3rd Grade Coding Lesson (robotic) With Language

Arts

Date March 7&8, 2019

Overview Students will code Dash robots to move to mark the correct answer of four regarding a
reading passage, and accompanying question.

Materials (4) 6’x6’ vynil flooring mats divided into a square grid.
(2) meter sticks
(6) Dash Robots
(6) Tablet computers or other compatible devices
(6) reading passage and questioning sets
Paper & Pencil
Chrome book, projector, HDMI dongle, YouTube video introducing Dash/Blockly Robot
interface

Vocabulary Dash Robot, Blockly, Block-Coding, Meter Stick, Loop, Instructions, Debug, Author’s
Purpose, Main Idea, Context Clues, Supporting Details, Run/Start.

Objectives ELA.3.5 The student will read and demonstrate comprehension of fictional texts and
poetry. (SOL 3.5; SOL 3.12)
ELA.3.5.8 Draw conclusions and make inferences about text.
ELA.3.5.9 Explain the author’s purpose.
ELA.3.6 The student will continue to read and demonstrate comprehension of
nonfiction texts. (SOL 3.6; SOL 3.12)
ELA.3.6.3 Explain the author’s purpose.
ELA.3.5.11 Identify the main idea or theme and the major events and details that
support the main idea or theme.

(New 3rd grade computer science standards 2017)

3.2 The student will construct programs to accomplish tasks as a means of creative
expression using a block or text based programming language, both independently and
collaboratively
a) using sequencing;
 b) using loops (a wide variety of patterns such as repeating patterns or growing
patterns); and
c) Identifying events.
3.3 The student will analyze, correct, and improve (debug) an algorithm that includes
sequencing, events, and loops. [Related SOL areas – Math: Problem Solving, English:
Editing]

I CAN statements (Language Arts)-

I can explain the author’s purpose for writing.
I can provide evidence of the author’s purpose.
I can explain the main idea of a passage.
I can provide supporting details for the main idea.

I CAN statements (Computer Science)-

I can create a block code to move a robot to a spot.
I can correct or modify my code to fix problems.
I can communicate with a collaborator in my group.
I can demonstrate cooperation in a group.

I CAN statements (Citizenship / Work Habits)-

I can communicate effectively with my group.
I can demonstrate cooperation in a group.
I can stay on task and complete the task given.

Whole Group Anticipatory set- TTW Introduce the activity. TSW come to the carpet to watch a short
instructional video on coding Dash bots. Explain that they will review Author’s Purpose,
Inference, and Main Idea by reading and answering questions about what they have
read.

Guided Instructional- Tell students they will be using a Dash Robot to mark which
answer of possibilities is the BEST answer. TTW tell students they will be using block
coding similar to what they used during the Hour-Of-Code to move the elf to a target
spot.

TTW let students know that 6 students have received some initial training and that
they will be the group leaders for this lesson. These students have been introduced to
the coding and the robots that will be used in this activity. The students should
understand that these leaders are not the “bosses” but rather are to guide and support
 the other 2 students in each group in their learning to code the robots to reach their
goal.

TTW introduce what an interface is. “The thing, whether software or physical controls,
which enable a human to give instructions to operate, or control a mechanical device.
Give examples of volume control on a radio or the push lever on a toaster.

In the case of dash robots, the interface we will use in this lesson is called Blockly, and
it is a kind of coding program that uses instruction blocks similar to the Hour-of –
Code game.

TTW Play short interface intro video. Point out that the students will use the “DRIVE”
and “COMMAND” menus for this assignment, other menus will be investigated at a
later time.

Independent- After the video, TTW put students in predesignated 3 person groups.
Four of the groups will use a 6’x6’ mat divided in appx 20cm squares to help facilitate
measuring the programming steps to the goal. Two other groups will use meter stick
to perform the same task in a more freestyle manner.

Students will take turns placing the answer choice cards around the work surface (mat
or floor), reading the passages aloud, and programming the robot to go to the correct
answer.

If the robot does not reach its goal, the programmer may choose to debug alone or to
collaborate (leader will mediate when necessary).

This task may take more than one day.

Closing/ Assessment- Wrap-Up after each day:

TT May gather students back at the carpet or have a class discussion from station
side. Polishes and Praises on work ethic, cooperation and actual accuracy of language
arts objectives and also coding to target. Advise students that the activity has
concluded or that it will continue at a later time.

Differentiation The students that will use the meter sticks will be chosen based on more advanced
ability to use a measuring tool and to problem solve spatial relationship problems.
The gridded mats provide support for students who may be less proficient in these
tasks.