Sonoran desert habitat.
The Desert Tortoise curriculum comprises three units. Unit 1 involves learners exploring the
Sonoran desert habitat and physical characteristics of a desert tortoise. Unit 2 and 3 introduce
the learners to a project-based challenge in which their understanding of the Sonoran desert and
desert tortoise will be applied.
The Desert Tortoise and its habitat: Background for Learners
The habitat
Desert tortoises (Gopherus agassizii) inhabit the deserts of the southwestern United States. They
have a large distribution range which includes both the Mohave and Sonoran Deserts.
However, most of this range falls within the Sonoran Desert. Because the Sonoran Desert
includes elevations from sea level to approximately 3,500 feet, there are a variety of habitats and
plant communities that exist in this area.
The Sonoran desert’s landscape mostly comprises rocky hillsides, boulders, desert washes,
canyons and semi-arid grasslands. Saguaro cacti, Palo Verdes, Mesquite and Ironwood trees are
in abundance as well as smaller shrubs such as brittlebrush, bursage, and creosote. Dispersed
within the smaller shrubs are prickly pear and cholla cacti.
The key to the Sonoran Desert’s climate is the dispersal and amount of yearly rainfall. It
receives only 10 or less inches per year, but that is quite a bit for a desert. More rain falls on the
Sonoran Desert than any other desert. The most predictable climate pattern is that of summer
and winter precipitation separated by fall and spring droughts. Winter, which extends through
February, is characterized by cool days but is often warm enough for reptiles, including desert
tortoises to warm themselves on rocky ridges. Nights are cold, but it seldom drops below 0
degrees Celsius. Spring is a time when multicolored wildflowers and cactus flowers bloom. The
abundance of spring desert flowers depends on the amount and timing of the fall and winter
rains. Summer is marked by a very arid beginning. This is the hottest and driest time of the
year, with temperatures reaching 38 degrees Celsius or higher. By mid-July the monsoon season
hits, bringing afternoon thunderstorms, wind and higher humidity. Autumn soon approaches
as afternoon temperatures fall below 35 degrees Celsius and extends until the first frosts,
usually in late November.
A map, detailed description, and image galleries of the Sonoran desert are available from the
Arizona-Sonora Desert Museum’s Center for Sonoran Desert Studies, see:
http://www.desertmuseum.org/desert/sonora.php
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Desert Tortoise Robot
Teacher Guide
Figure 1. Graph depicting distribution pattern of annual rainfall and temperature in the Arizona
Upland subdivision of the Sonoran Desert. Source: Dr. Dale Denardo, Arizona State University.
See http://denardo.lab.asu.edu/
The Desert Tortoise
Figure 2. The Desert Tortoise, Gopherus Agassizii.
Source: http://commons.wikimedia.org/wiki/File:Desert_tortoise.jpg
A high-dome, brown shell, with yellowish center, and elephant-shaped, or “columnar” hind
limbs, characterizes the desert tortoise. Unlike the hind limbs, the forelimbs are flattened with
well-developed muscle. They are used for digging burrows. The females use their hind limbs to
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Desert Tortoise Robot
Teacher Guide
dig their nests. Both sexes also have a gular horn, an anterior extension of the plastron (lower
shell). The horn is longer in males and often upturned. Males use these in fighting with other
males, attempting to insert the horn under the anterior edge of the carapace and by twisting to
the side, flip the other male on its back.
Desert tortoises inhabit gravelly desert washes, canyon bottoms and rocky hillsides where Palo
Verde and Saguaro Cactus communities are found. They use their forelimbs to dig catchment
basins in the Sonoran desert soil, remember where these are, and may be found waiting by
them when signs of rain appear. They also use their hind limbs for digging burrows. Burrows
can vary considerably depending upon the age or sex of the tortoise as well as the season.
Burrow styles are highly dependent upon the region, geologic formations, soil type, and
vegetation in the areas they are found.
The desert tortoise is physically well adapted to live in hot, arid desert environments. Most of
their water intake comes from moisture in the grasses and wildflowers they consume in the
spring. A large urinary bladder can store over forty percent of the tortoise’s body weight in
water, urea, uric acid and nitrogenous wastes. Adult tortoises can survive a year or more
without access to water.
