Short Term Planning Year 5Term 2 Shape and Weather

Resources:
Textease Turtle CT or FMS Logo Logo in (for tablet users
Digital camera or iPads
Audacity or sound recording app
Microphones
Greenscreen app (Greenscreen by Do Ink) or PC equivalent (ZU3D or Backdrop TV)
Internet Videos are Forever / Objectives:
Programming
  • Use logical thinking, imagination and creativity to extend a program.
  • Refine a procedure using repeat commands to improve a program
  • Decompose a problem into smaller parts to design an algorithm for a specific outcome and use this to write a program.
  • Use logical reasoning to detect and debug mistakes in a program.
  • Talk about how a computer model can provide information about a physical system.
Handling Data
  • Choose an appropriate tool to collect and record data
  • Present data in an appropriate way
Multimedia
  • Use text, photo, sound and video editing tools to refine my work
  • Select, use and combine the appropriate technology tools to create effects that will have an impact on others
  • Use the skills I have already developed to create content using unfamiliar technology
e-Safety
  • Know that anything I post online can be seen, used and may affect others.
  • Discuss the importance of choosing an age-appropriate website or game
  • Explain the importance of communicating kindly and respectfully
  • Explain why I need to protect myself and my friends and the best ways to do this, including reporting concerns to an adult

1 / Programming
I use logical thinking, imagination and creativity
to extend a program. / Intro to programming and reminder of Logo
  • What have you learnt about programming?
  • Collect a list of technology devices which have been programmed to perform a function eg washing machines, mobile phones
  • Collect a list of terminology for parts of the programming process
  • Collect a list of ‘attitudes’ that make programming possible
Explain that, by the end of this half term they will create a simple code (set of instructions), to design and draw a repeating pattern using the FMSLogo software(free download at ) OR Textease Turtle if school have purchased Textease Studio or Textease Studio CT OR Logo in OR Hopscotch (see Appendix 6 for outcome to session 4).
(This planning builds on Year 3 Term 3 sessions . Children that have not had this prior learningmay need time spent on some of those activities.)
FMS Logo:
Introductory instructionsto use FMS Logo and guidance to introduce it to learners can be downloaded from the eLIM website.
Textease Turtle(Textease Studio or Textease Studio CT)or LOGO:
Support for developing use of Textease Turtle can be found on the programming page of the Somerset Computing Curriculum. The introduction document can be used by teachers/children who are meeting this logo program for the first time. Most children should be expected to use the turtle command line or procedures or programming directly on the page; but some may need to use the keypad at the green or blue level (see appendix 1).
  • Challenge: How many regular polygons can you create?
    Link this to properties of shapes in Mathematics. Key concept to recognise is that they are turning the turtle through the external angle of the shape - square (90) / triangle (120) / pentagon (72) / hexagon (60) / octagon (45) NOTE: Some children may remember the use of a repeat command from earlier learning experiences. In this case you may want to move children on to the idea of using repeat to create efficient procedures – see session 2.
Children usingTextease Turtle/ j2code:
  • Less confident learners can use the blue level keypad. SEN learners can use the yellow level keypad. (See APPENDIX 1). More confident learners can type their programming directly on the document.
  • Children can move their turtle without drawing a line using PU or PD or depending on which pencil they have selected.
  • Also talk through some of the problems they may have faced, (not pressing the rubber / CLEAN after each set of commands to erase them and not adding to them).
  • If typing directly on to document, make sure that they are moving their cursor in front of the instructions before choosing run on their program.
  • Challenge: You have 10 minutes to create a connected square and rectangle in the shape of a house.
After their ten minutes, bring them back and ask them to explain some of the functions that they have found. / Gold: Can I make a square using the shortened written commands?
Silver: Can I make a square using the full written commands?
Bronze: Can Imake a square using the arrow to move the turtle?
2 / Programming
I can refine a procedure using repeat commands to improve a program / Refining a program to make it more efficient
  • Talk about refining a procedure to make it more efficient. Look at the long sequence of commands to create a square.
  • Using FMS Logo or Textease Turtle or Logo App, introduce the idea of repeating a set of commands to produce a regular shape like a square. Draw attention to the pattern in the long list of commands they used to create shapes in session 1.
  • Show the class a cheat when it comes to working out the angles of shapes that aren’t just right-angled corners e.g. how many degrees are in a circle and then the dividing that by the amount of corners in your shape. This could be done with a calculator and then the direction and the specific angle can be recorded in the procedure.

