Year 2
Unit 2D
Routes: controlling a floor turtle
Contents
Medium-term plan
Background notes
Lesson 1
Lesson 2
Lesson 3
Lesson 4
201
202
Skittles
Lesson plan
Notes
Resource sheet: control panel
Activity sheet
204
205
206
207
What shape?
Lesson plan
Notes
Resource sheet: demonstrate
sequence of instruction cards
Activity sheet
210
211
Do it again!
Lesson plan
Notes
Activity sheet
212
213
214
Treasure island
Lesson plan
Notes
Resource sheet: treasure map
Resource sheet: directions
Resource sheets: features
Resource sheet: place names
Activity sheet
215
216
217
218
219
227
228
208
209
Flashcards
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229
LCP
ICT Resource Files KS1 Years 1 & 2
• 199 •
What shape?
2
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LCP
ICT Resource Files KS1 Years 1 & 2
4
2d, 4a,
5b, 5c
2c, 4a, 4b,
5b
to develop and record
sequences of instructions to
control the floor turtle, and
predict test results
•
•
•
pattern
repeat
bracket
direction
finish
sequence
instructions
position
start point
Roamer
left
right
forward
backward
clear memory
predict
modify
sequences of instructions
for moving along a route
in straight lines and round
right-angled corners
• develop and record
•
can be repeated
programme the floor turtle
to repeat instructions
• recognise that instructions
programming the floor turtle
sequence of instructions
• check their predictions by
• predict the result of a
programming the floor turtle
• check their predictions by
different instructions
• predict the results of
the floor turtle
• enter instructions to control
devices follow instructions
• recognise control devices
• recognise that control
Learning outcomes
Children:
Some children will have progressed
further and will: produce an accurate
set of instructions with little need for
amendment; incorporate instructions
that involve difficult angles other
than 90 and 180 degrees; accurately
predict results of a set of instructions
by identifying patterns
numeracy
geography
design and
technology
literacy
history
art
numeracy
design and
technology
art
geography
numeracy
science
design
technology
numeracy
Cross-curricular
links
Some children will not have made
so much progress and will: produce a set
of instructions but make mistakes with
directions and distances; incorrectly
predict or guess the results of a set of
instructions
that instructions can be
repeated
that devices can carry out
repeated actions and follow
stored instructions
to use the repeat key to
produce symmetrical shapes
•
•
Most children will: produce an accurate
set of instructions but will need to
amend them to make them correct;
combine three forward movements
into one by adding units together;
accurately predict the results of a set
of instructions
Treasure island
Programming pathways into a
floor turtle
3
Overview expectations
for end of unit
Creating repeating patterns using
a floor turtle
Do it again!
that instructions can be
sequenced for more
complicated tasks
to enter a sequence of
instructions
•
•
•
that control devices must be
programmed
that control devices follow
instructions which can
contain numerical data
to use the appropriate
keys to make the floor
turtle go forward, backward,
left and right.
•
Core vocabulary
4:10 PM
2c, 4a, 4b,
4c, 5b
2c, 4a,
5b, 5c
Learning objectives
Children should learn:
10/8/05
Predicting shapes and drawing
shapes using a floor turtle
Skittles
Entering instructions into a
floor turtle
ICT
NC links
Medium-term plan for Unit 2D: Routes: controlling a floor turtle
Title of lesson and key theme
Unit 2D
1
Lesson
Year 2
ICT KS1 RF Y2D 198-231
Page 201
• 201 •
Year 2
Unit 2D
Routes: controlling a floor turtle
Background notes
Unit outline
In this unit, children learn how to create, test, modify and
store instructions to control the movements of a floor
turtle. They learn to program the floor turtle to move
around by using single instructions, a sequence of
instructions and repeated sequences.
graphics and text. There is a wealth of advice, training,
teaching ideas and resources on the Valiant website which
we found at: http://www.valiant-technology.com/
The unit will develop children’s understanding of
programmed devices used outside school.
Press twice to
cancel memory.
Centre hole for a pen
to draw the path of the
Roamer or to support
a platform
Children should be able to apply what they have learnt in
this unit when working with shape and space in numeracy
and using devices in design and technology.
Direction arrows:
forwards,
backwards,
left turn and
right turn
Press to start
program.
Procedures
National Curriculum Programme of Study
Repeat
Developing ideas and making things happen
2 Pupils should be taught:
c how to plan and give instructions to make things happen
d to try things out and explore what happens in real and
imaginary situations.
Reviewing, modifying and evaluating work as it progresses
4 Pupils should be taught to:
a review what they have done to help them develop their ideas
b describe the effects of their actions
c talk about what they might change in future work.