The desert tortoise is an herbivore so their diet is comprised of native and introduced grasses,
herbs and shrubs. They also eat wildflowers, forbs, and cactus fruit. Rocks and soil are also
ingested, perhaps as a means of maintaining intestinal digestive bacteria and/or as a source of
supplementary calcium or other minerals.
The desert tortoise grows to an average length of 6 to 14.6 inches, with males growing larger
than females. Sexual maturity is reached at 10-20 years of age. Courting and copulation may
occur at any time that the tortoises are above ground. However, there seems to be more of this
behavior in late summer and early fall when the testosterone levels peak in males. A mature
female might lay 4-8 eggs. Eggs are laid from May to July in nests that the females dig with their
hind limbs. They are often dug near the burrow opening but some are dug away from the
burrow and usually under a shrub. The females then leave the nest while the soil temperatures
support growth of the embryos. Within 90 to 120 days, the white, hard shelled eggs give rise to
new hatchlings.
Natural predators of the desert tortoise include ravens, gila monsters, kit foxes, badgers,
roadrunners, coyotes and fire ants. They prey on juveniles, which are 2-3 inches long with a
thin, delicate shell. To protect itself when confronted by a predator, tortoises typically withdraw
their head, feet, and tail, folding their front knees in front of their head, exposing only the shell
and heavy scales of the forelimbs. Desert tortoise populations are threatened by a variety of
factors that leave them vulnerable to disease, humans, and predators and have led to their
protected status.
References
Deiter, J. (2007). Desert Tortoise. The Connection, 156, 1-2
Desert Tortoise. (1996) Tortoise-Tracks Publications. Retrived from
www.desertusa.com/june96/du_tort.html
Desert Tortoise. (n.d.). Retrieved from
www.enchantedlearning.com/subjects/turtle/Destortprintout.shtml
Sonoran Desert. (n.d.). Retrived from www.blueplanetbiomes.org/sonoran_desert.htm
Van Devender, T. R. (2002). The Sonoran Desert Tortoise. Tucson, AZ: The University of Arizona
Press
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Desert Tortoise Robot
Teacher Guide
Unit 1: The Desert Tortoise and its Habitat
Lesson 1. Home Sweet Home - Habitat of the Desert Tortoise
(90 minutes)
Learning Objective
Students will explore the habitat of a desert tortoise.
Suggested Materials
Hard copy research materials (magazines, books, handouts), Computer Lab, Student
Engineering Notebook
Engage (20 minutes)
 Conduct a whole group discussion. Begin the discussion with “The following
discussions are to ensure that everyone starts with the same knowledge…”
• How to keep good records. The following are possible ideas that can be
emphasized through the discussion:
o Keep an engineering notebook
o Entries
o Heading: author, source title, location (url, chapter, pages)
o Clear and concise notes
o Diagrams with labels
• Types of research media. Direct students to write down possible research sources
in their engineering notebook. The following are possible sources that can be
emphasized through the discussion:
o Magazines
o Books
o Internet
o People(experts)
• The environment of the desert tortoise. Direct students to write down possible
topics related to the environment in their engineering notebook. The following
are possible topics that can be emphasized through the discussion:
o Where it lives (geography)
o What it eats
o How it gets water
o How it survives the desert
o Where it lives (house)
o How it deals with the heat
o Threats/predators?
Explore (40 minutes)
 In teams of 2, have students research the desert tortoise’s habitat using internet, books,
magazines, etc. Remind them to use the list of topics compiled from the previous group
discussion and to record their research in their engineering notebooks.
Explain (15minutes)
 Group share activity (Hot Potato)
• Toss an object to someone in the room.
• After the student catches the object, he/she needs to tell the class one interesting
point learned in his/her research.
• After they have shared they throw the object to another student.
 Repeat the process.
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Desert Tortoise Robot
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Expand (5 minutes)
 Facilitate a whole group discussion using the following suggested question:
• If you could design an ideal habitat for a desert tortoise, what would you include
in your design?
