Year 3. Computing Activities: Programming with Robots. Keyboard Adventures. My Online Life. Dancing Robot. Online Detectives. Programming with Robots

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Year 3

Computing Activities: Programming with Robots

Dancing Robot

T-Shirt Designer Rainforests

Keyboard Adventures

My Online Life

Be Digitally Awesome

Programming with Robots

Online Detectives

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Overview:

Robots can be found almost everywhere. In this unit, the children

explore the history of robots and then get to program a robot around a maze.

Assessment:

(MS) I can troubleshoot when something doesn’t appear to be working with my device.

(MS) I can discuss diﬀerent types of digital content and file types.

(CS) I can plan, create and debug programs.

(CS) I can use decomposition to help me solve computing problems.

(CS) I can use sequence, selection, repetition and variables in programs.

(CS) I can work with various forms of input and output.

(CS) I can use logical reasoning to predict and correct errors in algorithms and programs.

(CS) I can explain how the internet works.

(CS) I can explain how a search engine works.

(IT) I can improve the quality and presentation of my work.

(IT) I can create with technology. E.g.

Video, animation, 3D.

(DL) I know who I should be sharing information with and how to keep my data secure.

(DL) I understand the term identity and I can take appropriate measures to protect my own online identity.

Year 3: Programming with Robots

Resources Required

iPad, ChromeBook/Android or PC , Seesaw, Word Processing app, Scratch 3, Lightbot, Drawing app, Flowchart app & Teacher’s Guide.

Key Terms & Vocabulary Explained

Technology Robot Apps Software Hardware

Engineering Electronics Internet Network Simulation Search Engine Profile Password Images Backdrop

Private Fake News Font Post Sprite

Template Input Output WWW Stage

Username Illustration Browser File Palette

Folder PDF Reliable Evaluation Decomposition

Facts Digital Content Screenshot Multimedia Repeat/Loop Algorithm Program Flow Chart Sequence X/Y Axis

Debug Command Condition Code Block Variables

Let’s learn about robots and how they are changing the world we live in.

Word

Teacher’s Guide Seesaw Scratch 3 LightBot

Teacher’s resources

Teachers will need to download and distribute the Scratch project template

“Children - Debug Mission.sb3” (link on page 4).

Sketches School

Let’s get coding!

app.diagrams.net

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Year 3: Programming with Robots

Assessment & Computing POS

Essential (MS):

Age appropriate skills for the use of core devices and applications within their setting.

Computer Science (CS):

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web. Appreciate how [search] results are selected and ranked.

Information Technology (IT):

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Use search technologies eﬀectively.

Digital Literacy (DL):

Understand the opportunities [networks] oﬀer for communication and collaboration. Be discerning in evaluating digital content. Use technology safely, respectfully and responsibly; recognise acceptable/

unacceptable behaviour; identify a range of ways to report concerns about content and contact.

(CS) I can plan, create and debug

programs. (IT) I can improve the quality and

presentation of my work. (DL) I know who I should be sharing information with and how to keep my data secure.

(MS) I can discuss diﬀerent types of

digital content and file types. (CS) I can use decomposition to help

me solve computing problems. (IT) I can create with technology. E.g.

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Download PDF Version

The Teacher’s Handbook contains all the content you will need to teach this activity.

How to download teaching resources for this activity

We have made every eﬀort to ensure resources are as accessible as possible. Please choose the file type you require for your device.

Download PowerPoint

📕

Download the additional teaching

resources.

Children - Debug Challenge

📗

Additional Resources

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What technology and apps do I need?

Week One Week Two Week Three

Week Four Week Five Week Six

Hardware

Software/Apps

Hardware

Software/Apps

Hardware

Software/Apps

Hardware

Software/Apps

Hardware

Software/Apps

Hardware

Software/Apps Seesaw

💻📱

You can use tablets or laptops/

desktops. Children will use the Lightbot app or website to create and debug programs. Then upload screenshots to Seesaw.

Seesaw Seesaw

Seesaw

desktops. The children will be introduced to using Scratch 3 online. They will create basic

graphics using Scratch.

💻📱

desktops. Children will create a driverless car program in Scratch 3. Then they will upload screenshots to Seesaw.

Seesaw

💻📱

desktops. Children will debug and edit a complex program using Scratch 3. Then upload photos and screenshot to Seesaw.

Seesaw

💻📱

Sketches App

💻📱

The lesson starts with an

unplugged task. You can use tablets or laptops/desktops.

Children will write a Flowchart using an online tool. Then upload image to Seesaw.

app.diagrams.net

Scratch 3

💻📱

desktops. Children will create a robot poster using an illustration and word processing app. Then save (network or cloud) and share with Seesaw.

