Short Term Planning Year 2 Term 1 Fix it and Find it

Katie Williams, Puriton Primary School and eLIM

Resources: Class Blog Lego Fix the Factory 0nline or App (for iPad and Android) Appropriate search engine Textease / Pic Collage App and Show Me App

Objectives:

Programming

Give instructions to my friend (using forward, backward and turn) and physically follow their instructions Tell you the order I need to do things to make something happen and talk about this as an algorithm.

Program a robot to do a particular task.

Watch a program execute and spot where it goes wrong so that I can debug it.

Tell you the order I need to do things to make something happen and talk about this as an algorithm.

Multimedia

Use technology to organise and present my ideas in different ways.

Save and open files on the device I use.

Use the keyboard on my device to add, delete and space text for others to read

Technology in our lives

Tell you why I use technology in my home and community.

Identify benefits of using technology.

Tell you why I use technology in the classroom.

Start to understand that other people have created the information I use

e-safety Explain why I need to keep my password and personal information private

Describe the things that happen online that I must tell an adult about

1

Technology in our Lives

I can tell you why I use technology in my home and community. I can identify benefits of using technology including communicating with others.

Introduce class blog

Show the children the class blog. (See year 1 term 3 and year R term 1). A variety of free blogs can be used. Ask your technician to create a short cut for the class blog on the children’s desktop / set up a bookmark on iPad/Android tablet. (Send to icon, then add to homescreen on iPad).

You may want to use What is the Internet? Video to allow discussion to support children in thinking about what is physically reality and what do they use the Internet for.

For children who have had a class blog previously, asked them what it was used for. Where can you view it? Who will read it?

Explain how it is handy to ask a question so that people can reply. Encourage the children to look at the blog with their parents and reply to it.

Ask the children about the e-Safety rules for a class blog. What is it good to include in a post? What don’t you put in a post in order to keep themselves safe?

Contribute whole class posts to the blog to share your learning with parents and carers. Begin by

Gold: Can I explain why there are things I should not share with others on the internet? Silver: Can I think of all the things I must not share on the internet? Bronze: Can I remember 3 things I must not share on the internet?

Short Term Planning Year 2 Term 1 Fix it and Find it

Katie Williams, Puriton Primary School and eLIM

modelling posts then move to guided writing of posts, then ask individuals to post to the blog.

(This will be used in term 3 for Quadblogging. You will need to plan to sign up for Quad blogging in time for using it later in the year.)

2

Programming

I can give

instructions to my

friend (using forward,

backward and turn)

and physically follow

their instructions.

I can tell you the

order I need to do

things to make

something happen

and talk about this as

an algorithm.

Following instructions

Show the children a range of examples of instructions – packets of seeds, recipe books, etc. What are they? Why do we need them? Discuss how and why we use instructions within life. Establish that they tell us what to do.

Tell the children that you will be giving them some instructions to follow. They will need to follow the instructions that are given. Use terms such as forwards,, left, right, turn, quarter, half, etc. Make links to Numeracy position and direction. Children will need to follow the directions that have been given to them. How else can we share instructions? Introduce a pictorial method to the children using the direction cards for the next activity (use forward, left and right turn) or this Smartnotebook or write the instructions onto the board using arrows, etc.

Share the directions again; does this make it easier for the children to follow?

Set up an obstacle course. Split the children into pairs, use blind folds if available. One partner gives the other directions to follow. Increase difficulty with courses using cones, etc. Allow the children to say their algorithm and then record the programming using words/cards/pictures.

Support: Add pictorial clues to the instructions and repeat as necessary. Ensure that the children understand the vocabulary used to give the directions.

Extend: Create their own algorithms and pictures to use when representing them. Can they debug when they go wrong?

Introduce the term algorithm to the children. Explain that this describes the sequence of actions you decide is needed to make something happen. This helps you program your friend to tell them what to do.

Gold: Can I follow a set of instructions? Can I give clear instructions for someone else to follow? Silver: Can I follow instructions and give simple instructions to others? Bronze: Can I follow simple instructions?

