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This activity cultivated Computational Thinking by having us use logic to break down a process and write an algorithm for both a person and robot to be able to copy successfully.

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The "Don't Step on a Lego" activity cultivated computational thinking because computational thinking is the logic and skillset behind coding and programming. When coding you have to use very specific step by step instructions which makes us use our logic to break down the necessary steps.

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The don't step on a Lego activity cultivated computational thinking buy formulating and applying code to move a robot through a self made obstacle course. It also encouraged creation and application of technology to monitor and control the production and delivery of a service.

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This activity cultivated computational thinking by having us break down a specific process and use problem-solving. For the robot activity, we had to break down the step-by-step instructions with the application of technology to ensure the robot moved in the correct direction.

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When students are creating the maze for the robot, they practice indicator 1.5d, algorithmic thinking. They develop a sequence of steps and test automated solutions (getting through a maze).

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This activity made us reflect back on the PBJ activity we did during our last class except this time we used descriptive language to direct a robot. Using measurements and degrees allowed us to guide the robot through the course we created out of legos.

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This activity cultivates Computational thinking because it breaks down the process of thinking. In coding, you need to have specific step by step instructions and you're gonna need to retry it over and over to have the correct algorithm. This activity shows students how to break down steps and be specific

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This activity cultivated Computational Thinking by having us break down and think deeply about specific instructions and steps for the robot to follow.

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The activity cultivates computational thinking, because you have to think about what you want the robot to do and once you have that problem defined you have to decompose it into different problems, so that you can solve it with the coding algorithms provided. This helps student with a lot of the indicators from innovative thinking as well, since they have to use constraints and solve an open ended question which is getting the robot through the maze.

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The "Don't Step on a Lego" activity allowed us to use our brains and to think as the robot would think when providing a path and instructions for where to go.

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This activity cultivated computational thinking by allowing us to use creative thinking and knowledge to code our robot through our designed maze. Both our human "robot" and actual robot had to use step-by-step instruction created by our group to be able to complete the activity, which is a part of computational thinking.

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This activity cultivated computational thinking by having us use logic and step-by-step thinking to break down the larger task. We were able to create the algorithm for Dash to follow after testing with our human "robot" and make appropriate adjustments.

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This activity fostered computational thinking by encouraging us to break down the problem into smaller steps while developing strategies to test obstacles and solutions. It definitely challenged our sequential thinking as we had to organize actions to avoid stepping on legos.

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This exercise was good practice for thinking computationally. It required deliberate and intricate planning of small steps to achieve a larger goal. If one step didn't go right, then it was back to the drawing board for the whole process until it was perfect. Because of this, the activity was also a good experience with trial and error.

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The "Don't Step on a Lego" activity developed Computational Thinking skills by employing logical analysis to meticulously outline each step, ensuring the robot comprehended the precise actions required.