Breadth of study
5 Pupils should be taught the Knowledge, skills and understanding
through:
b exploring a variety of ICT tools
c talking about the uses of ICT inside and outside school.
Cancel last
enrty.
To play music:
length of note
(1–8): pitch of
note (1–13, 14
silent note)
How to control and program the Roamer: some
reminders
Roamers have two types of memory.
The Go memory to program temporary sequences.
These sequences of instructions can be repeated but
are not held in the memory of the Roamer once a new
sequence is programmed.
•
Procedures memory to program more permanent
• The
sequences that can be re-called and used ‘inside’ more
Software
To complete the tasks in this unit you need
programmable floor or desk-top robots specifically
designed for young children. (The QCA document refers
to these robots as ‘turtles’ but they are the same thing! )
PIP and PIXIE from
Swallow Systems are
programmable vehicles
for use in schools. Each is
a rectangular box with
wheels underneath and a
keyboard on top.
Roamer from Valiant
Technology Limited is a dome-shaped floor robot that can
be programmed to move through a pre-determined
course either by entering a series of instructions into the
memory or ‘teaching’ the Roamer a sequence as a
procedure.
The following teaching resources have
been created using a Roamer. If you
intend to use a different floor or
tabletop robot you may need to adapt
the resources and insert appropriate
• 202 •
Wait
S T and M
buttons control
external motors
or lights and
program
attached
sensors. We
don’t need
these buttons
for this unit.
LCP
ICT Resource Files KS1 Years 1 & 2
complex programs.
Turning in right
angles
When working with
young children, the
Roamer should be
programmed to
turn in right angles
rather than degrees.
Enter the sequence
shown here:
The robot will continue to turn in whole right angles until
the Roamer is either switched off or re-programmed to
again turn in degrees. We suggest you place a little bit of
sticky tape over the on/off switch so children do not
accidentally switch the Roamer off during a lesson!
Now
will turn the Roamer 2 right angles to
the left.
© 2004 LCP Ltd. Copies may be made for use within the purchasing institution only.
Year 2
Unit 2D
Routes: controlling a floor turtle
Background notes (cont.)
The Go memory
To teach the Roamer a temporary sequence of instructions:
clear the memory (perhaps of the last sequence) by
pressing CM twice;
Remember
Roamers are programmed to move forward and backward
in units of the Roamer’s own length. This makes it easy to
create mazes or work on number lines that are exactly
designed for the Roamer. We have also used the term
‘roamers’ to describe this length, for example, ‘forward 3
roamers’. You can also re-program the Roamer to move
backwards and forwards in different units of length.
•
• enter left 2, forward 1, left 2, forward 2 and Go.
Adapting the resources
If you are using a different robot you will need to adapt
the resources. To adapt the resources for the lessons in
this unit, you will need to change the screenshots on the
relevant prompt sheets.
For digital pictures
Take a digital photograph of the control panel of the
tabletop of floor robot you are using and insert your
picture from a file (Insert – Picture – From File).
The Repeat process
To teach the Roamer to repeat an instruction or sequence
of instructions:
press ‘clear memory’ twice;
•
on R, followed by a number to make the Roamer
• click
repeat the following instruction a given number of times;
the list of commands in a box by placing square
• enclose
brackets before and after.
For full screen graphics
Prepare the screen you wish to copy.
Press the Print Screen or Prt Scr key on your computer
keyboard.
Left-click into the prompt sheet documents.
Paste the full screen image from the clipboard, and resize
and format the image.
For parts of screen graphics:
Prepare the screen you wish to copy.
Press the Print Screen or Prt Scr key on your computer
keyboard.
Left-click into the prompt sheet documents.
Paste the full screen image from the clipboard, crop the
image using the Crop tool on the Picture toolbar, and
resize and format the image.
The Procedures memory
To teach the Roamer a procedure that can be used inside
another procedure;
press ‘clear memory’ twice;
•
the procedures button followed by a number, for
• press
example P1;
repeat and brackets to write a sequence of
• use
instructions. For example,
P1 R3 [forward 4, right 1]
Now each time P1 is pressed the Roamer will follow the
instruction in Procedure 1.
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LCP
ICT Resource Files KS1 Years 1 & 2
• 203 •
Year 2
Unit 2D
Lesson 1
Skittles
Lesson plan
This lesson introduces the whole unit.
Learning objectives
Learning outcomes
Vocabulary
Children should learn:
Children:
• recognise control devices;
• recognise that control devices follow
instructions;
• enter instructions to control the floor turtle;
• predict the results of different
instructions; and
• check their predictions by programming
the floor turtle.
