EP404 Session 6 Computing Part II


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Debugging and logical reasoning with Scratch.

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  • - Have this slide up when students are arriving at the session and ask them to do this before you get started.
  • Briefly remind the students about the expectations at KS2.3 mins
  • Explain that this week the focus is on developing the students’ logical reasoning and debugging skills as well as helping them to become more familiar with Scratch.2 mins
  • Share these sample projects with the group and ask the students to identify what appears to be wrong/what could be developed.Tell them that they should Remix the projects and add features/fix the bugs, using logical reasoning to work out what needs to be changed.1hr+
  • Take some time to explain this task fully and give the students time to ask questions.It would be helpful to spend a bit of time talking about:How to create quality media (images/sound files), the implications of using bitmap/vector type images, and the file formats that can be used for images/audioWhat pseudo code is and why it can be a useful part of the process15 mins +
  • Explain that this is a very important part of the process and is based on a social-constructivist model of learningDon’t tell them, but in the next session they’re going to remix someone else’s project and develop it to include inputs/outputs and add features using variables (KS2 objectives)2 mins
  • 1 min
  • EP404 Session 6 Computing Part II

    2. 2. HELP ME SCRATCH Add your LNG’s recommended Scratch resources to the whole cohort Google doc at http://goo.gl/xSJUIw If the resource has already been added by someone else there is no need to add it again. There is a link to this doc in the EP404 blog menu so you can now use this list of resources to support your learning. If you come across any other useful resources in future, add them to the doc.
    3. 3. COMPUTING - KS1/KS2 Key stage 2 Pupils should be taught to:  design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts  use sequence, selection, and repetition in programs; work with variables and various forms of input and output  use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs  understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration  use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content  select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information  use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
    5. 5. This game works but it could so with some extra features. Can you award the user a point for every apple they catch in the basket? Can you add a GAME OVER background and switch to this when three apples have hit the ground? http://scratch.mit.edu/projects/14319469/ This game is simple right? Just click the label that matches the picture shown in the middle. Uh oh! Someone’s messed up the code! Can you fix it? Use the comments to help you work out what is wrong. http://scratch.mit.edu/projects/14289814/
    6. 6. BACKUP OR IT’S GAME OVER! We strongly advise you to keep backups of any important project that you produce using Scratch. To do this, when you’re in the editor view, click File > Download to your computer. We recommend that you keep multiple backups of your project as it develops. You might name these files using the current date/time so that you can easily locate the right file should you need it. We also advise you to keep backups of any media files that you produce for use in your Scratch projects.
    7. 7. LNG TASK Design a simple matching game for young children. 1. First come up with a concept for the game (e.g. match the labels to the pictures of animals, using audio narration for pre-readers). 2. Then, working on paper, plan out the functionality of the game. 3. Work out what media resources will be needed (i.e. images, sounds). 4. Write some pseudo code (e.g. a flow chart) as a group to begin to work out how you will code the game. You will each create a version of this game, starting in the session next week and then completing as an individual follow up task before the following session.
    8. 8. INDIVIDUAL TASK Read p1-11 of Brennan, K. & Resnick, M. (2012) New frameworks for studying and assessing the development of computational thinking http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_ AERA2012_CT.pdf Shortened URL: http://goo.gl/hKpudx
    9. 9. PRIMARY LANGUAGES Friday 6th December 11-1pm in C122 Whole cohort input by Daryl Bailey NB: This replaces your usual Friday session that week. Your attendance at this input will have a significant impact on your ability to select an appropriate context for the assessment task.