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Currency [0]/Explanatory TextG5Explanatory Text %0 : Followed Hyperlink 1Good;Good  a%2 Heading 1G Heading 1 I}%O3 Heading 2G Heading 2 I}%?4 Heading 3G Heading 3 I}%235 Heading 49 Heading 4 I}%6( Hyperlink 7InputuInput ̙ ??v% 8 Linked CellK Linked Cell }% 9NeutralANeutral  e%"Normal :Noteb Note   ;OutputwOutput  ???%????????? ???<$Percent =Title1Title I}% >TotalMTotal %OO? Warning Text? Warning Text %XTableStyleMedium9PivotStyleLight16`rSheet1Sheet2Sheet3  ;"gf^S AA@A@   Input This SESSIONOrganiseDemExpress eval knowskillsValues and understanding PreparationSESSION duration (mins) Time passedTaskW Class management strategies - note style of participation (calling out, hands up, etc))1. Students identify robots from slides. 3Do they know left & right? How many can they count?Run around, visit toilets, eatC1. Teacher poses question: Can you tell someone else how to move?""b1. Nominated student creates sequence of moves using cards -> another student acts out the moves. fHow does student manage remembering the programming sequence - Do they prefer cards or the smartboard?*Children move around replicating sequence.,Using symbols to program movement of a child31. Another student programs the sequence of moves. O1. Teacher invites students to create a program using both smartboard and cardsH1. Teacher provides boxes and determines the floor space for each group. Group input 1Gp Org 1Pg Dem 1 Gp Input 2Gp Org 2Gp Dem 2 Gp Input 3Gp Org 3 Gp Dem 3Slide 22, 23, 24, 25Introduce numeric keysConcept of 90 degrees Repeat keySlide 30$1. Introduce Repeat Key & its value. 1. Introduce Probot SoftwareSlide 31Intro software Use software-Children express preference for robot movies.Robots in our world3 3. Children & teachers identify robots in movies. 94. Children tell if they have seen each real-world robot.Famous Robots ppt. They are:1 Battle Droids (Star Wars) 2. C3PO & R2D2 (Star Wars) 3. Bender (Futurama) 4. Robbie the Robots (Lost in Space) 5 C3PO 6. Dalek 7. Rosie (The Jetsons) 8.Transformer 9. Astroboy 10. Rodney Copperbottom & Fender 11.Robot dog!Look at robots in the real world.1. Teacher asks, ""Can I press numbers and change the way the probot goes around corners?"-> ""How many different ways can you use numbers to change the way the probot goes around corners?n1. Teacher asks, " Can you use the computer software to make some of the programs you'd used with your probot?IChildren move according to the programming directions they've been given.8Children predict & test predictions of role of each iconChildren identify each part.%Children experiment with numeric keys$1. Children open software on laptops$1. Children experiment with softwareIntro software Slide 25These are introductory activities which provide students with information to work with or to think about. Students must have data to stimulate learning. Activities using the five senses provide this stimulus - observing, reading, listening and asking, feeling, tasting and smelling.Once data has been gathered students must organise it by various recording and thinking processes so that they can use the information later in the learning sequence.These activities should be designed to enable students to use the information they have gathered and organised in order to demonstrate: " the skills they have learned " how well they can think " how much they understand;Students can now apply what they have previously learned to new and different situations, or they can use their learning in a creative way. In so doing they show mastery of how learning can be used, expanded and adapted. They therefore equip themselves for later years by developing the habit of learning to learn. Teacher willTalking & ListeningReadingWorking MathematicallyNumberSpace measurementVis ArtsDrama 1DanceMusicScTechTES 1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations & listens with reasonable attentiveness. TES 1.3 Recognises that there are different kinds of spoken texts and shows emerging awareness of school purposes and expectations for using spoken language.RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. RES1.6 Demonstrates developing reading skills and strategies when reading books (screen slides), dealing with print and comprehending texts. RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. RES1.8 Identifies some basic language structures and features of texts.ES1.1 Asks and responds to mathematical questions using drawing, making, describing, acting, guessing and checking, and retelling. ES1.2 Uses technology with teacher guidance in mathematical situations. ES1.3 Sorts and describes objects in terms of their features