(Francais) B6: Assessment - Designing Solutions for the Home

Have students share in a “Show and Tell” type format, explaining:

• the problem they selected.
• how their accessory solves the problem.
• the algorithm they planned for Dash.

• What did you like best about the Design Thinking Process?
• What do you think is the hardest part of the Design Thinking Process?
• Is there anything you’d like to change about your accessory? Why?
• How could you improve your accessory?
• Do you think your group could actually build your accessory? How? Would you like to try?

• Use our Evaluation Rubric to review students' work and presentations.
• [Optional] Share your students' work with the world using @logicsacademy and #dashanddot!

It is recommended that students complete:

• Level A-B: All previous lessons
• [Optional] Level A-B 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.
• Prepare to model the activity with a large sheet of bulletin board paper and markers.

Have students review and discuss this lesson’s coding concepts in groups. Each group should share a tablet.

Discuss how we program a set of instructions for Dash/Dot to follow in the order we want them to happen.

Remind students that loops is a coding term for repeating a bit of code more than once. Elicit real-world examples of repeated instructions/patterns, such as a dance or brushing your teeth.

• Have students briefly review the differences between the Repeat and Repeat Forever blocks. (E.g., “The Repeatblock lets you repeat steps for a specific number of times.”)

Remind students how a Wait For block puts a hold on the program until a programmed event occurs.

• Have students point out the different events in the Wait For block: Button 1, Button 2, Button 3, Obstacle on Left, Obstacle on Right, Object Behind, Hear Clap, Hear Voice, Picked Up, Stuck, See Dot.

Remind students how they can change the distance and speed that Dash can move forward.

• Say, “Programming specific parameters helps us be more specific and accurate with our programming. What other parameters can we change in Blockly? The number of times we repeat our code? The types of sounds?"
• Have students identify other parameters that can be modified.

1. Say, “Today, you will work in groups to design an accessory for Dash to help solve a problem in your house."
2. [Optional: Steps 2–4] Say, “Before we get started, let’s read a story about a little boy who designed robots, like Dash, to make life easier around his house. While I’m reading, decide which one of these robots would improve life in your home.”
3. Read aloud If I Built a House with the class.
4. Discuss the types of inventions the boy designed to improve his home. Then ask:
   • Which ones did the students like best? Why?
   • What types of problems did each invention solve?
   • How does the robot improve life around the house for his family? (Sample response: “The robot saves time, is more accurate, finds the best recipes, allows Mom or Dad to rest or play with their children.”)
5. Use the K-1 Design Thinking Presentation to introduce the Design Thinking Process to the class.
   • Highlight how inventors and engineers design things to improve our world.
   • Encourage students to brainstorm inventions that they use every day. (Sample response: “I use a car to get to school. I call my grandparents with a phone.”)
   • Discuss how inventors and engineers use a special way of thinking when they design called Design Thinking. Then walk through each step of the process outlined in the K–1 Design Thinking Presentation.
   • Encourage students to discuss how they think robots can solve problems. (Sample response: “They can help clean your house or drive a car.”)

• If a robot completes a task faster than a human, what problem could this solve for a family? (Sample response: “The family might have more free time to spend together.”)
• What if the robot was faster but did not perform the task well? For example, what if the robot dropped dishes while washing or drying them?
• How could Dash improve life around your home?
• Who could Dash make life easier for you around your home? How?

Say, “Today we will all ‘think’ like designers as we work together using the Design Thinking Process. Inventors and engineers Ask, Imagine, Plan, and Build. That’s what we are going to do today.”

