Codey Rocky: Sequences D2: Artist

Sequences

Review the concept of sequencing as a list of steps performed in order to finish a task. Continue to have fun relating the concept to real life. Use a similar scenario as the previous lesson to demonstrate that we use sequences in real life constantly to finish tasks.

Codey Rocky

Review with students the details of Codey Rocky. Ask them to point out the features of the robot. Some responses may include:

• Codey Rocky has tracks for wheels

• Codey Rocky has a face

• Codey Rocky is in two parts

• Codey Rocky's screen can be used as a controller.

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.

Review Sequence Code

Review the code from the previous lesson by showing it on screen.

Say "Now that we have created a basic sequence to make Codey Rocky wink, what other things do you think we might be able to draw with it"

Demonstrate Square

Use the code below to demonstrate on screen how Codey Rocky can draw many other shapes, including squares.

Say "Do you think you could not only draw a square on Codey Rocky's screen but other shapes as well?"

Artist

Leave the code you used to demonstrate the square on screen.

Say "Now it is your turn to make a square with Codey Rocky. Replicate the code on my screen, upload it to Codey Rocky to make a square appear on the screen!"

Say "Now that we have drawn our square, let's see what other shapes you can draw with your Codey Rocky just by changing the dots you draw on the screen - what other shapes do you think you might be able to create?"

Shapes they could come up with include:

• Triangles

• Diamonds

• Octagon

Move around the room observing and assisting as needed with their code and mapping out the dots.

Wrap Up

Say "Now that we have used code to make faces and draw shapes on Codey Rocky's screen, we will combine that with driving to have Codey Rocky draw and drive whatever shape we make!"

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 4

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.

Grade 4

Mathematics

Algebra (Coding)

C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events

Grade 4

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 4

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