  • Challenge: Give them ten minutes to come up with the formula for any regular shapes they can think of. Bring them together and share what they have found, asking them to suggest the most efficient programming (sequence of instructions)for each shape.
  • Then challenge them with the question: Is there any regular shape that can’t be made using an algorithm with 4 commands or less?
  • Once a few have been suggested and then improved or debugged/fixed, draw some irregular shapes on the board such as a parallelogram and trapezium (naming the shapes and their properties and then asking to tell each other the algorithm they will need to use to create the shape. Can they write down the program for it on a wipeable board or with pencil and paper. (Encourage them to use the abbreviated logo commands in the blue level keypad in Textease.)
  • Can they refine their algorithm and their programming using a repeat command?
  • Allow children time to test their programs on the computer / tablet.
/ Gold: Can I give a reasoned answer to the challenge.?
Silver: Can I use repeat within my command sequence?
Bronze: Can I use a written code to make a regular shape?
3 / Programming
can refine a procedure using repeat commands to improve a program
  • I use logical thinking, imagination and creativity
to extend a program / Introduce procedures
  • Challenge – using the commands in Appendix 3 can they find the shape that these sequences will make? First without the program and then checking it with the program. You may also wish to change one instruction to see if they can debug the algorithm carrying over from last lesson.
  • Introduce the idea of a procedure. ‘You are going to teach the computer how to draw a square.’
To create a procedure in FMS logo:
Type TO XXXXX on the command line.
This will open an Edit box. Each procedure begins with TO and ends with END.
OR Select File / Edit to program a procedure.
Close Edit box and choose to save.
To create a procedure in j2code: use procedure button
To create a procedure in Textease:
Record a sequence of commands to create a shape using the red record button on the blue keypad. Click save, add a name and click edit to see the procedure (Appendix 2).
  • Can you teach the computer to draw a square / a triangle / a rectangle?
  • Can you teach the computer to draw a circle? repeat 360[fd 2 rt 1]
NOTE: you can also directly create a procedure by choosing turtle on the menu bar at the top, click on procedures and NEW.
NOTE: When you save the Textease document you are saving the procedures in that document. The computer does not ‘remember’ the procedures unless you open that document.
  • Create a procedure for a square, and show the children how just typing in square will now show an algorithm to make a square appear. This can be useful when using the same command a number of times or for creating a repeating pattern or tessellating shapes.
  • On the IWB show the class how you were able to create and save your procedure. Then give them the opportunity to do the same saving and recording their own procedure, with them testing it for bugs.
  • 10-minute challenge. Can they now apply this to other regular shapes to create a procedure that works for them?
  • Can they use these procedures to produce a tessellating pattern? Make sure to point out(if it is needed) a couple of minutes after they have started that they may need to add an instruction in between the procedures to get them drawing in a different direction.
/ Gold: Can I use only shortened script in creating a procedure?
Silver: Can I use written script to produce a procedure?
Bronze: Can I copy the instructions to create my own procedure?
4 / Programming
I can decompose a problem into smaller parts to design an algorithm for a specific outcome and use this to write a program. / Create a pattern
  • Recap the procedures we created last lesson and why they were useful within programming (efficient algorithms and quicker commands).
  • Show the class the pattern ‘flower’ repeating pattern (Appendix 4) using only a square. Talk through the algorithm – draw a square, turn a small angle, draw another square, then repeat this until you have gone round a full circle.
  • Ask why it is important that there were 10 turns of 36 degrees in this repeating pattern? (To make it a complete circle.) What happens if it isn’t a complete circle? Get the children to create a program for the flower - try it with different degrees of turn after the square? How does it change for them?
  • Can they create different patterns using other procedures that they have created? What is the most affective? How do they change depending on the shape they are using to start with?
  • Some will be ready to connect 2 shapes (procedures) together. This can be done by ensuring the repeated instruction includes procedures that the child has set up. The principle is the same for any shape though the instructions will be different. Add another procedure to the bottom of the program. Is it easier to program if one procedure runs fully then the other or if it alternates between 2 shapes?
  • Optional extension activity – some will be able to move on to filling the trail that the turtle leaves to add colour to their patterns. To do this in Textease Turtlethey need to select turtle then details and an options box will appear. They can then select the colour and design of their trail left behind (see Appendix 5).
  • To change pen colour in FMS logo:
  • What does setpc 3 do? (May need to prompt them to make the turtle move to discover. If the computer tells them it doesn’t know what to do they may have forgotten to put a space before number.)
  • Try changing the number to any number between 1 and 16.
  • Can you make a prompt poster to help other people to know what to do?
Display the different patterns children have created. The patterns can be linked to some topics such as Rangoli patterns in a topic on India or when doing Hinduism. / Gold: Can I colour in my repeating pattern as it goes?
Silver: Can I make a repeating pattern with more than one procedure?
Bronze: Can I repeat one procedure to make a pattern?
5. / Programming
I can use a variable to increase programming possibilities.
I can use logical reasoning to detect and debug mistakes in a program. / Introduce variables
Introduce the concept of the use of variables to be able to draw more shapes.
You may need to give the children the program to experiment with changing the variable – the number of sides. Some children will be confident to create their own program. For some children you could just get them to change the procedure of a square into a different polygon by changing the numbers in the program ie change the 3 to a 5 in the programming in session 2.
  • Can we create a program to draw any regular polygon?

