Post on 04-Jul-2020
NationalCurriculumProgramsofStudyPupilsshouldbetaughtto:
- understandwhatalgorithmsare;howtheyareimplementedasprogramsondigitaldevices;andthatprogramsexecutebyfollowingpreciseandunambiguousinstructions
- createanddebugsimpleprograms- uselogicalreasoningtopredictthebehaviourofsimpleprograms
ComputationalThinkingAlgorithmisaprecisesetofinstructionsorrulestoachieveanoutcomeorsolveaproblem.PreviouslearningsuggestedforReception:http://code-it.co.uk/wp-content/uploads/2016/06/guidedplayreception.pdf
Year1:AlgorithmsthroughBee-Bots
ProgramAim:ChildrenlearnhowtoconstructalgorithmsthroughprogrammingBee-Botswithinstructionstomeetaspecificgoal.
Session2:Bee-Botcommands
Session3:Algorithmtocode
Session4:Symbolalgorithm
Session1:TheHook
Learningpath:
Decideonacontextwhichlinkstoaprojectyouaredoing.Geographyorlocalhistoryarepopularbutitcouldbeanything.Ifpupilshavenothaddirectedplayopportunitiesinreception,spendtwolessonsrotatingaroundtheseactivities.Pupilswhohaven’thadopen-endedplayactivitiesareatadisadvantagewhenitcomestologicalreasoningwiththeBee-bot.
DrawingBee-BotWorld:Drawagridof15cm2squaresacrossalargesheetofsugarpaperbeforethelesson.UsetheBee-BotWorldslidestohelppupilsdesignandcreatetheirownworld.Useyourownthemelocations,nottheonesoftheslides.PupilsworkinpairstodesignBee-botworld.
Session1:TheHook
Input Stepstosuccess CorrectionsneededCanthechildrentellyouwhateachofthesebuttonsdoes?Cantheydescribethesetoapartner?ChildrenworkinpairstocreateashortvideotoexplainwhateachbuttondoesontheBee-bot.Youcouldgivethemthecontextofaninstructionalvideoforreceptionchildren.Demonstratewhatmakesagoodvideo.
• Recordingoodlight.Avoidwindowsasbackgroundsasthesedarkenthevideoforeground.
•Recordwiththecamerapersonfacingtowardsawallsonoonepassesbehindtheirvideo.•Keeptherecordingdevice(iPad)still.Tripodsareavailable.•FramethefaceandBee-botinthepicture.•KeeptheiPadclosetothepersonspeakingsothesoundisclearlypickedup.
•DemonstratingtheBee-botmovesasthisisaboutexplanationnotdemonstration.•Recordingwhereitistoonoisy.
Session2:Bee-Botcommands
FromAtoBlesson1 FromAtoBcreatingsymbolalgorithmfirstlesson2&3CanstudentsprogramtheBee-bottomovefromAtoBontheirmaps?Pupilsarecreatinganalgorithmintheirheadsbeforeprogrammingthedigitaldevice.Onepupildecidesonthestartandfinishpointoftheroute.TheotherprogramsthisintotheBee-Bot.OncethegreenGObuttonispressednooneisallowedtotouchtheBee-botuntilitstops.Thisencouragespupilstobemorecarefulintheirprogramming.
BeforethelessonmakesureyouhavesetsofBee-botalgorithmcardsprintedandcutupandthatyouhaveyourBee-botworldscreated.Pupilsworkinpairs.OnepupilcreatesanalgorithmtogofromAtoBbyorderingthecardssequentially.TheotherpupilconvertsthisalgorithmintocodebypunchingtheinstructionsintotheBee-bot
InstructpupilstoONLYpressbuttonsifthereisanalgorithmcard.OftenpupilswillpressGOorclearwhenthereisnoGOorclearcardinthealgorithm.
Success?TeacherobservationCantheymoveontoextendingtheiralgorithm?AtoBtoCormovingfromAtoCavoidingB?
Session4:Symbolalgorithm
Session3:Algorithmtocode
DebuggingAreallygoodstrategyformakingthelinkbetweenalgorithmandprogrammingandtoaiddebuggingistoencouragepupilstoreadouttheircardsastheturtleperformsitsinstructions.Thismakesitmucheasierforpupilstospoterrorscalledbugsinprogramming.Thisissimilartoprogrammerstracingtheirmorecomplexcodetoworkoutwhatitdoesbeforetestingitonadigitaldevice.
Somepupilsfinditveryhelpfultoplacethecardsontheroutetheturtlewilltakeinsteadofalongsidethemat.
Session4:Symbolalgorithm
Wherenext?
Exploreotherprogrammingplanningatcode-it.co.uk/csplanningDesignyourownprogrammingplanningusingcomputationalthinking&problemsolvingskills.
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Author:PhilipBaggeFindmoreresourcesatcode-it.co.uk
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