3

Programming I can program a robot to do a particular task. I can watch a program execute and spot where it goes

Fix the Factory 1

Share a simple set of instructions (as used in activity 2) with the class eg instruct them to move from where they line-up to the classroom. Can they follow them? Recap the term algorithm to describe what they needed to do and model using the instruction cards.

Children work individually or in pairs using Lego Fix the Factory levels 1, 2 and 3. The rules must include not asking the teacher what to do and talking to their friends to work it out. See Fix the Factory PowerPoint. Encourage the children to keep trying things out and to work out difficulties together. Use the language of execute the program when the children press the green arrow.

Gold: Can I execute a program the robot to move around the factory? Can I debug my program if it doesn’t work? Silver: Can I execute a program for the robot to move around a factory and tell you the matching algorithm? Bronze: Can I execute a program?

Short Term Planning Year 2 Term 1 Fix it and Find it

Katie Williams, Puriton Primary School and eLIM

wrong so that I can debug it.

Support: Use the cards for children to ‘act it out’. Children may need support for pick up and put down in level 3. Set out an obstacle course which includes an object to pick up and a bucket to put it down.

Extend: Provide more challenging routes. Use a context ‘map’ where the children need to visit certain locations on their route. e.g. treasure island, town, etc. The children could also have letters in a blank map and create words, or numbers and answer calculations.

Children work in pairs with their own robot (could be a small cube) and appropriately sized squared paper. Give them an object to be picked up and colour in a bin (one square of the paper). Children can colour in obstacles or have objects to be the obstacles. Each pair designs a challenge for another pair. Encourage them to talk about what they need to do to solve the challenge as the algorithm. Tell them to ‘write’ down the program using symbols or cards. Use the word ‘execute’ the program for them to try it out to see if they can pick up the object to take it to the bin.

Which class routines could we write an algorithm for? Post algorithms to the class blog. Ask the children to talk about these with their family at home.

4

Programming I can tell you the order I need to do things to make something happen and talk about this as an algorithm. I can watch a program execute and spot where it goes wrong so that I can debug it.

Fix the Factory 2

Children work 1:1 with device (with expectation of talking to each other about what they are doing) or in pairs to solve level 4 of Fix the Factory.

Look at slide 5 of the Fix the Factory PowerPoint. What is the algorithm to solve the problem? Talk in pairs.

Look at slide 6. Can the children debug the program? Where is the error? What will I need to do to sort it out? Repeat for slide 7.

Slide 8. What is the algorithm for level 5? Talk in pairs. Expect an overall description – move forward, turn right, move forward a small distance, etc. Work in pairs to write the program with symbols with pencil and paper or a wipeable whiteboard and pen. Try out your program.

Children to move on to level 6 when they have successfully completed level 4. Let the children talk about the algorithm to solve it at the same time as trying out the program. Sometimes we need to do both together to help us work out what needs to happen. Start writing the program and execute it. See where you end up. Add to or debug the program as you go along.

Stop to talk with the children about the way making mistakes can help us find the solution.

Support: Allow the children to continue using the cards as they work out each step of the route. Lay them down and use them when inputting the final commands.

Gold: Can I build on and adapt the skills I used for the floor robot to program the screen turtle? Can I navigate several different routes and debug when I make mistakes? Silver: Can I create an algorithm to move the turtle around different courses, using different instructions? Bronze: Can I make the turtle move around the screen?

Short Term Planning Year 2 Term 1 Fix it and Find it

Katie Williams, Puriton Primary School and eLIM

Extend: Challenge them to think of the whole route in one go, enter the directions directly into the tablet or take the shortest/longest possible routes through. Children completing the task early could explore the levels of Kodable App if you have iPads.

Choose some children to model their algorithms and program to the class. Explain how they found their way around the routes. Discuss any misunderstandings or times when children had to debug and try again. Post a link to the Lego Fix the Factory on the blog. Ask children to find the link at home and try out the levels with their family,

5

e-Safety I know how to stay safe online. I can explain why I need to keep my password and personal information private.

Agreeing class rules

Ask the children: How do you use the Internet? Give children a questionnaire to complete. Brainstorm how we use the Internet on flip chart/IWB. Take details about how the children use different hardware to access the Internet at home. Make a list of information.

