Warm up

Share with learners the success criteria for the lesson. Read the text from the presentation up until the slides where there are a series of moves Marty performs: stop after the robot dance video (slide 6). Stop the video around the 2-minute mark.

Learners may want to copy some of the movements to see how their bodies move to produce the dance step.

Get Learning

Continue to slide 15, showing a selection of Marty's moves. Encourage learners to copy the moves from the presentation and think about what other moves they think Marty could perform. These should be recorded in their workbooks. Highlight that each of the movements from the presentation is in the movement section but then remind learners of the control section (in MartyBlocks), where they will find the repeat blocks and the wait block.

Criteria for success are included for all the learning experiences with Marty. For this lesson, learners must think about what they want to compare their work against. Have learners suggest different criteria they could evaluate and have them choose the way to rank the work, it could be a tick for success for each or an x, or blank space, for not achieving in a category; alternatively, there could be a numerical scale that could be applied; you will know your learners best, and what would be the best system for them. The workbook has a table with several cells for categories to judge the dances. Inform learners they only need to fill in the cells they feel would be useful for their job: blank cells are OK. Have learners work in their groups to create categories for scoring the dance routines and then discuss as a class which of these to use for everyone's performance.

Have learners model the movements as they are performed so that they can get a feel for how they go together and how long the action takes for them to complete so that can consider times for Marty.

Time for Practice

Tell learners to start to plan their routine, in their workbook. They could use words or sketch movements for Marty. It would be good to either share the page, in the resources section, that shows the movement blocks that Marty can perform to stimulate their plan, or let each group have a device with access to MartyBlocks so they can see the blocks that are available. Be sure to remind learners that before any movement with a single leg is performed, Marty first must lean to the other side for them to balance properly.

Learners should allow themselves sufficient collaboration time to work on the routine and bring the movements together. If they choose to separately plan parts of the dance, suggest that they also aim to create some sort of transition move as group members of the group may have employed significantly different movements as part of the complete dance.

Ideally, allow groups to connect to Marty one at a time to display the dance. Celebrate each complete routine and allow learners to share their evaluations using the rubrics.

Cool Down

Bring learners back together to discuss the challenges they faced and overcame. Have groups identify the commands that they were proud of or the commands that caused them difficulties. Encourage questions or comments: how did you decide to... for successful code; did you think to try... for challenges.

Suggested questions you might ask:

• How did you decide to sequence the movements?
• How did you keep the movements in time with the music?
• Are there any features you wanted to include in your dance but weren't able to? Why not?

Carry out any end of lesson routines.

Log off devices and clear everything away.