Title: Computational Thinking Lesson Plan 

By: Sidney Rosenblum and Mason Wetzel  

Grade: ​Middle School 
Overall Goal:​ ​Mason 
The main goal of this lesson plan is for students to combine computational thinking with their 
creativity. They will reach this goal by utilizing the Dash and Dot robot with a drawing utensil 
attachment and its apps to make two different drawings. The first drawing will be more simple 
involving two houses, but the students will use computational thinking with the app Blockly and 
coding to direct Dash in the right directions in order to create that house. The second drawing 
will be modeled off of the art of Jackson Pollock and action art, with a mixture of the Blockly 
coding as well as the ability of free roam with the app “Go”. This mixture of techniques will enable 
the students to think critically in a computationally thinking standpoint as well as with their 
creative processes. The goal of combining creativity with computational thinking is important 
because it puts their perspective of both in a more unified and relatable position. The students 
will also be able to think of computational thinking in their artwork as a much more accessible 
and reliable tool for artmaking. 
 
Standards: Mason 
Standards  Learning Objective  Assessment 

VA:Cr1.2.7a  The students will be able to plan a  The group of 

Develop criteria to guide making  sketch of a house on butcher paper  students will turn in 
a work of art or design to meet  using the Dash Robot coding and  their drawing 
an identified goal.  their iPad.  collectively. Their 
  drawing must have 
two houses for a full 
grade. 

VA:Cr1.1.6a  The students be able to will utilize  The students will go 
Combine concepts  their hour of code experience to  to Code.org and 
collaboratively to generate  better finish their house sketch with  complete an Hour of 
innovative ideas for creating art.  Dash and their action drawing.  Code. They must 
have a completion 
certificate to turn in 
the next day.  

VA:Cr2.1.IIa  The students will be able to  The group of 

Through experimentation,  complete an action drawing on  students will turn in 
practice, and persistence,  butcher paper utilizing the joystick  their action drawing 
demonstrate acquisition of skills  and coding tools with the Dash  collectively. Their 
and knowledge in a chosen art  Robot.  drawing must have 
form.  examples of joystick 
drawing and 
drawing with code. 
 
 
 
Key Terms & Definitions: Mason and Sidney 
 
Art Terms: 
● Sketch: Quick, rough drawing without much detail that can be used as a plan or reference 
for later work 
● Abstract: ​Art that does not attempt to represent external reality, but seeks to achieve its 
effect using shapes, forms, colors, and textures. 
● Abstract Expressionism: ​An artist movement in New York in the 1940’s that aimed at 
subjective emotional expression with particular emphasis on the creative spontaneous act  
● Drip painting: ​A form of abstract art in which paint is dripped or poured on to the canvas 
● Action Painting: ​A technique and style of abstract painting in which paint is randomly 
splashed, thrown, or poured on the canvas.  
● Movement: The direction in which art makes the viewers eye move 
● Coding: ​The process of assigning a code to something for the purposes of classification 
or identification. 
 
 
 
Lesson Introduction (Hook, Grabber): Sidney 
 
To get the students engaged and ready for the project, you will explain that they will be doing a 
shoebox abstract painting. Tell the students to get into a group of 4. Instruct the students to each 
grab a shoebox, 1 piece of paper, 4, marbles, 4 different colored paints, 4 bowls, and 1 spoon. Tell 
the students to pour a splash of water into the bowls along with the paint, but to make sure there 
is not too much water! Tell the students to place their piece of paper into the bottom of the 
shoebox to cover it completely. Explain to the students that they need to take 1 marble and roll in 
in one paint color and to do that for the other 3 colors/marbles. Advise the students to use their 
spoon to take the marble out of the paint and to drop it onto the paper in the shoebox. Inform the 
students to roll the shoebox around to create different patterns and lines of color. Advise the 
students to stop when they are satisfied with the abstract act that they have created and to take 
out the piece of paper to dry. Allow the students to each take turns creating their own shoebox 
painting.  
 
Sidenote: The students will put their art on the drying rack for their class and will come and pick it 
up later. 
 
 
 
 
 
Lesson Main: Sidney 
Class duration is 50 minutes 
 
Day 1: 
Prior to students entering classroom: 
Pull up the 3 videos on youtube on Draymond Green, Steph Curry, and Barack Obama coding all 
in different tabs. You will find the links under the resources tab. Also, in another tab, type in 
code.org  
 
First you will instruct the students to do the Lesson Introduction written above. After the students 
are all finished you will tell them to return to their individual seats.​ (15 minutes) 
You will then tell the students that they are about to watch 3 amazing videos and you will pull up 
the Draymond Green video to play. Allow the students to watch and react, however make sure 
they stay quiet. Then, pull up the Steph Curry video and show them that, and finally pull up the 
Barack Obama video. Ask the students what they thought of the video. Try to get at least 3-4 
responses. ​(8-10 minutes) 
Instruct the students to take out their laptops, to type in code.org, and wait. You will pull it up on 
the main computer as well. (Some students like to go on the website and look around so please 
walk around to prevent this from occurring) When the majority of the class has pulled up the 
website instruct them to scroll down and click on Hour of Code. Explain that for the duration of 
the class period they will be working on this. Inform them that they will not finish during class and 
that completing it will be homework. Encourage the students to choose an activity that interests 
them or looks fun! Explain that at the end of the hour they will get a certificate (pull up on the 
screen, in resources), that they must print out (can be in black and white), and bring to the 
following class day. ​(25 minutes/duration of class) 
 
Day 2:  
Prior to students walking in: Print out 30 copies of the Dashin’ Pollock project explanation (found 
under artifacts). Go to the library to check out an iPad cart and 5 Dash (little blue robot). Pull up 
the Jackson Pollock powerpoint presentation in a tab on the computer.. You can find the Box link 
under artifacts.  
 
