Introduction to Programming - General Curriculum · Introduction to Programming Year 1 . Lesson One...

Introduction to Programming

Year 1

Lesson One

Students will:

• discuss and identify what everyday objects are controlled by

a computer

• understand the key terminology, input, output, control,

command, programming• identify what the input is to make an object work (output)

Engage: Week 1

What is control?

Engage: Week 1

car park barrier

press button barrier goes upEngage: Week 1

input output

what you do-

command what happens

buttons

switches

levers

things move

things light upthings play

Engage: Week 1

Where can we find everyday

objects that use computer

control?

Engage: Week 1

Engage: Week 1

Can you identify the control

aspect of each object?

Engage: Week 1

press button food warms up

microwave

Engage: Week 1

light

press switch light turns onEngage: Week 1

hand drier

press button air blows outEngage: Week 1

pelican crossings

press button green man flashesEngage: Week 1

cash machine

press buttons gives out moneyEngage: Week 1

washing machines

press buttons spins and washesEngage: Week 1

photocopier

press ‘copy’ copies sheetEngage: Week 1

DVD player

press ‘play’ plays a DVDEngage: Week 1

Self

Reflect

Engage: Week 1

Lesson Two-Three

Students will:

• Name the features of a programmable toy (Bee-Bot)

• Use the features of the toy to make it move

• Begin to understand what an algorithm is

• Begin to understand the term debug

Explore: Week 2-3

Can you name this object?

What can you tell me about this object?

How is the Bee-Bot controlled? Explore: Week 2-3

press buttons Bee-Bot movesExplore: Week 2-3

Explore: Week 2-3

What new computer based

programs do we use?

Explore: Week 2-3

Activity: Tinkering with a Bee-Bot.

Use the command cards to make the Fakebots or Bee-Bots move on the grid.

Take turns in your groups, so that everyone can have a go.

LI: To use the commands on the Bee-Bot to make

it move on a grid.

Explore: Week 2-3

Explore: Week 2-3

Explore: Week 2-3

Explore: Week 2-3

Bee-Bot

App

Move 5 steps forward. Move 3 steps forward and turn left.

Explore: Week 2-3

An algorithm is a list of instructions or rules that

make something happen or work something out.

Explore: Week 2-3

Explore: Week 2-3

Students will:

• Write their own algorithms to make a human robot

move

• Begin to write code (instructions)

• Understand what the term bug means (mistake)

• Understand what the term debug means (fix a mistake)

Lesson Four

Engage: Week 4

An algorithm is a list of instructions or rules that

make something happen or work something out.

Engage: Week 4

Move 5 steps forward. Move 3 steps forward and turn left.

Engage: Week 4

FD

FD

FD

FD

FD

FD

FD

FD

LT

“What did I learn?”

Explain what an algorithm is.

An algorithm is testing it on paper first.

Algorithms are written a set of instructions to

do a task.

Tracing an algorithm is to describe computer

programs.

Engage: Week 4

Lesson Five-Six

Students will:

• understand what an algorithm is

• write algorithms (code) to program their Bee-Bot

• use directional language to write their algorithm

Elaborate: Week 5-6

An algorithm is a list of instructions or rules that

make something happen or work something out.

Elaborate: Week 5-6

What programming commands can we use?

What do they do?

How can we write them on our whiteboards?

FD

BK

LT RT

PauseClear

Elaborate: Week 5-6

Activity: Writing an algorithm to control the Bee-Bot.

Use the command cards and fakebots or Bee-Bots to create an algorithm to make the Bee-Bot move on the grid going from Star to Star.

Take turns in your groups, so that everyone can have a go.

I am going to create an algorithm to make the

Bee-Bot move on a grid.

Elaborate: Week 5-6

Elaborate: Week 5-6

Add to your challenge

start on silver star finish at the blue star

start on silver star finish at the blue star in the fewest moves

start on silver star finish at the blue star avoiding all red stars

start on silver star finish at the blue star travel over all yellow stars

start on silver star finish at the blue star pause on every green star

Elaborate: Week 5-6

Lesson Seven

Students will:

• write an algorithm for the best route for the Bee-Bot to move

on the map

• use directional language

• complete challenges (start, finish, avoid, pause)

• test and debug algorithms

Elaborate: Week 7

Elaborate: Week 7

Elaborate: Week 7

Elaborate: Week 7

Lesson Eight

Students will:

• reflect on their work

• know that you can represent data using a graph

• collect data for which is the best route for the Bee-Bot to move

on the map

• write information in a table

• draw a pictorial representation of their information on paper

• use a device to copy this representation

• talk about their work

Evaluate: Week 8

Australian Curriculum

Recognise and explore digital systems (hardware and software

components) for a purpose

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

Evaluate: Week 8

What would the best route look like?

Would it be, the least amount of steps, the most?

The route that didn’t follow the challenge

descriptions?

Evaluate: Week 8

Evaluate: Week 8

Evaluate: Week 8

Doodle Buddy app

Evaluate: Week 8

Pictogram activityhttp://www.softschools.com/math/data_analysis/pictograph/make_you

r_own_pictograph/

Evaluate: Week 8

Self Reflection on the Unit of work

Can you:

• Name some everyday objects that are controlled by a computer

• Understand the key terminology, input, output, control, command,

programming• Identify what the input is to make an object work (output)

• Name the features of a programmable toy (Bee-Bot)• Write an algorithm for the best route for the Bee-Bot to move on the

map

• Use directional language

• Test and debug algorithms • Collect information and draw a pictorial diagram

• Use a device to display information and talk about it