2Simple Infant Video Toolkit / Purple Mash OR for iPads and laptops JIT in www.j2e.com/j2code 2Create a Story
Apps – Bee-Bot, Kodable, Puzzle Makers
Lily Hop iBoard
Agree and follow sensible e-Safety rules for the classroom
Tell an adult when I see something unexpected or worrying online.
To recognise that devices and on-screen objects can be controlled by a sequence of actions or instructions.
To understand that devices and software can be controlled by buttons.
To begin to make predictions about the behaviour of simple programs.
To begin to create and debug simple programs.
To recognise that they can use ICT to organise and present their ideas.
To use word banks, templates and paint programs to create, develop and present work to each other.
Technology in our Lives
Children recognise uses of technology to their homes and in their community.
Children understand that there are online tools that can help them create and communicate.
To use technology purposefully to retrieve digital content from the school public drive and the Internet.
e-Safety I can agree and follow sensible e-safety rules.
Agree classroom rules
Elicit children’s understanding of the term e-safety – how can we stay safe when we are using the internet? Why do we need to think about using technology safely?
Introduce the Gigabyte and explain that these are some of the behaviours that we are going to be learning about to help us be e-safe/e-sensible. Watch Hector’s World (Cartoon 1) to stimulate further discussion/ideas about safety in sharing information and sharing with trusted adults.
Establish with the children a set of classroom rules/expectations about safe use of the internet.
Produce poster/class agreement for all children to sign – display this alongside Gigabyte within classroom and refer to it on a regular basis to embed within children’s computing learning. Send home a copy of signed rules to parents.
Gold: Can I make my own suggestions for e-safety rules?
Silver: Can I understand why it is important to have e-safety rules?
Bronze: Can I understand what is meant by our class e-safety rules?
I can give instructions to my friend and follow their instructions to move around.
In advance of lesson, program Bee-Bot to move forwards in a sequence of repeated steps (as appropriate to the space from your classroom door to your teaching space).
Say you’ve got an old friend who’d love to meet the children (if possible, using an additional adult to position Bee-Bot outside classroom and press ‘GO’ so it enters the classroom and moves towards the children). Establish what children can remember from their use of Bee-Bot in FS. What can Bee-Bot do? How do we make Bee-Bot move? What happens when we press the different buttons?
Allow sufficient time as needed to recap/refresh. Ensure children understand that the arrows represent a quarter turn, that you need to press CLEAR before entering a new instruction, and that a forward/ backward move is a set distance (a constant measure).
Take the children to the hall/outside – say they are Bee-Bots and you are going to give them instructions to follow (stress it doesn’t matter what direction they start facing – they just need to follow the instructions from their starting point). Give them a range of instructions to follow – build from single instructions to a short sequence. Stress their forward/backward move needs to always be the same size! Use the language of GO and CLEAR.
Allow a child to have a go at issuing instructions/commands to whole class, then explore in pairs. Set up some ‘stations’ (e.g. with toys/games equipment) – in pairs, children give instructions to move to a station, PAUSE for a short period of time, then CLEAR and move onto another.
Gold: Can I remember to use the language of GO, CLEAR and PAUSE in my instructions?
Silver: Can I follow and give a short sequence of instructions?
Bronze: Can I follow and give instructions to make my partner move forward and backward, and turn left and right?
Programming I can describe what happens when I press buttons on a robot.
I can describe what actions I will need to do to make something happen and begin to use the word algorithm.
Bee-Bot Guess My Toy
Prior to the lesson, create a selection of images of (up to 20) toys (each image sized to fit within a 15cm x 15cm square). Create a 4x5 ‘mat’ from you images (use blank squares if you don’t want an image in every square) - if available, use with the TTS Bee-Bot transparent grid mat for durability (or laminate squares if desired) - otherwise, just stick the sheets together.
Play Guess My Toy – talk aloud inputting a sequence of instructions (program) into Bee-Bot to reach a particular toy (represent with Bee-Bot command cards if available). Where do you think Bee-Bot will land? Paired talk to predict – take suggestions. Make clear that the mat helps us as 1 forward move = 1 square on the mat.What button do I need to press to execute my program? (Go). Press and see where Bee-Bot end up (correlate moves with command cards if using). Repeat – clearly model pressing CLEAR so Bee-Bot ‘forgets’ the instructions in his memory.
