Trial Unit of Work - 30 Minute Lessons
Step 2 of 3: Trial Lesson Middle Elementary 30 minutes - Let's Repeat
Learn how loops work and program Marty to repeat moves again and again and again...
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.
18 of 18 linked standards shown.
| Curriculum area | Linked standards |
|---|---|
| Digital Technologies, Design & technologies: Design & Technologies | |
| Digital Technologies, Design & technologies: Digital Technologies |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| General standards |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| Health and Wellbeing: Mental, Emotional, Social and Physical Wellbeing | |
| Literacy & English: Listening and Talking | |
| Literacy & English: Writing | |
| Technologies: Computing Science |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| Computing, Design and Technology: Computing | |
| Computing, Design and Technology: Design and Technology |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| International Society for Technology in Education (ISTE) |
Select a code to read the full standard.
The repeat block (loop) allows for the repetition of one or more actions. This eliminates the need for instructions that seem to go on forever because of some parts that repeat. Learners will think of a movement that Marty can perform, practice that movement in their groups and then organise the code that Marty needs, using the repeat block.
Knowledge of block names
Drama - organising movements; Literacy - writing instructions
For this entire lesson, Marty should be on the ground, not on a table.
Share with learners the learning objectives and success criteria for the lesson, from the presentation file (slides 2 and 3).
Read the text from the resources section or in the presentation (slides 4 - 11). Notes have been added to support the flow.
The presentation, on slide 12, shows a growing block of code that begins to repeat, take some time to talk about what movements they see and what parts of the code seem to repeat. Quiz learners about what they think the next step in the code will be, as it goes off the edge of the slide.
While learners are in groups, working on movements they know that repeat, walk around the room listening to their ideas. Ask regular questions to help them determine which movements repeat, from their actions.
Encourage learners to write down their ideas for the repeating actions in their workbooks. This could be completed with one workbook per group, individually or the document displayed on the board with whole-class input.
Take time to explore the look of the repeat block. It is both red, which suggests stop, or don't go past, and has the curving arrows for repeat or refresh.
Now that learners have seen an example of code that repeats, for Marty, and how Marty looks with that code, they need to plan a repeating movement or action that Marty can perform; they can plan this with words or with pictures; using icons from MartyBlocks Jr might be a good idea.
Once learners have a routine, have them think about a name for what Marty could be doing. The code from the lesson could be a dance step, it could be an exercise routine that has Marty stretch their eyebrows and body every three steps, or it could be Marty is walking in the rain and the rain trickles down their back and Marty shakes to get the water off to move faster.
Bring learners back together to discuss how they met the challenge as a group. Have groups model their creations; hopefully, learners will be able to either connect to Marty with their device, if they have access, or can show you their plan and you can quickly create it to show the class.
Suggested questions you might ask:
Carry out any end of lesson routines.
Log off devices and clear everything away.