Evaluate (5 minutes)
Key Terms for Lesson 1
Burrow - A hole or tunnel dug in the ground by a small animal, such as a turtle.
Habitat - the place or environment where a plant or animal naturally or normally lives and
grows
Mohave Desert - An arid, desert region of southern California southeast of the Sierra Nevada.
Predator - An organism that lives by preying on other organisms.
Prey - An animal hunted or caught for food.
Sonoran Desert - a desert in southwestern Arizona.
Lesson 2. Sizing it Up! The Physical Characteristics of the Desert
Tortoise
(90 minutes)
Learning Objective
Students will explore the physical characteristics and kinesiology (movement) of the desert
tortoise.
Suggested Materials
Hard copy research materials (magazines, books, handouts), Computer Lab, Engineering
Notebooks
Engage (15 minutes)
 Conduct a whole group discussion focusing on possible topics to explore about the
physical characteristics and kinesiology of the desert tortoise. Possible topics are:
• What does it look like?
• What are the names of its body parts?
• What is the purpose of its shell?
• Why does it have such tough skin?
• Why does it have such short legs?
• How does it walk?
• How fast can it move?
• How does it burrow?
Explore (40 minutes)
 In teams of 2, have students research the desert tortoise’s physical characteristics and
kinesiology using internet, books, magazines, etc. Remind them to use the list of topics
compiled from the previous group discussion and to record their research in their
engineering notebooks.
Explain (20 minutes)
 Using a white board, instruct each team to write down two interesting facts or draw a
picture depicting two physical characteristic of a desert tortoise.
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Teacher Guide
 Conduct a whole group discussion in which each team shares what they have written or
drawn on their white board.
 Suggest to students that they add any new information presented to them from the
discussion to their research already recorded in their engineering notebook.
Expand
 Present the following question to the students:
• If you were building a robot that mimicked (behaved) like a desert tortoise, what
would you want your robot to do?
• How would you want it to look?
• How would it sense the outside environment (habitat)?
 Instruct them to write down their ideas in their engineering notebooks.
Evaluate (5 minutes)
Key Terms
Carapace – turtle’s hard, upper shell
Gular horn – anterior (front) extension of the plastron
Herbivore – plant-eating organism
Plastron – turtle’s lower shell
Retractable – to draw back or in
Lesson 3: Up Close and Personal: Observe a Desert Tortoise
(90 minutes)
Learning Objective
Observe and analyze the physical characteristics and kinesiology of a living desert tortoise.
Suggested Materials
Engineering Notebooks
Engage, Explore and Explain (75 minutes)
 A living desert tortoise is brought to the school by a local herpetologist. A demonstration
showing the physical characteristics and adaptations of a desert tortoise is conducted by a
herpetologist.
 Following the demonstration, conduct a whole group question and answer period.
 Encourage students to write or draw pictures in their engineering notebook that shows
information gained from this experience.
Expand (10 minutes)
 Facilitate a whole group discussion by asking the following question:
• What adaptations have humans made that allow them to live in the Sonoran
desert?
Evaluate (5 minutes)
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Teacher Guide
Lesson 4: Up Close and Personal: Observe a Desert Tortoise in its
Habitat
(Half-day Field Trip)
Learning Objectives
• Observe and analyze the physical characteristics and kinesiology of a living desert
tortoise in a natural habitat.
• Observe and analyze a desert tortoise’s habitat.
Suggested Materials
Engineering Notebooks
Engage, Explore and Explain
 Take the students to the Phoenix Zoo. A guide conducts a tour of the tortoises,
including the desert tortoise. Included in the visit is a special session with a tortoise
expert. Students are able to touch and handle a small desert tortoise.
 Throughout the tour and special session, encourage students to ask questions and
facilitate whole group discussions when appropriate.
 Encourage students to write or draw pictures in their engineering notebook that shows
information gained from this experience.
Expand
 Facilitate a whole group discussion by asking the following question:
• What man-made and natural factors have contributed to the decline in number
of desert tortoises in the Sonoran desert?