Ask a child to select a toy card (from a duplicate set of the toy cards used to make the mat). How can I make Bee-Bot move from where I am now to this toy? Talk about the sequence (algorithm) needed to solve the problem. Press buttons and execute program (either step-by-step or with several instructions/the whole program at once, depending on children’s confidence).
In groups, children repeat this activity; selecting a toy card, discussing the algorithm needed, entering and executing the program to move Bee-Bot to the correct toy. For added challenge, ask children to select 1 or 2 additional cards and ask them to control Bee-Bot to reach their target toy but by travelling via these additional toys on the way.
iPad extension – Encourage children to complete challenges using Bee-Bot App.
Gold: Can I begin to identify an algorithm to achieve a more complex route?
Silver: Can I begin to identify an algorithm to make Bee-Bot move to a certain square?
Bronze: Can I press a sequence of buttons on Bee-Bot to make it move to a certain square?
Programming I can begin to predict what will happen for a short sequence of instructions.
I can describe what actions I will need to do to make something happen and begin to use the word algorithm.
Lily Hop activity
Introduce the children to the Lily Hop iboard activity – set to level b (either have activity preloaded by TA or save the activity link within a shared space/learning platform for children to click on to access the site – make sure level b selected).
What do you think you have to do? How do you think you control the frog? How is the same/different from Bee-Bot? Draw attention to the control panel and number box – what will my first instruction need to be to make the frog move? Take suggestions and input. What will my next instruction be? Execute and debug if any mistakes made (e.g. why did the frog end up in the water? Why did it move that number of spaces?)
Set children task – explain that they are to try and predict all the moves that the frog will need to make to hop along the lily pads to catch all the dragonflies and reach the rock. Using mini-whiteboards, children record using numbers and direction arrows the sequence of moves that they think is required.
When they have finished, they test their predictions by inputting their planned instructions. LA – focus on predicting a single instruction at a time. Were your instructions correct? What outcomes did you achieve? Did you need to debug any instructions?
Children can then use the design maze feature to create their own lily pad route. Swap and complete each others’ mazes, making predictions first and then executing steps.
Gold: Can I create my own maze for a partner to solve?
Silver: Can I predict the sequence of moves needed to achieve the frog’s goal?
Bronze: Can I predict the frog’s moves, one instruction at a time?
Programming I can describe what actions I will need to do to make something happen and begin to use the word algorithm.
I can use the word debug when I correct mistakes when I program.
Bee-Bot race track
Prior to lesson, download and assemble Early Learning HQ race track background to create a Bee-Bot race track mat (see here for what the assembled mat should look like). If available, use with the TTS Bee-Bot transparent grid mat for durability – otherwise, just stick the sheets together. You can also add a racing car ‘jacket’ to the Bee-Bot.
How many turns will Bee-Bot need to make on its way round the track? What direction?
Using Bee-Bot cards (if available) predict the algorithm needed to make the Bee-Bot move from start to finish (otherwise note using arrow notation on whiteboard). Program the Bee-Bot to execute the algorithm and observe what happens – if Bee-Bot doesn’t reach the finish, look back at sequence and debug – where did we make a mistake? What change do we need to make to our algorithm? Clear and execute again.
Using symbol cards, spread the 6 cards face down. Select child to roll a dice to determine how many cards to pick. Select children to pick required number of cards and position on race track. Discuss what the cards represent, e.g. flat tyre – 2 x pause – what will our sequence look like now? Amend original sequence to incorporate pauses – execute and check that pauses happen on correct squares and for correct duration. Debug as needed. Repeat execution to time how long it takes Bee-Bot to complete track. As time allows, repeat activity, choosing new cards. Do you think this sequence will be faster or slower? Why?
Gold: Can I accurately use the word debug when suggesting changes to make to a program?
Silver: Can I predict the correct direction of turns for Bee-Bot to make in a sequence?
Bronze: Can I begin to predict a sequence of moves to help Bee-Bot achieve a goal?
Programming I can begin to use software/apps to create movement and patterns on a screen.
2Go Racing Track
Load 2Go (from the Infant Video Toolkit). Click on the ‘new page’ icon and select the racing track background. How is the same/different from using Bee-Bot? What do you think we need to do? What do we need to find out to help us achieve this outcome? (What distance is covered by ‘1’?).
