Encourage students to think about how they would improve their small programs and add further descriptive detail to their story and try to implement the ideas themselves.

If students have knowledge of sound blocks, explore adding sound effects to the story.

Stories could be recorded and pupils could put together a project showing the development of their Marty story from storyboard sketch through to final output.

Teacher Guide

Presentation for Storytelling and Communicating with Marty

Students create a text of their choice and structure their story in a way that makes sense to the audience.

Describe events and develop ideas around characters, setting and plot using suitable vocabulary.

Convey information in different ways including text, speech and graphics.

Use blocks of code to make Marty move as needed for the story. 

This is the first of five lessons that focus on literacy, numeracy, and social and emotional learning in the context of "THRIVING in challenging circumstances".

In this lesson, students will create a text about Marty. Students will develop character, setting, and plot then use MartyBlocks motion blocks to code Marty to move while they tell their story.

Use the example video and/or MartyBlocks code to brainstorm a matching storyline for Marty. Share ideas.

Ask students to decide on a setting for their own Marty story.

Students should decide on a fictional character for Marty in their story, explore how Marty might feel during the story and how Marty can be described.

Explain to students that they are going to make a storyboard to plan the scenes that make up their story and the moves that Marty will need to make.

Using their information about setting, character and plot, ask students to write their Marty story.

Students need access to MartyBlocks to put motion code blocks together to make Marty act the storyline.

Performance time! After practicing their storytelling and working out the timings for Marty, students can share their work with the class.

Optional: additional props or Marty costumes as needed

Video Example Marty Story lesson 2.07

Workbook for Communication through Storytelling

Solutions

Develop literacy skills by creating a story around Marty

TEKS - Elementary Technology Applications: Kindergarten to Grade 2

Georgia Standards of Excellence - Computer Science:

Curriculum for Excellence - Technologies: Craft, Design, Engineering and Graphics

Georgia Standards of Excellence - English Language Arts: Writing

TEKS - Middle School Technology Applications: Grade 6 to Grade 8

Australian Curriculum - Mathematics: Number and Algebra - Number and place value

Curriculum for Excellence - Technologies: Computing Science

National Curriculum - Computing, Design and Technology: Design and Technology

Common Core - English Language Arts: Writing

Australian Curriculum - Mathematics: Measurement and Geometry – Geometric reasoning

Georgia Standards of Excellence - Mathematics:

Curriculum for Excellence - Health and Wellbeing: Relationships

Curriculum for Excellence - Technologies: Technological Developments in Society and Business

Next Generation Science Standards - Earth and Space Sciences:

National Curriculum - Science KS2: Physics – Light

National Curriculum - Mathematics KS2: Geometry – position and direction

Common Core - English Language Arts: Speaking & Listening

Georgia Standards of Excellence - Science:

Common Core - English Language Arts: Language

Curriculum for Excellence - Science: Planet Earth 

CSTA Education Standards

National Curriculum - Mathematics KS2: Number - fractions

TEKS - Elementary Technology Applications: Grade 3 to Grade 5

National Curriculum - Mathematics KS2: Geometry – properties of shapes

Curriculum for Excellence - Technologies: Digital Literacy

Curriculum for Excellence - Science: Materials

Common Core - Mathematics:

Curriculum for Excellence - Numeracy: Information Handling

National Curriculum - Mathematics KS1: Number - addition and subtraction

Australian Curriculum - Mathematics: Measurement and Geometry – Location and transformation

National Curriculum - Science KS4: Chemistry – Earth and atmospheric science

Australian Curriculum – Digital Technologies, Design & technologies: Design & Technologies

Curriculum for Excellence - Literacy & English: Listening and Talking

Curriculum for Excellence - Science: Forces, electricity and waves

Australian Curriculum - Science: Science as a Human Endeavour

Georgia Standards of Excellence - English Language Arts: Speaking and Listening

Curriculum for Excellence - Health and Wellbeing: Physical Activity and Sport

Curriculum for Excellence - Health and Wellbeing: Mental, Emotional, Social and Physical Wellbeing

Curriculum for Excellence - Numeracy: Number, Money and Measure

Curriculum for Excellence - Health and Wellbeing: Planning for Choices and Changes

TEKS - Elementary Science: Knowledge and Skills

Curriculum for Excellence - Numeracy: Shape, Position and Movement

Australian Curriculum - Mathematics: Number and Algebra - Fractions and decimals

National Curriculum - Science KS3: Physics – Motion and Forces

Australian Curriculum – Digital Technologies, Design & technologies: Digital Technologies