Evaluate (5 minutes)
Unit II: Habitat Construction
Background Information for Educators: The purpose of this activity is to design a desert
tortoise habitat using found objects, limited materials, and that meet design criteria. The habitat
will be used to encourage in-depth student research of desert tortoise environments and include
observations from project field trips and expert site visits. The habitat will eventually provide a
realistic setting to test and maneuver desert tortoise robots designed within individual student
teams. Students will be learning and using the engineering design process to create their
habitat.
1. Brainstorm Overall Layout – teams will be required to work together to determine
where individual items will be placed. A larger drawing will be used to plan the habitat
and determine placement of each element.
2. Build Elements – students build individual elements based upon their research and
overall layout of habitat.
3. Determine Sequence – students will work together to determine the sequence of events
to build the habitat (i.e. what needs to go in first – plants, burrows, or terrain?)
4. Build Habitat – students will work to build their habitat and incorporate individual
elements.
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Desert Tortoise Robot
Teacher Guide
Lesson 1. Design a Habitat
(2- 90 minute periods)
Learning Objective
Use research techniques, organizational skills, and team resources to design a desert tortoise
habitat.
Suggested Materials
Hard copy research materials (magazines, books, handouts), Computer Lab
Engage (Day 1)
 Introduction
• Have students turn to their research notes from unit 1 and review information
gathered about the desert tortoise’s habitat. A possible question to ask:
1. What were your observations already listed in your engineering notebook
that tells you about necessary elements in a desert tortoise habitat?
• Give an overview of the project, the materials, and the expectations.
 Students will be randomly designated in groups of six to research, brainstorm, design,
refine, and present on one of the following areas: Food Sources team – researches,
designs and constructs plants within terrain that provide food or water resources.
Habitat must contain at least three plants and students must provide reason for
including each plant.
• Plant & Landscape team – researches, designs and constructs plants within
terrain that provide shelter or other benefits (not food). Habitat must contain at
least three different plants and students must provide reason for including each
plant.
• Burrow team – researches, designs and constructs desert tortoise burrow. Needs
to take into account desert area and work with environmental resources team to
determine best location.
• Terrain team – researches, designs and constructs overall look of desert
landscape. Must take into account chosen desert area, where other team
elements will be located, and actual capabilities of robots.
• Environmental Factors team – researches, designs and determines potential
dangers or hazards for the desert tortoise. Habitat needs to include at least three
potential risks factors for robots within the habitat.
Explore (Day 1)
 Encourage students to use the internet, books, and other sources to research their topics.
 Record team ideas and drawings in the engineering notebooks – provide as much
information as possible.
 Suggest to students the following questions to consider as they are conducting their
research. Not all questions will apply to their topic.
• How are the burrows constructed depending upon the area desert tortoises are
located?
• How is a desert tortoise shape and size influenced by its environment and the
availability of food and shelter?
• What are the different physical features between male and female tortoises and
why would this be important to how they are able to function in the habitat?
• Where and how do desert tortoises get their food intake? What needs to be
available to them to survive?
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•
•
•
Desert Tortoise Robot
Teacher Guide
Where and how do desert tortoises get their water intake? What needs to be
available to them to survive?
If a desert tortoise is threatened by a predator, what are some defense
mechanisms it has to defend itself?
How do desert tortoises behave in their environments? What are some potential
things they may encounter living in desert terrain?
Explain (Day 2)
 Facilitate whole group collaboration for the overall design of the desert habitat. Each
group of six will combine their drawings and their knowledge gained from research to
collaborate, design, and draw the habitat (large poster paper).
• Include scale measurements, possible building materials, and potential cost of each
needed item. These need to be detailed enough that someone else can build your
item from the drawing.
Expand (Day 2)
 Facilitating a whole group discussion ask the following question:
• What are some of the potential impacts of humans on the desert tortoise
population and their habitat? How can desert tortoises overcome or adapt to
these influences?
Evaluate (5 minutes)
Lesson 2. Construct a Habitat
(2-90 minute periods)
Learning Objective
Use research techniques, organizational skills, and team resources to construct a desert tortoise
habitat.
