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In this lesson, students will work in small groups, using the Dash robot to solve a school-wide problem. Students will use the Design Thinking Process to design an accessory and code for Dash as a solution(s). Then they will plan, build, test and retest.
In this lesson, students will work in small groups, using the Dash robot to solve a school-wide problem. Students will use the Design Thinking Process to design an accessory and code for Dash as a solution(s). Then they will plan, build, test and retest.
brainstorm solutions to a classroom problem
demonstrate and use the coding concepts introduced in Level F to program a set of instructions for Dash to follow, including: Functions, Nested Conditionals and Variables
determine and/or clarify the meaning of terminology related to coding and design
apply the steps of the Design Thinking Process to construct a new accessory for Dash
document the Design Thinking Process in their Design Thinking Workbook
explain their ideas to peers and teachers
create an engaging presentation about their design to share with the class
It is recommended that students complete:
Level A-F: All previous lessons
[Optional] Level A-F Challenge Cards: All
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.
Have recycled materials organized in a way that gives students easy access to them.
Have students review and discuss this lesson’s coding concepts in groups. This can include:
Review how functions allow programmers to repeat parts of code over and over again. Unlike loops, you can repeat the function’s code in multiple places of the program.
Share how functions are similar to the chorus of a song. If relevant, refer to the Level E unplugged activity about creating songs with functions.
Remind students how the Call block allows students to call function in Blockly.
Remind students that nested conditionals can help robots make multiple decisions when interacting with the environment. Discuss examples of nested conditionals.
“If there are cookies, I will eat 3 cookies.. If there are cookies AND THEN if someone brings cake, then I will eat 1 cookie and 1 slice of cake.”
Remind students how variables help store pieces of information that can change. They can help keep track of things that happen to Dash. Discuss examples of variables.
Let’s say my wallet has a variable: the amount of money that’s inside it! First, my wallet has 20 dollars inside it, so the variable is 20 dollars. Then I buy a bag of lollipops and take out 5 dollars. Now the value of my variable is 15 dollars!
We can set a variable for the distance Dash should move. Then we can change that variable during the program to change Dash’s movement.
Say, “Today you will design a new accessory for Dash to solve a schoolwide problem! What do designers do to solve problems?”
Use the 2-5 Design Thinking Presentation to introduce the iterative design thinking process to the class. Say, “Design Thinking has been used to develop all kinds of inventions we use each day, like smartphones, cars, board games and video games. We can use design thinking to improve conditions in our classroom.”
Understand: “Of course we understand what we are feeling, but it’s important to ask how those around us feel about things, too. When we understand how users are feeling and the problems they face, we can learn about problems that we all might share.”
Define: “Designers must be able to identify a problem or a need that they will attempt to solve. For example: Our classroom floor gets messy after craft activities. That’s a problem.”
Ideate: “The word ‘idea’ is the root word of the word ‘ideate.’ That’s because when we ideate, we come up with ways to solve the problem. Brainstorming allows us to come up with all kinds of ideas and then work together to decide on which ideas we’d like to try first. For example: Designing a program and accessory for Dash to sweep up the floor.”
Plan: “Once designers select the best solution, they make a plan. They draw a diagram of their design and figure out what materials they will need. For example: You will probably need Legos to build a sweeper for Dash to clean the floor.”
Build: “We begin by building a rough version of your group’s design. This rough version is called a prototype. We do this in the same way that we would create a rough draft when we write. It’s okay to make mistakes, because that’s how we learn to make improvements. During construction, we frequently stop to test and retest our prototype. Then we ask: How can we improve it? Each time we make a change in our design, we retest our prototype. It does not need to be perfect. It just needs to work well enough to test out the features of your group’s design.”
Test: “Once we’ve built a Dash accessory that sweeps the floor, we must test it out. Does it work? Does it solve the problem? If not, can we tweak it in some way to make it work? Is the problem in the accessory or the program we’ve written? It’s okay to make mistakes. The important thing is to learn from our mistakes and make changes, when needed. We can also get feedback from our peers and from the people who will be using the accessory. We can use that feedback to improve our designs!”
