Session 4

Learning targets

I am learning how to explore and tinker with hardware to find out how it works

I understand that computers and devices around us use inputs and outputs, identifying some of these

Unplugged activity


  • Show the children the video above explaining that inputs are a way of getting information into a computer and that outputs are a way of getting information out of a computer. Also, make it clear that some devices can be input and output devices. Do the children have any of these at home?

  • Now, ask pupils to use their new knowledge on the images (below) and decide whether they are input devices, output devices or both

  • Ask pupils to look around the classroom and point out any input or output devices which they can spot. Are there any buttons or switches? What do they control?

Controlling your class


  • Ask your class if they have heard of Siri, Alexa or Cortana. Explain that these are all examples of virtual assistants

  • Ask the children if they have ever had problems with these virtual assistants understanding them or following their instructions (or their parents’ instructions). Point out that Siri, Alexa and Cortana are computers (artificial intelligence). Because they are computers, instructions need to be clear and the virtual assistant may say that they do not understand what they have been asked to do

  • Explain that the children are going to be virtual assistants and must do what they are programmed to do by you. As a class, come up with a name for your virtual assistant ('Tim' should work!). The children must respond when you speak to them. For example:

• Hey Tim, when I clap, I want you to jump

• Hey Tim, when I turn off the light, I want you to go to sleep

• Hey Tim, when I say ‘sing’, I want you to sing ‘Heads, Shoulders, Knees and Toes’

  • Explain that this is how you program your virtual assistant. Relate this to their understanding of inputs and outputs

  • Test your class virtual assistant and say:

• Clap

• Turn the light off

• Sing


Programming their virtual assistant

  • The children work in groups of three or four using a virtual assistant sheet (any piece of paper or whiteboards) to plan what the virtual assistant will do. The children will then take it in turns to be the virtual assistant

  • Ask some of the groups to demonstrate their commands


Key questions

  • What is an input?

  • What is an output?

  • Can you give some examples?

  • What is a virtual assistant?

  • How does the virtual assistant know when you require their assistance? (Programmed by the

user with an input, for example, a clap or voice command.)