Lightbot Word

Scratch 3 Scratch 3

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Year 3: Programming with Robots

Lesson Driving Question Activity Assessment

1 What are robots? 1. Set up Seesaw class.

2. Introduce the lesson.

3. Discuss technology.

4. Discuss robots.

5. Create robot poster.

6. Model saving work and sharing PDF to Seesaw. Discuss why we do this.

7. ‘TAG - Tell me what you think!’ worksheets.

8. Self assessment and computing vocabulary.

(MS) I can discuss different types of digital content and file types.

(IT) I can create with technology. E.g.

(IT) I can improve the quality and presentation of my work.

2 How do you program a robot? 1. Introduce the lesson.

2. Watch short video clips about programs and discuss.

3. Model use of Lightbot app/website.

4. Take screenshots to upload to Seesaw and use microphone tool to record answers to set questions.

5. ’TAG - Tell me what you think!’ worksheets.

3 Would you trust a driverless car? 1. Introduce the lesson and driverless cars.

2. Discuss “what are algorithms?”.

3. Unplugged task “Driverless Car Algorithms”.

4. Create a flowchart online.

5. Take photo and video for Seesaw. Have the children comment.

4 Can you create a driverless car simulator in Scratch?

1. Sign up for a Scratch Teacher account.

2. Create children’s accounts and get class signed in.

3. Discuss online safety, passwords and personal information.

4. Model using Scratch.

5. Model creating sprite and graphics.

5 Can you create a program for driverless car simulator in Scratch?

1. Open Scratch files from last week.

2. Follow the step-by-step guide in the Teacher’s Handbook and support the children in creating a driverless car program.

6 Can you debug a program? 1. Open Scratch file “Children - Debug Challenge.sb3”.

2. Introduce “The Driverless Car - Debugging Challenge!”

3. Follow the step-by-step guide in the Teacher’s Handbook and support the children in debugging a driverless car program.

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What are robots?

Teacher’s notes: Lesson 1

(MS) I can troubleshoot when something doesn’t appear to be working with my device.

(MS) I can discuss different types of digital content and file types.

(CS) I can explain how the internet works.

(CS) I can explain how a search engine works.

(IT) I can create with technology. E.g.

Video, animation, 3D.

(IT) I can improve the quality and presentation of my work.

Assessment

Step 1: Why are we teaching this unit about robots? The rapid pace of advances in technology means children are growing up in an age dominated by embedded computer systems and robotics. It is crucial they have an understanding of its impact on the world and their own futures. Teachers need to be in a position to provide pupils with the level of knowledge, understanding and skills they need to live in the modern world.

We want children to be creative with technology and from the earliest age possible to master the classroom tech routines. Our first task is to set up Seesaw, this is a fantastic app that the children can use to document their own learning by taking photos, videos and creating drawings. You can also invite parents to access their own child’s posts by downloading the ‘Parent’ app or via any browser on a computer. Simply follow the slides in the teacher’s handbook.

Step 2: Introduce the unit and the lesson by explaining that the class will be learning about the changes technology can bring to all our lives. Tell them they will be exploring how robots are increasingly doing the jobs of humans. Ask the class “What does the word technology mean to you?” Give the children a few minutes to discuss this with each other. Did they say things like Instagram, Facebook or Play station? Explain that we all tend to use the word “technology” to describe only the end products – mobile phones, tablets and so on – and the use of them, including apps, coding and software. The real meaning of technology is much wider than that, it is any practical application of scientific principles (ideas and solutions) and includes all kinds of engineering, but especially electronics. Explain to the children that in a nutshell, it’s creativity, making, invention and solving problems!

Discuss with the children how technologies and inventions can cause massive changes to the way we live e.g. the wheel. Discuss only in the broadest sense the “Periods of time when technological inventions have massively changed lives” for example, Farming leading to the Agricultural Revolution. The period of time that we live in now is called the “Information Revolution” mainly because of the invention of a technology called the Internet. Discuss the Internet, search engines and access to information with the children. You will find links to two short video clips in the Teacher’s Handbook, which will aid this discussion. Ask can you always trust the information you find on the internet? Introduce the term “Fake News” and what it means.

Step 3: Show the children the slide “Children’s Digital Playground (6-12)” and explain that their parents didn’t have access to all the apps we use today. Show the children the “2003” slide. Explain that technology is always creating new jobs for example the YouTuber. Explain that we are about to move in to a new period of time called Human 4.0 Revolution, this is again because of technological inventions. Inventions like the robot! Use the slides in the Teacher’s Handbook to discuss what robots are and how they are increasing a part of our world.