As the students walk into the classroom have them turn in their Hour of Code completion 
certificates at the front of the classroom. Tell the students that for the first part of class they will 
learn about a new artist, Jackson Pollock. Advise them to take notes to remember key terms and 
what he did, however note that it is not necessary. In the first slide you will simply read the bullet 
point explaining his background and schooling. For the next slide, you will get into the details of 
Pollock’s art focusing on his drip painting technique. Read the drip painting bullets word for word 
to allow the students to understand that it is important, explaining that it is a form of action 
painting. On the next slide are 2 images of Pollock’s artwork. Ask the students if these paintings 
remind them of anything. (They should come to the conclusion that the paintings look the the 
ones that they made in the shoeboxes) You will then copy and paste the link in the next slide in a 
new tab to show them a video of how Jackson Pollock created his paintings. ​(15 minutes) 
Next, you will hand out the project packet called Dashin’ Pollock. You will go through the packet 
by having the students read the packet paragraph by paragraph aloud. Ask for a volunteer to 
read (they will volunteer) themselves. After the packet is done being read explain that the 
students will have time for the rest of class to play and create with Dash to get the feel of how it 
works. Explain that there are the different apps, Blockly and Go. Explain that Blockly is the app 
where they will learn how to code Dash to move and make the houses. Inform them that the Go 
app is where they will use a controller to move Dash anywhere and everywhere! Instruct the 
students to get in a group of 3-4 and for on person to grab Dash and another to get an iPad from 
the cart. Additionally, instruct them to use both apps to get used to them. ​(5-7 minutes) 
You can now walk around and watch the kids work with Dash, and make sure that they stay on 
task. ​(20 minutes)  
 
Day 3:  
Prior to students entering classroom: Check out iPad cart in the library and grab 5 Dash with 
markers on it (little blue robot). Also, bring in the butcher paper. Pull up the house examples 
(under artifacts) 
Note: When the bell rings, please get started right away 
 
First you will instruct the students to take out their Dashin’ Pollock assignment handout. Put up 
the examples of houses and explain that the drawings of their houses can vary from the simplicity 
to complexity of those. Then you can ask if the students have any questions before they begin to 
work. If not, or after answering their questions allow the students to get started right away. The 
students will be working together to create houses by coding Dash with the iPads. When a group 
believes they have successfully coded him, allow them to grab a piece of butcher paper to have 
Dash draw. The students are allowed as many trials as they want until they get it, and can also 
use as much paper as they need. After the students have finished their houses, take the correct 
piece of butcher paper and set it to the side in the front of the classroom. Then, instruct them to 
move on to the next task which is creating a Jackson Pollock action painting using Dash. The 
students know to use both apps, so you may see Dash rolling around chaotically on the paper 
instead of straight lines like the houses. However, remind them that they still need to use Blockly 
to code some lines. Additionally, when a group believes that they are finished, have them 
reference the rubrics to check if they have complete all of the tasks assigned. If the students 
believe the have complete it then they can place their piece of art in the front of the classroom. If 
a group does not finish, they need to have it in my office by 4:00 (one hour after school lets out) 
for it to be considered on time. ​(All 50 minutes) 
 
 
 
 
 
 
 
 
 
 
Lesson Ending: Sidney 
 
The lesson ending will be the student’s drawings of their houses and Jackson Pollock 
replications.  
Houses: The drawings of the houses will be assessed by completion along with the 
implementation of using the Blockly app successfully to create a house.  
Jackson Pollock: The action drawings will also be assessed by completion and the 
implementation of Blockly and coding, however it will also be assessed by their creativity and 
diversity within the piece of art.  
 
 
Rubrics: Mason 
 
Assessment Rubric: Hour of Code 
  Complete  Incomplete 

Certificate of  Student turns in certificate showing  Student does not turn in certificate 
Completion  their completion of any hour of code  showing their completion of an hour 
activity. A 20% penalty will be  of code activity. 
applied to the grade if turned in late. 
 
Assessment Rubric: House Drawing (10 Points) 
  Satisfactory (5-3  Unsatisfactory (2-1  Incomplete (0 points) 
points)  points) 

House sketches  Student group turn in  Student group turns in  Student group fails to 
5 points  the sketch of two  only one sketch of a  turn in any sketches of 
seperate houses that  house on their butcher  houses. 
they made on their  paper. 
butcher paper. 

