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P2 University of Manchester Lesson Plan: I Can Make The Object Move Forwards and Backwards

This lesson plan is for a computing class where students will learn basic programming skills through Purple Mash. The lesson objective is for students to be able to give simple instructions to move an object forwards, backwards, left, right and diagonally. Students will be split into two groups based on ability, with higher ability students attempting all activities and lower ability students attempting fewer activities with simpler objectives. The teacher will model the programming activities, have students practice independently, and provide ongoing feedback and assessment through questioning students as they work.

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67 views

P2 University of Manchester Lesson Plan: I Can Make The Object Move Forwards and Backwards

This lesson plan is for a computing class where students will learn basic programming skills through Purple Mash. The lesson objective is for students to be able to give simple instructions to move an object forwards, backwards, left, right and diagonally. Students will be split into two groups based on ability, with higher ability students attempting all activities and lower ability students attempting fewer activities with simpler objectives. The teacher will model the programming activities, have students practice independently, and provide ongoing feedback and assessment through questioning students as they work.

Uploaded by

api-280296694
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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P2 University of Manchester Lesson Plan

Subject: Computing
Lesson context

Class: 1K
Childrens learning from
previous lesson S2b, S6b

Programming via ICT

Date: 21/10/14
Provision for inclusion (SEN, EAL, G&T, Beh,
GRT, LAC...) (S5d, S5b)
HA and LA taught in separate groups (HA =
Group 1, LA = Group 2)

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)
Can I give simple
I can make the object move forwards and backwards
Badgers, Foxes and 3 HA Hedgehogs
instructions, learn directions
I can make the object turn left and right
= Group 1 = all activities
and explore simple logo?
I can make the object turn diagonally
Owls, Squirrels and 3 LA Hedgehogs
= Group 2 = activities 1and 3 (no
road to stay on) and simple object
paths.
Subject knowledge: what do I need to know in order to teach this lesson?
Concepts I will explain: S3a
I will model:
For thing to move you need to give them a
All activities what they are / instructions basic and
set of instructions.
complex (diagonal / 90)
How we can link this to making objects
Common misconceptions and how to solve.
move on Purple Mash site.
PROGRAMMING.
Vocabulary I will use: S3a

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


partners, investigation, active learning, games,
collaboration, IT.
Instructions, programming, direction,
Modelling activities.
prediction, algorithms?
Active learning children programming computers
individually.
ICT.
Constant assessment and feedback.
Resources
Safety S1a
web links
Computers
Purple Mash
Responsibility for ICT suite
www.purplemash.com/#tools.2g
programme
privilege.
o
Expectations of good behaviour.
(Purple mash Creative tools
E-safety check website on the
2go select activity of choice)
day before the lesson.
Formative assessment and feedback (S6)
To challenge and extend the
pupils my questions are: S1b,
S6b

How can we make an object move in the lease amount of steps


predict.
How can we correct our mistakes? Recognise what went wrong.
How can we improve instructions on next game? simpler / less or
more steps required? *

What techniques and


strategies am I using to assess
the learning? (S6b)
How and when we I give
oral/written feedback to the
pupil against the success
criteria so that they can

Observation, assessment and feedback constant.


Questioning ask what theyre doing? Why? Questions from above *.
Oral feedback throughout session. Direct to individuals praise / help.
Group recaps throughout session bring group back to me and discuss
progress are they understanding? Correct programming? Can they
explain? T. to model anything chn are unsure of.

respond? (S6d, S2a)

Plenary what have they learnt? What have they enjoyed the most?

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
Group 1: Group
2:
Explain LO and what is programming?
Sat on carpet around one computer.
Introduction to
Explain tasks for today how can we do
programming
it safely? Sensibly?
Behaviour
Model

Activities

Recap / review

Activities

Show groups activity 1 (boat and


lighthouse) and activity 5 (houses) and
activity 2.
-Aim of game
-Example of a prediction (eg. for less
steps)
-Use a colour to show trail
Directions. How to go diagonally and at
different degrees (drop down box).
-Ask children challenging questions.
Explain chn to start with activity one
then choose others in any order.
Activity 1, 3, 2, rest in any order.
T. to observe, asses and feedback to
pupils individual work. Ask each
challenging questions.
Check progress do we need another
model?
Find out what they are learning /
understanding try using key
vocabulary from here.

Sat around 1 computer which I am


modelling on. Watch model and answer
questions based on model.

Working independently on a computer


each.

On carpet looking at T and model


computer.

Continuation of Purple mash activities.


Plenary
Discuss challenges and how they
overcame them.
What have we learnt overall?
RECAP ON
ROTATION

Finish activity, log off computer and sit on


carpet facing T.

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