Learning Intentions

• Understand what data is.

• Represent data in different ways.

• Understand what coding is.

• Use digital coding and data to create an animation.

Learning Intentions

• Understand what symbols are and their purpose.

• Use symbols to represent data through the creation of a data monster

 What are symbols and what is their purpose?

What symbols do you see in your daily lives?

Class brainstorm on board.

What does representation mean?

Chat to your shoulder partner and share.

Can you think about why symbols and representation is important in technology and the online environment (internet)?

Class discussion.

The binary number system is a base-2 number system. This means it only has two numbers: 0 and 1. 

Binary numbers are very useful in electronics and computer systems.
Digital electronics can easily work with a sort of "on" or "off" system where "on" is a 1 and "off" is a zero. 

Use the following rules to create
a data monster which represents you.

Extension

Think of another feature which can be added to your monster.
(hair, eyebrows)

What personal characteristic (data) can you add?
(type of pet, number of pets, least favourite colour)

Add it to your monster.

Write underneath your monster what was your chosen data.

Monster feature
Chosen Data

Learning Intentions

• Recognise the importance of specific sequencing for a set of instructions.

• Use coding commands to sequence movement in Scratch Jnr.

Play a game of Simon Says.

Why is it so important Simon's instructions are given properly?

Chat to your shoulder partner and share.

Why is it so important the players follow Simon's instructions?

Class discussion.

Why are specific instructions and detail so important in computer programming and coding?

As discussed in lesson one, a computer's
software (its programs; or brains) use binary
code (1's and O's) to write digital data
or messages telling the computer what to do. 

It uses the language of 1's and 0's to
represent on and off. If the instructions
or sequence is incorrect the binary
coding won't work and the sequence fails. 

This mean a part of the program
will have an error and not work like you want it too.

Give Mrs Guest a set of instructions
to get from one part of the classroom to another.

What did you notice? Discuss.

Why is it so important instructions are specific?

Is the order of the sequence also important? Why? 

What would happen if you changed the order of your sequence?

Would your teacher end up where they were meant to?

Class discussion.

To DELETE or remove a block, drag the block back
into the blocks menu above the scripting area.

Explore and experiment using these blocks.

What do you notice?

What are you not able to do?

Can you explain why sequencing is so important?

Use your experiences from coding Scratch Cat within your explanation.

Learning Intentions

• Use specific sequencing for a set of instructions in Scratch Jnr.

• Select a background in Scratch Jnr.

• Use another icon in Scratch Jnr (star).

Give your teacher a set of instructions
to get from one part of the classroom to another.

Your are only allowed to use the following terms:

STEP FORWARD

STEP BACKWARD

TURN RIGHT

TURN LEFT

TURN UNTIL YOU SEE SOMETHING

Was this more or less challenging that last week and why?

Class discussion.

Adding a Character (Star)

Place in your own star.

Program Scratch Cat from his starting point to where you placed the star.

Share your sequence with friends and me.

Who's was successful? Who's wasn't?

What can we do to fix the sequences which are not working?

Learning Intentions

• Use a Green Flag and End Block to start and stop multiple characters.

• Code a program that begins and ends at the opposite points to the program given.

Choose 8 students to stand in a line.

Give each student a block face down.

Show students the Green Flag and End Block.

Ask two students to be the Green Flag and End Block and move to either end of the line.

Teacher Program

The teacher stands at the Green Flag and follows the program by revealing it block by block until it ends when the End Block is reached.

Predict and Repeat

Predict where you think the teacher will end up if the program was done again 
but the Green Flag and End Block were switched around.

Repeat the program process by switching the Green Flag and End Block around. 

Were your predictions correct? Was that difficult to do?

Following Instructions

Listen to the teacher and follow the instructions to code the sequencing correctly.

Choose the winter background.

Place Scratch Cat in the top right hand corner.

Use the following blocks.

'Move Left' block for 15.

Hop for 5.

'Move Right' block for 5.

'Turn Left' for 20.

Grow for 6.

'Move Down' for 8.

'Move Left' for 5.

'Home'.

Your program should look like this.

Green Flag and End Block

Add in the Green Flag and End Block.

Add in an additional character like you added in the star during the last lesson.

Who's was successful? Who's wasn't?

What can we do to fix the sequences which are not working?

Learning Intentions

• Use the speed block to speed up characters.

• Code characters to move at different speeds.

Teacher Check

Show your coding to your teacher to ensure you have completed the task.

Create your own race

Have a go at creating your own race, using whichever and as many characters as you like.

Learning Intentions

• Using the given data, code three different characters to compete in a race from the left to the right of screen.

You will code three different characters to compete
in a race from the left to the right of screen.

CRITERIA

Before you start coding you must complete the worksheet to decide which three characters you will choose
and the order they will WIN the race; first (1), second (2) and third (3).

Each character has specific blocks which must ALL be used. You can't use any other blocks for that character.

Your race MUST finish in the order which you wrote on your worksheet.

You may use any background.

Each character must have: Green Flag block, End block and Home block.