Step 4: Ask the children “Can you design a robot?” Explain to the children “Your task is to create a poster to advertise a robot for sale. It could be a real robot or an imaginary robot. What job does it do? What does it look like? What features does it have?”.

Explain to the children the elements that make up a poster, title, information and illustration etc. Print the planning worksheet for the children. Follow the step-by-step guide slides in the teacher’s handbook. You can use any drawing and word processing app to complete this task.

Step 5: One of the core fundamentals of using computers and digital devices is that the children learn how to save and store their digital work. After the children have finished creating a poster, the children will need to save their work in a folder on the school network or cloud. Then share their work as a PDF with Seesaw. You will need to model this and explain why we save work.

Step 6: Print the ‘TAG - Tell me what you think!’ worksheets and ask the children to write some comments using the TAG method.

Once the children have written their feedback, ask them to post to Seesaw using the comment button.

Step 7: Explain the intended outcome of the session to the children and ask them to raise their hand if they have ‘Got it’, ‘Got Some of it’ or are ‘Totally Lost’. Discuss the vocabulary used and if they understood key words.

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How do you program a robot?

Teacher’s notes: Lesson 2

Assessment

Step 1: Introduce the lesson “We are surrounded by computer programs, but what are they? Let’s start by learning what computer coding or computer programming is and why it’s important. Today we are going to make the first step to becoming a super-star computer programmer!”. Watch the short video clips in the Teacher’s Handbook - Coding for Kids 1: What is Computer Coding?. Discuss with the children “What is a computer program?”.

Ask the children “Computers might seem very smart, but are they really?” Let’s watch this video to learn how coding or computer programming works. Coding for Kids 2: How Computer Programs Work.

Step 2: Introduce the next task “Today, we are going to be playing a puzzle game called Lightbot. In Lightbot, there is a robot and he lives in a world of square tiles. The goal in each level is for Lightbot to light up all the blue tiles in the level. However, Lightbot does not understand something as complicated as saying “light all the blue tiles”. Instead, he does understand a basic set of rules.”. Show children the basic instruction blocks used in Lightbot. Use the interactive board or TV to model the problem of giving directional instructions to Lightbot. Then model the basic use of the Lightbot app and let the children play and progress at their own pace.

Through playing Lightbot, the children will:

• Plan out a series of instructions.

• Write a Program and have Lightbot run through the instructions.

• Test if the end result was correct (all the blue tiles are lit).

• Debug if the result was not correct, walk through what happened, find the mistake and modify the program.

Tip: Don’t be discouraged if your program is not correct on your first try. Simply read each instruction you gave Lightbot carefully and imagine how he would and should act at each step.

We are going to use the “Ask three, then me” rule. If you are really stuck, ask three other children for help before asking me for help. Explain your program step by step to a classmate and see if they can spot a mistake. Programming in the real world is a collaborative eﬀort - it is normal to give each other hints on how to solve puzzles. 

Step 3: Ask the children to take a screenshot of Lightbot. You will need to model this. Ask them to upload the screenshot to Seesaw and use the microphone tool to record answers to these questions:

1) How would you explain, in words, what the turn and jump instructions do (precisely)?

2) How did you come up with a solution to a new level (All in one go? A step at a time?) 3) If Lightbot did not do what you wanted, how did you find the mistake and fix it?

Step 4: Print the ‘TAG - Tell me what you think!’ worksheets and ask the children to write some comments using the TAG method. Once the children have written their feedback, ask them to post to Seesaw using the comment button.

Step 5: Explain the intended outcome of the session to the children and ask them to raise their hand if they have ‘Got it’, ‘Got Some of it’ or are ‘Totally Lost’. Discuss the vocabulary used and if they understood key words.

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Would you trust a driverless car?

Teacher’s notes: Lesson 3

Assessment

Step 1: Teachers - watch the video clip in the Teacher’s Handbook - The Races That Jump-Started the Self-Driving Car. This video will help you understand the world of driverless cars and the process involved in building them. This video is not for the children but just to help you become familiar with the concept.

Introduce the lesson by explaining “we are going to explore driverless vehicles. How do you think this could change the way we live?”.

We are going to become Self-Driving Car Engineers. Within the next 10 years, autonomous driving (driverless cars) will start to appear on our roads.

They are transformational technology, on the cutting-edge of robotics, machine learning and engineering. We already have cars that help you park or park for you. Big companies like Google, Apple, IBM, Uber and Intel are all busy trying to make the driverless car a reality. We are going to learn the skills and techniques used by self-driving car teams at the most advanced technology companies in the world.

