Computing

Year 3

Module 1

How does a digital device work?

In our first computing lesson this term, we began by looking at what digital devices are how we use them in our lives. We then looked at what a process is and practiced using nd making different processes.

NC: use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

What parts make a digital device

Throughout this lesson we work on a Google Document which we had to hand back in to the teacher. We were looking at how process (input and output) work and all the different digital devices we have around us. We then were able to design a digital device and explain whether it was for inputting out outputting data.

NC: use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

How do digital devices help us?

This lesson we discussed how different digital devices hlep us with our daily lives. We had to go through and identify different digital devices we have used today and then compare then with other children within our class. We then had to design a picture and use a digital devices to create the same picture using its processes.

NC: use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Module 2

Can a picture move?

This lesson we discussed how different digital devices help us with our daily lives. We had to go through and identify different digital devices we have used today and then compare then with other children within our class. We then had to design a picture and use a digital devices to create the same picture using its processes.

NC: use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Frame by Frame

Today in our ICT lessons we were creating a stop motion video on the Ipads. We had to use the skills that we learnt last week, when we created a flip book, and created a moving picture. To begin with we had to draw an image on the whiteboard and then take a photo of it. After that, we rubbed out a specific area and redraw it in a with it slightly in a different place and then take another photo. We continued this process a few times until the video of all the photos together made it look like the image was moving.

NC: use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Animation Story Plan

In our Computing lesson today, we planned our animation story plan. We had to select from a range of different settings and characters and then decided what they were going to do. We had to think carefully because we need to make sure the animation is smooth and the actions we selet will not make it jumpy.

NC: use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Animation Story Creation

In todays lesson, we made our animation stories. We were given all the materials we needed to make our background and characters. Once we had cut it all out, we made our background and stuck it up, we had to use the "Onion mapping" features and take photos of the characters at different points of the sequence of moves to make sure that it showed the characters moving. After each section of moves, we had to check to make sure that the animation was smooth and it looked good.

NC: use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Module 3

Words and pictures

In today's lesson, we started by looking at Scratch, a programming website that allows us to create characters and move them around or make noises. We explored different areas of the website and learnt how we can start writing a script for the different actions. We finally wrote a script for a character to make different noises.

NC: use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Can you edit it?

For our second lesson, we continued looking at Scratch, the programming website that allows us to create characters and move them around or make noises. We had to identify the different actions that the "Sprite" would use. We then had to select different Sprites and make they perform the action one at a time, and then all together. We did this by writing a script for them.

NC: use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Great template

Today, we continued looking at Scratch, the programming website that allows us to create characters and move them around or make noises. We had to identify whether the video of three different Sprites had single commands or a sequence of commands. After this, we had to create three sprites and give them different actions and commands (singular or sequence) and our taking partner had to identify the different actions the sprites were doing.

NC: use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Creating a programme

Today, we applied all the skills that we have learnt throughout the module to create a programme that included multiple sprites, changing of costumes, movements and music. We had to create a moving piano that played when we click on the correct letters on our keyboard.

NC: use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Module 4

Yes / no questions

In today's lesson, we looked at what question are and how they can be helpful. We then had to identify different yes/no question from a range of questions linked to a database. After this, we had to create our own Yes/No questions and ask our Talking Partner.

NC: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Branching database

In today's lesson, we used our learning of attributes and Yes/No questions from last week's to help create a branching Database as a class. For our main task we had to select a range of different question and answer them using Yes or No to create a branching database for 4 pictures. We had to try and make as many different branching database models a possible.

NC: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Building a branching database

In today's lesson, we used our learning of branching databases to create one around different creates and robots. We had to use our previous leanring of Yes/No questions, attributes and databases to create our very own version of one. We had to select a robot and then create an even branching database to show the different attributes.

NC: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Building a branching database

In today's lesson, we used our learning of branching databases to create one around different creates and robots. We had to use our previous leanring of Yes/No questions, attributes and databases to create our very own version of one. We had to select a robot and then create an even branching database to show the different attributes.

NC: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Module 5

Words and Pictures

In today's lesson, we recapped our previous learning from last module and then used our inference skills to find out what we were learning about this module. We discussed what words and pictures were and how they are used in everyday life as well as digitally. After this, we had to look at different signs som with words and some without) and try to identify what the different signs mean.

NC: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Identifying words and pictures

In today’s lesson we were continuing to look at words and pictures however, this time we had to try to identify the most important elements. These parts were either larger, bolder or in a different colour to make them stand out. After this we had to figure out what the words and pictures were trying to tell us.

NC: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Magazine design

Within this lesson we recapped what we have previously learnt and then began linking this to today's lesson. We had to design a magazine article by putting in the different elements of words and pictures that we have previously learnt. We did this first on paper, by sticking on the different sections and then used this design to start build our magazine online using Canvas on our chromebooks.

NC: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Magazine design

This lesson we began create our magazine front cover using Canvas. We had to follow our design/plan and make sure that it stood out and made people look at it.

NC: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Module 6

Scratch - Sprite Movement

This week we have revisted Scratch and focused on the movement of a sprite. We had to pick a sprite and then create different codes to make our sprite move around the screen. After this, we made two sprites and then created two different codes to make them move either on their own or by my input using different keys.

NC: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Scratch - Maze Movement

This lesson we continued to look at Scratch and focused on the elements of events and actions. We started by playing a scratch game where we had to move our sprite around the maze. Following this, we reviewed the game and spoke about the faws and problems they need to fix and change. After this, we created our own sprites and had to create a code for it to move its way through the maze and if it hit a wall then a consequence was created.

NC: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.