such as size and shape. ES1.4 Uses everyday language associated with time and position. ES1.5 Explores two-dimensional shapes and three-dimensional objects, describing them using everyday comparative language. ES1.6 %&`efa S1.1 Describes three-dimensional objects using everyday language, models and sorts them, and recognises them in drawings and pictures. S1.2 Recognises, names and makes simple two-dimensional shapes and describes their properties using everyday language by observing similarities and differences. S1.3 Recognises, explains and uses objects and symbols to produce patterns. S1.4 Represents the position of objects using models and sketches, and uses everyday language to describe their position. S1.5 Conducts simple data investigations and interprets the results using concrete materials with teacher guidance.(-ty6 M1.1 (a) Recognises what features of an object can be measured. M1.1 (b) Responds to and uses everyday comparative language relating to length when recording and communicating measurements. M1.2 (a) Estimates, compares, orders and measures the length of objects and the distances between objects using informal units. M1.2 (b) Recognises the need for a standard unit of length and estimates and measures the length of objects to the nearest metre. M1.7 (a) Uses everyday language and informal methods to sequence, compare, order and measure the duration of events. AE?C*N1.1Approximates, counts, compares, orders and represents whole numbers and groups of objects up to 100. N1.2 Describes and models the relationships between the parts and whole. N1.3 (a) Represents addition and subtraction facts up to 20 using materials and in symbolic form. N1.3 (b) Uses a range of strategies to recall addition and subtraction facts up to 20. N1.4 (a) Generates and describes number patterns using a variety of strategies. N1.4 (b) Models numbers and number relationships in a variety of ways, and uses them in solving number problemsing BEES1.1 Explores and identifies ways in which built environments suit their users. BES1.1 Creates, modifies or models built environments to suit the needs of users. ICES1.2 Recognises and uses various means of communication. LTES1.3 Identifies ways in which living things are different and have different needs. PPES1.4 Explores and identifies ways some forms of energy are used in their daily lives. PPS1.4 Identifies and describes different ways some forms of energy are used in the community. PSES1.5 Recognises the relationship between everyday products and people s needs.< PSS1.5 Grows, makes or processes some products using a range of techniques and materials. ESES1.6 Explores and identifies ways the environment influences their daily lives. ESS1.6 Identifies and describes ways in which people and other living things depend upon the Earth and its environments.SZ8@BIHSIE INVES1.7 Investigates their surroundings by observing, questioning, exploring and reporting. INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data, and suggesting possible explanations. DMES1.8 Generates own ideas and designs through trial and error, play, modeling and making. DMS1.8 Develops and implements own design ideas in response to an investigation of needs and wants. COES1.1 Expresses feelings, needs and wants in appropriate ways. COS1.1 Communicates appropriately in a variety of ways. DMES1.2 Identifies some options available when making simple decisions. DMS1.2 Recalls past experiences in making decisions. INES1.3 Relates well to others in work and play situations. INS1.3 Develops positive relationships with peers and other people. MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. PSES1.5 Seeks help as needed when faced with simple problems. PSS1.5 Draws on past experiences to solve familiar problems. ]eLS)q&#a5UTES1.9 Identifies and uses a limited range of equipment, computer-based technology, materials and other resources when undertaking exploration and production. UTS1.9 Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task. VGYES1.10 Performs basic movement patterns to show actions of the whole body. GYS1.10 Follows a simple sequence that links basic movement patterns. SLES1.13 Demonstrates a developing awareness of the concepts of safe and unsafe living. SLS1.13 Recognises that their safety depends on the environment and the behaviour of themselves and others.PDHPE MUES1.1 Participates in simple speech, singing, playing and moving activities, demonstrating an awareness of musical concepts. MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts. MUES1.2 Creates own rhymes, games, songs and simple compositions. MUS1.2 Explores, creates, selects and organizes sound in simple structures. MUS1.3 