Watch the short video clip - What Would A World With Self-Driving Cars Look Like? Discuss with the children.

Step 2: Introduce the next task “Driverless Car Algorithms”. This task is about understanding the idea of a driverless car and planning how one could be created. Start by discussing what an algorithm is with the children, just in case any children are unsure. “An algorithm is a sequence of instructions or a set of rules that are followed to complete a task. This task can be anything, so long as you can give clear instructions for it.”.

Watch the BBC video clip in the Teacher’s Handbook.

Introduce the concept of an Algorithm Flowchart. Explain to the children that a flowchart is a way of visually displaying a set of instructions (or an algorithm) for any particular task and decomposing a problem into smaller parts. They have many uses but they are one way of showing the sequence of instructions for a computer system.

Show the children the slide - Reading the Flowchart Symbols. Here is an example of a basic flow chart algorithm. Ask a child to stand up and think of a number between 1-10. Now the class must try and guess the number. The algorithm on the slide explains the rules and process or flow of the simple game. Ask the class “Who can explain?”. Explain flowcharts are like plans. They have symbols that mean diﬀerent things. Use the slide - Reading the Flowchart Symbols and explain the diﬀerent symbols and their meanings.

Step 3: The next part of the lesson is an unplugged activity and is about following (reading) an algorithm flowchart. See the slides in the Teacher’s Handbook. Get the children into small groups. Ask them to make a grid using masking tape or draw it out on flip chart paper. Give each group a toy car to place in the grid at the starting point. Print out place cards (Home base & bank). Print out the flowchart algorithm cards and see if the children can follow the instructions. Where did you end up on the grid?

Now let’s see if the children can write an algorithm? Get the children into small groups.

Ask them to place the toy car back at the start position. Ask the children to shuﬄe the place cards around so that they are in diﬀerent places. Ask the children to write a bullet point list of instructions that will take the toy car to the “Home Base”. Ask the children to write a bullet point list of instructions that will take the toy car to the “The Bank”.

Remember you must avoid the “People”. Test your written instructions. Does it work? Do you need to fix it (debug)?

Step 4: Now we will create an algorithm flowchart from the bullet point instructions the children have just written. We will use this website to create our flowcharts https://app.diagrams.net. This website will work on all devices and requires no sign-in. Building a flowchart is very easy, simply drag and drop the shapes from the left hand side. Model how to create a flowchart with the children and how to save/export/print the chart. Give the children about 20 minutes to create the flowcharts.

Return the children to the grids. Ask “Can you follow someone else’s algorithm?”. Make sure each group has printed both algorithm flowcharts they created. Move the groups around and ask the children to follow a diﬀerent group’s algorithm. Did it work? Did you find any bugs?

Step 5: Teachers - Take photographs and videos of the children during this activity and upload them to the Seesaw journal. Have the children leave positive comments.

Step 6: Print the ‘TAG - Tell me what you think!’ worksheets and ask the children to write some comments using the TAG method. Once the children have written their feedback, ask them to post to Seesaw using the comment button.

Step 7: Explain the intended outcome of the session to the children and ask them to raise their hand if they have ‘Got it’, ‘Got Some of it’ or are

‘Totally Lost’. Discuss the vocabulary used and if they understood key words.

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Can you create a driverless car simulator in Scratch?

Teacher’s notes: Lesson 4

Assessment

Step 1: Let’s get started! Our first task, if you haven’t done so already is to sign up for a Scratch Teacher Account in advance of teaching this unit. This may take a few days as you will have to be approved by the Scratch team. As an

educator, you can request a Scratch Teacher Account, which means you can create accounts for the children, view/manage their projects, add comments and give feedback all online from any device.

Step 2: In the Teacher’s Handbook, you will find an overview of setting up an account and creating the children’s accounts.

You can add them yourself or ask the children to create their own username and password as part of the lesson. I prefer the latter as it is a great opportunity to discuss online safety and digital literacy. See the slides on creating usernames and passwords. In the teacher handbook you will also find online account cards that you can print out and the children can fill in with their account details. You can then collect them in and keep incase the children forget their details.

Step 3: Start the lesson by telling the children that they are going to use an online coding website. Explain that this is a real world website and is used by coders and children from all around the world to create games and animations. Ask the children if “anyone knows what coding is?’. If the children can’t give you a good explanation then discuss that coding is how games, apps and websites are created. Basically it is the instructions that make technology work. Tell the children that we will be learning how to give characters in a story instructions to speak and move.

