Have learners think about how they might have two Martys use different repeat blocks to create a routine together: as one takes 3 steps forward, the other takes three steps back; as one takes three steps to the right, one takes three steps to the left, etc.

The discussion should be timed properly: starting at the same time and keeping the movements synchronized. 

Take time to repeat the steps that make up an action. Display some ideas to groups, depending on the ideas that learners suggest. Ask for whole-class support in breaking down the steps and either illustrate them or use text to describe them for groups to consult.

Teacher Guide

Presentation for Let's Repeat

Presentation for Let's Repeat Again

Presentation text

Use a repeat block to make my program smaller

In this lesson, students will continue to build upon their programming knowledge with the introduction of loops in the MartyBlocks environment. Students should be able to understand that they can use loops to reduce the number of lines of code that they have to write by the end of the lesson using computational thinking.

Share the objectives and success criteria from the presentation (slides 2 and 3).

Play a game of fizz buzz starting with just the 3 times tables and, if confident, extending to the 3 and 5 times tables. 

Learners will stand in a circle and start to count from 1: 1, 2, buzz, 4, 5, buzz, 7, 8, buzz. 

To increase the challenge, you could have fizz for 3 and buzz for 5; at 15, learners would say fizz buzz. 

This can be done for individual learners or spoken as a whole class.

The reason for this game is to introduce the idea of repeated actions: something happens every three, or five, numbers.

Read the text from the presentation from slides 4 to 8 to share a scenario where a group of children are using the MartyBlocks environment. The key takeaway from the text from the slides is that the repeat block removes the need to use the same blocks over and over, in a program. If you have had a chance to look at MartyBlocks Jr, the presentation provides an opportunity to compare the two. It is valuable to talk about the comparison between the two environments, if you have used MB Jr.

Take time to discuss the video, from slide 6, that shows two Marty's doing exactly the same thing. It is important that learners see that there is nothing different about what they are doing and they might not believe you when you say that they are not using the same code. There are notes on slides 6 and 7 to support this.

Below is a video of the two Martys and the code for comparison.

Slide 9 shows videos of Marty performing four separate actions, each of which have a repeating element. If you want, feel free to use the code in the teacher guide that will instruct Marty to perform as in the video, use the videos to show the movements again, if you choose to create the code for the class Marty.

Learners need to decide which of the actions repeat, from Marty's movements, and create a plan with a repeat block; there is a section in the workbook where learners can work in groups and record their thoughts or this could be completed as a whole class activity; alternatively, resources permitting, groups could create the code in MartyBlocks to share with the class. Learners need to be specific about how many times the code will run and if there are any actions that don't repeat.

Bring learners back together to discuss the challenges they faced and overcame. Have groups share their code for a class discussion. It is likely that a lot of the creations will be similar. Encourage other groups to compare their work and ask questions to deepen their understanding of the processes.

Suggested questions you might ask:

Do you prefer the repeat block in MartyBlocks or MartyBlocks Jr (if applicable)?

Do you prefer shorter code that has the repeat block or longer code that does not have it?

What challenges did you face when thinking about the repeating parts of Marty's actions?

When do you think it might be best to use the forever block compared to the 'repeat a certain number of times block'?

Log off devices and clear everything away.

Access to the MartyBlocks editor or just the workbooks

Workbook for Let's Repeat Again

Learn how loops work and program Marty to repeat moves again and again and again...

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

Trial Lesson Middle Elementary 45 minutes -Let's Repeat Again

Challenge learners to modify the responses to the color to something different than the Unplugged coding commands: 

The colors could signal a dance routine. 

There would still need to be some movement but they could all be 'walk forward' after completing the moves.

Have physical code cards available for learners to use, when building their scripts: 

Have a print out of the basic if statement for the green color.

For learners who are challenged by estimation, encourage learners turn on Marty's Unplugged mode so that they can count the steps between the cards before assigning values to the movement blocks.