National Curriculum - Computing, Design and Technology: Computing

Curriculum for Excellence - Literacy & English: Reading

Next Generation Science Standards - Science and Engineering Practices:

Australian Curriculum - Science: Science Understanding - Physical Sciences

Next Generation Science Standards - Physical Sciences:

Curriculum for Excellence - Literacy & English: Writing

TEKS - Elementary Math: Knowledge and Skills

Georgia Standards of Excellence - English Language Arts: Reading

International Society for Technology in Education (ISTE)

Georgia Standards of Excellence - English Language Arts: Knowledge of Language

National Curriculum - Mathematics KS1: Number - number and place value

Storytelling and Communicating with Marty

Students could look up the probability of specific events happening such as winning a lottery and find out how probability is used to communicate information to help us e.g. flood warning and weather forecasts

Students can repeat the experiment, changing the chance of a random left kick and share with their class how their findings differ from the first experiment.

Students could calculate the average of their results or the class results.

Presentation for Thinking about and Investigating Risk with Marty

blocks to test if statements are true or false

Use logic to code Marty in MartyBlocks to move in different ways if statements are true or false.

Carry out a simple experiment into chance.

Report probabilities using simple fractions, decimal fractions and percentages.

Know that understanding the idea of risk can help us keep ourselves safe.

This is the second of five lessons that focus on literacy, numeracy and social and emotional learning in the context of THRIVING in challenging circumstances.

In this lesson, students will carry out an experiment into chance using Marty. Students will code Marty to make random movements and make predictions about outcomes. They will communicate their findings about probability displaying their results as simple fractions, decimal fractions and percentages.

Either as a teacher demonstration or as a student activity, start by tossing coins and/or throwing dice asking students to guess what the outcome will be each time. Brainstorm scenarios when students might have come across making predictions in everyday life.

Students need access to MartyBlocks to code Marty following the steps given in the Student Workbook.

Students should start by exploring random blocks, looking to see if they can predict outcomes. Ask students to share their findings.

Next students will test to see if statements are true or false before moving on to using logic to make Marty move in two different ways depending on whether the outcome is true or false. They will use this code as the basis for a simple experiment into chance and probability.

By using Marty coded to randomly make a left kick or a right kick, students will carry out an experiment to count the number of left kicks and, from their results, report back on the probability of a left kick.

Review conversion between simple fractions, decimal fractions and percentages and ask students to give their results in these equivalent forms and ask students to share the findings of their experiment. 

Discuss how we can assess the risk of an event happening from the number that describes the probability of it happening and explain how knowing about probability can help us make decisions to keep ourselves safe.

Extra Results Sheet for Experiment

Workbook for Thinking about and Investigating Risk with Marty

Develop skills in math by carrying out an experiment with Marty to explore the idea of chance and uncertainty

Thinking about and Investigating Risk with Marty

Team members could be swapped between teams when roles change to give students more experience working with others.

The number and type of Marty actions could be increased in each routine.

Students could research careers involving design and coding and find out what skills are useful (Developing the Young Workforce).

Presentation for Teamwork Challenge with Marty

Students work as a team to design, code and perform a Marty movement routine of their choice by taking on different roles.

Swap roles to carry out different activities within the team.

Use blocks of code to make Marty move as needed.

Use creative thinking, programming, observation and communication skills.

Reflect upon strengths, achievements and confidence in these roles to identify areas for future development.

This is the third of five lessons that focus on literacy, numeracy, and social and emotional learning in the context of THRIVING in challenging circumstances.

In this lesson, students take on different roles within a team to design and use MartyBlocks to code a routine for Marty to perform to an audience. Students will swap roles to carry out each part of the task and use a variety of skills including creative thinking, communication, programming, careful observation and working together as a team. Students will reflect on their strengths, achievements and confidence when carrying out the activity and identify areas for future development.

Start by sharing ideas about skills needed to work well in a team.

Explain that students will work in teams to carry out a coding challenge. In each team, they will take on three roles in turn. The first two questions in the Student Workbook will guide students through watching and coding a simple Marty routine to practice their observation and coding skills.

Students need access to MartyBlocks to put motion code blocks together to make a routine for Marty. Start by showing students the first video clip of a Marty routine, ask them to write down the moves and code Marty to carry out the routine.

