lesson 1.10 – introduction to logic operators...lesson 1.10 – introduction to logic operators...

Lesson 1.10 – Introduction to Logic Operators Education Level: Second Level (Age 7-11) Lesson Duration: 45 minutes Prerequisite Knowledge: Lessons 1.1-1.9 Device Compatibility: Laptop, PC or Tablet Lesson Overview When we make decisions, there is usually more than one thing that we have to take into consideration. For example, if I have homework AND I have swimming lessons then I won’t have time to watch cartoons. In this lesson, students will explore the different ways that we can represent this whilst programming to help Marty make more difficult and informed decisions.

Learning Objectives • Understand that we can represent one thing in

many different ways whilst programming

• Use AND, OR and NOT in if statements or loops

• Describe when to use AND, OR and NOT logical operators

• Predict what will happen in small programs that use AND, OR and NOT logical operators

Key Vocabulary • If statements

• Repeat/Loops

• Logic

• Operators

• Condition

• Decisions

Resources & Equipment • Marty the Robot

• Marty Workbook (Lesson 1)

• Laptops/Computers/Tablets • Access to the Scratch editor

Additional Reading • Educator’s Guide

• Introduction to Programming with Marty using Scratch

Learning Plan & Activities 1. Recap of if statements by giving a few examples and asking students to predict what they think will happen

2. Moving on to begin considering when we make decisions where we have to take more than one thing into consideration, ask students to think up some after giving a few examples

3. Introducing examples of how we would use AND, OR and NOT into our if statements

4. Given some examples, ask students to predict what they think will happen, exploring different use cases of AND, OR and NOT logic operators

5. Going into small groups with one Marty per group, students will complete a programming task where they have been asked to write a program to help Marty make good decisions when he has to think about more than one thing

a. Gradually building up their program to include the different logic operators based on the question and decision that has to be made

6. Short fill in the blank task where students have to suggest which logic operator should be placed into the space, building up an understanding of differentiating between the operators and when to use them

Additional Challenges

• Students could create some challenge cards of different scenarios and decisions that have to be made, pass to another team group and see if they can create a program to help Marty make that decision

Curriculum Benchmarks Curriculum for Excellence – Technologies Benchmark Guide

● = Fully Addresses Benchmark ○ = Partially Addresses Benchmark

Curriculum Organiser Benchmark Covered Lesson 1.10

Digital Literacy TCH 0-01a ●

Technological Developments in Society & Business

TCH 0-05a ●

TCH 1-07a ○

Craft, Design, Engineering and Graphics

TCH 1-09a ○ TCH 0-11a ○

TCH 0-12a ● TCH 3-12a ○

Computing Science

TCH 0-13a ●

TCH 1-13a ● TCH 2-13a ● TCH 3-13a ● TCH 3-13b ○ TCH 4-13a ○ TCH 0-14a ● TCH 0-14b ● TCH 1-14a ● TCH 1-14b ● TCH 2-14a ○ TCH 2-14b ○ TCH 3-14a ● TCH 0-15a ● TCH 1-15a ● TCH 2-15a ●

National Curriculum – Computing, Design & Technology



Computing

1-a ●

1-b ●

1-c ●

1-e ●

2-a ●

2-b ●

2-c ●

2-e ●

2-f ● 3-a ● 3-b ○ 3-d ● 4-a ○ 4-b ○

Design & Technology

1.1-b ●

1.3-b ● 2.3-b ○

Australian F-10 Curriculum – Digital Technologies, Design & Technologies



Digital Technologies

ACTDIK001 ●

ACTDIK002 ●

ACTDIP003 ○

ACTDIP004 ●

ACTDIK008 ●

ACTDIP009 ○

ACTDIP010 ●

ACTDIP012 ●

ACTDIP013 ● ACTDIP017 ● ACTDIP018 ○ ACTDIP019 ● ACTDIP020 ● ACTDIP027 ○ ACTDIP028 ○ ACTDIP029 ● ACTDIP030 ● ACTDIP031 ○ ACTDIP039 ○ ACTDIP040 ●

Design & Technologies

ACTDEK005 ○ ACTDEP006 ● ACTDEP008 ○

ACTDEP009 ● ACTDEP015 ○ ATDEP018 ●

Lesson 1.11 – Introduction to Functions Education Level: Second Level (Age 7-11) Lesson Duration: 45 minutes Prerequisite Knowledge: Lessons 1.1-1.10 Device Compatibility: Laptop, PC or Tablet Lesson Overview In this lesson, we will introduce functions, another way to reduce the amount of repeated code and helps to break down tasks by creating small methods who are responsible for doing one or two things only. This will be introduced by getting students to think about tasks they do every day that could be defined as a function before breaking down a new program to include functions.

