Short Term Planning Year 1 Term 2 Let’s Find out and film
Resources:Bee-Bot
2Simple Infant Video Toolkit / PurpleMash / JIT in for iPads and laptops
2Count
Greenscreen app (Greenscreen by Do Ink) or PC equivalent (ZU3D or Backdrop TV)
Venn diagram Textease
Pic Collage App
Bee-Bot App / Objectives:
Programming
- Describe what actions I will need to do to make something happen and begin to use the word algorithm.
- Press the buttons in the correct order to make my robot do what I want
- Begin to predict what will happen for a short sequence of instructions
- Use the word debug when I correct mistakes
- Agree and follow sensible e-Safety rules.
- Keep my password private.
- Tell you what personal information is.
- Use technology to collect information
- Talk about the different ways in which information can be shown
- Add information to a pictograph and talk to you about what I have found out.
- Sort different kinds of information and present it to others.
- Be creative with different technology tools
- Use technology to create and present my ideas.
- Save information in a special place and retrieve it again
1 / e-Safety
I can agree and follow sensible e-Safety rules.
I can keep my password private. / Passwords
- Recap on safety class rules from term 1. Children are given their individual log on and passwords,for school network or online learning resource such as PurpleMash, on typedlaminated cards for them to keep as reference. They are shown how to copy these into the log on screen. Discuss the importance of keeping passwords safe and secure. Explain how the computer hard drive holds the child’s information in a folder of their own or talk about a personal space online to save work. Children practise typing logins. (Those using iPads can be introduced to simple four digit pincode)
- Ensure they understand not to use spaces and how to use lower and upper case letters when they type. They need to check there are no spelling errors. They need to practise a few times. Ensure they login regularly so they learn their passwords.
- Watch Smartie the Penguin on and stop during the film to discuss the e safety issues that arise- linked to password security on page 14 when the older brother has used the laptop.
Silver: Can I login independently and understand password security?
Bronze: Can I login with support and understand password security?
2 / Programming
I can describe what actions I will need to do to make something happen and begin to use the word algorithm.
I can press the buttons in the correct order to make my robot do what I want / Say the algorithm, program the Bee-Bot– see support sheet
- Remind the children of how the floor robot works from term 1- using Bee-Bot, Roamer or Constructabot.
- Draw buildings on paperor use Fresco (art activity prior to lesson)oruse photos and put in to the Bee-Bot mat to make a village/town map mat.Paper size depends on robot used – Bee-Bot needs 15cmx15cm squares.
- Children choose a destination and talk about what the Bee-Bot will need to do to arrive there – this is the algorithm. Program the Bee-Bot to go to a chosen destination in the town by implementing the algorithm. Test to see if it worksby executing the program (press Go) and debug (correct) if necessary. Discuss.
- Another group could navigate their Bee-Bot round the racing track from Term 1.
- iPad – Bee-Bot app / Kodable
Silver: Can I program the Bee-Bot to move using more than 1 instruction?
Bronze: Can I input simple instructions to move the Bee-Bot?
3 / Programming
I can begin to use software to create movements and patterns on a screen. / Moving the ladybird in 2Go (iPad users can use the flower background in JIT
- Remind the children of the program 2 Simple 2Go (Infant video toolkit) used briefly in term 1. Show them how the arrow buttons work. Set the arrows to turning mode with up, down, and turning arrow (use control, shift, O). Children can try the blank screen to explore how they move the robot and what shapes and patterns they can make with the pen down.What shapes can they make? Can they make a square?
- Show the children the flower screen game in 2Go (Infant video toolkit). Relate to their work using the Bee-Bot. Ask the children to navigate the ladybird around to the flowers using the keypad.
- Use pen down so they can track their movements. Discuss difficulties in turning, crashing etc.
- Remind the children of the word algorithm that was used in term 1 – this is what we will need to do to solve a problem. What will you need to do to move from the purple flower to the red flower? Record a solution offered by the children. This is our algorithm – play back recording. We are going to write a program so that we can execute this.
Silver: Can I program the ladybird to move to a particular flower?
Bronze: Can I move the ladybird around the flowers?