Students could try acting out the routine to familiarise themselves with possible Marty moves.

Next students should watch the second video clip, spot the two extra moves and insert them into their code.

In teams, students need to decide upon the possible moves that Marty could make during their teamwork challenge routine.

Within teams, students then take on the roles of designer, coder or audience. Explain the rules of the teamwork challenge as given in the Student Workbook.

The challenge should be repeated with students swapping roles to use different skills.

Finally, students should be encouraged to reflect on their strengths, achievements and confidence when carrying out the roles in their team and then identify areas for future development.

Video for Question 1 (example Marty routine)

Video for Question 2 (Marty routine with extra moves)

Extra Challenge Sheet lesson 2.09

Workbook for Teamwork Challenge with Marty

Develop teamwork skills with a cross-curricular social and emotional learning Marty activity

Teamwork Challenge with Marty

Students could explore jobs and careers where people help other other people and share their findings

Student could compile their questions and some responses into an illustrated display to share with the wider school community

Students who are soon to progress to secondary education could include questions to help them prepare for this next stage in their life and learning.

Presentation for The Interview with a Robot

Students create clear and relevant questions based on building positive mental and social wellbeing and relationships.

Learn how to make a MartyBlocks sprite ask questions on-screen.

Use blocks of code to make Marty ask questions, wait for answers and move as wanted for the interview. 

Students reflect on their answers to the interview.

This is the fourth of five lessons that focus on literacy, numeracy, and social and emotional learning in the context of THRIVING in challenging circumstances.

In this lesson, students will write questions for Marty to ask based on building positive mental and social wellbeing and relationships. Students will develop tools for listening and talking in addition to creating clear and relevant text. Students will then use MartyBlocks to code Marty to interview them.

Explain to students that they are going to code Marty to interview them and introduce the context of positive mental and social wellbeing and relationships. Get students to think and share possible questions for Marty. Work will be completed in MartyBlocks.

Students need access to MartyBlocks to follow steps in the Workbook to make a Marty sprite appear on the screen, then code Marty to get ready to start the interview. Students will learn the difference between actions that Marty the Robot makes and actions that the on-screen Marty sprite makes.

Students should add questions of their choice into the code then check their routine for bugs.

Interview time! After being interviewed by Marty, students can reflect on their talk with Marty.

Workbook for The Interview with a Robot

Develop literacy skills using Marty as an interviewer in this cross-curricular health and wellbeing activity

The Interview with a Robot 

Students could make a start and finish line for Marty, estimate how long it would take Marty to travel that distance at a fast and slow walking speed, then measure the time taken using a stopwatch.

Students could look up the typical speed of different modes of transport such as walking, bicycle, car, train, tram and plane and share their findings.

Presentation for Think Before you Walk! Safe Travel Skills

To explore the effect of changing a digit, its place and its value on the time taken for Marty to complete a movement and Marty's speed.

Use MartyBlocks to carry out a practical task investigating the link between time, speed and distance coding Marty to move different speeds by varying step length and time.

Copy Marty's movement to build safe travel skills.

This is the fifth of five lessons that focus on literacy, numeracy, and social and emotional learning in the context of THRIVING in challenging circumstances.

In this lesson, students will explore the effect of changing a digit, its place and its value on the time taken for Marty to complete a movement. To investigate the link between time, speed and distance. Students will then use MartyBlocks motion blocks to code Marty to move different speeds by varying Marty's step length and time. Students will copy Marty's movements to build safe travel skills.

Ask students to share how they travel to school and brainstorm the ways that they stay safe from traffic when they arrive outside school

Students need access to MartyBlocks code to explore the effect of changing the time taken for Marty to complete two different movements by applying their knowledge of the terms digit, place and value.

Ask students to code Marty to go for a short walk varying the length of Marty's steps to see the effects on travel speed.

Students should apply their learning to work out how to make Marty travel faster and further by changing the numbers that control Marty's walking.

Challenge students to copy Marty's walking movements to further explore how changing step length and time affect their own travel speed!

Workbook for Think Before you Walk! Safe Travel Skills

Solutions lesson

Develop numeracy skills by programming Marty to move in this cross-curricular social and emotional learning activity

Think Before you Walk! Safe Travel Skills

This lesson pack contains five lessons that focus on literacy, numeracy, and social and emotional learning in the context of "Thriving in challenging circumstances"

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