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Students will identify why we use event handlers and will use a variety of event handlers effectively. They will use Blockly preset programs and Challenge Cards to practice their new skills.
Students will identify why we use event handlers and will use a variety of event handlers effectively. They will use Blockly preset programs and Challenge Cards to practice their new skills.
objectives Understand when to use event handlers
use event handlers to revise code and complete coding challenges in an iterative process
It is recommended that students complete:
Level A-B Lessons: All
Level C: Lessons 1-3
[Optional] Level A-B Challenge Cards: All
[Optional] Level C Challenge Cards: C 1.1-2.3
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 events with Dash during the previous lesson by asking:
“What are events?” (Sample response: “An event is an action that causes something to happen. In a program, events are things the computer constantly looks for. ”)
“How did we use event handlers in the previous lesson?” (Sample response: “When we completed Loopy Shapes, we pressed Start to make Dash move one way and Button 1 to make Dash move a different way.”)
“How did you change the event handler?” (Sample response: “We tapped on the When Dash Button 1 block and chose another event.”)
“What is the purpose of event handlers?” (Sample response: “Event handlers help us control the exact moment something happens in our program.”)
Have students complete the Police Officer Dash puzzle. You can find walkthroughs, solutions, and extensions for the puzzle.
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
Review Code.org’s lesson focusing on events: https://studio.code.org/s/coursec-draft/stage/11/puzzle/1
After completing the lesson, ask:
“How were events used in this game?” (Sample response: “Events were used to control the bird.”)
“How could you change the buttons and the events they control?” (Sample response: ”Instead of using When Click, you could make a new event handler called When Spacebar Is Pressed.”)
Say, “Event handlers allow the code to listen or wait for multiple events while the program is running. The code under each event handler only runs when that event occurs. Today, we are going to use more than one event handler in our program.”
Hold up Dot and ask, “What are the different event handlers that we could use for Dot?”
Sample response: “You can use When Dot Shake!”
When are events used?
What types of blocks can be placed under a When block? (Sample response: “You can place repeat, sound, and animation blocks under the When block. You can place a lot of other blocks there too!”)
In the Blockly app, go to the menu at the top left of the screen.
Go to the Create New Project menu and select the Old McDonald preset program. Then tap “create.”
Ask students to look at the program and predict what they think will happen when it is run.
Run the program. Have student volunteers press Dot’s buttons, clap, or shake Dot to see if their predictions were correct.
Ask, “How do you think we could change the event handlers?”
Select student volunteers to change the events in the different When blocks and run the program after each change so students can see the difference.
Encourage students to also try changing the sound blocks so that Dot makes different animal sounds.
Why do we use events? (Sample response: “Events allow us to control what happens as our program is running.”)
What are the different kinds of event handlers that can be used with Dot? (Sample response: “You can use a When Dot Top Button block.”)
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 and/or General Planning worksheet to design ways to add to or alter the Old McDonald preset program. They can:
Add another event handler.
Add/change the sound blocks.
Add lights 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 Dot 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:
C 2.4: Sleepy Time
C 2.5: Wake Up
C 2.6: Lights Out!
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 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 Dot 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 added more event handlers because we wanted to include more animal sounds for Dot").
Share any obstacles and difficulties they overcame during the activity (e.g., "We weren’t sure how to change the event handlers, but then we tapped the When blocks and saw the other events we could use").
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 event handler)?”
“I like how you (made Dot’s animal sounds more complicated by adding lights and animations.”)
How could using event handlers make Dot’s animal sounds more interesting? (Sample response: “I could add more animal sounds by adding more event handlers.”)
What other blocks could you add to make Dot’s animal sounds more exciting? (Sample response: “Animation, light, or sound blocks.”)
How would the program be different if you didn’t use event handlers? (Sample response: “The program would run in a specific order. By using event handlers, we can control the sequence of the animal sounds.”)
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 and concurrent events
Outcome 5: Students will be expected to select and use, with teacher support, grade-appropriate digital tools to develop and represent learning for various purposes, both individually and collaboratively.
Outcome 9: Students will be expected to
use grade-appropriate ICT terminology
follow verbal instructions and visual reminders to safely operate computers and 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