Year 4

Programming A – Repetition in shapes

E-Safety

To start off the term we looked at different e-safety scenarios. We then worked with our partners when deciding what action to take for each scenario. We used the SMART tips to help us decide what to do.

Lesson 1 Programming a screen turtle

Learning objectives

To identify that accuracy in programming is important

I can program a computer by typing commands
I can explain the effect of changing a value of a command
I can create a code snippet for a given purpose

In this lesson we used a text-base programming website. We typed in our commands that were then drawn on screen. To start off we used basic commands, and will use their knowledge of them to read and write codes.

We wrote different codes using letters and numbers. As well as moving forwards and backwards, the turtle can also turn right and left.

We used code letters when writing our codes. RT stands for ‘right’ and LT stands for ‘left’, and these commands are each followed by the number of degrees (eg RT 90 and LT 90).

We then combined our codes to draw different shapes on the computer and wrote in some given codes to decode what number the turtle drew.

Lesson 2 Programming letters

Learning objectives

To create a program in a text-based language

● I can use a template to draw what I want my program to do

● I can write an algorithm to produce a given outcome

● I can test my algorithm in a text-based language

In this lesson, children created algorithms (a set of instructions in the correct order) for their initials. They then implemented these algorithms by writing them in Logo commands to draw the letter. Then they tried to debug their code by finding and fixing any errors that they spotted.

In this lesson we also learnt that an algorithm is an ordered set of precise instructions.

We completed algorithms by following the steps below:

1.Mark the start position and direction on your letter.

2.Write the directions and their lengths, and the turns and degrees, next to each part of the letter.

3.Remember to number your instructions.

We learnt the most effective way of writing algorithms was to avoid doubling back on certain actions.

Lesson 3 Patterns and repeats

Learning objectives

To explain what ‘repeat’ means

I can identify everyday tasks that include repetition as part of a sequence, eg brushing teeth, dance moves
I can identify patterns in a sequence
I can use a count-controlled loop to produce a given outcome

In this lesson, we looked at examples of patterns in everyday life. We recognised where numbers, shapes, and symbols are repeated, and how many times repeats occur. We then created algorithms for drawing a square, using the same annotated diagram as in Lesson 2. We used this algorithm to program a square the ‘long’ way, and recognise the repeated pattern within a square. We also used the repeat command to program squares the ‘short’ way.

Page updated

Report abuse