Build a Timeline
Students will work independently, with a partner or group to create a timeline for a story, person, or event.
SUPPLIES
Dash Robots Other Supplies

TIME FRAME
This lesson can be completed over 35 sessions  depending on the length of each session. Students will first determine/research the most significant events for their timeline. They will create a timeline using paper and pens. Next, they will learn Blockly, and code their robot to teach others about their book, person or event. You can find resources for a similar activity HERE 
SESSION ONE: RESEARCH
Students will work with a partner or independently to identify 5 major events in their story. They can use Chromebooks or their TCR book for research. They will then be responsible for writing 5 complete sentences to teach others at least 5 important facts about the story. Students will use the graph or lined paper to draw a blueprint sketch of their timeline. They should include at least 5 dates on the timeline that they would like Dash to stop at.
This same process can be used to research a famous person, or major event from history.
SESSION TWO: PLANNING
Students will create their timeline using chart paper, pencils, and meter sticks. Remind students that Dash can only travel in increments of 10 cm. Ask students to space out events in their book into increments of 10 cm. Students will then create a timeline that many centimeters long. For example, if they have five events, then their diagram should be 50 cm long.
SESSION THREE: MEET DASH
Students will benefit from spending time getting to know the dash robots. This will allow them to have focused time creating their timelines in a future session. Students will connect to their Dash robot via their Chromebooks. There are premade puzzles within the Blockly app for the students to use. This will teach them how to program and code Dash.
SESSION FOUR: CODE DASH
Students will use the Blockly App to program Dash to tell their story. Remind students that they must have 5 clearly recorded sentences about the important events in the story. Students should also work with their partner to add creative details to their tour, by using Dash's lights, sounds, looks, and actions.
SESSION FIVE: SHARE AND REFLECT
Students will share their finished timelines with the rest of the class. They can also present them to younger students. This could be an event which families, and other classes could attend. Section the room off and have visitors walk through the "museum" of robots.
After all presentations are over provide time for students to reflect on the activity.
What worked well?
What was challenging?
What would you change?
STANDARDS
NGSS Science or Engineering Standards:
35ETS11.Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
35ETS12.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.
35ETS13.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 or Math Standards:
CCSS.ELALITERACY.SL. 5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELALITERACY.SL. 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CCSS.MATH.CONTENT. 5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10.
CCSS.MATH.CONTENT.5.NBT.A.4 Use place value understanding to round decimals to any place.
International Society for Technology in Education or National Core Art Standards:
VA:Cr1.2.4 Collaboratively set goals and create artwork that is meaningful and has purpose to the makers VA:Cr2.3.4 Document, describe, and represent regional constructed environments.
Build a Maze
Using the Design Thinking Method, students will successfully program Dash to go through a maze.

TIMEFRAME
This activity can be completed in 1  3 sessions, depending on student familiarity with the Dash robot, and the length of the sessions 
SESSION ONE: MEET DASH
In order for students to thoughtfully navigate the maze, they need to become familiar with Dash and the Blockly language. Use this first session to allow students to begin to explore with both. In the Blockly app on their Chromebook, have students complete the predesigned puzzles to become familiar with coding in Blockly.
SESSION TWO: DESIGN THINKING
Introduce the designthinking process to students.
In order for students to thoughtfully navigate the maze, they need to become familiar with Dash and the Blockly language. Use this first session to allow students to begin to explore with both. In the Blockly app on their Chromebook, have students complete the predesigned puzzles to become familiar with coding in Blockly.
SESSION TWO: DESIGN THINKING
Introduce the designthinking process to students.
Introduce the task:
 Code Dash so that he can successfully navigate the maze
 You may not run Dash through the maze until you have coded 10 steps
 Dash must stop on the marked spot in order for it to be considered a successful run
 If both wheels are outside the maze, the attempt was not successful
SESSION THREE: ATTEMPT, ADJUST, REPEAT
Working in pairs or teams, student can now see the maze that they are attempting to navigate. Using Blockly they must program Dash to drive through the maze, and stop on the X marked at the end. THEY MAY NOT TEST THEIR CODE unless they have 10 steps written.
You can choose to have yardsticks or rulers on hand, but do not allow students to measure the course, but rather have them use the rulers as guides to estimate the distance that Dash will need to travel.
Emphasize the importance of the design process and that in order to effectively problemsolve, students will need to create several iterations of code.
SESSION FOUR: REFLECTION
This can be done as a separate session or can be done at the end of the 3rd session. Provide space and time for students to debrief the activity.
Working in pairs or teams, student can now see the maze that they are attempting to navigate. Using Blockly they must program Dash to drive through the maze, and stop on the X marked at the end. THEY MAY NOT TEST THEIR CODE unless they have 10 steps written.
You can choose to have yardsticks or rulers on hand, but do not allow students to measure the course, but rather have them use the rulers as guides to estimate the distance that Dash will need to travel.
Emphasize the importance of the design process and that in order to effectively problemsolve, students will need to create several iterations of code.
SESSION FOUR: REFLECTION
This can be done as a separate session or can be done at the end of the 3rd session. Provide space and time for students to debrief the activity.
 What worked well?
 What was challenging?
 What lessons can be learned from the experience?
 What information would've made the activity easier to accomplish?
 What could be changed to make the activity MORE challenging?
STANDARDS
CCSS MATH
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
CCSS.MATH.CONTENT.4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
CCSS.MATH.CONTENT.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
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