Uses symbol systems to represent sounds. $+pw  DRAES1.1 Uses imagination and the elements of drama in imaginative play and dramatic situations. DRAS1.1 Takes on roles in drama to explore familiar and imagined situations. DRAS1.2 Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice. DRAES1.3 Dramatises personal experiences using movement, space and objects. DRAS1.3 Interacts collaboratively to communicate the action of the drama with others. DRAES1.4 Responds to dramatic experiences. `ai;EDAES1.1 Participates in dance activities and demonstrates an awareness of body parts, control over movement and expressive qualities. DAS1.1 Performs dances demonstrating expressive qualities and control over a range of locomotor and non-locomotor movement. DAES1.2 Explores movement using the elements of dance in response to a stimulus to express ideas, feelings or moods. DAS1.2 Explores and selects movement using the elements of dance to express ideas, feelings or moods.  x-Care of probots & safe behaviour in ICT labs.Apply knowledge of robots.P1. Teacher establishes that probots can be programmed -> Children given keyword .Using symbols to program movement of a probot.<1. Teacher invites Children to program probot on Smartboard. 5. Identify famous robots *2. Teacher "programs" movement of a child.X1.Teacher questions students to make explicit links between robots in theory & Probots. 1.Teacher poses question "Do you wish you could do more with it?"-> Students hypothesise. 2. Teacher opens link to software for probots. 3 Teachers poses question "What do these do?"NOpen Pro-bots for Stage 2 (Change THIS as newer versions created!!!!) Slide 1G Define RobotsKChildren act out their own pathways that they've seen their probots follow.1.Teacher clarifies attention cues and behavious expectations. 2. Teacher poses question "Do the Pro-Bots need special care?" -> Students hypothesise. ESlide 2 1. Attention Cues 2. Children brainstorm from photo stimulus1. Children respond quickly to attention cues, exhibit safe movement around room & appropriate behaviour. 2. Children show due care in the use of probots.Slide 3 Students define robots Slide 4 -> Follow links = Real World Robots -> Famous robots from movies Slide 5 Flowchart example (ipi1.Teacher poses question "What is a robot?"-> Students hypothesise. 2. Common definition 3. Flowcharting1. Children give their own explanations. 2. Children follow group behaviour management strategies. 3. Students cite examples from HSIE & Science of flowcharts they've learned about.%Slide 6 1. Teacher introduces probot. iSlides 7 - 9 1. Teacher models cards sequence on smartboard 2.Students create own programming sequences.?Apply knowledge of Pro-Bots.EStudents program a sequnce of moves to "drive" around/past obstacles.Slide 16+Pro-Bot programming sequence introduction; Introduce need for a term to describe right angles. 4. Concept of right angle = 90 degrees. 5. Intro tool for measuring angles = protractor. 6. Link measured angles to curving of probot.Slide 12Slide 10, 11. `1. Pro-Bots move in a square. 2. Students determine Pro-Bot length = 1 forward/backward move. 3.1. Students determine Pro-Bot turn = a right angle. 2. Children identify right angles in the room & with their bodies. 3. Children use protractor to form measured angles.1. Teacher demonstrates a programming seuences using Pro-Bot keys. 2. Teachers aids discovering learning of default characteristics of Pro-Bots. 3. Teacher asks "What numbers do I press to make the probot go fwd 2 car lengths? -> 3 car lengths -> get from X -> Y?Slide 13, 14 1. Children discuss and plan their layout. 2. Children discuss and plan their pathways. 3. Children use own set of cards to record pathway. a1. Students use IWB protractor to demonstrate angles. 2. Students program angle on their Pro-Bot.lSlide 15 1. Teacher leads investigation of angles other than 90. 2. Use IWB protractor demonstrate angles. +Student replicate program using repeat key.Apply Repeat KeyWhat shape will we create?Slide 17 Using the pen0Students map their shapes using the pen functionSlide 184Children successfully program probot using software.  Slide 19 - 21.Probot SOFTWARE: &Slide 21 Include objects in software . Procedures-Find alternative routes to selected location.Slide 22 - 24 IApply proceduresInvestigate procedures4 K5ne68 9,9;= C'qCK]eg(k(mpqccB    dMbP?_*+%&ףp= ?')\(?(M&d2?)M&d2?MHP Color LaserJet 8500 PS$S odXXLetterPRIV0''''` \KhC}/}TRJPHAAADMINISTRATOR BAPHAA"d,, `?Q?&TU} mF} F} F} mA} (J} %A} 'A} $A} $} -A} $A} m} mA}  IA} !!A} ""##@# @#u#G@###@#@#@ #@ # # #R ###@#@#####S### G L G @ B B B Z Z Z Z Z Z Z Z Z B B B B Y? 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