Session 1 - Sequence

Objectives

• Build a sequence of instructions for a simple route

• Use the term algorithm Understand that a computer follows instructions called code

• Begin to debug a simple program

Resources

• Levels 1 to 12 in Rapid Router (online)

• Computers with internet access, a projector or Interactive Whiteboard (IWB)

• Printed sheets for level 6 maps (1 per pair)

• Login cards for pupils – anonymised names

• Printable Assets

Vocabulary

• forward

• right

• left

• route

• journey

• code

• program

• algorithm

• sequence

Lesson guide

Introduction (10 mins)

What are we going to do? What is programming? What is it for?

1. Introduce Rapid Router using level 1

2. Ask what pupils see on the screen

3. Talk about the different areas of the screen – include moving the route, dragging the centre bar between the code area and map and zooming in and out

4. Ask what instructions we should give the van to make it drive to the house

5. Ask a volunteer to drag a move forwards block from the left-hand side to the code workspace and 'click' it underneath the Start block

6. Is this enough? If so, press play or click the Start block to run the code

7. Explain that the blocks of code are the instructions you are giving the computer to make the van move.

8. Notice the grey lines on the route which indicate the number of blocks. This route needs one move forwards block.

9. Explain how to go on to level 2 by clicking 'Next Level' when you have completed a level.

Paired or individual activity (5 mins)

1. Show the children how to log into the app, using the account details you have created by setting up your class.

2. Give the class a chance to access the program and try levels 1 and 2 themselves.

Mini review (5 mins)

1. Demonstrate level 3 on the IWB. What new command would we need here?

2. Build up a solution

3. NB Pupils can be confused whether they need to turn left or right. You might find it useful to print out some left-right vans for pupils to hold up to the screen to help them.

4. Key question: If we changed the order of the instructions, would it matter? (Test and see). Make the point that the order of instructions in a sequence is important.

Paired activity (10mins)

1. Ask the children to continue working up to level 5.

Unplugged Activity (15 mins)

1. Look at level 6 together on the IWB and give the children the printed sheets to match.

2. Assess children’s learning by asking them to predict the code needed for this more challenging route without using the computers

3. Once they have done this, ask them to try their predicted routes on the Rapid Router program and indicate if they had the predicted route correct.

Paired Activity (15 mins)

1. Ask the children to continue working up to continue on levels 7 and 8.

2. Check their solutions and then ask them to continue to level 12.

Share and Review (5 mins)

• Explain that next time you are going to look at longer roads with lots of turns.

• Ask pupils what they found difficult?

• How did they solve their problems?

• Recap on the keywords