Give out the Byte pupil e-safety self-assessment sheets. Talk through all of the statements. What do they already do? What are the areas for us to work on?

Watch the clip of Smartie the Penguin to recap what the children already know http://kidsmart.org.uk/teachers/ks1/ . Revise and bullet point the main points from the story on our ‘E-Sense’ list. Once completed, watch the Hector’s World clip http://www.thinkuknow.co.uk/5_7/hectorsworld/Episode1/ . What can we learn from this clip? Discuss keeping personal information safe. Add to the list.

Agree a set of rules for safe use of technology in the classroom.

Gold: Can I talk about all the things I can do to stay safe online? Silver: Can I tell you some of the things I can do to stay safe online? Bronze: Can I tell you one thing I can do to stay safe online?

6

Technology in our Lives

I can identify benefits of using technology including finding information. I am starting to understand that other people have created the information I use.

e-Safety

I can describe the

Searching for information

Before this session identify:

o appropriate search engine such as: Searchbox, CBBC find, Swiggle, Safe Search Kids (see list on Digital Literacy page of ELIM site). It is a good idea to have a link to the search engine on the school website, your class blog or VLE/Learning Platform

o questions to ask linked to the current topic

o check key words to search for.

o You might want to produce a questions/quiz sheet which will guide them in their research.

Ask the question: Where can we get information? Who created the information? Allow time for children to discuss and take in and brainstorm responses. Introduce the idea of a search engine to the children. Explain that it sorts through all of the information from the web to find pages that we might find useful.

Gold: Can I pick a key word from a question to enter in a search engine and select my own information from a web page that I select? Silver: Can I enter a key word in a search engine? Bronze: Can I find information on a web page?

Short Term Planning Year 2 Term 1 Fix it and Find it

Katie Williams, Puriton Primary School and eLIM

things that happen online that I must tell an adult about.

Search for information linked to current topics. Choose a specific area to focus on and model how to narrow down the search. Guide children to choose sites which you have explored and know are relevant for their needs/include the answers to the questions.

o Model accessing appropriate search engine through a link on the class blog or school website..

o Ask a question, discuss suitable words to search for.

o Allow the children time to explore themselves – what can they find?

o Make links to e-safety – choosing which websites we visit.

o Who can view the content of the sites?

Once they have had time to explore and familiarise themselves with the sites, extend them to focus and narrow their search. Discuss key questions which have been asked at the start of the topic – what do we want to find out? Provide children with prompt sheets with questions they can answer with key words highlighted.

During the independent working time stop to ask the children what they should do if they see something unexpected or something that makes them feel uncomfortable while they are searching. See Year 1 Term 1 activity if the children are uncertain.

Support: Provide hyperlinks to specific websites to find information e.g. African animals. (On an iPad the pdf with weblinks can be downloaded and added to iBooks library.)

Extend: Encourage children to explore more independently. What can they find out on their own? Encourage them to explain how they found the information -using text, pictures, captions, links etc

Share the information that the children have found. Brainstorm any important facts that will help the topic research. Revisit the learning objective – did we manage to find information? What went well? What problems did we encounter? Discuss how we can improve our searching ready for next time.

For additional tips and ideas for searching the internet visit the Technology in our Lives section of the eLIM website.

7

Technology in our Lives

I can identify benefits of using technology including finding information.

Collecting information for a poster

Recap the lesson from last week. Review the information that was found and revisit the successes and problems encountered. What do we do if we find something unexpected or worrying?

Explain that we are going to revisit the challenge today but this time we need to collect enough information to make an information poster about our topic. Provide an example of what an

Gold: Can I select my own information from a web page that I visit? Silver: Can I find the answers to specific questions? Bronze: Can I find one piece of information?

Short Term Planning Year 2 Term 1 Fix it and Find it

Katie Williams, Puriton Primary School and eLIM

information poster could look like.

Ask children to help model the process of calling up the search engine and explain how we go about searching for the information. Correct any errors and talk through the process again ensuring that all children can remember what they need to do. Focus on the websites that we found which were good for our research. Working with same ability partners, children begin their search for information. Make notes of the key facts that they will need for their own information texts. Children can, again, follow a guide to narrow and support their research.

