20 of 20 linked standards shown.
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| Digital Technologies, Design & technologies: Digital Technologies | |
| English: Literature - Reading & Writing |
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| English Language Arts: Writing |
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| General standards |
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| Literacy & English: Writing | |
| Technologies: Computing Science |
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| Computing, Design and Technology: Computing | |
| English: Writing - Composition |
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| Curriculum area | Linked standards |
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| Elementary Grade 4: English Language Arts and Reading | |
| Elementary Technology Applications: Grade 3 to Grade 5 | |
| Middle School Technology Applications: Grade 6 to Grade 8 |
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Learners will begin by writing a short scenario in which a password or access code is needed. They will then create a secret sequence of musical notes that acts as a password, programming Marty to perform a routine only when the correct combination is entered. They should also program Marty's response when an incorrect code is entered.
The aim of the lesson is for learners to understand how multiple inputs can be combined to trigger an action, rather than relying on a single input.
Awareness of if statements, experience with ‘broadcasting’ messages.
Writing, security, ELA
If possible, gather a selection of objects that use combinations or passwords, such as a bicycle lock, padlock, mini safe, bank card or key lock. Display these at the front of the classroom as learners arrive and ask them to consider what the objects have in common. If you do not have access to these items, Slide 4 provides examples for discussion.
| Timing | Activity | Possible adaptations |
|---|---|---|
| — | Warm-UpShare the learning objectives and success criteria from Slide 2 of the presentation. Begin by asking learners if they use anything protected by a password or PIN. Responses might include tablets, phones, email accounts, games, bank cards or diaries. In pairs or small groups, ask learners to discuss why passwords are useful. Prompt them to consider questions such as:
Learners can record their ideas in their workbooks. Next, show Slide 3, where Marty demonstrates a password being entered incorrectly before the correct password is entered. In this example, the password consists of a sequence of three notes. | — |
| Timing | Activity | Possible adaptations |
|---|---|---|
| — | Get LearningUse Slides 4 and 5 to introduce different types of locks and passwords. The speaker notes provide guidance for discussing each example and comparing the level of security they provide. Slide 5 includes examples of passwords with varying strengths. You may also wish to demonstrate how quickly different passwords can be cracked using the Password Monster website: Discuss why longer passwords and those containing a wider range of characters are generally more secure. Slide 6 contains a short video explaining how a traditional combination lock works. This is optional and can be skipped if time is limited. Explain that, for this lesson, Marty will act as the lock. Each group will create a secret password that another group will try to crack. Slides 7–9 introduce the programming concepts needed to create a password using Marty's sound blocks. Learners will use musical notes as the password, with Marty responding differently depending on whether the correct sequence has been entered. Ask groups to decide:
Encourage learners to make their instructions clear enough for another group to understand how to interact with their program, while keeping the password itself secret. |
| Timing | Activity | Possible adaptations |
|---|---|---|
| — | Cool DownBring the class back together and discuss what they discovered about creating secure passwords. You could ask questions such as:
Finish with a quick formative assessment, such as thumbs up, sideways or down, to gauge learners' confidence before completing your usual end-of-lesson routines. | — |
Before showing Slide 10, give learners time to plan their password and the action it will unlock. Slides 10–12 then demonstrate how the program is built.
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| — | Time for PracticeLearners should decide on:
In the example shown in the Teacher Guide, the password consists of three notes. Increasing either the number of available notes or the length of the password increases the number of possible combinations, making the password more secure. Introduce the Broadcast and Receive blocks on Slide 10. These blocks, found in the Events category, help keep programs organised by allowing different parts of the code to communicate without creating long, nested if statements. Slide 11 demonstrates how Broadcast blocks can be used when different notes are played. As learners create longer passwords with more possible note choices, using broadcasts will make their programs much easier to read and debug. The presentation demonstrates how to build a simple one-note password before extending it into a longer sequence. Learners should use this as the basis for creating a password that is secure enough to be challenging but still possible for another group to guess during the lesson. In the example program from the Teacher Guide, Marty plays a low note when an incorrect choice is made and a higher note when a correct note is entered. Explain that once an incorrect note has been played, the overall password can no longer be correct, so any remaining guesses are also treated as incorrect. As learners work, circulate around the classroom, encouraging them to explain how their password system works and why they chose that level of security. | SupportSupport writers with a skeleton framework for instructions they might use for the instruction text, included in the learner resources. Have learners initially create the code for one note letter for the password, highlighting the use of the broadcast and receive blocks. Then challenge them to add one more note letter to the password with an if then else block. Explicitly state that the ‘then’ part is what the person chose, and the else part is the other letters. |
Have learners plan code that either allows note letters to repeat or allows for a fourth note letter for the password. Have them explore how much more complicated the code will become if that were to happen.
