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(ain'e will move the learning on to discuss the importance of
how we instruct and sequence an inputinto the computer when wanting
a particular output. 'e will link this to using a programme such
asscratch to conte%tualise their learning.
/am &andwich $ctivity #$% minutes&3 'e will e%plain to
the children that one of us will
become a computer0robot. 1he children will have the task to
create a set of instructionsintroduce the term algorithms- to
programme the computer0robot to make a 5am sandwich.1he children
will be shown the resources available to make the sandwich and
given a settime to work with another. 6ach pair will have the
opportunity to instruct the computer0robotto make the 5am
sandwich.
7irect a friend #$' minutes&3 1o consolidate this
understanding of correct instruction
importance, the children will work in pairs and one child will
be blind folded whilst the otherguides the child around the
classroom. 1aking care not to bump into ob5ects.
)reak #*' minutes&
ntroducing (akey (akey #$!our +' minutes&
Makey Makey video 3 1he children will be shown a youtube clip
focusing on effective ways
to use a Makey Makey board as an input.
ollowing this, we will show how you set the board up and the
controls which we will be
using0focusing on for this session. 'e will also draw the Makey
Makey on the board andlabel the controls.
'e will then model using the Makey Makey with an online arcade
game and scratch to
demonstrate its use with different programmes.
In pairs, the children will have the opportunity to combine the
provided resources with the
Makey Makey and create input controls for their own scratch
games0online arcade games.
81he adults2 role will be to support the children2s problem
solving and reasoning skills.
,lenary #$' minutes&"ollaborate feedback of the session,
focusing on their e%periences using Makey Makey9 thegeneral
learning which took place9 and if they felt they had achieved the
learning ob5ectives. 1oclose the session we will discuss what we
will be doing ne%t week.
Evaluation:
LO$ -an we understand w!at in"uts and out"uts are and !ow t!ey
work e..ectively/
$ few of the children were confident to share individual
understanding of this but many had not
come across this terminology with computing before. 1he
activities prepared to support theirunderstanding proved to be
engaging and appropriately challenging, encouraging them to
work
together using their problem solving skills. 1he only
misconception which had occurred was during
the sorting activity as a few of the pictures appeared to show a
different visual meaning depending
on the individual looking at it, for e%ample a few of the
children addressed the computer monitor as
a television. 1his, however, did not affect the children2s
understanding of what an input and output
was.
1he sequencing activities were also an effective teaching
resource, providing concrete e%amples to
support their learning.
LO* -an we use (akey (akey to design a video game
controller/
1he children en5oyed the video clip and were able to relate
their understanding as to what MakeyMakey was following this. $ll
were eager to use the resource and worked e%ceptionally well
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together.
1here were several issues which occurred using this tool and
effecting what had been planned!
$lthough we were notified that the children were confident
scratch users, this did not
appear to be the case. $daptions were made to the session to
resolve this by bringing the
children together and having a more intimate discussion about
scratch and its use. 1here was one couple who appeared to have
difficulty with using the Makey Makey,
however this may have been due to the resource itself.
If this was to occur in my teaching again I would ensure that an
appropriate games site
was available for use to ensure that the children could use the
resource effectively.