Support: Use a question frame to support their research, focussing on one website only to find their information.

Extend: Continue to search for a wider range of information using more than one website.

Ask a selection of questions linked to the topic and area of research that the children were carrying out. Which pairs can provide the answers? Can they explain how they found their answers?

8

Multimedia I can use technology to organise and present my ideas in different ways. I can save and open files on the device I use.

Technology in our

Lives

I can tell you why I use technology in the classroom.

Presenting the information

Ask the children for suggestions as to how we can present information to others. Look at examples of information posters. We can use the computers/tablets to produce pieces of work that can be shared electronically or be printed off. Make links to e-safety – Where can work be viewed? Prompt children to suggest class blog or school website. Ask the children to open a Textease document / Pic Collage (or alternative – depending on required outcome). What do they remember about the programme if they have used it before? Allow time to revisit and explore. Encourage children to discover they can add text to any part of the page.

If children are using a different programme – e.g. 2Publish, 2Create a Story, etc, ensure that they understand the basics of how the programme works. How do we add text? Get the children to set up the new document with a title, if needed. Allow them to use what they can remember or explore with the new programme to find out how it works.

When the children have got a document up and running, model how to save their work. Ensure that all children save their work in the correct place and can talk through the process. Use correct vocabulary including icon, double click, drop down box, select, etc. Make a ‘How to save your work’ list of instructions which can be used to support children in future lessons.

Support: Model how to use certain icons. Remind children how to enter text and think about placement of their work. Support children to select text box and use ‘handles’ to change the size of the text.

Extend: Ask children to explore new icons – what do they do? Can they change the appearance

Gold: Can I remember how to use the programme/explore a new programme, open new documents and save my work? Silver: Can I open a new document, add to it and then save my work? Bronze: Can I open a new document and save my work?

Short Term Planning Year 2 Term 1 Fix it and Find it

Katie Williams, Puriton Primary School and eLIM

of their text? How?

Ask children to discuss what they learnt today. Ask the question: how can we change what the text looks like? Take responses – see if any more able children can briefly explain to the rest of the class, following on from their extension.

9

Multimedia I can save and open files on the device I use. I can use the keyboard on my device to add, delete and space text for others to read. I can use the SHIFT, ENTER, CAPS LOCK, DELETE and BACKSPACE keys accurately.

Developing keyboard skills

Model opening up their previous documents. Ensure all children follow the process. Make a list of ‘How to open the document’ which can be used to support children in future lessons. Make links to e-safety – who can see our work now? Discuss the difference between the P-Drive and the web.

Now we have explored the programme, we are going to use it to type up the information we found out. We will use the information collected from our research sessions to add to our documents today. Remind the children of the importance of capital letters, full stops, etc in our writing. Just because we are typing, that doesn’t mean we don’t need them! Ask the children to explain the keys we use to create capital letters. Ensure they understand the difference between the shift and caps lock keys, and how to check if the caps lock is on.

Remind children that they only need one space between words. Look at the backspace and delete keys – how are they different? Remind children of when to use each key. Recap how the Enter key drops down a line. This is better than just clicking – model why with the writing starting at different places and not completing to the end of the page, etc.

Allow children to work independently/in pairs to produce their information poster.

Support: Model the use of the keys as needed and help children to adapt their notes into sentences. Ensure they are using the Enter key to move around and that they are using the keys accurately.

Extend: Think about other information texts they have seen. How can the page be arranged? Encourage them to use the Enter key to create paragraphs of information in their page. Click on different parts of the page to add different bits of information. Have they included a title? Show them how to underline it and/or make it bold, italics, etc.

Use the instruction list from last week and ask the children to save their now edited work. Support and remind as needed. Revisit the lesson objectives – get the children to self-assess how they did with using the keys.

Gold: Can I open and edit my work, accurately? Can I save my work independently? Silver: Can I open and edit my work, using the different keys accurately? Bronze: Can I open and edit my work?

10 Multimedia

I can use technology

Changing appearance of text

Use the prompting instructions from last week and ask the children to open their work. Look at the text they have created so far. Make comparisons to other information texts we have seen in

Gold: Can I alter the font, size and colour of the text? Can I consider the final overall appearance and audience?

