Session 2
Starting off on-screen with the game
Objectives
• Build a simple 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 | Vocabulary |
---|---|
• Levels 1 to 5 in Rapid Router • Computers or large tablet devices with www.codeforlife.education/rapidrouter/ bookmarked • Projector or Interactive Whiteboard (IWB) • Code wall display space in your classroom • Printed sheets for level 5 maps (1 per pair) • Blockly cards from printable assets | • Forward, right corner, left corner • Route, journey • Code, algorithm, sequence |
Let’s get started
Introduce the game at level 1 [fig S2.1]. Ask the students to tell you what they can see on the screen.
Talk about the ‘blocks of code section’ where you have the instructions for driving, the code workspace where you build up your algorithm, and the journey section where you can see the van and its destination.
What directions can the van move in?
Ask them what instruction we should give to make the van drive to the house.
Explain how to go on to level 2 [fig S2.2]. Ask them to suggest what blocks of code are needed.
Explain that the blocks of code are the instructions you are giving the computer to make the van move. Also, explain that the blocks need to snap together to enable the code to run. |
Paired or individual activity
Give the class a chance to access the Rapid Router game and try levels 1 and 2 themselves.
You will need to have shown the students how to log into the website, using the account details you have created by setting up your class [fig S2.3].
Some students will find the Left and Right van cards useful here to help them select the correct code block for their turns.
Mini review
Demonstrate level 3 [fig S2.4] on the IWB.
What new command would we need here?
Ask the students to talk to their partner and write on their whiteboards what instructions they need to drive the van to the house.
Ask a volunteer to test their solution on the IWB.
Can you read out your code?
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.
Add the word sequence to your code word wall.
Demonstrate level 4 [fig S2.5] on the IWB. What new command would we need here?
Paired activity
Ask the students to continue working up to level 4.
Share and review
Look at level 5 [fig S2.6] together on the IWB and give the students the printed sheets to match. Assess students’ learning by asking them to predict the code needed for this more interesting road on their whiteboards, or by sequencing the Blockly cards.
Can you predict the sequence of code for this route?
Explain that next time you are going to look at longer roads with lots of turns.
Recap on what the word algorithm means and add this display card to your code wall.
(See Glossary).
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