ICT – 2D CONTROLLING FLOOR TURTLES
YEAR1 AND YEAR2
Year Groups:
Unit 2D Routes: Controlling a Floor Turtle
QCA Unit for ICT:
Links with other Units: Numeracy, PE
Group sizes:
Resources: Three classes in the school (although years are split into different sets
School Context:
Key Objectives/Ideas:
Key Targets/Skills:
Vocabulary:
Software Used:
depending on the subject). One networked RM machine is provided to each
classroom and four are available in the small resource space next to the hall.
Curriculum: ?
 that control devices must be programmed
 that control devices follow instructions which can contain numerical data
 that instructions can be sequenced for more complicated tasks
 that devices that carry out repeated actions follow stored instructions, eg washing
machines
By the end, most children will be able to:
 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
 floor turtle
 control devices
 instructions
 data
 commands
 program
Roamer Floor turtle and Mats. Ladybird.
Type of Input:
Session One:
Activity:
Preparation Work:
Whole Class
teacher input,
plus paired work.
This unit assumes that pupils have experience of the
following activities through gained from activities in
other curriculum areas (e.g. Numeracy, Literacy and
Geography):
Carry out these
initial tasks in the
real context of
Geography
(mapwork)
Numeracy
(directional
language), and
literacy
(instructional
texts).
 work involving maps, plans and scales
 experience in estimating distances
 understanding of quarter-, half- and full turns
 use of directional language
Resources:
ICT – 2D CONTROLLING FLOOR TURTLES
YEAR1 AND YEAR2
Session Two:
Putting the ICT into Context:
Floor Turtle
(pref. Roamer with
 Recap previous work in control and discussion
Whole class
floor mats).
regarding where we find things which need
teacher input.
controlling.
Pupil whiteboards.
Recapping the hardware:
 Recap the floor turtle controls (command buttons,
Teacher whiteboard
clear buttons etc).
for recording whole
 Remind about the agreed conventions for recording
class instruction
instructions (letter symbols – make use of laminated
lists.
card sets for differentiation).
Task:
 Type in three instructions and set the turtle off. Get
the children to guess which buttons you pressed.
 Type in a longer set of instructions – can they guess
now? Make a list of the instructions on the board.
 Do the opposite – put instructions up and predict
where the roamer will go. Rein act with the children
(get one to move and the rest to direct).
 Children (in groups of 4) use the cards to make their
own instructions – class predict where the roamer
will end up.
Thinking Ahead:
 How else could the roamer be used? What is this
similar to in real life? (robots, factory machines etc)
Session Three:
Recap:
Floor turtle and
obstacle course.
 Remind the group of their work with the floor turtle.
Groups of 4 or 5
Introduce The Task:
children.
 Demonstrate how to enter sequences of instructions. Pupil Whiteboards.
Show the class some sequences which draw
shapes, eg forward 10, right 1, forward 5, right 1,
forward 5, right 1, forward 5 draws a letter ‘P’.
 Divide the class into small groups. Show them a
sequence of instructions and ask them to draw the
path they think the floor turtle will follow. Ask them to
test their predictions by programming the floor turtle.
etc).
Plenary:
 Discuss how successful they were.
 Discuss problems they had
 Look at the instruction list – could things be simpler?
Could any steps be merged? Could any be
repeated?
ICT – 2D CONTROLLING FLOOR TURTLES
YEAR1 AND YEAR2
Session Four:
Recap / Intro:
Floor turtle and
obstacle course.
 Remind the group of previous work with the floor
Groups of 4 or 5
turtle.
children.
Pupil Whiteboards.
 Describe the devices that repeat instructions,
eg photocopiers and robots. Discuss how devices
Laminated
are programmed to repeat instructions.
instruction cards.
Introduce The Task:
 Show the children two or three sequences of
instructions that make the floor turtle move forward
and backward or in a square or ‘staircase’
movement. Write down the instructions and discuss
which instructions are repeated.
 Show the children how the repeat button can be
used to make the floor turtle repeat movements.
 Give the children a set of three repeat instructions
to test with the floor turtle.
Plenary:
 Discuss how successful they were.
 Discuss problems they had
Session Five:
 The task can be repeated by those who are not
ready to be moved on.
Continuous…
Extension Task:
 Develop their understanding of angles by setting
them more difficult shapes to follow (triangle,
hexagon etc).