Learning Objectives • Understand what we use functions for and when

to use them • Implement a function using Scratch either on a

new program or altering an existing program • Describe how to break down a task into smaller

manageable steps

Key Vocabulary • Functions

• Repeat

• Control

• Method

• Dance routine

• Breakdown






Learning Plan & Activities 1. Introduction to functions as a way to breakdown a task and focus on a specific bit of functionality or sub-task. Relate

this back to a textbook being divided into chapters where each chapter and sub-section of that chapter will focus on something specific

2. Ask students to think about their morning routine – what do they do each morning? How could we break this up into a function? For example, things like brushing our teeth, getting dressed – these are all things that we can do without thinking in too much detail like brush up and down

3. Note that functions are also a way to reduce the amount of duplicated code that we create, using example of a song where we break each section up into verse or chorus

4. Programming task where students are asked to think about the dance routine that they programmed for Marty, but this time ask students to create functions of different dance moves and then call these functions in different sequences to change the dance routine easily and repeat things without reusing all of the individual movement blocks


• Ask students to go back through some different programs like the remote control and see how they would change that to make use of functions






TCH 1-09a ● TCH 0-11a ●

Computing Science

TCH 0-13a ●

TCH 1-13a ● TCH 2-13a ● TCH 3-13a ○ TCH 0-14a ● TCH 0-14b ● TCH 1-14a ● TCH 1-14b ● TCH 2-14a ● TCH 3-14a ○ TCH 0-15a ● TCH 1-15a ● TCH 2-15a ● TCH 3-15a ○




Computing

1-a ●

1-b ●

1-c ●

1-e ●

2-a ●

2-b ●

2-c ●

3-a ●

3-b ○ 3-d ○ 3-h ○ 4-a ○ 4-b ○

Design & Technology

1.1-a ●

1.1-b ● 1.3-b ● 2.1-b ○ 2.3-b ○ 2.4-d ●





ACTDIK001 ●

ACTDIK002 ●

ACTDIP003 ○

ACTDIP004 ●

ACTDIK008 ●

ACTDIP009 ○

ACTDIP010 ●

ACTDIP011 ●

ACTDIP012 ● ACTDIP013 ● ACTDIP017 ● ACTDIP019 ● ACTDIP020 ● ACTDIP027 ○ ACTDIP028 ○ ACTDIP029 ● ACTDIP031 ○ ACTDIP041 ○


ACTDEP005 ○ ACTDEP006 ● ACTDEP009 ● ACTDEP015 ○ ACTDEP018 ●

Lesson 1.12 – Introduction to Parameters Education Level: Second Level (Age 7-11) Lesson Duration: 45 minutes Prerequisite Knowledge: Lessons 1.1-1.11 Device Compatibility: Laptop, PC or Tablet Lesson Overview Students have had a lot of practice building code to get Marty to carry out a specific task but how do we produce code blocks that can change Marty’s behaviours when we pass different values to them? In this lesson, we will introduce parameters which helps us to do exactly that. Combined with functions, students will be able to program a shape generator using a single function.

Learning Objectives • Understand why we might want our program to

produce different outputs based on the values we have

• Describe what a parameter is and how we can use them

• Explore how we can create a shape generator using parameters and functions and describe how it works

Key Vocabulary • Parameter

• Function

• Changing behaviour

• Values

• Code blocks



• Laptops/Computers/Tablets • Access to the Scratch editor • Tape or pen and paper



Learning Plan & Activities 1. Ask students how they think we could use the same code blocks to have different outputs or actions

2. Give an example where we pass in a variable or value into a statement for Marty like walk forwards by x number of steps and ask if students think we could change the outcome of this statement by changing a value

a. They should be able to note that they have done this before and that yes, we can change the number of steps that Marty has taken

b. Highlight that the values we pass in are called parameters and we can use them to change the output of the code block by changing attributes of the action

3. Show code blocks for two different shapes and ask students what similarities there are between the two

4. Programming task working in small groups with a device and a Marty

a. Create a new function that when called will program Marty to walk in a square (using tape or pen and paper to draw out the different shapes on the ground as a helper for students)

b. Note down what values there are and what happens when we change them

c. Now create a new function with these values as parameters

d. How can we change these values to make Marty walk in a different shape that isn’t a square like a triangle or hexagon


• Students could extend their program by getting a sprite to ask what shape the user wants Marty to walk in, save the answer as a variable and check the answer against other strings like “square” or “triangle” using an if statement that will then call the function with appropriate parameters

• Ask students whether there are any shapes that they think their function wouldn’t work for, what are they and why won’t it work?