Step 4: Whether you have created the children’s account details yourself or made the QR link for them to create their own, you will need to discuss personal information and privacy. You can watch the BBC video and discuss ‘How do you take care of your personal information?’ with the class. If you have created the QR code link to your Scratch class, have the children scan the QR code and create their username and password. In the Teacher Handbook, you will find a fun way of doing this, model creating safe usernames and passwords. Explain the importance of not using their real name and easy to guess password.

Step 5: Print out the Scratch account cards and hand them out to the children. Have the children create their accounts and write their account details down on the Scratch account cards, then collect them in for safekeeping. This may take some time but it is an important lesson and teaches so many invaluable digital skills.

Step 6: Once the children are signed in https://scratch.mit.edu you can follow the slides in the Teacher’s Handbook and model the basic use of the Scratch coding environment. As the children are experimenting and playing with Scratch, use Seesaw to take some photos or videos.

Step 7: Having given the children some time to play with Scratch, move on to creating the first elements of the “Creating a simple automated driving simulator” task. See the slides in the Teacher’s Handbook, as they will guide you through creating the graphics and sprites.

Step 8: Remember to show the children how to sign out! This is an online account so you must get in the habit of signing out especially on shared devices.

Step 9: Explain the intended outcome of the session to the children and ask them to raise their hand if they have ‘Got it’, ‘Got Some of it’ or are ‘Totally Lost’. Discuss the vocabulary used and if they understood key words.

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Can you create a program for driverless car simulator in Scratch?

Teacher’s notes: Lesson 5

Assessment

Step 1: Ask the children to visit the Scratch website and sign in using their personal username and password.

Model opening the Scratch file they were working on last week.

Step 2: Ok, let’s begin programming. In the last lesson, we set up our Driverless Car project by creating the car sprite and the backdrop. In this lesson, we are going to create a program that drives the car sprite along the road to a final destination (the building sprite).

Step 3: Follow the step-by-step guide in the Teacher’s Handbook and support the children in creating a driverless car program. Model taking screenshots of their Scratch work, these can be uploaded to Seesaw later.

Step 4: Remember to show the children how to sign out! This is an online account so you must get in the habit of signing out especially on shared devices.

Step 5: Explain the intended outcome of the session to the children and ask them to raise their hand if they have

‘Got it’, ‘Got Some of it’ or are ‘Totally Lost’. Discuss the vocabulary used and if they understood key words.

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Can you debug a program?

Teacher’s notes: Lesson 6

Assessment

Step 1: Teachers - In advance of this lesson you will need to download the Scratch project file (Children - Debug Challenge.sb3) and distribute it to your class. You can download the file from the resource page (page 4) or from the Scratch website. See the instructions in the Teacher’s Handbook.

Step 2: Ok, let’s start the lesson. In the last lesson, we created a program that drove the car sprite along the road to a final destination (the building sprite). In this lesson, we will have a go at debugging (fixing errors) in a more complex Driverless Car program. The aim of this lesson is that the children edit and fix an existing program. It’s all about problem solving and debugging.

Step 3: Introduce “The Driverless Car - Debugging Challenge!”. The computer scientists at Google have

developed a prototype self-driving car. However, they have run into problems with the simulation that they can’t fix. They need you and your expert debugging skills to correct their code. Are you up to this coding challenge?

Discuss with the children the idea that this is a simulation and show them the slides with the map and car sprite.

Explain “Google have created a map of a small town with various destinations. The driverless car starts at the

“Home” point, the user clicks the car and then types a destination on the map. The car then drives there and then returns home. Let’s have a look at the map. Google have developed a prototype driverless car. It has a battery, when the car needs recharging you will see a battery icon appear on the car. Let’s have a look at the car.”.

Step 4: Play the children the short video in the Teacher’s Handbook, it helps explain how the Driverless Car program works. Then model opening the Scratch file (Children - Debug Challenge.sb3), remixing and renaming it (see slides to support). Give the children 10 minutes to test it and try typing in destinations. Remember when typing in a destination to use capital letters for example “The Supermarket”. Then discuss the 4 bugs Google have identified and want you to fix.

Step 5: Show children the “Fixing the Bugs! Driverless Car” challenge slide with a list of bugs they will need to fix.

Follow the step-by-step guide in the Teacher’s Handbook and support the children in debugging Google’s driverless car program. Model taking screenshots of their Scratch work, these can be uploaded to Seesaw later.

Step 4: Remember to show the children how to sign out! This is an online account so you must get in the habit of signing out especially on shared devices.

Step 5: Explain the intended outcome of the session to the children and ask them to raise their hand if they have

‘Got it’, ‘Got Some of it’ or are ‘Totally Lost’. Discuss the vocabulary used and if they understood key words.

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