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Students will review their previous programming with sequencing and loops. Students will learn how to change the parameters (distances, speeds, etc.) in programs. They will use Blockly preset programs and Challenge Cards to practice their new skills.
Students will review their previous programming with sequencing and loops. Students will learn how to change the parameters (distances, speeds, etc.) in programs. They will use Blockly preset programs and Challenge Cards to practice their new skills.
understand what problems are best solved with sequencing
change the parameters in a program
use sequencing to revise code and complete coding challenges in an iterative process
It is recommended that students complete:
Level A Lessons: All
[Optional] Level A Challenge Cards: All
You can purchase our Learn to Code Challenge Card sets and Curriculum Guide here: https://store.makewonder.com/#/education
Fully charge the tablets and robots.
Install the Wonder Workshop Blockly app on each tablet.
Briefly review how students used sequences and loops with Dash during the previous lesson by asking: “What sequences and loops did you create with Dash last time?”
Sample responses: “We programmed Dash to use sounds and motions to help Dash act like a guard. We used a Repeat Forever block.”
Ask, “Why would you use sequences when programming Dash or Dot?
Sample response: “I would use sequences to help me predict and organize my code for Dash and Dot.”
Ask, “How do we use sequences in our daily lives?” (Sample response: “I use sequences when I am brushing my teeth.”)
Say, “As we’ve discussed, sequences are used to create a list of steps. For example, what is the sequence for picking up your backpack?”
Sample response: “The sequence for picking up your backpack is: locate your backpack, lean over the backpack, grab a strap, and stand back up.”
Ask, “What would happen if you put these steps in the wrong order?”
Sample response: “If you put the steps in the wrong order, then you could never pick up your backpack because you might try and grab the backpack strap before you find it!”
Why is it important to make sure the sequence of our code is correct? (Sample response: “If the sequence of our code is wrong, then the program will not run the way we want it to run.”)
Why do we use sequences when coding? (Sample response: “We use sequences to help us organize and plan our algorithms.”)
Project your tablet screen, open the Blockly app, and go to the menu at the top left of the screen.
Go to the Create New Project menu and select the Dash Moves preset program. Then tap “create.”
Say, “Dash wants to make a fun sequence!”
Play the program and have students share what they notice. (Sample response: “Dash followed a list of steps.”)
Select a student to point out the sequence.
Say, “Now we we going to make some changes to this program, but we’re not going to add new blocks. Instead, we’re going to change the parameters of some of the blocks that we already have. Parameters refer to the specific information inside each block.”
Say, “First, we’re going to change the colors of the lights.”
Tap on the All Lights block and choose the color you would like.
Say, “Now we’re going to change how far and how fast Dash drives.”
Tap on the Drive Forward block.
Say, “In order to change how far Dash goes, drag the bar in front of Dash up or down.”
Say, “In order to change how fast Dash goes, tap the plus or minus sign on the dial.”
Ask student volunteers what they would like to change.
Make their suggested changes.
Run the program to watch the effects of the changes.
How do you change Dash’s speed? (Sample response: “Tap the Drive Forward or Drive Backward block and tap the plus or minus sign on the dial.”)
How do you change the distance Dash travels? (Sample response: “Tap the Drive Forward or Drive Backwardblock and drag the bar in front of Dash up or down.”)
How do you change the color of All Lights on Dash? (Sample response: “Tap the All Lights block and choose the color you want from the bar.”)
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!
Have students use the Wonder Journal: Dash Planning worksheet to design ways to add to or alter the Dash Moves preset program. They can:
Change the sequence.
Change the parameters.
Add lights, sounds, and/or animations.
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.
You can purchase our Learn to Code Challenge Card sets and Curriculum Guide here: https://logicsacademy.com/store/
Have students complete the following Challenge Cards:
B 1.1: Dash the Collector
B 1.2: It’s Candy Time!
B 1.3: Egg Help!
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 worksheet if they run into any problems with their code.
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.
Have student groups take turns sharing one of their programs with the class. Encourage them to:
Explain their design thinking (e.g., “We changed the parameters in the Drive Forward block so that Dash would go further).
Share any obstacles and difficulties they overcame during the activity (e.g., “We weren’t sure how to make Dash drive faster, but then we tapped on the plus sign in the dial that came up after tapping the Drive Forward block”).
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 (change the parameters)?”
“I like how you (changed the sequence).”
“What if you (programmed Dash to create another loop)?”
How did sequencing help you with your program?
What are parameters? (Sample response: ”Parameters refer to the specific information inside each block, such as the distance or speed Dash travels.”)
How can you improve your code by changing parameters? (Sample response: “I can make my code more flexible and interesting.”)
Use our Evaluation Rubric to review students' work and presentations.
[Optional] Share your students' work with the world using @logicsacademy and #dashanddot!
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.
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.
3-5-ETS1-2: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.
3-5-ETS1-3: Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.
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.
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events
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.
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
• 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