A4: Sequences - Movements

Description

Students will review their previous programming of sequencing with lights, sounds, and animation blocks and further explore using sequencing with Dash. They will use Blockly preset programs and Challenge Cards to practice their new skills.

Objectives

• understand what problems are best solved with sequencing

• use sequencing to revise code and complete coding challenges in an iterative process

Prior Experience

It is recommended that students complete:

• Level A: Lesson 1-3

• [Optional] Level A Challenge Cards: A 1.1-2.3

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

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 Dot during the previous lesson by asking:

   • “In the last lesson, what sequence did you create to wake Dot up?” (Sample response: “The sequence started with all of Dot’s eye lights turned off. Then we turned on Dot’s eye lights two at a time until all of them were turned on.”)

   • “Why would you use sequencing when programing Dash or Dot?” (Sample response: “Using sequencing lets us put our code together on the screen in order. This helps us predict what will happen when the program is run.”)

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)

1. Watch Code.org’s video about using Blockly: https://studio.code.org/s/coursea-draft/stage/6/puzzle/1

1. After watching the video, say:

   • "Now you’re going to use sequencing to help the angry bird find the sneaky pig."

2. Complete Course A, Lesson 6, Stage 2: Programming in Maze: https://studio.code.org/s/coursea-draft/stage/6/puzzle/2. Then ask:

   • “Did you create algorithms? How do you know?” (Sample response: “I know I created algorithms because I wrote directions for the computer to follow. When you give directions to a computer, you are writing an algorithm.”)

   • “How was sequencing used in these tasks?” (Sample response: “Sequencing was used to put a series of blocks together in a specific order so that the angry bird could find the pig.”)

Introduction

Say, “In the last lesson, you used sequencing to turn on Dot’s lights to help Dot wake up. When do you use sequencing in your life?”

• Have students describe real-life examples of sequencing, such as grocery shopping.

Quick Check

• Have students describe how they would use sequencing to ask a friend to take a book out of his or her backpack. Write the sequence students describe on the board or ask students to write their own sequences. (Sample response: “First, put your backpack on your desk and unzip it. Then, look in the backpack for the book you want to remove. Finally, pull the book out of the backpack.”)

• Say, “Using a sequence helps us to predict what our code will do when we run it. Look at the sequence we wrote for taking a book out of a backpack. What do you think will happen when we use our sequence?” (Sample response: “The book will be taken out of the backpack.”)

Activity: On Guard

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 On Guard preset program. Then tap “create.”

   

3. Ask, “Have you ever seen a guard? What do they do?”

   • If possible, show students pictures of guards.

4. Say, “Dash is acting like a guard!”

   • Play the program and have students share what they notice. (Sample response: “Dash moved in a square just like a guard!”)

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

5. Ask, “What would happen if you changed the sequence?”

   • Have students take turns sharing their guesses. (Sample response: “Dash would not look like a guard.”)

Quick Check

• What is a sequence?

• What sequence was used to make Dash move like a guard?

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!

On Guard Extension

1. Have students use the Wonder Journal: Dash Planning worksheet to design ways to add to or alter the Square Dancepreset program. They can:

   • Change the sequence.

   • Change what colors Dash displays.

   • Add more sequences to make Dash appear like a guard.

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 2.4: Dash Saves the Day!

   • A 2.5: Dash the Guard

   • A 2.6: Dash Guards Again

3. 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.

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 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 added lights and sounds to our sequence because we wanted Dash to act more like a guard”).

   • Share any obstacles and difficulties they overcame during the activity (e.g., “At first, we didn’t know if we could change the order of our blocks and still create a sequence. But then we had Dash move forward then backward and saw that it still made a sequence”).

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 Dash to create a sequence)?”

   • “I like how you (changed Dash’s movements).”

   • “What if you (had Dash change colors)?”

Follow-Up Questions/Discussion

• How could we change the sequence to make Dash move in the other direction? (Sample response: “We would need to change the turn blocks.”)

• How was using a sequence helpful in this activity? (Sample response: “Using a sequence helped us make sure that Dash guarded the toys in the right order.”)

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.

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