  • Remind children of the procedures to draw different regular polygons. Is there a pattern to the programs? (A 3 sided polygon – repeat 3 times, 4 sided – repeat 4 times, 5 sided – repeat 5 times etc.). What is it that changes? 3, 4, 5 etc – this is the variable.
  • We can set a rule for drawing any regular polygon.
  • Create a procedure using the Textease menu. Select Turtle, then procedure and New. Name the procedure and add the name of the variable (parameter). Now click on Edit.

When you run this procedure it will ask you to enter the number of sides.

  • To add variables using FMS Logo see the FMS Log: The basics support sheet.
  • Talk about the way the use of variables creates new possibilities. We can now draw a regular 7 sided shape. A regular 13 sided shaped.
  • Let the children experiment to see the shapes they can create. They will need to be reminded to work through their programming to identify any mistakes and to debug the program.
/ Gold: Can I use a variable to create any regular polygon?
Silver: Can I use a program containing a variable to create any regular polygon?
Bronze: Can I change the number in a program to change the shape?
6 / Multimedia
I can use text, photo, sound and video editing tools to refine my work / Creating a weather forecast
  • Discuss how weather is presented - how do we find out the weather for the next week? (Forecasts on websites, apps and news shows) Show a variety of examples of weather reports.

  • Ask the children to discuss the pros and cons of each medium and their effectiveness. What are the best bits of each report (record these as a class)? Explain how they are going to make their own weather programme, about the weather of the last week and their upcoming weather forecast.
  • Children work together to write a script for their weather forecast, making a note of terminology and techniques found in broadcasts.
  • Then children decide how they are going to record their programme – what technology will they use? Will they use greenscreen technology (e.g. Backdrop TV download or Greenscreen by Do Ink app)? (Children will be greenscreening in session 8 so you may wish to wait until then).
  • Let them explore with the different ways to record and produce a programme. They could record footage using flip cameras/video cameras and microphones on to Windows Moviemaker Live, or using iPads.
  • Share finished weather videos
/ Gold: Can I decide on the correct format for my presentation?
Silver: Can I explain the pros and cons of different mediums?
Bronze: Can I use different devices to record sound and video?
7a / Handling Data
I can choose an appropriate tool to help me collect data.
Programming
I can talk about how a computer model can provide information about a physical system.
. / Understanding how scientists make accurate predictions using modelling
  • Note for teacher: this is an optional lesson that you may choose to plan for prior to Session 7. It uses the free, web-based Espresso Computer Modelling module developed with South West Water and will give children experience in real-life water management. Additional sessions could be developed from this, using further resources in the module. You may wish to watch the Teacher video in the Water at Home module prior to the lesson.
  • With children, watch the ‘What is Computer Modelling?’ video from the (note: this is a QuickTime video so check it runs on your PC/device before the session). Video explains that modelling is a way of predicting what will happen and explains the changing patterns of water use in the South West.
  • From the Water at Home section, choose the Water Saved model (use the Use the Model column) and challenge the children to see how much water they can save in their home. Ask children to talk about the choices they made and how they affected the water saved
  • Now look at the Water Saved and Costs Saved model –explore this as a class and look at how much money can be saved, but how some options are more expensive than others.
  • Show children the Complete model – this will show them the water and costs saved, and they can explore it as a visual model and as a data model (spreadsheet). When children have made their choices for water in the home, ask them to run their model (displays a graph) so they can see how the levels of water in their home are affected.
  • Discuss with children how the spreadsheet and the graph allow us to clearly view the data they have collected. Discus the reasons for storage level change over the year (refer to initial video)
/ Gold: Can I explain how I can save money and reduce water consumption in my home?
Silver: Can I explain how my choices when modelling affect the levels of water in my home?
Bronze: Can I talk about the ways I can save water in my home?
7 / Handling Data
I can choose an appropriate tool to collect and record data. / Collecting data about rainfall using an online source
  • Using the data from the Met Office website explain to them the idea of weather stations and how they collect data for averages. Show them the different formats that the data can be shown and why each is done in that way. Look at data for Yeovilton as the nearest location.
  • Challenge: In small groups can the children produce a chart to best show the average rainfall in the upcoming month e.g. January, using only the data that has been collected since the year they were born? (This limits them to working with 10 pieces of data keeping them focussed on the ICT of the task, for higher ability students you may be able to get them to look at more data
  • Using Excel they will need to find and copy all the data that is relevant to them and put into a table.