Suggested Materials
Habitat construction outlines, one 10’ x 10’ area to build the desert tortoise habitat, (1) large
poster paper (for design drawing), construction tools (shovel, rake, etc.), construction paper,
cardboard boxes, 50 lb bag of sand (optional), 50 lb bag of rock (optional), plant material, craft
materials, other materials brought in by student teams.
Engage (Day 1)
 Introduce students to the desert habitat area and building materials.
 Determine Sequence – students will work together to determine the sequence of events
to build the habitat (i.e. what needs to go in first – plants, burrows, or terrain?)
Explore (Day 1 and 2)
 As a whole group, each team will contribute their expertise and together construct a
desert habitat.
• Individual teams will construct elements of the design created from the two days
before to the real desert habitat. Teams will use the poster paper drawing as a
reference.
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Explain (15 minutes)
 Facilitate a whole group discussion where each individual team describes their
contribution to the desert habitat. Encourage students to include why they constructed
what they did.
Expand
 Ask the following questions to the students. Encourage them to write their responses
down in their engineering notebook.
• If you were to construct a desert tortoise robot, how would you want your robot
to behave in the desert habitat you just helped build?
• What would you want your robot to respond to?
Evaluate (5 minutes)
Unit III: It looks and acts like a Desert Tortoise…
Lesson 1. Introduction to LEGO Mindstorms NXT Kit
(2 - 90 minute periods)
Learning Objectives
• Become familiar with the LEGO Mindstorms NXT kit.
• Build a prototype robot.
Suggested Materials
• (16) LEGO Mindstorms NXT kits.*
*Quantities are based on 32 students.
Engage (30 minutes)
 Introduce the LEGO Mindstorms NXT kit by showing the first two Quick start sequence
of videos, “The NXT” and “Build Testbed”. Be prepared to pause throughout the videos
so the students explore the various components of the kit as the video is introducing
them.
 Inform students about the guidelines and their responsibilities for the kits. Allow students
time to organize the kit and its contents.
Explore (60 minutes plus day 2)
 Place students in teams of 2.
 Encourage teams to build a robot they can later use for the programming activities.
Encourage them to use the building manual as a place to start.
- Include all manuals and NXT reference materials.
- Answer questions when it is clear that students are frustrated, otherwise direct
students to the manual they can explore.
- Let the students explore, and build whatever they wish.
Explain (10 minutes)
 Lead a whole group discussion asking each team the following suggested questions:
• By going through the process of building the prototype robot, what is something
new you learned about the NXT robot?
• After participating in this discussion, is there something you will change about
your model? If so, what?
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Teacher Guide
Expand (10 minutes)
 Present the following question to the students. This question could lead to a discussion
about form (structure) fits function. Direct students to write their answer down and a
draw a rough sketch that shows possible structural changes.
• If you wanted the robot to function more like a desert tortoise, what structural
(building) changes would you make to your current prototype robot?
Evaluate (5 minutes)
Lesson 2. Create Simple Programs
(90 minutes)
Learning Objectives
• Become familiar with how to utilize the LEGO Mindstorms NXT brick, sensors, and
motors.
• Understand the concept of output and input and where on the brick the two areas are
located.
• Create simple programs using the brick, manual, and student handout.
Suggested Materials
• ((16) LEGO Mindstorms NXT kits*, Robotics Engineering CD, LEGO Mindstorms NXT
Introduction Student Worksheet
*Quantities are based on 32 students.
Engage (20 minutes)
 Show Quick start video “Test run” from CD to introduce basic programming. Be
prepared to pause during the video so the students can carry out the activities
presented.
Explore (45 minutes)
 Pass out the LEGO Mindstorms NXT Introduction Student Worksheet as a tool for teams
to explore all four sensors using the brick and a motor. Instruct students to work
through steps 1 through 6.
 The students can also use the NXT manual to create simple programs
Explain (10 minutes)
 Facilitate a whole group discussion by asking the following suggested questions:
• What is the difference between output and input information? Give an example
of each.