4 / Programming
I can use the word debug when I correct mistakes when I programa floor robot. / Bee-Bot cards to create a program
- Bee-Bot card game: Use action cardsto make aprogram for Bee-Bot to go around the town. Talk about the algorithm (what the Bee-Bot will need to do). Set out the cards which will be the program (the buttons we will press on Bee-Bot).
- Using the Bee-Bot mats created, give children Bee-Bot cards witha program for them to test if the instructions work. Get them to predict first then test and then debug.
- Explain you have had difficulties and need the children’s help.Discuss what was supposed to happen, what actually happened and what needs to be changed/ debugged.
- Children ask their partners to predict a destination using their own card sequence. They predict and test, debugging where necessary and discussing. Take turns with the cards.
Silver: Can I debug a program accurately after testing?
Bronze: Can I attempt to debug a program after testing?
5 / Programming
I can describe what actions I will need to do to make something happen and begin to use the word algorithm. / 2Go Town (or
- Ask the children to visit the 2Simple 2Go town screen.
- Allow exploration time for the children to use the keypad to move the car around the town.
- Relate to a previousreal life walk around the local area looking at buildings for the topic.
- Explain the 2Go screen is similar to the Bee-Bot floor village they have used but it is now simulated on screen.
- What will you need to do / what is the algorithm for the car to visit hospital / church/ other buildings?
- Use pens and whiteboards or pencil and paperfor children to record the program they will need to use to achieve the algorithm. Model this first using arrows and number.
- Using pen down. Ask the children to execute the program for the car to visit hospital / church / other buildings.
- Look at how accurately children reach the destinations. Discuss difficulties as a class, especially confusing the turn of the car with moving forward by using a number of moves. If unsuccessful, start route again and debug (correct) sequence.
Silver: Can I tell you the onscreen icons I will need to click to move the car to a specific building?
Bronze: Can Imove the car to a specific building?
6 / Programming
I can begin to predictwhat will happen for a short sequence of instructions.
. / Using the word algorithm
- Have an image of the town with the car parked outside the blue house facing left. Show/describe an algorithm for the car to move from the blue house to the church (Go forward until it reaches the junction, turn left, go forward to the next junction, turn left, go forward until the you reach the steeple).
- Where will the car go?
- Can the children record the program they will need to use? (paper and pencil / pen and whiteboard). Allow the children to use their program. Does the car arrive where you wanted it to go? Repeat for a different journey.
- Ask the children whether they use sequences of instructions for other reasons? (School routines, sequencing stories, solving maths problems) Start to use the word algorithm in these contexts.
Silver: Can I write a program to move the car to a specific building?
Bronze: Can Imove the car to a specific building?
7 / Programming
I can use the word debug when I correct mistakes when Iprograma floor robot. / Debugging a program
- Show the children a set of instructions (draw arrows and number) that will take the car from the blue house to a place on the 2Go village map (or JIT hospital).
- Children predict in pairs and write their prediction on paper/whiteboard. They then input the instructions and test their prediction.
- Show the children a set of instructions, containing an error to move the car, from the blue house to the hospital. Model inputting the program. ‘Oh no, my car has gone wrong’. Ask the children to help you sort out what has happened. Some children may need to put in the instructions themselves to be able to work out where the error is happening. We have debugged the program.
- Provide another set of instructions with an error. Ask the children to debug your program. Those that achieve this can receive a sticker.
- Extension: They choose their own town destinations and write instructions containing a ‘bug’ for their partners. Can their partner debug the program?
Silver: Can I recognise that something is wrong with a program?
Bronze: Can Irecognise where the car arrives at the wrong place?
8 / .
Multimedia
I can be creative with different technology tools such as planning to use technology to make a film / Introduce Greenscreen
- Note for teachers: the next two sessions will be featuring Greenscreen film-making – if using PC or laptop, download software before the session. The free download will allow you to greenscreen live, but a watermark will appear over the recorded version if you choose to save it.ZU3D software also allows greenscreening. If using an iPad, download Greenscreen by Do Ink app. More information on greenscreening can be found here
- As part of the topic, explain that the class will produce a film in groups using greenscreening, a technique used in the movies to allow the characters to be in far off destinations but actually be in the classroom! Click here to Show an example of a green screening film.
