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									                                 RBKC ICT Lesson

                                           Demolition turtle

Programming a floor turtle, using single step and sequenced instructions.

Year Group: 2
Software and resources: floor robots- Beebots, Roamer or Pixie. Selection of
cardboard boxes or building blocks. ‘Demolition turtle table’ resource. LGfL i-
board resources found at I board resources purple set. And I board resources
green set.

For preparatory lessons using the Beebots see Foundation Stage support –
Beebot project found here: Beebot lesson plan

QCA Unit reference: 2D – Routes: controlling a floor turtle.
Integrated subject: Topic link - Use the talking stories resource ‘Sally’s trip to
the seaside’ as a route planning activity to link to Year 2 topic of ‘the seaside’.
There is an activity as part of this resource to plan a route to the seaside using a
simple map found here: Sally’s seaside story

Approximate timings: Lesson 1– Reinforcing turns and directionality– 40 mins.
                         Lesson 2 - Planning and setting a route – 50 mins.
                         Lesson 3 – Planning and programming a more involved
                         route – 60 mins.

Some children will simply be able to learn to enter instructions one at a time and
use right angles to turn with help.
Most children will be able to combine movements and turns with reasonable
Some children will have progressed further and will be able to combine longer
sets of movements and turns independently. They will be able to record
instructions accurately and predict the results of a set of instructions.

ICT and Learning Objectives:
      To understand that a floor turtle can be controlled purposefully.
      To learn how to create, sequence and combine instructions.
      To reinforce knowledge of turning in degrees.
      To be familiar with the repeat function.
                                  RBKC ICT Lesson


Lesson One – Reinforcing right angle turns and directionality.

As an introduction activity demonstrate using i-board activities on the LGfL (found
in KS1 – English section). Select the Green set of activities.

                                  Select Turns and Distance

Select the Chameleon activity.

In this activity the Chameleon remains static and the pupils have to programme
the turn to face the prey and the distance the tongue needs to extend to reach
the prey. This activity will reinforce turning and angles as the pupils will have to
select the correct orientation of the turn,

           and the correct angle of turn,                . There is also an aid to
selecting the correct size angle which can be switched on to aid children who
need such support.

Demonstrate the activity to the class and they can then work in pairs to complete
the activity. The number of moves taken to catch the prey is recorded on the
screen so pairs can set themselves targets to try to catch all the prey in fewer
amounts of moves each time. For the able children perhaps set a challenge that
they have to catch all prey in the least number of moves.

Plenary – explain that in the next lesson they will be using a floor turtle.
Demonstrate the turtle (Roamer, Pixie or Beebot) and explain that the distance
covered in one unit is one length of the turtle’s body. Ask the class to predict
some distances for you and programme the turtle to move and check the
                                  RBKC ICT Lesson

Lesson Two – Planning and setting a route.

Remind the class of the type of turtle they are using and ask them to remember
what the commands are for moving forward and backward and for turning and
the scale of movement.

Sit the class in a circle and using the cardboard boxes or building bricks to set out
an obstacle directly in line with the turtle. From the starting point and ask pupils
to give you the forward instruction so that the floor turtle knocks over the

Next place the obstacle so that the route includes a turn command and discuss
with the class how to plan and programme a route including a turn reinforcing the
values of right angles.

In small groups let the children experiment with knocking down obstacles using
the resources.

If it is not possible for groups to have a floor turtle each, then one group can use
the turtle and another group using the ‘demolition turtle table’ resource to plan
and record instructions either on the computer or off the computer.

Plenary - As a whole class set up a route to demolish an obstacle that requires a
series of instructions and a turn. Discuss with the class any issues or problems.

Can they work in pairs to think of a plan to move the turtle in a complete circle?

Select an idea and test out the ideas.

Lesson Three – Planning and programming a more involved route, without
crashing or bumping!

Initially discuss what a 45 degree turn is and use the turtle as a reminder about
how to turn and to demonstrate turning in 45 degrees. How many turns of 45
degrees are needed to turn a complete circle?

As a starter activity return to the LGfL i-board resource (KS 1 English) and access
the same resources as in Lesson 1 but this time select Mole.

         With this activity there are 3 levels to select according to ability.

With the whole class demonstrate how this activity involves planning a whole
route, not step by step instructions.
                                  RBKC ICT Lesson

Demonstrate that the pupil will have to place themselves in the orientation of the
required turn. Show this by actually standing a pupil up, and as a class, make a
decision using the mole screen, as to which way the pupil would have to turn
each time. Reinforce right and left turns.

As a class can they individually give you an instruction each and make it through
the moles’ tunnel without bumping?

Explain that next the class are going to be building a maze with the cardboard
boxes or building bricks they can build a maze. Before they begin to programme
the turtle to move through the maze, ask the pupils to record down a prediction
of the instructions, then test out the instructions and evaluate any errors and
changes that are necessary.

If this can only be achieved by one group at a time using the floor turtle, the rest
of the class could use the LGfL mole activity – selecting the appropriate level for
pairs so that they are challenged.

Plenary – if using a floor turtle that has the repeat functionality, explain that we
can use ‘repeat’ to simplify instructions. As a class write down together the
instructions for the turtle to move in a square and end up back in the same place.
Test out the instructions on the actual robot. The demonstrate how to use repeat.

Homework or computer club extensions
Can the class write simple instructions for the turtle to move in a rectangle, circle,
and a pentagon?

Assessment Opportunity:

questioning                observation                   outcome

      Can the pupils turn a right or left with greater accuracy?
      Can the pupils combine instructions so turtle will perform series of
      Can they predict from given instructions what the path of the floor turtle
       will be?
      Can they use the repeat function to complete a desired shape or

UNIT 2D assessment from year 2 assessment sheet –
2D (i) Can control the movement of a floor turtle by producing and amending sets
of simple instructions.
Unit 2D (ii) Can accurately control a turtle using a variety of angles and start to
predict outcomes.

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