Move the car so it is on the chequered line (drag with mouse, turn with keypad) – agree what our first move should be.
Ask a child to input on IWB and see what happens (debug as needed if children didn’t make their first move a turn to make car face the right way! As with Bee-Bot, ‘1’ turn = a quarter turn.)
Draw attention to the car icon in the centre of the arrows on control pane – this reminds us what direction the car is facing. Work through inputting some instructions to move car around track as efficiently as possible (not just repeated moves forward of ‘1’).
When they have turned, debug as necessary if the ‘forward’ instruction results in a move backward. Why has this happened? What direction are we moving in? What way is the car facing now?
Ask the children to explore making the car move around the track on their own/in pairs.
After what you judge to be sufficient exploration time, ask the children to move their car back to the start. Show them how to select a pen to mark the route they travel. Ask them to make the car move from start-finish with the route traced to show the accuracy of their instructions.
Gold: Can I begin to accurately predict the distance required to make the car move forwards in one command?
Silver: Can I accurately use the word debug when I need to make corrections to my car’s movements?
Bronze: Can I explore making a car move around a track on the computer?
Multimedia_I_can_use_the_keyboard_or_a_word_bank_on_my_device_to_enter_text.____Word_Bank_Describing_Toys'>Multimedia I can use the keyboard or a word bank on my device to enter text.
Word Bank Describing Toys
Use Describing Toys resource to introduce using a word bank to children. (You will need to select ‘Describing Toys’ from the bottom of the screen to open the relevant activity)
Use the teddy (default toy that loads) as a modelled example – what can you see on the screen? What do you think we need to do? Show the children that if they are unsure of what a word says, they can click on it to hear it read. Which words (adjectives) best describe the teddy? Invite children to choose words from the word bank (NB – when you click the word, it activates it so it ‘sticks’ to the mouse – then just move the mouse and click again to add it to one of the boxes).
When you have selected two words ask: Are there any other adjectives we could use for our final word? Take children’s ideas and demonstrate click in third box to display cursor, then enter text.
Ask children to choose their own toy to describe from activity (either have website preloaded by TA or save the website link within a shared space/learning platform for children to click on to access the site). Three different levels of ability: Level 1 (space for three words and a limited word bank); Level 2 (space for five words and an extended word bank); Level 3 (space for 10 words and no word bank – children have to input all words – use for extension).
Gold: Can I input my own word ideas?
Silver: Can I select words from a more detailed word bank?
Bronze: Can I select words from a word bank?
Multimedia I can use technology to present my ideas e.g. a digital camera to record an image.
I can use the keyboard on my device to enter text.
I use my index fingers on the keyboard to build words and the space bar between words to add labels to an image.
Photographing and labelling Teddy Bears
Prior to lesson, ask children to bring in their favourite teddy bear/soft toy. Teach the children how to use a digital camera or tablet device to take a photograph of their teddy (close-up photo so image fills screen).
Upload photos taken with camera to a shared drive that the children can access. Name files to enable the children to find their photo easily. Explain to the children that they are going to create labels to add to their photo (labels could be simple body parts or more detailed features, as appropriate to your children).
If you have 2DIY (also in Purple Mash and available on iPad), this activity could be done using the labelling activity (right click on the picture canvas and choose import picture – find where photos saved on computer and drag to insert. Type labels in boxes (they extend) using index finders to type letters and thumbs on the space bar between words. Click and drag so arrow is pointing to relevant feature – encourage children to think about positioning of labels and changing the direction of the arrow head if necessary). When saved, an interactive SWF file will be created where the children have to drag the labels to the correct box. Children could then play each others’ labelling games (and they could be uploaded to a Learning Platform, if available) to be accessed from/shared with home.
If you do not have access to 2DIY, a labelled picture can be created in Textease – insert the picture, then type labels and drag them to the appropriate part of the picture. Lines could be drawn to link labels and the picture.
iPad alternative: Pic Collage App can be used to take pictures and add text.
Gold: Can I choose a picture, add text and lines to create a labelled image?
Silver: Can I choose a picture and use the keyboard to enter text?
Bronze: Can I add text to label a picture?
Multimedia I can use technology to create and present my ideas. I can create images to add to a template. I can save information in a special place and retrieve it again.