• What four sensors does the NXT robot have?
• Using the sensors, what can the NXT robot sense from the outside environment?
Expand (20 minutes)
 Using part 2 of the student worksheet, challenge the students to make up their own
simple programs using the brick and the four sensors.
Evaluate (5 minutes)
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Lesson 3. Program with Lego Mindstorms Software
(90 minutes)
Learning Objective
• Program using the Lego Mindstorms software.
Suggested Materials
• ((16) LEGO Mindstorms NXT kits*, (16) computers (with Mindstorms software)
*Quantities are based on 32 students.
Engage (20 minutes)
 Introduce students to the LEGO Mindstorms software by demonstrating the following:
• how to access the programming blocks.
• how to place programming blocks onto the workspace.
• how to delete programming block(s).
• how to change aspects of the programming blocks.
• how to save a program on a shared drive.
• how to download programs to the NXT.
• how to access the tutorials and reference guides (Palettes).
Explore (45 minutes)
 Encourage students to use this time for exploration and discovery time. Challenge them
to create programs, download them to their bricks and test their programs. Encourage
the students to save their program in the shared drive.
 Encourage students to recreate programs shown in the palettes.
Explain (10 minutes)
 Facilitate a whole class demonstration where each team shares at least one program by
downloading it to the brick and testing it on their robot.
Expand (10 minutes)
 Ask the following suggested question to each team:
o From the programming activity today, what are three commands you could
possibly use when programming your desert tortoise robot in the near future?
Evaluate (5 minutes)
Lesson 4. Program With Prompts
(90 minutes)
Learning Objective
• Program using the Lego Mindstorms software using programming prompts.
Suggested Materials
• ((16) LEGO Mindstorms NXT kits*, (16) computers (with Mindstorms software), “LEGO
Mindstorms Programming Prompts” Student Worksheet
*Quantities are based on 32 students.
Engage (30 min)
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 Pass out “LEGO Mindstorms Programming Prompts” student worksheet to each team
with the challenge to design and test programs using the 3 programming prompts
provided on the worksheet.
Explore (40min)
 Encourage student exploration of programming the NXT to do specific maneuvers. Allow
students to program and build whatever they wish.
Explain (10 minutes)
 Facilitate a whole class demonstration where each team shares their favorite program by
downloading it to the brick and testing it on their robot.
Expand (5 minutes)
 What programming ideas can you take from other teams that will help you program
your future desert tortoise robot?
Evaluate (5 minutes)
Lesson 5. What’s Your Story?
(2-90 minute periods)
Learning Objective
• Program the NXT Mindstorms sensors based on analysis of specific actions/reactions a
desert tortoise could experience in a desert habitat.
Suggested Materials
• ((16) LEGO Mindstorms NXT kits*, (16) computers (with Mindstorms software), “What’s
Your Story?” student worksheet
*Quantities are based on 32 students.
Engage (30 min)
 Facilitate a whole group discussion based on learning gained from Unit one. The
following is a suggested question to start the discussion:
• If you were to write about the day in the life of a desert tortoise, what type of
interactions with its environment would you include? (i.e.: food gathering,
predators and their sounds, when and where to sleep, human interaction, etc.)
 Following the discussion, invite students to write a story based on what a desert tortoise
may experience in the desert on any given day. Then, based on that story, challenge
students to program their robot to respond and do specific maneuvers. All four
Mindstorms sensors must be used in the programming.
Explore (60 min)
 Students explore, develop and program the NXT to respond and do specific maneuvers
based on their own written story. All of the Mindstorms sensors must be used.
• Allow students to program and build whatever they wish based on their own
story.
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Explain (75 minutes)
 Students will download their program to their robot and take turns performing their
story with the rest of the students. Students will share and discuss new sensor programming
skills with each other.
Expand (10 minutes)
 On the “What’s Your Story?” student worksheet, list at least three new programming
ideas you learned from other students’ demonstrations today.
