A2: Sequences - Lights, Sounds, and Animations with Dash

Sequencing

Briefly review how students used sequencing during the previous lesson by asking:

• “In the last lesson, how did we use sequencing to help Dash find Dot?” (Sample response: “We created a sequence of arrows to help Dash get through the maze to find Dot.”)

• “What would have happened if the arrows were in the wrong order?” (Sample response: “If the arrows were in the wrong order, then Dash would not have been able to find Dot.”)

Code.org Connections (Optional)

1. Show Code.org’s video about sequencing: https://studio.code.org/s/coursea-draft/stage/5/puzzle/1

2. After watching the video, ask:

   • “How did the students in the video use sequencing?” (Sample response: “The students in the video used a sequence of arrows to get the Flurb to the fruit.”)

3. Ask students to find a partner and use a sequence of directions to direct their partner from the back of the classroom to the front.

Introduction to Dash

1. Say, “Today, we’ll be programming a robot called Dash. First, let’s see what we notice about Dash.”

2. Turn on Dash in front of the class. Encourage students to share what they notice about Dash.

   • Sample response: “Dash has lights! Dash can move!”

3. Say, “Dash is made of many different parts. These parts allow Dash to move around, project different lights, and make different sounds.”

   • Project the Robot Guts PDF and work with students to identify Dash’s different lights.

Quick Check

• What are the different things that Dash can do? (Sample response: “Dash can change light colors. Dash can move!”)

• How do you connect Dash to the app? (Sample response: “You tap on the plus sign at the top right corner of the screen.”)

Introduction to Blockly

1. Project your tablet screen, open the Blockly app. Model connecting Dash to the app by tapping the plus sign on the top right.

   • For a review of how to connect Dash to one of our apps, you can review our introductory video.

2. Go to the menu at the top left of the screen and select the Puzzles menu. Select Dash and the first puzzle, Driving School.

3. Select student volunteers to help you complete each step of the Driving School puzzle.

   • You can find walkthroughs, solutions, and extensions for the puzzle.

Quick Check

• What is a sequence?

• What kinds of sequences did we create with Dash? (Sample response: “We made a sequence of lights!”)

Dash Directions

1. Say, “Before we work with Dash, let’s review some Dash Directions.” Project the Dash Directions PDF and discuss each direction with students.

   • For each direction, ask students, “Why do you think this direction is important? If we didn’t follow this direction, what could happen to Dash?”

2. Arrange students into small groups (ideally 2–3 students per robot). Encourage students to share tablet and robot time. Have them establish and rotate through roles such as:

   • Lead Programmer: Holds the tablet and manipulates the code.

   • Robot Wrangler: Retrieves and resets the robot after every program attempt.

   • Documentarian: Records group results, thoughts, and progress. Illustrates group designs and ideas.

Challenge Cards

1. Have students complete the following Challenge Cards for a second time, as the repetition will help them get acclimated to using the robots independently:

   • A 1.1: Ready, Set, Go!

   • A 1.2: Ready, Set, Dance!

   • A 1.3: Ready, Set, Rainbow!

2. For each challenge, encourage students to:

   • Use the Wonder Journal: Dash Planning worksheet to discuss how they can complete the challenge.

   • Review the Troubleshooting and Problem Solving & Debugging worksheets if they run into any problems with their code.

   • Add more lights, sounds, or animations to their program after they’ve completed each challenge.

3. After they finish each challenge, have students:

   • Complete a Wonder Journal: Reflection worksheet.

   • Take a screenshot of their Blockly code.

   • Take a video of Dash while the code is running.

   • Update their Challenge Card Checklists.

Student Presentations

1. Have student groups take turns sharing one of their programs with the class. Encourage them to:

   • Explain their design thinking (e.g., “We wanted to change Dash’s colors so we used different All Lightsblocks”).

   • Share any obstacles and difficulties they overcame during the activity (e.g., “We had trouble figuring out how to change Dash’s dance but then we found the right animation block”).

1. Encourage students to ask each other how they accomplished different objectives and give each other feedback on their programs. Possible questions/feedback includes:

   • “How did you (program Dash to change the dance)?”

   • “I like how you (added new colors to Dash’s code).”

   • “What if you (had Dash do two different dances)?”

Follow-Up Questions/Discussion

• How did the sequencing help you with your program? (Sample response: “The sequencing helped me predict what would happen when I ran my program.”)

• How could you change the sequence of your blocks? (Sample response: “I could put all the light blocks together and all the animation blocks together.”)

Assessment

• Use our Evaluation Rubric to review students’ work and presentations.

• [Optional] Share your students’ work with the world using @logicsacademy and #dashanddot!

CSTA

• 1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem.

• 1A-AP-11: Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

• 1A-AP-12: Develop a plan that describes a program’s sequence of events, goals, and expected outcomes.

• 1A-AP-14: Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

• 1A-AP-15: Using correct terminology, describe steps taken and choices made during the iterative process of program development.

Lesson Summary

This set of learning standards focuses on foundational programming skills, emphasizing the use of sequences, loops, problem-solving, planning, debugging, and communication in program development.

Key concepts include:

• Developing Programs with Sequences and Loops (1A-AP-10): Creating programs that use ordered steps and simple loops to convey ideas or solve problems effectively.

• Decomposing Problems (1A-AP-11): Breaking down complex problems into precise step-by-step instructions to facilitate programming solutions.

• Planning Programs (1A-AP-12): Designing a clear plan outlining the sequence of events, goals, and expected outcomes before coding.

• Debugging (1A-AP-14): Identifying and correcting errors within algorithms or programs that utilize sequences and loops.

• Communicating the Programming Process (1A-AP-15): Using appropriate terminology to explain the steps taken and decisions made during iterative program development.

Together, these standards guide learners in systematically developing, troubleshooting, and reflecting on simple programs, establishing a strong foundation for computational thinking and coding.

ISTE

• 4d: Exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems.

• 5a: Formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

• 6b: Create original works or responsibly repurpose or remix digital resources into new creations.

• 7c: Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

NGSS

• K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

• K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Common Core

• CCSS.ELA-LITERACY.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

• CCSS.ELA-LITERACY.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Grade 1

Mathematics: Algebra (Coding)

C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events

Kindergarten

ADST

• Use trial and error to make changes, solve problems, or incorporate new ideas from self or others 

• Develop their skills and add new ones through play and collaborative work 

Kindergarten

ICT

C5: Students will use technology to aid collaboration during inquiry.

C6: Students will use technology to investigate and/or solve problems.

F6: Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.

Kindergarten

ICT 

Outcome 5: Students will be expected to, with teacher assistance, use grade-appropriate digital tools to explore ideas, create original works, and represent their learning, both individually and collaboratively.

Outcome 9: Students will be expected to, with teacher assistance,

• use grade-appropriate ICT terminology 

• follow verbal instructions and visual reminders to begin safely operating computers and grade-appropriate digital devices