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Candidate’s Name: Marianthi Koullias

Grade Level: Pre-K


Title of the lesson: Dash programming
Length of the lesson: 60 mins/day * 5days

Description of the lesson

Key questions:
● Students will learn about how to program Dash to go from one center to another center
and move his name tag. Dash needs to move his name tag when changing centers.
Also, he need move the paper from the writing center to the trash bin which is at the
computer center.
● Students also learn how to share with their peers, help solve problems and be a team.

Subject
Coding, ELA, Science, Social Science

Prior Knowledge
Knowledge of students to inform teaching (prior knowledge/prerequisite skills and
personal/cultural/community assets)

Key questions:
● What do students know, what can they do, what are they learning to do? Depending
on their prior knowledge, students will learn how to use a Wonder Workshop app for
Dash. They will also learn how to work with their peers in teams.
● What do you know about your students’ everyday experiences, cultural backgrounds
and practices, and interests? It is important for students to learn to communicate with
their peers and work in a group. Pre-K is a foundation and will help them with their
future education.

New York State Next Generation ELA Learning Standards


(List the number and text of the standard. If only a portion of a standard is being addressed,
then only list the relevant part[s].
● PKR1: Participate in discussions about a text.
● PKR2: Retell stories or share information from a text.

K12 Computer Science Education Framework Standards


Identify the CS concept and practice this lesson covers. (Algorithms and Programming must
be addressed in this lesson)
K-2 Variables “Information in the real world can be represented in computer programs.
Programs store and manipulate data, such as numbers, words, colors, and images. The type
of data determines the actions and attributes associated with it”

Learning objectives

1. Students will learn what is a robot from reading “Robots, Robots Everywhere” by Sue
Fliees (https://www.youtube.com/watch?v=0wemSqCNfqI&t=7s)
2. Understand which centers (i.e, Writing/Math Centers) Dash needs to move in order to
complete the challenge.
3. Count how many tiles ( far in cm) Dash needs to go ahead, left or right to finally arrive
on the last step (tile). Understand basic loops. The Teacher/ TAs will record students
findings.
4. Learn how to share, solve problems and be a team

Materials Required
Dash
Ipad or tablet ( Blocky app)
Cardboard
Stickers
Book: Robots , Robots Everywhere by Sue Fliees

Challenges: Dash needs to visit all centers noted on the grid and also move the piece
of paper from the writing center to the garbage bin (at the computer center).

Instructional procedure: Instructional strategies and robotic programming learning tasks


(including what you and the students will be doing) that support diverse student needs. Your
design should be based on the following:
● understanding of students’ prior academic learning and personal/cultural/community
assets
● research and/or theory
● pedagogy (Group work? Pair work? Student presentation?...)
● developmental
● appropriateness
Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted
students.

● (10-15 mins ) As this is the first year of school for many students they will have a great
amount of time gaining knowledge of classroom protocols, sharing/communicating
with their peers. The Teacher/TAs will explain the scope of this assignment.
● (20-25 mins) Read Robots, Robots Everywhere by Sue Fliees . Ask questions like :
What is a robot? What is a computer. Are there any similarities and/or differences? Etc
● (20-25 mins)Place students into groups to help determine how many steps (in cm) are
needed for Dash to move, make turns (left, right) and count the tiles and centers
● All students with IEPs, ELLs or struggling readers when needed will be given
modified academic accommodations, such as but not limited to : bilingual explanation,
more time to complete tasks and repeating the information when needed.
● Students who are gifted will be given the opportunity to be the group leaders if they
choose.

Formal and informal assessment (including type[s] of assessment and what is being
assessed)
Formal: To help students think critically. Pre-K is the foundation for their future academics.
They will think what is a robot? What is a computer?. Also, this assignment will help them
communicate and be in a group with their peers. Certain instructions will be modified for
students with IEPs, ELLs and who are struggling readers (kindly see above).

Informal: Teacher and TAs will help students if need be to count tiles, answer questions.
Also, the Teacher and TAs will ask each group of their findings ( i.e, how many steps they
think Dash will need to complete the task, tiles etc)
Group1 Group2 Group3 Group4

How many
centers are
there?

How many tiles


from each task?

How many steps


are needed to
complete the
task?

Video
Share the URL of the video showing your Dash solving the challenge.
https://youtu.be/L6cXNyDJyPY

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