- Show the equipment needed and demonstrate with the children how the technology works with pre-saved images. Allow time for the children to see themselves on a ‘greenscreen’.
- Plan with the children the type of film they could produce. For example for houses and homes or Barnaby Bear around the world, photos of different houses/ places could be each scene. A group of children could be in charge of each scene explaining something about the place they are standing at. For a history topic, an old photo could be used to set the scene of the past e.g. a Victorian kitchen. The children can plan on paper as a group what they will wear and what they will say. They can practise their speaking and listening with expression and at the correct speed and volume to be filmed.
- Discuss safety of getting permission before filming, saving the video safely and talking kindly when working together.
Silver: Can I tell you my ideas for create a green screen film?
Bronze: Can I tell you my ideas to create a short story?
9 / Multimedia
I can use technology to create and present my ideas by recording my voice or using video.
I can save my film in a special place and retrieve it again. / Filming
- Time will need to be planned for the children act out their scenes and film. Several takes may take place to ensure perfection.
- Scripts (small whiteboard notes) may be needed held above the iPad or web cam for the children to read their script aloud. Several practises will be needed to speak together and come in at the correct point, using the count down. This is good speaking and listening experience.
- Show the childrenhow to save their film and play it back.
Silver: Can I organise the technology suitably with assistance and use it to produce a film which I save?
Bronze: Can I use the technologyto produce a simple film which I save with help from my friends?
10 / Multimedia
I can save information in a special place and retrieve it again to show my film to others. / Evaluating and showing others
- Text, titles, credits and other overall effects can be added by the teacher using software e.g. Movie Maker or an app e.g. iMovie or, with the whole class input.
- The film is watched by all the children and they evaluate, make suggestions and discuss what they like and what they would like to change.
- Children could invite parents to be the audience to come to a cinema viewing of the finished film. Children could make posters/ invitations/ tickets (on Textease/ 2 publish), sell popcorn etc. Use as a class enterprise opportunity.
- The film can be published on SchoolsTube or YouTube (depending on the agreement of Governors and parents). This can then be shown through the school website.
Silver: Can I find my film and open it with some support to play for others?
Bronze: Can I play the film for others?
11 / Handling data
I can add information to a pictograph and talk to you about what I have found out.
I can talk about the different ways in which information can be shown. / Investigating materials
- Children have been learning about materials in houses and homes. Talk to the children about a question they could ask e.g. What is the most common material today and in Victorian times?
- The children can use 2Count pictograph on materials (Infant video toolkit / PurpleMash) to show the materials found ina selection of household objects. They could do a pictograph for today’s objects and some children could do a pictograph from a selection of Victorian objects or pictures. These can be viewed by the whole class and discussed. What has changed? What materials were used most in Victorian times? (metal, wood, china) . What materials are used most nowadays (plastic). You could discuss natural/manmade materials, advantages/disadvantages.
- Children can be given the 2 graphs copied and pasted onto Textease to annotate briefly using a word bank and the line tool. (Pic Collage can be used on iPads – children take a photograph of the graph to annotate.) They can mark on the most popular materials now and in the past as shown by the charts.
- Another activity/ extension could be to give children Venn diagrams in Textease or Smart Notebook (2 circles) and they pull out clip arts of house hold objects to put in the Venndiagram according to the materials they are made of e.g. plastic, wood, metal.
Silver: Can I create a pictograph from information provided and understand what it represents?
Bronze: Can I create a pictographwith support and understand what it represents?
12 / Handling Data
I can use technology to collect information
I can sort different kinds of information and present it to others. / Sorting information
- Children can use a digital camera or iPad to photograph household items around school eg in the kitchen- fridge, bowl, baking trays etc. Or take digital photos of homes around the village (bungalow, flats, cottages, houses). Teacher can save these into Textease clipart. Children can then sort the photos into groups (in circles) on Textease according to material. Label groups. Discuss what they find out from the information.
- Do the same for Victorian artefacts- take photos and make a Venn diagram in Textease. Discuss ways of presenting information- pictograph and Venn diagram.
- Pic Collage App can be used for this sorting activity.
Silver: Can I sort pictures into groups and be able to discuss them?
Bronze: Can I sort pictures into groups?
Elaine Cosser Catcott School