Search Technologies

Pupils should be taught to:

• Use search technologies effectively, appreciate how results are selected and ranked and be discerning in evaluating digital content.

How were the pyramids built?

Tell the story of the search….

• What keywords were entered?

• How do you think the search engine found the results?

• How do you think the search engine ranked the results?

• How did you decide which link to click on?

We Like SheepThis site is for people that like sheep and want to talk about their Martian origins.For more info visit www.supersheep.com

Super SheepSuper sheep is a cartoon about a sheep with super powers.For more information go to www.funnysheep.com

Shearing a SheepGot a sheep that needs shearing? Here’s how.To find out more about sheep go to www.welikesheep.com

Sheep Nature –Sheep, videos and factsOn this site you’ll find lots and lots of information about all aspects of sheep.To find out more information about sheep I recommend www.welikesheep.com

Funny SheepThis site is for people to share pictures of sheep doing funny thingsTo find out more about sheep go to www.supersheep.com

Sheep RecipesKeeping your sheep healthy is always a challenge. This site brings together recipes for dishes that will satisfy even the fussiest grass muncher.To find out about sheep shearing go to www.supersheep.com

Unplugged ProgrammingMy Robot Teacher

www.tinyurl.com/jamsandwiches

www.tinyurl.com/jamsandwichesvideo

My Robot Friendswww.tinyurl.com/progcup

Networks

Pupils should be taught to:

• Understand computer networks including the internet, how they provide multiple services such as the world wide web and the opportunities they offer for communication and collaboration.

How does the Web work?

Web Role Play

• Understand that the Web uses the Internet to share pages

• Understand that a file at any access point can reach any other

• Understand that data is moved in ‘packets’ that have a to and from address

• Understand how large files are broken up and sent in multiple packages.

UserIP Address 1

UserIP Address 2

Web server IP Address 4

Web server IP Address 3

1

2

3

4

6

5

router, gateway, hub or switch

Files

Files

“I think that children would have understood better if…”

Reflecting

Programming

• design, write and debug programsthat 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

Programming

1. Think of an algorithm

2. Translate into code

3. Make prediction about how it will work

4. Run

5. Review what worked and what didn’t

6. Locate faults

7. Work towards a fix

Scratch for learning to program

• Cover all of the programming requirements at KS2

• Constructivist

• Graphical

• Free –Mac and PC

• Online and offline versions slightly different

• Pupils add simple extra blocks to existing code to modify the blocks effect. (eg Looks & Sound Blocks)

• Pupils reuse blocks of code that they learnt in class within their own similar program.

• Pupils combine reused blocks with blocks of their own devising (Most programming is like this)

Pupil Progression in Debugging• Pupils can independently spot that there is something wrong with their code

but couldn’t tell you where in the code the problem is.• Pupils can independently spot that there is something wrong with their code

and can identify the block or place where it is wrong but cannot fix it without help.

• Pupils can independently spot that there is something wrong with their code and can fix it.

Pupil Progression in Scratch Coding• Pupils copy simple blocks from code provided

• Pupils copy simple blocks from code provided and can explain in their own words what it does.

• Pupils are given the blocks they need and use trial and error to combine them to achieve a specific purpose

Let’s start programming…

Learning Outcomes:

• I can write a program that accomplishes a goal

• I understand how to use sequence, repetition and selection

• I can adopt an iterative approach –developing a bit, testing and debugging

• I can explain how my program works

240

y

-240

180

X

-180

http://www.oswego.org/ocsd-web/games/BillyBug2/bug2.html

Avoid the Dragon

• http://scratch.mit.edu/projects/14846105/

• How does it work?

• What starts the game?

• How is the dragon’s algorithm different from the rhino’s?

Get a scary costume

1

23

Scary sprite sequence

• Can you make the sprite move back and forwards and make a sound?

Events and repeats

• Can you make the clicking on the green flag event start the sequence?

• Can you make the sequence repeat forever?

Player sprite responds to events

• Choose a second sprite

• Can you make it move with the arrow keys?

• Can you make it go to the start position when the green flag event happens?

Stage

• Can you create a setting for your game?

1

2

3

Conditionals

• Keep checking to see if the Player Sprite is touching Scary Sprite. If it is send Player Sprite back to the start.

Should this be script be

added to the player or scary

sprite?Real world examples

Variables

Scratch possibilities

• Thousands of ideas for projects online

• Encourage reusing and remixing

• Encourage sharing/celebrating of projects in class and beyond

• Pair talk –How? Why? What would happen if?

• Home use

• Scratch code blocks help

Resources…

• Scratch website –access software, try projects, share projects, hack projects www.scratch.mit.edu

• Programming Concepts PDF www.tinyurl.com/scratchconcepts

• Absolute beginner guide –give it to anyone to get started www.tinyurl.com/scratchbeginners

• Scratch Educators guide www.tinyurl.com/scratchcurricguide

• Code-it. –Scratch lesson plans for KS2 http://code-it.co.uk/scratch/scratchplan.html

• Picoboard http://proto-pic.co.uk/picoboard/

Reflecting

‘I am ready to teach pupils to program using Scratch tomorrow. I’m going to start with…’

‘In order for me to teach pupils to program using Scratch I think I need…’

Lunchwork!

Make one of these>>>

Instructions here, >>>>>>>>>>click Lego brick top left,then click Lego head

Robotics

• Design, write and debug programs that accomplish specific goals, including controllingor simulating physical systems.

• Use sequence, selection and repetition in programs; work with variables and various forms of input and output.

Understanding robotic systems

• exploring real world systems

• looking at real robots and how they work

• Identifying and reusing parts from old devices

• constructing robots without controllers helps children to understand how inputs and outputs could be controlled by a computer program.

Can you program the robot to sense when something is put in its mouth and snap its jaws shut?

Enthusiasts might also program it to chew its food and decide when it is full!

Assessment

Discuss:

• I can describe a real world system that works in a similar way to the robot alligator.

• I can identify the inputs and outputs on my robot system.

• I can explain how a variable is used in my program.

Source: www.rm.com