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Students will review what they have already accomplished with Repeat blocks and explore using Wait For blocks. They will use Blockly preset programs and Challenge Cards to practice their new skills.
Students will review what they have already accomplished with Repeat blocks and explore using Wait For blocks. They will use Blockly preset programs and Challenge Cards to practice their new skills.
define how events are used to create code
define the Wait For block and how it might be used
locate the Wait For block. Design a program that uses Wait For and Repeat blocks
use the Wait For and Repeat blocks to revise code and complete coding challenges in an iterative process
It is recommended that students complete:
Level A Lessons: All
Level B: Lesson 1-4
[Optional] Level A Challenge Cards: All
[Optional] Level B Challenge Cards: B 1.1-2.6
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.
Say, “In the previous lesson, we used a Repeat block to make a square dance for Dash. Why did we use the Repeatblock in this program?”
Sample response: “We used the Repeat block to create a dance for Dash to repeat movements without having to write ALL the steps for the dance separately.”
Ask, “What is an example of a loop that you use every day?”
Sample response: “I use a loop every time I eat. I open my mouth, put food in, close my mouth, chew, and swallow. I repeat these steps until my meal is over.”
Say, “Today, we’re going to help Dash and Dot look for events. An event is an action that causes something to happen.”
Review a few real-life examples of events that cause something to happen. Then encourage students to offer examples as well.
When the recess bell rings, it causes students to leave the classroom and play outside.
When you say “Hello!” to your friend, it causes your friend to say, “Hello!”
Say, “Sometimes, you have to wait for an event to occur. What are some situations where you wait for an event to happen?” Review real-life examples, such as:
Waiting for someone to blow out the candles of a birthday cake. When the candles are blown out, then you can eat the cake!
Waiting for a movie to start. When the movie starts, then you stop talking and look at the screen.
Waiting for your friends at lunch. When your friends arrive, then you can all start eating lunch and talking to each other.
Project your tablet screen and open the Blockly app. Go to the Control menu and point to the Wait For block.
Say, “Today we will use the Wait For block. The Wait For block tells Dash and Dot to wait for an event to happen. What kind of events do you think Dash and Dot can sense?”
Review the different events that Dash and Dot can sense, such as: a button push, sounds, movements.
What is an event? (Sample response: “An event is an action that causes something to happen.”)
What are some events that you wait for in real life? (Sample response: “I wait for a movie to start. The movie is the event.”)
What kind of events can Dash and Dot sense? (Sample response: “Dash and Dot can sense a button push, sounds, and movements.”)
Go to the Blockly menu at the top left of the screen.
Go to the Create New Project menu and select the Cookie Jar Trap preset program. Then tap “create.”
Say, “Dot is going to have to learn to be patient. It’s very hard to be patient, so let’s help by cheering Dot on!”
Say, “The Wait For block pauses the program until a specific event happens.”
Select a student volunteer to point out the Wait For block in the program. Then ask, “What event is Dot waiting for?” (Sample response: “Dot is waiting to be moved.”)
Play the program. Then move Dot to trigger the Wait For block and have students share what they notice.
Tap on the Wait For block and show students the different events that Dot can sense.
Have students vote on which event to choose. Then select a student volunteer to tap on the event.
Play the program again, inviting students to move Dot and trigger the Wait For block. Then have students share what they notice. Ask, “What if we added Dash into the code? What would happen if we put Dash’s blocks inside the Wait For block?”
Have students take turns sharing their guesses. (Sample response: “Dash will have to wait for Dot.”)
Go to the Blockly menu at the top left of the screen.
Go to the Create New Project menu and select the Simon Says preset program. Then tap “create.”
Say, “Let’s add Dash to our code! Remember, the Wait For block pauses the program until an event happens.”
Select a student volunteer to point out a few of the Wait For blocks in the program.
Have students identify the event in each Wait For block.
Play the program and have students share what they notice. Then ask, “What if you changed some of the events in the Wait For blocks? What would happen?”
Sample response: “If I changed the events in the Wait For blocks, then Dash and Dot would wait for different kinds of events.”
Why is the Wait For block helpful? (Sample response: “The Wait For block allows the code to pause so that Dash and Dot can wait for events before continuing the code.”)
How could we use the Wait For block in another way? (Sample response: “We could have Dash wait for an eventinstead of Dot.”)
In our program, what events could Dash and Dot sense? (Sample response: “They could sense when Dot was tossed or moved.”)
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: Dot Planning, Dash Planning and/or General Planning worksheets to design ways to add to or alter the Cookie Jar Trap or Simon Says preset programs. They can:
Add more Wait For blocks.
Add a Repeat block.
Add more sounds or lights.
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 Dot and/or 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 3.1: On Your Mark!
B 3.2: Get Set!
B 3.3: Go, Go, Go!
For each challenge, encourage students to:
Use the Wonder Journal: Dot Planning and/or General 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.
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 students complete the Dash Interrupting Robot puzzle.
You can find walkthroughs, solutions, and extensions for the puzzle there.
Have students complete the Dash on Planet X puzzle.
You can find walkthroughs, solutions, and extensions for the puzzle here.
Have students update their Blockly Puzzle Checklists.
Note: If previous puzzles are locked, show students how to quickly unlock them using this strategy: https://help.makewonder.com/customer/en/portal/articles/2318965-how-can-i-reset-challenges-unlock-free-play-or-unlock-wonder-cloud-?b_id=14312
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 the Wait For block to the program because sometimes Dash needs to wait before moving on to certain events").
Share any obstacles and difficulties they overcame during the activity (e.g., "At first, we didn’t know how to make Dash wait for events to occur, but then we added the Wait For 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 (know when to add the Wait For block)?"
"I like how you (tried different events in your program)."
"What if you (changed the order of your events and moved the Wait For block)?"
How did the Wait For block help you with your program?
How did changing Dash and Dot’s events help you complete the challenges?
How would it have changed the program if you used the Repeat Forever block along with the Wait For block?
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.
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.
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.
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.
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events
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