Grade 3

Dash Dance Party

Innovative Designer and Computational Thinker
Girls With Computer


Coding with Dash is so much fun! Using the Blockly app, students will be able to utilize block coding to plan, create, and execute a dance for Dash. This task card can be used with grades 3-5. This task card will take two-three class periods.

Students will:

  • Be able to code the Dash robot to complete a task.
  • Be able to use trial and error to problem solve.
  • Be able to use coding vocabulary.

Vocabulary Words:

  1. Algorithm: An algorithm is a list of steps to finish a task.
  2. Program: A program is an algorithm that has been coded into something that can be run by a machine.
  3. Debugging: Debugging is finding the problem with the program or code and fixing it.
  4. Sequencing: Sequencing is putting steps in the correct order so computers can read the commands or Algorithm.

To prepare for this lesson:

  • Purchase the Dash robots from REMC Save. You can find more information on the robots at the Wonder Workshop
  • If students have never used Dash before, then show students the following videos: 
  • Make sure the students have the Blockly App on their devices. Familiarize yourself with the app. The students can code very easily by dragging and dropping blocks of code. 
  • Be sure to discuss with the students the proper way to handle Dash to keep him running smoothly. 

See Accommodations Page and Charts on the site in the Teacher Resources. 

Directions for this activity:

  1. Be sure to discuss with the students how to properly care for the Dash robot. 
  2. The teacher should then go over the vocabulary and what block coding is. If students have never used the Blockly app, then the teacher should explain what it looks like and how to use it. 
  3. Have the students experiment with Dash on their own before giving them the specific task of creating a dance. Depending on the number of Dash robots you have, students can do this individually, in groups, or in stations. 
  4. The above tasks will take one class period. For the second class period, students will have paper and pencil to create their plan for Dash’s dance. You can create requirements, such as needs lights, needs 10 steps, needs several different movements, etc. 
  5. Once students have created a plan, they need to test out their plan and make any adjustments. 
  6. At completion, students/groups will present their dance to the class. 

Different options for assessing the students:

  • Observations
  • Check for understanding
  • Observation
  • Turned in dance plan
  • Check for understanding

MITECS: Michigan adopted the "ISTE Standards for Students" called MITECS (Michigan Integrated Technology Competencies for Students) in 2018.

Innovative Designer
4a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
4b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
4c. Students develop, test and refine prototypes as part of a cyclical design process.
4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

Computational Thinker
5a. Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
​​​​​​​5d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

Device:  iPad, Kindle Fire, Dash Robot




The students will write a plan for Dash’s dance

Students can understand computational thinking, algorithms,etc. to make their Dash robot work. 

This task card was created by Brittany Wickman, Walker Charter Academy, August 2019