Implementation  Student group  Student group only  Student group does not 
of Blockly and  effectively utilizes  somewhat uses Dash  utilize Dash and Blockly 
Coding  Dash and Blockly  and Blockly, or uses  at all in their sketch of 
5 points  coding in order to  them incorrectly to  the houses. 
sketch out their  sketch out their houses. 
houses. 
 
 
 
 
 
 
 
Assessment Rubric: Action Drawing (15 points) 
  Satisfactory (5-3)  Unsatisfactory (2-1)  Incomplete (0) 

Completion  Drawing has a  Drawing has some lines  Drawing has little to no 
variety of lines and  and shapes, some  lines or shapes, large 
shapes that cover  portions of the paper are  portions of the paper are 
the majority of the  blank.  blank, or no drawing is 
butcher paper.  turned in at all. 

Creativity  Drawing has  Drawing is somewhat  Drawing is not original, 

originality,  original, certain aspects  lacks any kind of 
movement, and  lack visually interesting  dynamic features like 
visually interesting  creative decisions.  movement.  
elements within the 
lines. 

Utilization of  Drawing has  Drawing lacks the use of  Drawing uses neither 
Blockly and Go  apparent examples  either Blockly or Go, the  Blockly or Go, or student 
of lines created with  features of each are not  group fails to turn in 
coding in Blockly and  as apparent.  drawing. 
free movement with 
Go 
 
 
 
Resources / Artifacts: 
Artifacts: 
Chance the Rapper Action Painting by Mason 
https://iu.box.com/s/g24xp6duc17v2hobu4xhf8235w9fqfdg 
 
Jackson Pollock Presentation by Sidney 
https://iu.box.com/s/bidivk9ph7c6gu8l3yk2icxmj46of9gx 
 
Dashin’ Pollock assignment information by Mason 
https://iu.box.com/s/tfqcr41tfgqq6aufix4mueekb3gcujcq 
 
Houses sketch examples: Sidney 
https://docs.google.com/document/d/1SXC638jnVo3j_MeDxAtxhuKLirrI35UKcE6G2H88HDE/edit  
 
 
 
 
Resources: 
Firstpalette.com 
(​https://www.firstpalette.com/Craft_themes/Colors/Marble_Painting/Marble_Painting.html​) 
Draymond Green Coding:  
https://www.youtube.com/watch?v=uJZyqeiAtlA  
Steph Curry Coding: 
https://www.youtube.com/watch?v=NYzN0a1U8mI  
Barack Obama Coding 
https://www.youtube.com/watch?v=AI_dayIQWV4  
Image of Hour of Code Certificate  

 
 
 
 
Differentiation: Sidney 
 
This section should describe how you could to differentiate your lesson for learners with diverse 
needs. Some ideas would be to offer differentiated solutions for English Language Learners, 
students with mobility challenges, students on the autism spectrum, students with emotional or 
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You 
should address 
 
1. Differentiation for ability levels 
● High ability learners will be able to computationally think differently than they ever have. If 
this student is having too easy of a time with this, they can try to update their house or 
add a background. They can also try to use the different settings on Dash to make him 
talk, sing, or change color.  
● Low ability students may have a harder time with comprehending coding and its idea. To 
help them better understand coding they can do additional activities on code.org or meet 
me in my office hours to have me explain one on one some examples and such.   
   
 2. Differentiation for demographics 
● Gender, race, culture, and/or sexual identity will not be prevalent or discriminated against 
while doing this activity. This activity is new for every student in the classroom.  
 
3. Differentiation for languages 
● Students with language barriers are always welcome to come to my office for additional 
help. Also, the Powerpoint of Jackson Pollock will be available to the students online if 
they cannot process the English quick enough. 
● For Spanish speakers, this video does a good job explaining Jackson Pollock in spanish 
which they also will have access to online.  
https://www.youtube.com/watch?v=GChd9l_Cvnc  
 
4. Differentiation for access & resources 
● If there are students that are unable to access computers at home, I will hold an additional 
30 minutes before and after school in my office if they need to complete their Hour of 
Code. Additionally, the students will only have access to Dash during the class time, but if 
they need it while outside of the classroom, I have signed off at the Resource Desk in the 
library to allow them to use it.  
 
 
 
Anticipated Difficulties: Mason 
 
One anticipated difficulty that the students could face is that they could struggle initially when 
working with Dash and Blockly to draw with coding. There is a certain learning curve when trying 
to frame your thinking of drawing in the sense of code commands, and it could be a difficult idea 
for students to wrap their minds around. The way this lesson overcomes this difficulty is that the 
rubric is much easier on the house drawing section because it is likely their first time drawing like 
this. The houses do not need to be realistic, as long as they began to understand coding and get 
practice with Dash that’s the main purpose of that first drawing. The same could be said for the 
second sections, as it relies more on abstraction and has more room for error because there is no 
wrong way to make abstract action art. That way the students can make mistakes with coding 
and it still can work for their drawing. Another difficulty that could arise is conflict and fighting 
amongst students in their groups over who gets to input code and control dash. One way this 
could be alleviated is that each student could get equal time with the iPad in controlling Dash 
with Go as well as inputting code. If the time with Dash is spread out evenly it could alleviate any 
kind of fighting amongst the students in that regard.