1. ASK: Explain: “Every invention begins with a question. I am going to ask you a question. What types of problems do you have at home?”
   • Get them started by suggesting a few ideas. (Examples: “I hate making the bed.” “I have no time for vacuuming.” “Everyone forgets to feed our poor pet goldfish.” “My soup is always too hot!”)
2. IMAGINE: Have students select a particular problem based on a popular vote. Ask them, “Can you imagine a solution to our hot soup problem using Dash and an accessory that you design?”
   • Have students brainstorm possible accessory ideas. Record a list of all of their ideas. Discuss the importance of having a good imagination in design.
   • Say, “Designers work in a group to share their ideas. They take turns talking and listening to each other. The more ideas, the better!” Model this by selecting the best of their ideas and discussing how they can be combined into one accessory. (Example: For a “Soup Cooler” accessory: a Dollar Store fan combined with a plastic spoon and outdoor thermometer.)
3. PLAN: In this stage, you are sharing how designers must come up with a plan before going any further.
   • On a large sheet of white bulletin board paper, draw 3 large circles to represent Dash.
   • Then have students help you draw the “Soup Cooler” accessory that was discussed. Consider students’ feedback and ideas for improvements.
   • Have students take turns coming up to add improvements using different-colored markers.
   • Have students explain how their addition improves the accessory.
   • Ask them if there are any limitations to their design.
4. BUILD & PROGRAM: Place a bowl of soup on a table. Ask, “What will happen if Dash blows on my soup in just one spot?”
   • Ask, “Can you help me program a set of instructions for Dash to move around my bowl and blow on all parts of my soup?”
   • Although students will not be programming in this lesson, it’s still important to have this conversation. Discuss how Dash could be programmed similarly to the path taken in Challenge Card 2.5: Forward ___, Turn 90°, Turn 90°, Turn 90°.
   • “Could we program Dash to make a sound if the soup is too hot? Example: Transport: Fire Siren. “Could we include an animation if the soup is just right?” Example: Dash Dance. “Could we program lights for Dash?” Example: Red [Soup too hot], Green [Soup too cold], Yellow [Soup just right!].
   • Discuss the following blocks and parameters and how they could be used in a “Soup Cooler” program: Repeat Forever, Repeat X times, Wait for __, Wait for __ seconds.

• Why is it important to ask questions before we design a new attachment for Dash? (Sample response: “Asking questions helps us define the problem we want to solve.”)
• Why is it important to use your imagination when you are trying to solve problems?
• What is the problem that we tried to solve? (Sample response: "Cooling the hot soup.")
• What were some of the parts we designed for our accessory? (Sample: "Thermometer, fan, spoon.")
• How does a group work together successfully? (Sample response: Taking turns talking, listening, compromising.")
• What problems did we run into during the design process? How did we fix them?

Have students repeat the same Design Process in small groups.

1. ASK: Students work with their group to choose a problem from the class’ brainstormed list.
   • Say, “I am going to ask you a question. Which problem on our list do you feel is most important and why?”
   • Have students discuss with group members. Stress how designers must work together to listen and agree.
2. IMAGINE: Prompt students to imagine an accessory that their group could design to solve their group’s selected problem.
   • Say, “Close your eyes. Can you imagine an accessory that you can design for Dash to solve your group’s problem?”
   • Prompt students to work together to pick the best design.“Now discuss your ideas with your group members. Plan how you can combine your best ideas together into one accessory. That’s what great designers do!”
3. PLAN: Give each group member a different-colored marker and the first page of the Dash and Dot Design Challenge. Instruct students to take turns planning and designing a part of Dash’s accessory.
   • After each contribution, the student must stop and explain to his or her group what has been added and how it improves their accessory.
   • Have students share their drawing with the class, allowing each member to explain and answer questions. You will be able to identify each student’s contribution by the marker color.
4. BUILD & PROGRAM: What instructions/algorithm will Dash need to follow while using their accessory? (e.g., back and forth, in circles, left and right, etc.)
   • Allow students to move Dash by hand rather than programming to demonstrate their ideas. What sounds, lights, and animations could you use?
   • Have students chart an algorithm to go along with their accessory on a large sheet of construction paper. Using blocks, students should chart commands from top to bottom. Select criteria for their program based on the ability and needs of the students. They may include: Drive, Sound, Animation, Repeat, Repeat Forever, and/or Wait For blocks.