A3: Sequences - Lights, Sounds, and Animations with Dot

Preparation

• Fully charge the tablets and robots.

• Install the Wonder Workshop Blockly app on each tablet.

Sequencing

1. Briefly review how students used sequencing with Dash during the previous lesson by asking:

   • “What blocks did you use to create sequences with Dash in the last lesson?” (Sample responses: “Light, sound, and animation blocks.”)

   • “Why would you use sequencing when programming Dash or Dot?” (Sample response: “Using sequencing helps me organize my code.”)

2. Remind students that sequencing is a set of steps, such as the steps they take when getting ready for school.

Code.org Connections (Optional)

Review Code.org’s Course A, Lesson 6: https://studio.code.org/s/coursea-draft/stage/6/puzzle/2. Then ask:

• “How did you use sequencing to solve this puzzle?” (Sample response: “I moved the blocks to help me get the bird to the mean pig.”)

• “How did sequencing help your code?” (Sample response: “Sequencing helped me organize and predict what will happen next in my code.”)

Introduction

1. Say, “You have been using sequencing when you want Dash to perform steps in a certain order. What if you wanted to create a new sequence or change a sequence of code?” (Sample response: “If you want to create or change a sequence of code, drag the block you want to change to the trash can.”)

2. Review real-life examples of sequencing, such as the steps in:

   • Making a peanut butter and jelly sandwich.

3. Discuss how the sequence in the real-life example could be changed (e.g., putting the jelly on the bread before the peanut butter).

4. Remind students how they used sequencing with Dash, but discuss how Dot’s sequences may look different due to Dot’s inability to move.

Quick Check

• What is a sequence?

• When is it helpful to use a sequence?

• What blocks could be used to make a sequence?

Activity: Wake-Up Dot

1. Project your tablet screen, open the Blockly app, and go to the menu at the top left of the screen.

2. Go to the Create New Project menu and select the Wake Up Dot preset program. Then tap “create.”

   

3. Say, “Dot is sleepy! Let’s wake Dot up.”

   • Play the program and have students share what they notice. (Sample response: “The eye pattern made it look like Dot was really waking up!”)

   • Select a student volunteer to point out the sequence (i.e., what happened first, second, last).

4. Ask, “What would happen if you changed Dot’s eye pattern?”

   • Have students take turns sharing their guesses. (Sample response: “Maybe Dot would have stayed asleep.”)

5. Tap on the Eye Pattern block and delete the Eye Pattern All On block.

   • Play the program again and have students share what they notice. (Sample response: “Dot didn’t wake up!”)

Quick Check

• What is a sequence?

• What sequence did we use to wake up Dot?

Instructions

Have students work on the following activities in 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.

When students work together while coding, they're able to help each other identify mistakes and develop creative solutions!

Wake-Up Dot - Extensions

1. Have students use the Wonder Journal: Dot Planning worksheet to design ways to add to or alter the Wake Up Dotpreset program. They can:

   • Change the sequence.

   • Change what Dot says when woken up.

   • Add more sequences to wake Dot up.

2. After they finish revising the program, 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.

Challenge Cards

1. You can purchase our Learn to Code Challenge Card sets and Curriculum Guide here: https://logicsacademy.com/store/

2. Have students complete the following Challenge Cards:

   • A 2.1: Smile, Dot!

   • A 2.2: Dot Count Down

   • A 2.3: Dot’s Surprise

3. For each challenge, encourage students to:

   • Use the Wonder Journal: Dot 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.

4. After they finish each challenge, have students:

   • Complete a Wonder Journal: Reflection worksheet.

   • Take a screenshot of their Blockly code.

   • Take a video of Dot 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 add blocks to the sequence to make the program more interesting”).

• Share any obstacles and difficulties they overcame during the activity (e.g., “At first, we didn’t know how to wake up Dot, but then we used a sequence to show Dot waking up”).

2. 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 Dot to wake up)?”

• “I like how you (added a new sequence to wake Dot up).”

• “What if you (had Dot make a different sound)?”

Follow-Up Questions/Discussion

• How could sequences help if you wanted to change Dot’s eye pattern? (Sample response: “Sequences could help me plan what pattern I want the eye lights to follow.”)

• Why was this activity called Wake Up, Dot? And how does that title relate to sequences? (Sample response: “In this challenge, Dot follows a sequence of steps. First, Dot begins asleep. As the program runs, Dot’s eye lights follow a sequence of turning on two lights at a time. At the end of the program, all of Dot’s eye lights are on and Dot is awake.”)

Assessment

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

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

  • Example Tweets/Posts

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.

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.

• 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 

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

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