Codey Rocky - Events E2: Dance Party

Sequences, Loops and Events

This lesson combines everything learned so far into an incredibly fun activity that is sure to have your students talking (and even working if possible) for days.

Review sequences, loops, and events by going back through previous code and having students recreate it and run it. Discuss the various optional activities or independent learning they did as a reflection.

Sequence:

Loop:

Event:

Connecting to mBlock 5

Introduction to mBlock 5

Project your computer screen and open the mBlock 5 program. Point out the icon and how it can be found in your specific system or device. Discuss the wireless dongle and how it is used to connect a specific Codey Rocky to a computer. The dongle is required for the Codey Rocky to be connected to the computer, so keeping that dongle safe and with the proper Codey Rocky is very important.

(Optional) Work with the class to label their dongle and device if they are not labelled already. These can be permanent device identifiers using a label maker (i.e Codey Rocky 1) or have the class temporarily name their Codey Rocky and label it with a sticky note or piece of paper and tape. (even if a device has a permanent label, it is always fun to allow students to name their devices)

Model connecting Codey Rocky to mBlock 5 by performing the following steps:

• Turn on Codey Rocky

• Open mBlock 5 if it is not open already

• In the area where it says "Connect your Device" click the BLUE connect button.

• Plug in the USB dongle.

• Select the USB dongle from the drop down. It will be listed as "/dev/tty.wchusbserial14xx" with the last two number being different depending on the port the USB is plugged in to (ex. 1410, 1420)

• You will know the device is connected when the window in mBlock 5 changes, indicating a proper connection and your ability to now upload code to Codey Rocky.

(Optional) Have students connect and disconnect their Codey Rocky from mBlock 5 a number of times to practice the process so they can do it independently going forward when instructed.

Demonstrate Dance Party

Say "By combining everything we have done so far, we can have Codey Rocky sing and dance for us!"

Use the code below to show how Codey Rocky can play music, move around, and make faces.

Dance Party!

Say "Now it's your turn to have some fun with Codey Rocky. Use music, movement and Codey Rocky's facial expressions to have a dance party!"

(Optional) This can be as simple or as detailed as you want. Encourage proficient students who seek extension to not only create detailed music from their favorite song, but choreograph the movement and facial expressions to correspond to the music. To make a project out of this activity, give students a significant amount of time to research and compose their program, and then have them record video of their dance party and share it on YouTube!

Wrap Up

Say "Sequences, loops, and events are the most basic aspects of programming. The next six lessons will really ramp up your knowledge of programming and ask you to look back on previous knowledge and learn new things to do fun activities with Codey Rocky!"

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.

CSTA

• 1B-AP-10: Create programs that include sequences, events, loops, and conditionals..

• 1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

• 1A-AP-12: Develop plans that describe a program’s sequence of events, goals, and expected outcomes..

• 1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended..

• 1A-AP-15: Using correct terminology, describe steps taken and choices made during the iterative process of program development.

Grade 5

CTF

Planning, creating, appraising and communicating in response to challenges. 

Working independently and with others while exploring careers and technology

Grade 5

Mathematics

Algebra (Coding)

C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves conditional statements and other control structures.

Grade 5

ICT

P2: Students will be expected to use digital tools to develop ideas and original works in innovative ways.

TOC1: Students will be expected to 

• safely use many forms of current technology for learning with growing competence 

• demonstrate conceptual understanding of how information and communication technology, digital tools, and authorized networks support their learning 

• use terminology related to information and communication technology

Grade 5

ADST

• Make changes and test again, repeating until satisfied with the product 

• Use materials, tools, and technologies in a safe manner, and with an awareness of the safety of others, in both physical and digital environments 

• Identify the skills required for a task and develop those skills as needed 

• Use familiar tools and technologies to extend their capabilities when completing a task 

• Demonstrate a willingness to learn new technologies as needed