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QCA Scheme of Work - Unit 4E - Control

In this unit children learn to enter instructions to control a screen turtle and will compare the operation of the screen turtle with a floor turtle. They will learn how to write a procedure that 'teaches' the computer a new word and will be asked to write short sequences to produce particular shapes on screen. They understand that screen steps are smaller than floor turtle steps and will be asked to repeat procedures. Children will be able to apply what they have learnt when working with shapes and space in mathematics.

Year 6  Subject link - ICT, Maths
With thanks to Rush Common Primary School

Overview
Introduction
Planning 
Lessons 1&2 - Revision of SuperLogo commands. Making Repeat procedures.
Lessons 3&4 - Naming, using and editing procedures
Lessons 5&6 - Procedures within a procedure
Evaluation - Of the lessons
Assessment - Measured against QCA learning objectives and the NC level descriptors

Introduction
The pupils used SuperLogo to create a repeating pattern using procedures and procedures within procedures. 

 

Context
The children worked in pairs in a 16 station computer room. 

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Medium Term Plan 

QCA 4E Modelling effects on the screen   
Oxfordshire SoW Control Unit
Oxfordshire Framework for a Scheme of Work for ICT   page - 39
NC ref Learning Objectives Activities Assessment Opportunities
2c

4abc

 To know that a screen turtle can be moved on the screen and can type commands

that instructions can be repeated 

that instructions can be named and procedures created and edited

that can use other procedures to produce a result

 

Revise basic turtle commands, use the repeat command. Pupils to predict and hypothesize.

Writing and naming procedures

Write procedures incorporating penup, pendown, repeat etc.and edit procedures

 

Ask pupils 'what if' questions

Ask pupils to write procedures

Ask pupils to design street scenes. Assess how complex.


Preparatory work

  • Help sheets, reference guide to SuperLogo with commands and icons
  • Work sheets for weeks 1 - 3
  • Check SuperLogo installed

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Lesson 1 & 2 Revision & Short focused task

  • To revise the commands and movements of the screen turtle. Points to consider will be the starting point and orientation of the screen, correct spelling of commands. Extension: to draw different spirals by changing the Rt 90 command to Rt 100 for example. See prepared work sheet.
  • The repeat command using regular shapes such as square, triangle etc. Ask class to predict what will happen with repeat 5[fd 80 rt 108]. See prepared work sheet.

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Lessons 3

  • Teaching the turtle to understand list of instructions and these can be named eg wall See prepared work sheet.
  • Use and change a procedure

Lesson 4

 

  • Write a sequence for a square using the repeat command

  • Decide how big to make a square for a house

  • Add shapes to make roof, door etc.

  • Teach the computer procedures using the To command

  • Write procedures for each component of the house and record them

   
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Lessons 5 & 6

  • The class were asked use all commands, penup, pendown and so on, and write a procedure that calls other procedures to first draw a house
  • They used the repeat command to use the house procedure to design a street. 
  • The more able went on to use colour, different sizes of house and more procedures for chimneys, pavements etc.

 

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Evaluation of work completed


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 Assessment - measure against the QCA learning outcomes

most children have:   created a house using repeat commands and duplicated it at least 5 times by creating a calling procedure, refined by editing

(Level 4 - explored patterns and relationships and made predictions about the consequences of their predictions)
some children have not made so much progress and have:   worked from a given house procedure to create streets by moving around the screen and placing houses in a row

(Level 3 - used a sequence of instructions to control devices and achieve specific outcomes)
some children have progressed further and have:   created a house and accurately duplicated it  with a calling procedure so it fits exactly on the screen: investigated size and colour and added more detail with further procedures

(Some more able children were working toward level 5. They created sequences of instructions to control events and understood the need to be precise when framing and sequencing instructions.)

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