Short Term Planning Year 2 Term 1 Fix it and Find it

Katie Williams, Puriton Primary School and eLIM

to organise and present my ideas in different ways including editing the text and changing the appearance of the text.

class. What could be improved? Take and note up suggestions.

Explain that eventually we will include photographs/pictures and captions. Firstly we are going to focus on altering the appearance of the text. Revisit/introduce the term font to the children. Model how to select the text that they want to change. Help children to click and drag the mouse over the correct section needed / click to select text object. Model how to select the font they require and make the changes. Continue with size and colour. Remind the children of the purpose of the text. Ensure that it can be read! Make sensible choices about colour and font based on the intended audience.

Support: Limit the children to changing one aspect at a time. Remind them of the choices they are making and the intended audience.

Extend: Show children how to view the whole page (if using Textease) so that they can get a feeling of what the whole page will look like. Introduce any short cuts that might be available in the programmes being used, which will help them to change the appearance of the text more efficiently.

Save their work. Choose some children at random. Call up their work to the big screen and ask the children to peer assess their efforts. Have they altered the appearance of the text? Have they managed to consider the audience when thinking about size, font choice and colour?

Silver: Can I alter the font, size and colour of the text? Bronze: Can I change the font that I use?

11

Multimedia

I can use technology to organise and present my ideas by importing pictures into my work.

Adding images

Again, open their work from the previous session. Discuss how we can edit our work to make a finished piece of information text. We are going to add images to our work. Discuss where we can get images from – web, clip art, camera, etc. Discuss the differences between photographs and clip art. In Textease you will be able to create a ‘word bank’ of pictures for children to choose from. If using Pic Collage children may find it easier to take a photograph to insert.

Depending where images are coming from, model how to input them into the document. Demonstrate how to search through clip art and make choices about which images are inserted. Model how to resize the image.

Also demonstrate how to select photographs from a file on the P-Drive. Children can be involved in taking the images from the camera in a previous session if they are ready for that step. Ensure all children are able to insert images and resize them in their work.

Model how to view the whole page so that children can view the overall layout of their work. Think again about the audience; try not to over-power the page with images.

Support: Aid the children with viewing the whole page and deciding on where to locate the images. Discuss the importance of size of image and where it is positioned in relation to the

Gold: Can I add images to my work? Can I consider the overall appearance of the whole page? Can I include captions to accompany my pictures? Silver: Can I add images to my work? Can I consider the overall appearance of the whole page? Bronze: Can I add images to my work?

Short Term Planning Year 2 Term 1 Fix it and Find it

Katie Williams, Puriton Primary School and eLIM

content of the text.

Extend: Add captions to their images, reinforcing the text editing skills developed previously.

Save and share final pieces of work. Print or post to the class blog . Children self-assess own work – what have they done well? What could they improve if they were to have more time? Recap all of the skills learned and developed during the process.

Additional possibilities:

Children can use Paint software or Paint Apps to create their own images to add to their poster.

Children can select a text box or image and record their own voice reading the information if they are using Textease. If children are using Pic Collage App they could open Show Me App, insert the Pic Collage poster and record their voice talking about what they have learned from the topic.

12

Multimedia

I can use technology to organise and present my ideas in different ways.

Presenting e-Safety rules

Remind the children of the class e-Safety rules. How can we share these with other people. Prompt children to suggestions such as posting to the blog, creating a poster, recording their voice.

Children to work in mixed ability pairs and produce an e-safety poster / voice reminder / post to the blog which shares the important e-safety information with others. Make sure that they include all the skills developed last term – editing text, changing fonts, inserting clip art, viewing the whole page, etc. Some children could record e-Safety rules on talking tins to add to a class display.

Show me / Explain Everything Apps could be used on iPads.

Share, save and print off e-safety posters for use in displays. Children help to make the script for the parents e-safety workshop session.

Gold: Can I create an exciting poster to help others stay safe online? Can include what I have learned? Silver: Can I create a safety poster including what I have learned from the video clips? Bronze: Can I display our e-Safety rules?