What are the different stages of the Design Thinking Process?
Why is it important to have different stages?
What does the word “ideate” mean, and why is it an important part of the design process?
Which stage is most important, and why?
Discuss how important it is to understand other people’s struggles in order to identify real-world problems.
What types of problems affect us ALL in some way, even if it does not appear so directly (e.g., litter, healthy food options)?
Use examples from historical or current examples (e.g., civil rights movements, wildlife conservation).
Have students explore different types of real-world problems.
Have them research current news events, which may inspire their thinking in regard to real-world problems
Have them watch Robotic Hands Solving Problems and discuss how robotics can improve life in the real-world.
Ask the class, “What kinds of problems affect the world around us?”
Select student volunteers to call out a few example problems (e.g., physical disabilities, homelessness, obesity, natural disasters, lack of natural resources).
Work with the class to brainstorm similar real-world problems. List the problems on the whiteboard or poster paper.
Try to avoid smaller personal problems and urge students to consider more universal problems that stem from larger social or emotional injustices.
Do not judge ideas as good or bad at this time.
Once you've gotten all ideas written down, read them aloud.
Discuss possible accessories that students could design for Dash to help solve some of the identified problems.
Could Dash use a handle to help people with disabilities across the street?
Could Dash deliver snacks and food to people who are hungry?
Discuss how students could program Dash to demonstrate the accessory.
Could you use a function to have Dash raise the handle for people to grab?
Could you use a variable so that Dash knows when to go back and get more snacks?
What is the problem that you would like to solve?
What will you build as an accessory for Dash to solve that problem?
How will you use the blocks in Blockly to solve your problem?
How could you include functions or variables in your program?
Will you have Dash say something or make a sound?
Divide the class into small groups (ideally 2–3 students per robot) and distribute a Design Thinking Workbook to each group.
Have groups use the Design Thinking Workbook to guide them through the design process. Make sure students get their work approved before they advance to the next design stage.
Share the Evaluation Rubric with the class so that students are aware of your learning and performance expectations.
Have student groups use the Design Thinking Workbook to:
Record the list of real-world problems that was created by the class.
Discuss and add any other problems to the list.
Narrow this list down to a top real-world problem.
Explain the selected problem in detail.
Remind students that they may need to compromise.
Have student groups use the Design Thinking Workbook to:
Brainstorm and record possible solutions for their selected problem.
Select their top solution.
Explain the selected solution in detail with words and diagrams.
Have students use the Design Thinking Workbook to:
Establish team roles such as:
Lead Programmer: Holds the tablet and integrates group member ideas to create the program in Blockly.
Documentarian: Records, writes, and/or draws all group results, thoughts, and progress. Illustrates group designs and ideas.
Lead Builder: Collects the materials needed to build the accessory. The lead builder oversees the building and testing of the prototype.
Draft a design of their accessory idea for Dash.
Students can draw the design by hand or use an online program to design a 3D draft (e.g., Tinkercad).
An alternative would be to have students each create an individual sketch and then combine the best of their ideas based on group discussion.
Have each group share their design with a teacher or adult.
Have students make any needed adjustments to their original plan based on teacher feedback.
Have students use the Design Thinking Workbook to:
Make a list of the recycled materials they will need to build a prototype of their design.
Gather the necessary materials.
Build the prototype.
If students created a 3D draft of their design, they can use a 3D printer to print out their prototype.
Have each group share their prototype with the teacher.
Have them make any needed adjustments based on the teacher’s feedback.
Have students use the Design Thinking Workbook to:
Plan a program for Dash that will help demonstrate their accessory design.
Use the Blockly app to develop their program.
Record the results of their code and prototype.
Make any improvements based on their test.
The program should contain criteria that you’ve established depending on students’ coding abilities. For example, the criteria could include: functions, variables, and/or conditionals.
Remind students of the criteria (e.g., “Don’t forget to include a variable and a Function block. Think about what kind of information you can keep track of to help you with your program.”).
Have students create a multimedia presentation that includes the following elements:
Description of the classroom problem that the group has selected.
Description of group members and roles.
Explanation of the thinking that went into the design of their accessory.