Technological Developments in Society & Business TCH 1-07a ○


TCH 0-09a ●

TCH 0-11a ● TCH 1-11a ● TCH 2-11a ○ TCH 1-12a ●

Computing Science

TCH 0-13a ●

TCH 1-13a ● TCH 2-13a ● TCH 3-13a ○ TCH 3-13b ○ TCH 0-14a ● TCH 0-14b ● TCH 1-14a ● TCH 1-14b ○ TCH 2-14a ● TCH 3-14a ● TCH 0-15a ● TCH 1-15a ● TCH 2-15a ● TCH 3-15a ○




Computing 1-a ●

1-b ●

1-c ●

1-e ●

2-a ●

2-b ●

2-c ●

3-a ●

3-b ○ 3-d ○ 4-a ○ 4b ○

Design & Technology

1.1-b ●

1.2-a ○ 1.3-b ● 2.1-b ○ 2.3-b ● 3.1-b ● 3.1-e ○ 3.3-c ○





ACTDIK001 ●

ACTDIK002 ●

ACTDIP003 ○

ACTDIP004 ●

ACTDIK008 ●

ACTDIP009 ○

ACTDIP010 ●

ACTDIP011 ●

ACTDIP012 ● ACTDIP013 ● ACTDIP017 ● ACTDIP018 ○ ACTDIP019 ● ACTDIP020 ● ACTDIP027 ○ ACTDIP028 ○ ACTDIP029 ● ACTDIP030 ● ACTDIP031 ○ ACTDIP040 ○

Design & Technologies ACTDEP005 ○

ACTDEP006 ●

ACTDEP009 ● ACTDEP015 ○ ACTDEP018 ●

Lesson 1.13 – Teaching Marty How to Walk Education Level: Second Level (Age 7-11) Lesson Duration: 45 minutes Prerequisite Knowledge: Lessons 1.1-1.12 Device Compatibility: Laptop, PC or Tablet Lesson Overview So far, students have been using the built-in command for getting Marty to take steps forwards and backwards. However, in this lesson we will create a program to get Marty taking steps without using the built-in command. Students will focus on breaking down how they walk in terms of balancing and where they shift their weight with each step.

Learning Objectives • Breakdown and describe how we walk in terms

of balancing and individual movements • Program Marty to walk without using the built-in

command • Make use of functions, parameters, loops and if

statements appropriately to create a walking program for Marty

Key Vocabulary • Walking

• Joints

• Movement

• Balancing

• Weight

• Command

• Function






Learning Plan & Activities 1. Start off by getting students to think about how they walk by breaking down the action into small steps and thinking

about balance and whether they shift their body weight to a specific side

2. Can students program their friends to take one step forwards using only the instructions given in their workbooks/slides?

3. Moving into small groups with a device and a Marty, get students to try and translate the instructions they just gave each other to get Marty to take one step forwards with his right leg

4. Then again with his left leg

5. Ask students whether they can use something to stop repeating the blocks for each left and right step

a. Functions! Students should create two functions: one for stepping with the right leg and one for stepping with the left leg

6. Then create a loop that calls both of these, but do students notice how many steps Marty takes per loop or iteration?

a. He currently should be taking two steps each time we go around the loop but what if we only want to take 1 step? We need to keep track of the last foot we stepped with

b. Using a variable, each time we call step left or step right, update the variable to hold either “left” or “right” and check to decide which function should be called

c. Place this code in a function called step

d. Then whenever we call step in our main sequence of blocks, we will be able to get just one step!


• See if students can create something similar to get Marty to kick either his left or right leg or any other actions that they can break down

• Get students to think up some yoga poses and see if firstly they think Marty will be able to do them and then recreate them in Scratch to get students to continue thinking about weights and balancing






TCH 1-12a ●

Computing Science

TCH 0-13a ●

TCH 1-13a ● TCH 2-13a ● TCH 3-13a ● TCH 3-13b ○ TCH 4-13a ○ TCH 0-14a ● TCH 0-14b ● TCH 1-14a ● TCH 1-14b ○ TCH 2-14a ○ TCH 3-14a ○ TCH 0-15a ● TCH 1-15a ● TCH 2-15a ● TCH 3-15a ○ TCH 4-15a ○




Computing

1-a ●

1-b ●

1-c ●

1-e ●

2-a ●

2-b ●

2-c ●

3-a ●

3-b ● 3-d ○ 4-a ○ 4-b ○

Design & Technology

1.1-a ●

1.3-b ● 2.3-b ● 3.1-b ○ 3.3-c ○





ACTDIK001 ●

ACTDIK002 ●

ACTDIP003 ○

ACTDIP004 ●

ACTDIK008 ●

ACTDIP009 ●

ACTDIP010 ●

ACTDIP011 ●

ACTDIP012 ● ACTDIP013 ● ACTDIP017 ● ACTDIP019 ● ACTDIP020 ● ACTDIP021 ○ ACTDIP027 ● ACTDIP028 ○ ACTDIP029 ● ACTDIP031 ○ ACTDIP038 ○ ACTDIP039 ○ ACTDIP040 ○ ACTDIP041 ○


