introduction to programming - general curriculum · introduction to programming year 1 . lesson one...
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![Page 1: Introduction to Programming - General Curriculum · Introduction to Programming Year 1 . Lesson One Students will: • discuss and identify what everyday objects are controlled by](https://reader033.vdocuments.net/reader033/viewer/2022042312/5edbc102ad6a402d66662066/html5/thumbnails/1.jpg)
Introduction to Programming
Year 1
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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
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What is control?
Engage: Week 1
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car park barrier
press button barrier goes upEngage: Week 1
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input output
what you do-
command what happens
buttons
switches
levers
things move
things light upthings play
Engage: Week 1
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Where can we find everyday
objects that use computer
control?
Engage: Week 1
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Engage: Week 1
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Can you identify the control
aspect of each object?
Engage: Week 1
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press button food warms up
microwave
Engage: Week 1
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light
press switch light turns onEngage: Week 1
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hand drier
press button air blows outEngage: Week 1
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pelican crossings
press button green man flashesEngage: Week 1
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cash machine
press buttons gives out moneyEngage: Week 1
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washing machines
press buttons spins and washesEngage: Week 1
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photocopier
press ‘copy’ copies sheetEngage: Week 1
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DVD player
press ‘play’ plays a DVDEngage: Week 1
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Self
Reflect
Engage: Week 1
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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
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Can you name this object?
What can you tell me about this object?
How is the Bee-Bot controlled? Explore: Week 2-3
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press buttons Bee-Bot movesExplore: Week 2-3
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Explore: Week 2-3
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What new computer based
programs do we use?
Explore: Week 2-3
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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
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Explore: Week 2-3
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Explore: Week 2-3
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Explore: Week 2-3
Bee-Bot
App
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Move 5 steps forward. Move 3 steps forward and turn left.
Explore: Week 2-3
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An algorithm is a list of instructions or rules that
make something happen or work something out.
Explore: Week 2-3
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Explore: Week 2-3
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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
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An algorithm is a list of instructions or rules that
make something happen or work something out.
Engage: Week 4
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Move 5 steps forward. Move 3 steps forward and turn left.
Engage: Week 4
FD
FD
FD
FD
FD
FD
FD
FD
LT
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“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
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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
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An algorithm is a list of instructions or rules that
make something happen or work something out.
Elaborate: Week 5-6
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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
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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
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Elaborate: Week 5-6
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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
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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
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Elaborate: Week 7
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Elaborate: Week 7
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Elaborate: Week 7
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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
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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
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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
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Evaluate: Week 8
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Evaluate: Week 8
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Doodle Buddy app
Evaluate: Week 8
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Pictogram activityhttp://www.softschools.com/math/data_analysis/pictograph/make_you
r_own_pictograph/
Evaluate: Week 8
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Self Reflection on the Unit of work
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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