1, 2, 3, code ! - Cycle 1 activities - Lesson 1.3. Formative assessment: Other routes, other programs

Summary

The students write and interpret programs for other routes. 

(see Conceptual scenario)

"Machines"

• The machines all around us simply follow "orders" (instructions)
• By combining several simple instructions, we can perform a complex task 

"Languages"

• To command machines, we invent and use languages
• A program is written in a language that both humans and machines can understand.

“Algorithms”

• A program is a combination of instructions

Equipment

For the class:

• Handout 2 (a copy for the class or for each student, depending on the chosen method)

For each student pair

• Handout 3

Duration

30 min

The teacher then passes out Handout 2 to the students. The exercise consists in executing each of the programs step by step to find where the avatar finally ends up. The avatar should start the exercise from the corner of the grid and continue on with each new program from the square where it ended up. To set the scene for the exercise, the teacher can tell students that the pixie/avatar must go to pick a flower (green route), then get water (blue route) before going home (red route).

Teaching notes:

• For preschool students, plan to have tokens to use as the avatar and another token to keep track of where students are on the program strip. At this age, children have a hard time following both the avatar's movement and the program instructions with their finger.

• To make sure all students start from the right point at each step, it is best to correct any errors for each route before starting the next one.

• The red route is the most difficult, because it asks students to go back from where they came from, which can be problematic for certain students (they may wonder, “Why go back?”). Do this activity last or use it as an optional exercise.