Description of problems they ran into and how they were solved.
Advice they would give to younger programmers.
List of next steps: Where can they go from here with their invention?
Images of invented accessory for Dash.
Screenshot of final program created in the Blockly app.
Video of Dash using the accessory.
Students can organize their presentation using posters or digital platforms such as Seesaw, iMovie, or Google Slides.
Have student groups take turns presenting their projects to the class.
Encourage students to give each other feedback on their designs, programs, and/or presentations. Possible questions/feedback includes:
“How did you (build that accessory and what did you use)?”
“I like how you (added lights and sounds to your program).”
“What if you (recorded a sound for your program)?”
Did your design work as planned? Why or why not?
Could this design be scaled up for use in the real world? If so, how would it need to be changed?
What was the hardest part of the design process?
If you had time to redesign, what would you change?
When making adjustments to your prototype or program, why is it important to retest after each individual change?
Use our Evaluation Rubric to review students’ work and presentations.
[Optional] Share your students’ work with the world using @logicsacademy and #dashanddot!
Make sure that all groups have drafted out a plan for their program that includes your established criteria before giving them a tablet to code.
Check in with groups as you circle the room. Ask guided questions such as:
What is your group’s real-world problem?
How does your group’s problem affect us ALL in some way?
How are you going to solve the problem?
What challenges have you faced?
How did you overcome them?
Create heterogeneous ability groupings so that those who are stronger can help those in need.
Create homogeneous groupings based on higher ability level, so that students are motivated and stimulated by intellectual peers.
While some students are challenged by the basic requirements of this lesson, incorporate more complex programming requirements for students who have demonstrated mastery. This can include:
Using multiple functions, variables, and/or conditionals.
Developing another accessory that solves a different problem.
Using the Wonder app to program Dash.
For struggling students, scale down the project by minimizing the programming requirements. For example, they can:
Include only a variable or a conditional.
Develop a plan for the program and have other teammates execute it.
Students can:
Incorporate Dot into their programming with Dash.
Write a persuasive pitch about their innovation.
Share their persuasive pitch and a video of their accessory/program with government officials.
Compare and contrast how their accessories and programs address universal problems around the world.
Arrange a Dash Innovation Event in which they share their accessories and programs with other students in the school.
Research a particular schoolwide problem to find out how other schools are handling it.
Research robots in the real world and how they are used to solve problems.
Create two different presentations leveled to a specific-aged audience (e.g., primary and intermediate students) to teach them about this project.
Skype with experts in the field (e.g., local scientists, artists, or politicians) to gather various perspectives and information related to real-world problems.
Create a pencil/paper or online Glogster.edu poster to explain how their innovation works.
1B-AP-09: Create programs that use variables to store and modify data.
1B-AP-08: Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
1B-AP-11: Decompose (break down) problems into smaller, manageable sub-problems to facilitate the program development process.
1B-AP-13: Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
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 stages of program development.
1B-AP-17: Describe choices made during program development via code comments, presentations, and demonstrations.
1B-IC-18: Discuss computing technologies that have changed the world and express how those technologies influence, and are influenced by, cultural practices.
1B-IC-19: Brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
1B-IC-20: Seek diverse perspectives for the purpose of improving computational artifacts.
1B-DA-06: Organize and present collected data visually to highlight relationships and support a claim.
1B-DA-07: Use data to highlight or propose cause and effect relationships, predict outcomes, or communicate an idea.
1D: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
3A: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3D: Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
4A: Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
4C: Develop, test and refine prototypes as part of a cyclical design process.
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.
5C: Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
5D: Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
6A: Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
6B: Create original works or responsibly repurpose or remix digital resources into new creations.
6C: Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
6D: Students publish or present content that customizes the message and medium for their intended audiences.
7A: Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7B: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7C: Contribute constructively to project teams, assuming various roles and responsibilities.
7D: Explore local and global issues and use collaborative technologies to work with others to investigate solutions.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
CCSS.ELA-LITERACY.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-LITERACY.SL.4.5 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Planning, creating, appraising and communicating in response to challenges.
Working independently and with others while exploring careers and technology
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.
C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes
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
• 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