Presentation for Building the Colour Controller

Presentation for the Colour Controller

I can use multiple if statements to command Marty to act.

I can improve on earlier code to make the result more accurate.

In this lesson learners will create code that will mimic screen free mode, for Marty.

In order to work with this lesson, Marty will need to have a color sensor installed, which comes as standard. Details about the color sensor can be found 

This is recommended as a floor activity as it will require a degree of movement, from Marty.

Show learners how to start Marty in Unplugged mode. This will allow learners to instruct Marty without making use of the app at all. 

Have learners experiment with the color cards to see what Marty can 'recognize'. Ask learners to tell you the different commands that Marty performs as a response to the colors and make a record of this for learners to see for the duration of the lesson - this could be done on a board in the classroom or in the workbook for each group.

Share with learners the objectives and success criteria for today's lesson, from the presentation file, (slides 2 and 3).

Share with learners the first video from the presentation (slide 4), showing a door sensor at work: opening when a person comes close enough. Take time to think and talk about what part of the door causes the door to move. Ask learners if they can think about any other examples where machines sense objects. Extend the thoughts about sensing machines to Marty (slide 5 shows Marty in action). Either show the slide from the presentation or model a Marty with the code that is available below, beside the video, and separately in the Teacher's guide. Do not display the code to the learners.

Below is a video clip and code that mimics screen-free mode.

Below are so discussion ideas. What do we need in code to have an action occur when something else happens, first? Learners might suggest an 

 if they have previously engaged with Scratch. If learners do not offer this, ask questions like, when do you go home from school? Answers might include,

"When the bell rings at the end of the day," or, "when it is (fill in the time)."

Ask them back, "So, if the bell rings at the end of the day, then you go home?"

Ask for other scenarios like this if you want to reinforce the need for 

Have learners think about how an if statement is composed - "If one thing happens, then another thing will result."

Show the code block for the color sensor, in the presentation (slide 6), and show the result as Marty stands on different color cards. Show the structure of the if statement (slide 7) so learners can see what is needed for the if statement to be used effectively.

Share an example of Marty reacting to a color and performing an action (slide 8). If modelling with your Marty, ensure that the robot is standing on the required color before running the program - 

Marty will not perform an action unless they are already standing on a color card when you press to run this code

. Change colors, nothing will happen. Bring the initial color back. Nothing will happen. Question what it is that stops Marty from moving again. Have them think together with their groups and use their discussion to inform their work, rather than having answers shared with the whole group.

Below is a starter video clip that shows one if statement with one color.

Task learners to create code for one color, including that when the color is removed and returned, Marty will move again. A starter block of code, checking if the color green is detected, once, is on slide 9. Questions on slide 10 might be enough to encourage them to think about their code.

Once learners have discovered the necessity of the repeat block, or other methods for repeating the movement, have them expand their code to consider other colors and the necessary action. How can we ensure that different movements will happen when colors change but still check for all of the colors? 

While learners do not have access to a physical Marty, have them role play as a Marty with 

Bring learners back together to discuss the challenges they faced and overcame. Have groups model their creations and explain what is happening, when; this can be done with learners role playing as Marty or using their device, if they can connect to the class Marty. Encourage other groups to ask questions to deepen their understanding of the processes. There is space on slide 11 to record class findings.

How did you account for multiple colors and different actions?

How did you make sure Marty performed the same action if he detected the same color again?

Did you think of a way to code a stop for the program?

Did anyone find any other colors that Marty knows?

Look at some of the lessons that use loops and conditional statements:

the instructions for installing the color sensor

Workbook for the Colour Controller

Create instructions for Marty to follow a path

Trial Lesson Upper Elementary 45 minutes - the Color Controller

The lessons in this pack are intended for schools who are trialing Marty: you have one robot for a class of learners.

There is one lesson each for middle and upper elementary grades.

The main concepts covered are consolidating repeat blocks and working with an color sensor.

Learning Portal

Learner Resources —

Trial Pack - 45 Minute Lessons

Lesson Pack Overview