Evaluate (5 minutes)
Lesson 6. Initial Desert Tortoise Robot Design
(90 minutes)
Learning Objective
• Design simulations of a desert tortoise (Gopherus Agassizii) capable of navigating a
desert habitat using the LEGO Mindstorms NXT kit and the Engineering Design
Process.
Suggested Materials
• ((16) LEGO Mindstorms NXT kits*, (16) computers (with Mindstorms software),
“Design, Construct and Test a Desert Tortoise Robot” student worksheet
*Quantities are based on 32 students.
Engage (15 minutes)
 Pass out student worksheets to student teams of 2.
 Review the steps of the Engineering design process using the diagram and descriptions
found on worksheet.
 Explain the constraints associated with the challenge found on page 2 of the worksheet.
Explore (40 minutes)
 Instruct each team to draw a design: Design a simulation of a desert tortoise (Gopherus
Agassizii) capable of navigating a desert habitat using the LEGO Mindstorms NXT kit
and the Engineering Design Process.
Explain (20 minutes)
 Using a whole group discussion, each pair of students will justify (clarify) and show
their design to the rest of the students. Their design must show that they have stayed
within the parameters of the constraints.
 Allow students time to modify their desert tortoise simulation design after sharing ideas
with each other. This may take a second day.
Expand (10 minutes)
 Have students answer the following suggested questions:
o What ideas have you heard from other teams that you might incorporate
into your own design? Why?
o Do you think your Desert Tortoise design will work? Be specific using
different parts of your design as examples.
Evaluate (5 minutes)
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Teacher Guide
Lesson 7. Desert Tortoise Robot Construction, Programming and Testing
(4-90 minute periods)
Learning Objective
• Construct, program and test a simulation of a desert tortoise (Gopherus Agassizii)
capable of navigating a desert habitat using the LEGO Mindstorms NXT kit and the
Engineering Design Process.
Suggested Materials
• ((16) LEGO Mindstorms NXT kits*, (16) computers (with Mindstorms software),
“Design, Construct and Test a Desert Tortoise Robot” student worksheet
*Quantities are based on 32 students.
Engage (15 minutes)
 Facilitate a whole group discussion by asking the following questions:
• What physical features are in the desert habitat?
• How could you use your NXT sensors to locate the different features?
• How could you program your sensors to navigate around or through the
features, rocks and dirt?
• Are there predators or predator sounds included in the habitat?
• How could you program your sensors to sense predators?
Explore (40 minutes)
 Pass out student worksheets to student teams of 2.
 Review the steps of the Engineering design process using the diagram and descriptions
found on worksheet.
 Explain the constraints associated with the challenge found on page 2 of the worksheet.
 Instruct each team to construct and program their Desert tortoise robot based on their
design and constraints found within the challenge. Point out to the students that at any
time during the construction and programming, they can test the robot in the desert
habitat. The explore activity could take 2 days.
Explain (20 minutes)
 Using a whole group discussion, each pair of students will show their completed Desert
tortoise robot and demonstrate their robot’s program to the rest of the students. Their
robot and program must show that they have stayed within the parameters of the
constraints. *Note: Not all teams will be ready to demonstrate after the first day. Allow
them to demonstrate when they are ready.
 Suggest to the students that they answer the questions located in the “Test the Model”
section of their “Design, Construct and Test a Desert tortoise Robot” student worksheet.
 Allow students time to modify their program and conduct more tests after sharing ideas
with each other. This activity could take 2 days.
Expand (10 minutes)
 Have students refer to their “Design, Construct and Test a Desert Tortoise robot”
student worksheet and answer the questions found under the headings “Iterate” and
“Celebrate”.
Evaluate (5 minutes)
Page 15 of 19
Desert Tortoise Robot
Teacher Guide
Key Terms For Unit III
Input - something put into a system to achieve a result.
NXT Brick – the core of the NXT robot; the robot’s brain.
Output - the power or work a computer or machine puts out.
Sensors - A sensor is a device which receives and responds to a signal or stimulus.
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Desert Tortoise Robot
Teacher Guide
Pre/Post Assessment for Desert Tortoise Unit
1. Your friend wants to look for a desert tortoise. To help him/her out list four items that can
be found in the habitat of a desert tortoise.
