D5: Conditionals - If/Then, Part 2

Preparation

• Fully charge the tablets and robots.

• Install the Wonder Workshop Blockly app on each tablet.

Conditionals

Briefly review how students used conditionals with Dash during the previous lesson by asking:

• "What blocks did you use to program Dash last time?" (Sample response: "If blocks.")

• "What purpose did the If blocks serve in your program?" (Sample response: “They helped Dash make decisions when different events were sensed.”)

Code.org Connections (Optional)

1. Review Code.org's Course D, Lesson 11: https://code.org/curriculum/coursed-draft/11/Teacher

2. Ask, "How did conditionals help you navigate the bee and zombie puzzles?" (Sample response: "Conditionals made the code easier and shorter to write. The bee and zombie continued to look for places to turn so that I didn't have to count spaces to move forward.")

Introduction

1. Say, "We have been using the If block when we want Dash or Dot to make a decision. Now, we are going to use conditionals to tell Dash to make a decision."

Quick Check

• What is a conditional statement?

• Where can you find the conditional blocks in Blockly?

• What happens if a block is placed outside the conditional block?

Activity: Dot Side Down

1. Project your tablet screen, open the Blockly app, and go to the menu at the top left of the screen.

2. Go to the Create New Project menu and select the Dot Side Down preset program. Then tap "create."

   

3. Ask the students to look at the program and predict what they think will happen when it is run.

   • Run the program to see if the students' predictions were correct.

4. Then ask the following questions:

   • "What do you notice about the code for the Dot Side Down activity?" (Sample response: "There is more than one conditional.")

   • "What happens if none of the conditionals are met?" (Sample response: "Dot will gobble.")

   • "How many conditionals can you add to one program?" (Sample response: "The number is unlimited.")

   • "How do you change the cues?" (Sample response: "Tap on the If block and choose a different cue.")

Quick Check

• How many conditional statements are in this program?

• How would you change the animations for each cue?

Instructions

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!

Dot Side Down Extension

1. Have students use the Wonder Journal: Dot Planning and/or General Planning worksheet to design ways to add to or alter the Dot Side Down preset program. They can:

   • Change the cues.

   • Change the animations.

   • Add sounds or lights.

   • Change the Repeat Forever loop.

2. 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.

Challenge Cards (Optional)

1. You can purchase our Learn to Code Challenge Card sets and Curriculum Guide here: https://logicsacademy.com/store/

2. Have students complete the following Challenge Cards:

   • D 3.4: The Dot Monster

   • D 3.5: Dash's Escape!

   • D 3.6: Dash Escapes Again

3. 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.

4. 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.

Student Presentations

1. Have student groups take turns sharing one of their programs with the class. Encourage them to:

2. Explain their design thinking. (E.g., “We added different events to the program because we wanted to make the program funnier.,” “We changed the Repeat Forever block because we only wanted to repeat the program 3 times”)

3. Share any obstacles and difficulties they overcame during the activity (e.g., "I wasn't sure how to change the events, but then I added another If block").

4. 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 events)?"

   • "I like how you (changed the animation/s)."

   • "What if you (added another If block)?"

Follow-Up Questions/Discussion

• How did the If blocks help you with your program?

• What if you used the Repeat block instead of the Repeat Forever block? How would that have changed the program?

• Can Dot follow two different conditional statements at the same time?

Assessment

• Use our Evaluation Rubric to review students' work and presentations.

• [Optional] Share your students' work with the world using @logicsacademy and #dashanddot!

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.

• 1B-AP-12: Modify, remix, or incorporate portions of an existing program into one’s own work, to develop something new or add more advanced features.

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

• 1B-AP-16: Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review of program development.

• 1B-AP-17: Describe choices made during program development using code comments, presentations, and demonstrations.

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.

NGSS

• 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.

Common Core

• CCSS.ELA-LITERACY.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

• CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

• CCSS.ELA-LITERACY.SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

• CCSS.ELA-LITERACY.SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Grade 3

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 3

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, and repeating events

Grade 3

ICT

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

• safely operate computers and digital devices

Grade 3

ADST 

• 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 

• Explore the use of simple, available tools and technologies to extend their capabilities