Roamer
left
right
forward
backward
clear memory
predict
modify
• that control devices must be programmed;
• that control devices follow instructions
which can contain numerical data;
• to use the appropriate keys to make
the floor turtle go forward, backward,
left and right.
Introduction
Pre-program the Roamer to follow a path through a set of
skittles placed on the classroom or hall floor and
demonstrate the Roamer following the route. Ask the
class how the Roamer knows where to go. Explain that it
is following instructions and cannot do anything but
follow those instructions. Demonstrate this by moving
one of the skittles so the Roamer knocks it down.
Cover these points. The Roamer:
is not ‘alive’;
•
only do what it is instructed to do and will follow
• can
instructions exactly.
Discuss other devices that follow instructions, for example,
washing machines, and explain to the class that they will
learn how to program the Roamer to follow instructions.
Demonstrating the skills
the basic instructions followed by the floor
• Discuss
turtle using the control panel graphic (2D-1control
•
•
panel.doc or Resource sheet: control panel on page
206) and the appropriate flashcards. Emphasise the need
to clear the memory and to enter instructions one at
a time.
Place skittles in front of, behind and to the left and right
of the turtle. Explain that the floor turtle has no eyes
and that it will need to be told how many ‘roamers’ to
travel to knock down one, two or all of the skittles.
Ask the children to predict the instructions that will be
used to knock down one skittle and record the
predictions on a flipchart.
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LCP
ICT Resource Files KS1 Years 1 & 2
a prediction by programming the Roamer to
• Check
knock down one of the skittles.
the children to predict the instructions that will be
• Ask
used to knock down two skittles and record the
•
•
predictions on a flipchart or using the cards on the
resource sheet.
Check a prediction by using it to program the Roamer
to knock down two of the skittles.
If necessary, modify the sequence of instructions to
successfully knock down two skittles.
Activity
the children predict the instructions that will
• Inbegroups,
used to knock down one, two, three or all four
skittles and record the predictions on the activity
sheet.
check a prediction by programming the Roamer
• They
to knock down the skittles.
modify the sequence of instructions (if necessary)
• They
and record their changes on the sheet.
able children could consider how to make the
• More
task more difficult for the Roamer.
Finishing off
Compare the experiences of the groups and discuss any
differences. Which instructions were more likely to
successfully knock down the skittles, and why? What
common mistakes did the Roamer make? How were the
groups able to make the task more difficult for the Roamer?
© 2004 LCP Ltd. Copies may be made for use within the purchasing institution only.
Year 2
Unit 2D
Lesson 1
Skittles
Notes
Resources and preparation
You will probably have to print additional copies of the
directional arrows, the ‘clear memory’ and the lower
numbers when making up the sets of cards for each group.
You will need:
copies of the instruction cards to make
• enough
sufficient sets for each group;
version of the control panel loaded onto
• anyourelectronic
demonstration computer (if you are using a large
Some of the other instruction cards, for example, music,
repeat and brackets, will be useful in later lessons and the
complete sets of cards could be used in later units.
demonstration screen) or printed copies for the children
to share;
Management issues
•
• a large space;
• sufficient Roamers for the class to use;
• vocabulary flashcards.
a flipchart or a way of displaying the instruction cards;
may need to borrow additional Roamers from other
• You
schools in the area, a local teacher’s centre or a local
Higher Education institution that trains teachers. If this
is not possible, then the activity can be set to groups as
part of a carousel of activities.
• Check the batteries of the Roamers before the lesson.
• We would suggest mixed ability groups for this task.
a point of leaving enough time for discussion at
• Make
the end of the lesson to bring out the idea that it is
The instruction cards can be used to illustrate the
flashcard vocabulary during whole-class teaching and also
used by the children to predict the order of operations.
part of the task for the Roamer to make mistakes and
that we can then modify the instructions so the
Roamer will ‘get it right’.
Further ideas
could look on the Internet for pictures of
• Children
robots that follow sets of instructions, for example, car
assembly lines, Mars rover vehicles, bomb disposal
devices.
are many Internet sights that explain how things
• There
work. Some are appropriate for young children and
others are useful for photographs and illustrations.
Your notes
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LCP
ICT Resource Files KS1 Years 1 & 2
• 205 •
Year 2
Unit 2D
Lesson 1
Skittles
Resource sheet: control panel
• 206 •
LCP
ICT Resource Files KS1 Years 1 & 2
© 2004 LCP Ltd. Copies may be made for use within the purchasing institution only.
Year 2
Unit 2D
Lesson 1
Skittles
Activity sheet
Names
Remember:
Layout of skittles
Predict
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LCP
ICT Resource Files KS1 Years 1 & 2
Modify
• 207 •