ACTDEK001 ○

ACTDEK002 ○ ACTDEK004 ○ ACTDEP005 ○ ACTDEP006 ●

ACTDEP009 ● ACTDEK010 ○ ACTDEK013 ○ ACTDEP015 ○ ACTDEP016 ○ ACTDEP018 ●

Lesson 1.14 – Obstacle Course Challenge 1 Education Level: Second Level (Age 7-11) Lesson Duration: 45 minutes Prerequisite Knowledge: Lessons 1.1-1.13 Device Compatibility: Laptop, PC or Tablet Lesson Overview Students will now have a solid understanding of how Marty works, how we can program him and what simple programming concepts can be used to help with this. In this lesson, students will design a small obstacle course to get a feel for what kind of environment robots can work in, before either building or using the one provided to get students to firstly walk Marty around the course using their remote control before programming him to go around it without help!

Learning Objectives • Take into consideration the kind of obstacles

that Marty could tackle based on his size and movement and also the environment that he could react to

• Use concepts such as if statements, loops and functions to build a program to allow Marty to go around a pre-defined obstacle course

Key Vocabulary • Script

• If statements

• Functions

• Environment

• Obstacles

• Repeat/Loops

• Interaction



• Laptops/Computers/Tablets • Access to the Scratch editor • Obstacle course mat/layout • Remote control program created in Lesson 1.6



Learning Plan & Activities 1. Ask students what environments that they think we could use robots in and why

a. What about Marty? Where do you think we could use him? Why?

2. Recap of concepts if statements, loops and functions

3. Ask students to design their own obstacle course for Marty to go around

a. Class can then either vote and build their favourite or use the layout provided

4. Breaking up into small groups with a device and a Marty, get students to use their remote control to walk Marty around the obstacle course and take notes of how they did this and what moves had to be made at certain parts

5. Programming task to program Marty to go around the obstacle course without using the remote control or touching him


• Time how long it takes each teams Marty to go around the obstacle course – is anyone faster? How did they program Marty to be faster?

• Add in some small obstacles to make things more difficult and see if student teams can change the code that they have to tackle this obstacle too





Technological Developments in Society & Business

TCH 0-07a ●

TCH 1-07a ● TCH 2-07a ○


TCH 0-09a ●

TCH 1-09a ● TCH 2-09a ○ TCH 3-09a ○ TCH 0-10a ● TCH 0-11a ● TCH 1-11a ● TCH 2-11a ● TCH 0-12a ● TCH 1-12a ●

Computing Science

TCH 0-13a ●

TCH 1-13a ● TCH 2-13a ● TCH 3-13a ○ TCH 3-13b ○ TCH 4-13a ○ TCH 0-14a ● TCH 0-14b ● TCH 1-14a ● TCH 1-14b ○ TCH 2-14a ● TCH 3-14a ○ TCH 0-15a ● TCH 1-15a ● TCH 2-15a ● TCH 3-15a ○ TCH 4-15a ○

National Curriculum – Computing, Design & Technology ● = Fully Addresses Benchmark ○ = Partially Addresses Benchmark


Computing

1-a ●

1-b ●

1-c ●

1-e ●

2-a ●

2-b ●

2-c ●

3-a ●

3-b ○ 3-d ○ 3-g ○ 4-a ○ 4-b ○

Design & Technology

1.1-a ●

1.1-b ● 1.2-a ○ 1.3-a ○ 1.3-b ● 2.1-a ● 2.1-b ○ 2.2-a ○ 2.3-b ● 3.1-b ● 3.1-e ○ 3.2-a ○ 3.3-c ○





ACTDIK001 ●

ACTDIK002 ●

ACTDIP003 ○

ACTDIP004 ●

ACTDIK008 ○

ACTDIP009 ●

ACTDIP010 ●

ACTDIP011 ●

ACTDIP012 ● ACTDIP013 ● ACTDIP017 ●

ACTDIP019 ● ACTDIP020 ● ACTDIP021 ○ ACTDIP027 ● ACTDIP028 ○ ACTDIP029 ● ACTDIP031 ○ ACTDIP038 ○ ACTDIP039 ○ ACTDIP040 ○ ACTDIP042 ○


ACTDEK001 ○

ACTDEK004 ○ ACTDEP005 ○ ACTDEP006 ● ACTDEP007 ○ ACTDEP008 ○ ACTDEP009 ● ACTDEK010 ○ ACTDEK013 ● ACTDEP015 ● ACTDEP016 ○ ACTDEP017 ● ACTDEP018 ● ACTDEP025 ○ ACTDEP026 ○

lesson 1.10 – introduction to logic operators...lesson 1.10 – introduction to logic operators...

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