Creating own Toy Story
Show the beginning of Toy Story as a stimulus – where the toys first come to life in Andy’s bedroom (official film trailer available as an alternative on YouTube if you don’t have access to the film – if used, e-Safety opportunity to talk about accessing file-sharing content/copyright). Briefly check children’s familiarity with the film (to check their understanding that it is about toys that come to life – do not need to go into plot specifics!).
Show the children 2Create a Story (also in PurpleMash and available on iPads) – explain that the boxes on the screen are for different content (top = picture. bottom = text). Say we’re going to create our own Toy Story! Take children’s suggestions as to what toy to create a picture of (from their personal experience) – model using the pens.
Children start to build their ‘Toy Story’, creating images. They can create additional pages for other toys by clicking on the large arrow.
Help the children to save their work. What would be a good name to call this file? Save in appropriate space on your system so it can be retrieved in subsequent sessions.
2Publish (part of the Infant Video Toolkit) can also be used – click the new document icon and select the template that will allow two images to be created on a page (side-by-side).
Gold: Can I add images and save my work my work, choosing an appropriate file name?
Silver: Can I add images to create several pages?
Bronze: Can I create an image using pen tools?
Multimedia I can use the keyboard on my device to enter text.
I can save information in a special place and retrieve it again.
Using a keyboard to tell the story
Briefly recap previous session about creating pictures for their Toy Story. Retrieve the saved file that we started as a class. What is the content box below the picture for?
Allow the children to suggest ideas for what the toy might say. Formulate children’s ideas into a caption and talk through using the keyboard to enter text. Make deliberate errors, e.g. running all the words together (no spaces) – uh oh! How can I put finger spaces between my words? Show the children that we use our thumbs on the SPACE BAR to add spaces – re-type caption, talking aloud and asking children to wiggle their thumbs when a space is needed. How do we show that our caption/sentence is finished? Help the children find the full stop on the keyboard.
Support the children through opening their saved work. Ask them to add text below their pictures from last week to show what the toys might say. Remind them to try and use the SPACE BAR and full stop.
As children finish, show them how they could edit their caption to include a capital letter – click the cursor after their first letter, use BACKSPACE and re-type letter whilst holding down the SHIFT button.
Save changes to files.
Gold: Can I use the SHIFT button to enter capital letters?
Silver: Can I use the SPACE BAR to enter spaces between words?
Bronze: Can I use the keyboard to enter text?
Multimedia I can be creative with different technology tools. I can add simple animation to develop my work. e-Safety I can talk about why it’s important to be kind and polite. I say kind things about others’ work.
If using 2Create a Story …
Retrieve saved file and look at our Toy Story so far. What content have we created? (pictures and text). How could we make it more like a film/more interactive? Elicit making things move/sound.
Show the children how they can make their pictures move (animate) using the ‘fish’ button at the top of the screen. Explain that there are lots of animation options (14) and that they are going to explore them and decide which one suits their pictures best. Model selecting one and clicking on the green arrow (at the bottom of the page) to preview.
Support children with opening their work and allow them time to explore choosing an animation option for their pictures. Save changes.
Regroup and show the children how they use the green arrow on the top toolbar to view their whole story and navigate through the pages. Role-play commenting kindly on our shared file. Allow children time to move around computers/laptops to view other children’s stories and comment on their work.
If you have access to a Learning Platform or website, children’s files could be saved as a SWF file (so it opens without the need for 2Create a Story) and uploaded to share with parents/carers at home. Opportunity to discuss Technology in our Lives (how the internet enables sharing our work beyond school) e-safety (Who can see our files?; plus further reinforcement of making kind/respectful comments about others’ work if your Learning Platform has the facility for leaving comments about files).
Gold: Can I choose appropriate animation effects for my images?
Silver: Can I describe the effect that different animations have on my pictures?
Bronze: Can I explore different animation effects on an image? Can I make kind comments about others’ work?
Technology in our Lives I can begin to identify some of the benefits of using technology.
Technology versions of toys
Look at some modern ‘technological’ versions of ‘traditional’ toys, e.g. remote-control vehicles, teddy bears that have voice recording inside, virtual pets, virtual musical instruments etc. Do you think technology has made these toys better? Why/How?
