ICT Lesson Plan outline - DOC 1 by QH24WWn1

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QCA Unit      4E Modelling effects on screen

Year Group           4                         Number in class      30

Time for lesson      1 hour                    No. of computers     15
Lesson 3 of 6
Preparation
Write and save appropriately named procedures to draw a square, a hexagon and a staircase.

Resources
Logo program, Logo instructions worksheet.

Learning Objectives
To understand that groups of instructions can be named and saved.
To create, edit and use procedures.
To save and load procedures.

Technical Vocabulary
repeat, procedure, edit, save, load.

Assessment
Can pupils create a procedure?
Can pupils use a procedure?
Can pupils edit a procedure?
Can pupils save and load procedures?

Introduction (10 mins)
Recap on the previous lessons and the commands that were introduced.
Remind pupils of the repeat command and the benefit of using this for drawing shapes such as
square, triangle, i.e. it reduces typing where commands are repeated
Question pupils on the repeat command:
Can you make the turtle draw a square with sides 60 in length?
Without repeat: fd 60 rt 90 ft 60 rt 90 fd 60 rt 90 ft 60 rt 90
Using repeat: repeat 4 [fd 60 rt 90]
Can you make the turtle draw a triangle with sides 80 in length?
Without repeat: ft 80 rt 120 ft 80 rt 120 ft 80 rt 120
Using repeat: repeat 3 [fd 80 rt 120]

Introduce the idea that a single word command can be given to draw a shape.
Demonstrate this by using the square, hexagon and staircase procedures.
Demonstrate how typing in the words again will draw the shapes again.

Explain the learning objectives.
Main activity (40 mins)
Discuss with pupils that the computer had to be taught how to draw a square, hexagon and
staircase before it could draw the shapes.
Introduce the term ‘procedure’ - a program written to tell the computer how to do certain things e.g.
draw a square.
Discuss the advantages – you only need to type the commands once, then one word draws whole
shape e.g. a square, whereas before the commands had to be typed each time. Also procedures
can be saved on the computer and used in another lesson.

Demonstrate by typing the word ‘triangle’ that nothing happens.
Demonstrate how to create and save a procedure called ‘triangle’ that draws a triangle with sides
80 in length.
Discuss how it is sensible to give the procedure a name that relates to what it draws, although the
name could in fact be anything.
Demonstrate how to edit the triangle procedure and change the length of the sides to 60.
Demonstrate how this now draws a smaller triangle.
Demonstrate how to save a procedure on the computer.
Demonstrate how to load a procedure.

Ask pupils to create their own procedures to draw the following shapes:
square, triangle, rectangle, hexagon, octagon, staircase.
Pupils could be extended by creating procedures for Spiral Patterns from the last lesson or
positioning the square and triangle on screen so that they create the walls and roof of a house.

When using the procedures to draw the shapes, pupils should use the penup (pu) and pendown
(pd) to move the turtle to different parts of the screen before drawing the next shape, so that all
shapes appear on the same screen.

Pupils to work in pairs of similar ability.
LSAs could be used to support less able pairs or SEN pupils, supporting the creating and editing of
procedures and sequencing of instructions.

Plenary (10 mins)
Ask some pupils to show the procedures they created.
Ask pupils to recap on procedures and their advantages.

Homework
None.

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