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Lesson Plan Ict 5

This lesson plan aims to teach Year 3 students how to program an object to change direction when different keys are pressed on a keyboard. The teacher will demonstrate how to use a keypress event to make an object change direction in the Espresso Up in the Air app. Students will then practice completing coding activities in the app where they program a plane to move when keys are pressed. To conclude, students will discuss how easy or difficult they found the task and ways they could improve their programs. The TA will support two SEN students while higher ability students program more advanced directions and key commands. The teacher will assess understanding through observation and a closing discussion.

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441 views5 pages

Lesson Plan Ict 5

This lesson plan aims to teach Year 3 students how to program an object to change direction when different keys are pressed on a keyboard. The teacher will demonstrate how to use a keypress event to make an object change direction in the Espresso Up in the Air app. Students will then practice completing coding activities in the app where they program a plane to move when keys are pressed. To conclude, students will discuss how easy or difficult they found the task and ways they could improve their programs. The TA will support two SEN students while higher ability students program more advanced directions and key commands. The teacher will assess understanding through observation and a closing discussion.

Uploaded by

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© © All Rights Reserved
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P2 University of Manchester Lesson Plan

Subject: ICT
Lesson context
Computer science

Class: Year 3
Childrens learning from
previous lesson S2b, S6b
Pupils in the previous computer
science lesson, pupils were
able to direct a boat, car or
spaceship (of their choosing) to
a specific place by
programming the computer
appropriately.

Date:27/11/14
Provision for inclusion (SEN, EAL, G&T, Beh,
GRT, LAC...) (S5d, S5b)
TA will work with SEN pupils EJ and EK.

Objective: what do I want the pupils to learn and how I will know they have learnt it?
Lesson objective
Success criteria: To be successful pupils
Differentiation (who will do what?)
(To)
will
link each activity to the success
criteria on the left (S5a)
Learn how to
I can access espresso- Up in the air
TA will work with SEN pupils EJ and
program an object
I can use a keypress event to make an
EK. HA pupils will program the app to
to change direction
object change direction
include different keys in their codes
when different keys
I can put a title on my work
and discuss which lines of code
are pressed on a
I can save my work
execute when different keys are
keyboard
pressed.

Subject knowledge: what do I need to know in order to teach this lesson?


Concepts I will explain: S3a
I will model:
What a line of code is and how they can
I will demonstrate how to use a keypress event to make
program an object to change direction
an object change direction.
when different keys are pressed on a
keyboard.
Vocabulary I will use: S3a
Keypress
Algorithm
Execute
App
Icons
Code
Line of code
Resources
Espresso- Up in
the air

Pedagogy: teaching strategies I will use (S2d): eg talk


partners, investigation, active learning, games,
collaboration, IT.
Pupils will pair-share what they know about coding.

Safety S1a
Ensure no pupils swing on
computer chairs
Remind pupils of e-safety

weblinks
http://www.espresso.co.uk/

Formative assessment and feedback (S6)


To challenge and extend the

HA pupils will program the app to include different keys in their codes

pupils my questions are: S1b,


S6b

and discuss which lines of code execute when different keys are
pressed.

What techniques and


strategies am I using to assess
the learning? (S6b)

I will access pupils understanding of the concept of coding from the


ideas offered from them pair-sharing ideas. I will be able to access
pupils ability to use a keypress event to make an object change
direction when circulating between computer stations. The plenary
requests pupils to offer their opinion on how easy/difficult they found
the task which will help inform future coding activities I will set.

How and when we I give


oral/written feedback to the
pupil against the success
criteria so that they can
respond? (S6d, S2a)

I will provide verbal feedback to pupils responses to the question


what is coding? I will be able to spot pupils who are struggling with
the task when circulating between computer stations and I will be able
to give them further explanations/instructions. I will use the plenary as
an opportunity to praise pupils for showing good understanding and to
pinpoint areas for further development in future coding tasks.

Teaching and learning sequence: How will I teach this lesson? What will I do? The guide to my
lesson (S6a, S4 and S7)
(Think about behaviour management, timings, transitions and assessment leading to feedback)
Behaviour/timing What the teacher is doing
What the pupils are doing
s/assessment
leading to
feedback
Starter (2 mins)
I will ask pupils to pair-share what they
Pair share what they know about coding
know about coding. We will discuss
and offer to share these responses with
their answers.
the class if asked.
Teacher
demonstration
(10 mins)

I will instruct pupils to log into Espresso


and click on up in the air. I will
demonstrate how to do the first activity.
We will watch the instructional video for
the first activity. All the activities give
pupils the opportunity to practice using
a keypress event to make an object
change direction. Pupils will identify
and describe the movements the plane

Listen and watch teacher demonstrating


how to complete task. Pupils will identify
and describe the movements the plane
made in the instructional video. The
pupils will have an input into which keys
the teacher will include in the code, and
will inform the teacher which key needs
to be pressed in order to make the plane
move in the desired way.

Main activities
(40 mins)

Plenary (5 mins)

made in the instructional video. I will


tell the pupils that pressing certain keys
on the keyboard caused the plane to
move in these directions and that the
creator of the app had decided which
keys he wanted to include in his code
beforehand, therefore he knew which
buttons to press when he ran his code. I
will then demonstrate how to use a
keypress event to make an object
change direction. I will move the object
(a plane) to a start position on the
screen. I will ask a pupil to choose
which direction the plane will turn in
and which arrow key do I need to press
to make the plane move in the desired
direction. At this stage I will introduce
the terms algorithm and execute in a
computer programming context. I will
drag the code icons into the key
pressed function boxes and I will
program the app to execute the line of
code 3 seconds after I press the L key.
I will then hit the run key and we will
discuss what happens when I hit the
run key- it executes the line of code. To
encourage pupils to watch the video
again if they were unsure.

The pupils will complete the computer


programming task by programming a
plane to move and change direction
when a key/keys are pressed.

The pupils will then complete the


coding activities.

Pupils will offer their opinion on how


easy/difficult they found the task.

We will discuss how easy it was for the


pupils to programme an app. I will ask
questions such as:
Did your app work?
How did you fix any problems?
What do you like about your partners
app?
How might you improve your app?

Assessment : Identify the progress pupils have made in this lesson (S6)
Identify with a code any children who have exceeded or not achieved the success criteria for this
lesson. In the third column, indicate what you are going to do to meet each identified childs needs as
a result of assessments made.
Success criteria

Names

Cod
e

What will you do to meet the needs of the


children identified through this
assessment?

Evaluation and reflection


Evaluate the progress pupils made in this
lesson in relation to the success criteria (S6b)

What were the strengths and weaknesses of your


teaching? (4d, S8d)

List three actions you will now take to improve pupil progress through your teaching (4d, S8d)

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