Split class into two groups – one half has some jigsaw puzzles and the other half completes an online puzzle(or there is a huge range of jigsaw puzzle apps for both iPad e.g. Jigsaw Box by Sparkle Apps and Android – download one that has puzzles appropriate to the interests of your learners). Allow time to explore/complete, then swap. Which type of puzzle do you prefer? The traditional or technological version? Why?
Optional follow-up - use 2DIY (if available – also now part of Purple Mash) to create a jigsaw from a photograph taken of a toy. Present work to a peer and complete each other’s puzzles. As with their Toy Stories, could upload to a Learning Platform or website if available.
Many app alternatives for creating own jigsaws (e.g. Android - Puzzle maker for kids; iPad – My own puzzle – jigsaw puzzle maker).
Gold: Can I talk about the benefits of using technology?
Silver: Can I say which type of jigsaw I prefer, with reasons?
Bronze: Can I use technology to complete a jigsaw?
Technology in our Lives I can use links to websites to find information that is appropriate for my age.
I can recognise different icons and know what they mean.
e-Safety I can tell an adult when I see something unexpected or worrying online.
I can recognise an age appropriate website.
Researching information about Toys
Ask the children: How could we use the Internet to find out more information about toys? Respond to the suggestions that children make – address e-safety issues as they arise (e.g. use of Google). Explain that even using a ‘safe’ search engine (e.g. Safe Search Kids) can have problems – demo typing ‘toys’ into the search box and look through the first few results, drawing out why they are unsuitable (too many results, not the information we’re looking for, tricky for us to read).
Introduce the Infant Encyclopaedia website. Explain to children that this is a special website that is aimed at them (KS1) with lots of useful information and activities – either have website preloaded by TA or save the website link within a shared space/learning platform for children to click on to access the site. Give pairs of children the icons sheet – play a ‘Bingo’ style game where the children have to explore the site and spot the different icons – encourage them to predict what they think the icon means, then test by clicking and seeing what happens.
While the children are exploring Infant Encyclopaedia tell them need to watch out for image appearing on the IWB / Projector that shows something unexpected or worrying has appeared on the computer / tablet. Look at image 1, image 2, image 3. Which of these will show that something unexpected or worrying has appeared on the computer / tablet? (image 1 or 2). When these appear what will you need to do? (PCs / laptops practise minimising the window, tablets press home button and then tell an adult). Explain that by doing this the webpage will still be there for an adult to check what you have seen. Randomly put up images during the activity. All the class will need to stop and check that minimising/home button has been pressed. Stickers / class rewards can be used for those who act first or you could have a score for the table who spots it first.
When children have had sufficient time to explore, regroup and check understanding of the meaning of the icons. Draw out why the children think this site is so suitable for them to use. Talk about what the unexpected things that might happen on the computer / tablet could be.
Direct them to the toys section of the site – allow them further time to explore the information/videos/activities within this particular section of site. Ask children to share with peers some new information that they have learned about toys after exploring the site.
Gold: Can I suggest reasons why it is important to use age-appropriate websites to find information?
Silver: Can I recognise what different icons mean?
Bronze: Can I explore a website and use links to find information and activities?
Technology in our Lives I can recognise the ways we use technology in our classroom and at home by talking about the different things I use the Internet for. e-Safety I can follow sensible e-safety rules..
I can recognise an age appropriate website and know that I need to make good choices about using Internet activities that are appropriate for my age.
Use of the Internet
Discuss with the children what they really enjoy about using the internet – draw out the different purposes of its use (e.g. communication – email/Skype/Facetime; multimedia – iPlayer/Spotify, gaming – Club Penguin/Moshi Monsters etc).
Discuss the ways in which children play games using technology – the types of games they play, what technology they use, whether they play individually or against an opponent (known or unknown) etc.
Talk about age appropriate activities.
Focus on the devices children use to play games - what other functionality do they have? (e.g. internet access, instant chat etc). Remind the children of our e-safety rules/Gigabyte behaviours.
Compile a list of the class’ top 10 online activities – revisit at regular intervals and monitor how this changes throughout year.
Continually reinforce the idea of age appropriate activities.
Gold: Can I recognise different purposes of activities on the Internet?
Silver: Can I recognise a range of ways in which technology is used for games?
Bronze: Can I talk about some of the activities I do on the Internet?
Jennifer Chilcott, Evercreech Church of England Primary School