LESSON TWO

Lesson Plan
By Bethany, Chelsea, Joe and Alice

LESSON OVERVIEW

During this session pupils will develop their understanding of what input and output devices are. They
will reinforce their understanding of using functions and writing algorithms by completing activities
aimed at ultimately programming the simple movement of a Chickbot.

NATIONAL CURRICULUM

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

INTENDED LEARNING OUTCOMES

1. To use key concepts such as selection, repetition and sequencing to write algorithms to control
the Chickbot
2. To use key processes such as decomposition to adapt algorithms to achieve required outcomes
such as programming the Micro:bit LED screen

OUTCOMES

A set of functions that can be used to control the Chickbot

A written algorithm in simple language to move an unplugged Chickbot
Photographs / Videos of the moving Chickbots and Micro:bit LED screen
An algorithm which will programme the movement of the Chickbot

1
RESOURCES NEEDED

Micro:bits (x8)
Chickbots (x4)
KWL grids
Name Badges
Laptops / Computers
Supporting images for programming with micro:bit
https://docs.google.com/presentation/d/1u77KuRGQLO5ejCz58IDYgThGHwfW1wnbroeelP67at
k/edit?usp=sharing

ASSESSMENT

1. Discussion at the beginning of the lesson - can pupils remember key ideas (algorithms /
functions)
2. Listening / making notes of pair discussions throughout the session - is there evidence of
debugging / selection / repetition / parallelism?
3. Have pupils managed to create a working algorithm to move the Chickot and programme the
Micro:bit LED screen?

ACTIVITIES

2
 Activity Break down
Revisit the ideas from last session (what is an
algorithm, what is a function?)
Introduce the idea of input and output
devices, provide examples of both and clarify
the difference between the two.
Children explore the relevant anatomy of the
micro:bit (e.g A and B buttons, LED screen,
pins) (Show block code for the micro:bit to
give context)
Children explore the relevant anatomy of the
Chickbot (e.g. 2 separate motors, reset plug,
edge connector to chickbot driverboard)
Unplugged Activity: Split into exploration
teams
Discuss and note down a simple algorithm
that will move the Chickbot forward (i.e.
forwards, left wheel turn, right wheel turn)
Use this algorithm to model how the
Chickbot would move
Support: Remind pupils that the motors
which move the wheels need to be
programmed separately
Show pairs the pre-made function for
programming the Chickbot to move forwards
and left turn
Direct teaching of what the different aspects
mean are needed
Pupils work together to adapt the algorithm
and create the function for moving the
3
Assessment Opportunities
Assessment: Can pupils name a range of familiar input
and output devices correctly?
KQ:
Assessment: Childrens understanding of key
processes through questioning
Childrens understanding of how the micro:bit is
controlled
KQ: If we think about our key processes (refer to
sheet) - How could you program the micro:bit using
these? What would the buttons help you to do?
Why do you think the wheels have to be controlled
separately?
Assessment: Opportunity to model the written
algorithm, and potentially debug and decompose
problems within
KQ:
Assessment: Discussion about sequencing, debugging,
input/output and decomposing
KQ: Why do you think we need a pause in here?
What is this block instructing the chickbot to do?
 Chickbot backwards and turning right
Why do we need the input buttons?
Support: Explain the idea of pins to pupils
and let them know which pins need to be What would happen if I programmed a different pin?
programmed to control the Chickbot motors
Is this the simplest algorithm for this action?
(Pin 8 and 2 for forward, 12 and 16 for
backwards)

In pairs use the functions for left, right,

forward and backward to programme the Assessment: Pair discussion about writing algorithms,
Chickbot to move in a square debugging, sequencing and decomposing

Adapt the algorithm to programme the KQ: Why are we using functions?
Chickbot to move in a bigger square
(1000ms = 1 second) How does the length of the pause affect the chickbot?
Extensions: Can you programme the
Is there another algorithm that would make the
Micro:bit to move the Chickbot in a square in
Chickbot move in the same way?
the opposite direction?

Can you programme the Micro:bit to move

the Chickbot in a smaller square?

Work in pairs and adapt the algorithm to Assessment: Pair discussion about adapting the
programme the Micro:bit LED screen to algorithm. Opportunities to develop decomposition,
show the direction the Chickbot moves selection and parallelism

KQ: What is the input/output?

ACTIVITY 2 - Whole Group

Plenary
KWL What do we want to find out more about? What have you learnt so far?