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This document provides an outline for a week 2 coding session with students. It includes two main parts: 1) "Program a partner" activity where students create sequences using directional cards to move a partner across the room, then program a Bee-Bot to follow the same sequence. 2) Students work with Scratch software, exploring example games to assess their knowledge and ability to improve games by adding variables and scoreboards. Groups receive support from teachers as they work.

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42 views

Untitleddocument

This document provides an outline for a week 2 coding session with students. It includes two main parts: 1) "Program a partner" activity where students create sequences using directional cards to move a partner across the room, then program a Bee-Bot to follow the same sequence. 2) Students work with Scratch software, exploring example games to assess their knowledge and ability to improve games by adding variables and scoreboards. Groups receive support from teachers as they work.

Uploaded by

api-281666716
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Week2Sequences

P1Programapartnercreateasequence,thenmoveyourpartnerthroughthesequence
andacrosstheroom.Recordthesequenceusingcards
Thenuseabeebottofollowthesamesequence.Doesitwork?
P2DebugexamplespacegamesonScratchHowmuchdotheyknow?Aretheyableto
add/improveonScratch?Discussvariablesandscoreboards,etc.

Time

Input/Activity

Assessment

Resources

9.009.15
Starter

https://www.youtube.
com/watch?v=kYQM
bnAqY30

(
HGtolead
)Mars
videoWhatislife
likeonmars?
Questionstofurther
thecontext

(NGtolead)
Recaponalgorithms
anddebuggingfrom
lastweekssession.

Handoutbadgesto
childrenandshow
thememailfromBill
@MarsOneHQ.

Understandingof
theme

Understandingof
algorithmsand
debugging.

Printedsticker
badges

Powerpointslides

9.159.45

9.4510.15

(
NGtolead
)
Programapartner
using
http://codeit.co.uk/k
s1/robots/robotcards.
pdf
directionalcards
toplantheirroute.
Includeobstaclesin
theirroute.

Allowchildrento
haveagoat
interactingwiththe
scratchsoftware.
Teacherstomove
aroundgroupsand

Canchildrencreate
asuccessful
algorithmformoving
aclassmatearound
theplayground?
Planningin
classroomandthen
moveonto
playground.

Whatdochildren
alreadyknowabout
scratch?

Robotcardsfrom
weblink

Netbooksx6

discusswithchildren
whattheyhave
foundout/know
already

(
JCtolead
)
Introductionto
scratch.Assessprior
knowledge.Paired
work.

Runthroughwith
childrenhowto
moveblocksofcode
andsnapthem
togethertocreatean
algorithm,

Canchildren
completesimple
tasksinScratch?

BREAK

10.3011.10

11.1012.00

Rearrangegroups
intomixedabilities.

(LStolead)

Sortingalgorithms

Computerssort
thingsintoorder,i.e.
emails,data,shoe
size.Activity1get
childrentosort
themselvesinto
heightorderand
thenshoesize.

Childrentosort
objectsfromlightest
toheaviestusing
scalesandlogic.

Scratchtasks

Addinga
background
Addinga

Observe
collaboration,
communicationand
logic.

Useoflanguagein
groupdiscussions
andtimetaken.

Howdidyouchoose
toapproachthetask
inyourgroups?
Observation&
supportfrom
teachers

Classdiscussion

Containersofflour.6
containerslabelled
AF.

11.5012.00
Plenary

sprite
Paintinga
sprite

Childrentoshare
theirprogresssofar.

Encouragechildren
toshareandsave
theirprogress.

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