2. Your friend doesn’t really know what a desert tortoise looks like. Help your friend by listing
four physical features of a desert tortoise.
3. Since your friend does not know much about the desert tortoise you have decided to give
her/him some information before he/she goes out to look for one. To help your friend,
complete the sentences below.
a. A desert tortoise gets water by __________________________________.
b. A desert tortoise digs a burrow with ______________________________.
c. A desert tortoise uses a burrow to ________________________________.
d. In its natural habitat, a desert tortoise eats _________________________.
4. Your friend wants to build a robot that acts like a desert tortoise.
a. What are two actions the robot might perform to act like a desert tortoise?
b. What are two components (parts) your friend’s robot needs so that it can act like a
desert tortoise?
Page 17 of 19
Desert Tortoise Robot
Teacher Guide
Arizona State Science Standards
Unit 1 – The Desert Tortoise and Its Habitat
7th Grade
Strand 1: Inquiry Process
C1-PO1
C2-PO1, PO5
C3-PO1, PO2
C4-PO3, PO5
Strand 2: History and Nature of Science
C2-PO3
Strand 3: Science in Personal and Social
Perspectives
C1-PO1, PO2
Strand 4: Life Science
C3-PO2, PO5
Unit 2 – Habitat Construction
7th Grade
Strand 1; Inquiry Process
C2-PO1, PO2, PO3, PO4, PO5
C3-PO4, PO5, PO7
C4-PO3, PO5
Strand 2: History and Nature of Science
C2-PO3
Strand 3: Science in Personal and Social
Perspectives
C2-PO1, PO2
8th Grade
Strand 1: Inquiry Process
C1-PO1
C2-PO1, PO5
C3-PO1, PO2, PO3
C4-PO1, PO3, PO5
Strand 2: History and Nature of Science
C2-PO1
8th Grade
Strand 1; Inquiry Process
C2-PO1, PO2, PO3, PO4, PO5
C3-PO3, PO5, PO6, PO8
C4-PO3, PO5
Strand 2: History and Nature of Science
C2-PO1
Strand 3: Science in Personal and Social
Perspectives
C2-PO1, PO2
Strand 5: Physical Science
C2-PO3, PO4
Unit 3 - It Looks and Acts Like a Desert Tortoise…
7th Grade
8th Grade
Strand 1; Inquiry Process
Strand 1; Inquiry Process
C2-PO1, PO2, PO3, PO4, PO5
C2-PO1, PO2, PO3, PO4, PO5
C3-PO4, PO5, PO7
C3-PO3, PO5, PO6, PO8
C4-PO3, PO5
C4-PO3, PO5
Strand 2: History and Nature of Science
Strand 2: History and Nature of Science
C2-PO3
C2-PO1
Strand 3: Science in Personal and Social
Strand 3: Science in Personal and Social
Perspectives
Perspectives
C2-PO1, PO2
C2-PO1, PO2
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Desert Tortoise Robot
Teacher Guide
Arizona State Math Standards
Unit 2 – Habitat Construction
7th Grade
Strand 2; Data Analysis, Probability and
Discrete Math
C2- PO2, PO3, PO4
Strand 4; Geometry and Measurement
C4- PO4, PO7
Strand 5: Structure and Logic
C2-PO1, PO2, PO4, PO6
8th Grade
Strand 2; Data Analysis, Probability and
Discrete Math
C2- PO2, PO3
Strand 4; Geometry and Measurement
C4- PO1
Strand 5: Structure and Logic
C2-PO1, PO2, PO4, PO6
Unit 3 - It Looks and Acts Like a Desert Tortoise…
7th Grade
8th Grade
Strand 2; Data Analysis, Probability and
Strand 2; Data Analysis, Probability and
Discrete Math
Discrete Math
C2- PO2, PO3, PO4
C2- PO2, PO3
Strand 5: Structure and Logic
Strand 5: Structure and Logic
C2-PO1, PO2, PO4, PO6
C2-PO1, PO2, PO4, PO6
Page 19 of 19