You are on page 1of 5

P2 University of Manchester Lesson Plan

Subject: ICT
Lesson context
Computer science

Class: Year 3
Childrens learning from
previous lesson S2b, S6b
Pupils have the skills needed to
complete digital literacy
activities e.g. pupils have used
application software such as
Microsoft word and computer
software such as purple mash
to create typed documents and
have also written a comment
on the school blog. Pupils have
some previous knowledge of
how to give and follow
instructions (which include
direction and turning
command) which is a starting
point for this unit on computer
science.

Date: 20/11/14
Provision for inclusion (SEN, EAL, G&T, Beh,
GRT, LAC...) (S5d, S5b)
TAs will support the LA pupils to complete
the task.

Objective: what do I want the pupils to learn and how I will know they have learnt it?
Lesson objective
Success criteria: To be successful pupils
Differentiation (who will do what?)
(To)
will
link each activity to the success
criteria on the left (S5a)
To give a computer
I can access purple mash- 2Go
TAs will support the LA pupils to
instructions
I can make a chosen object move to a
complete the task. HA will be
desired place
challenged further as they will be
I can put a title on my work
required to write their name by
I can save my work
programming the computer.
Subject knowledge: what do I need to know in order to teach this lesson?
Concepts I will explain: S3a
I will model:
What computer science is
Demonstrate how to access 2Go and I will do a
What a command is
demonstration on the track.
That computers need precise instructions

Vocabulary I will use: S3a


Computer science
Coding
Commands
Instructions
Directions
Position
Resources
Purple mash2Go

Pedagogy: teaching strategies I will use (S2d): eg talk


partners, investigation, active learning, games,
collaboration, IT.
Pair share what they think it means to be a computer
scientist.

Safety S1a
Ensure no pupils swing on
computer chairs
Remind pupils of e-safety

weblinks
https://www.purplemash.com/#/h
ome

Formative assessment and feedback (S6)


To challenge and extend the
pupils my questions are: S1b,
S6b

HA will be challenged further as they will be required to write your


name by programming the computer.

What techniques and


strategies am I using to assess
the learning? (S6b)

I will be able to access pupils prior knowledge of how to give and


follow instructions (which include direction and turning command)
from the responses offered in the elicitation exercise. I will be able to
access pupils ability to access purple mash and their ability to make
an object to move to a desired place when circulating between
computer stations during the main activity. The level of mastery in
completing this computer science activity will help inform future
computer science activities I set.

How and when we I give


oral/written feedback to the
pupil against the success
criteria so that they can
respond? (S6d, S2a)

I will provide verbal feedback to pupils responses to the question


what do you think it means to be a computer scientist? I will be able
to spot pupils who are struggling with the task when circulating
between computer stations and I will be able to give them further
explanations/instructions. I will use the plenary as an opportunity to
praise pupils for showing good understanding of how to programme a
computer and to pinpoint areas for further development in future
computer science tasks.

Teaching and learning sequence: How will I teach this lesson? What will I do? The guide to my
lesson (S6a, S4 and S7)
(Think about behaviour management, timings, transitions and assessment leading to feedback)
Behaviour/timing What the teacher is doing
What the pupils are doing
s/assessment
leading to
feedback
Starter (2 mins)
Pair share what they think it means to
Pair share what they think it means to be
be a computer scientist. We will discuss a computer scientist and offer to share
their responses.
these responses with the class if asked.
Elicitation of
prior knowledge
(5 mins)

I will try to elicit pupils previous


knowledge of how to give and follow
instructions (which include direction
and turning command) learnt in year 2,
as a starting point for this lesson on

Give instructions to classmate which


would change their position. Describe
their classmates actions/movements.

computer science. In order to elicit this


knowledge, I will invite a pupil to come
to the front of the class and ask the
pupils to give their classmate
instructions which would change their
position. This will hopefully initiate
responses describing directions, turning
and stopping/starting.
Teacher
explanation
(5 mins)

Task instructions
(2 mins)

Main activity (40


mins)

Plenary (5 mins)

I will explain that we are going to


become computer scientists and we will
be programming the computer to get to
a specific place. I will explain that in
order to do this we will need to use our
prior knowledge of the commands we
have discussed earlier. I will explain
that they are required to direct a boat,
car or spaceship (of their choosing) to a
specific place by programming the
computer appropriately.
I will demonstrate how to access purple
mash- 2Go and I will do a
demonstration of how to move the pen
to correctly direct their chosen vehicle
around a track. I will instruct pupils to:
Log onto purple mash
In Themes double click on 2Go
Choose a picture
Choose a pen colour
Click an arrow key
Click a number
Make your object move to a desired
place
Give your picture a title and write your
name
Save in your own folder
HA:
Then click on the blank paper
Try to write your name by programming
the computer
The pupils will then complete the
computer programming activity.

Back in class, we will look at some of


the work and see if they have achieved,
moving the pen to the desired place.

Listen to teachers explanation.

Listen to instructions.

Complete the computer programming


task by moving the pen to correctly direct
their chosen vehicle around a track and
thus demonstrating their ability to
program the computer appropriately.
Try to determine if a classmates if they
succeeded in being computer scientists.

Assessment : Identify the progress pupils have made in this lesson (S6)
Identify with a code any children who have exceeded or not achieved the success criteria for this
lesson. In the third column, indicate what you are going to do to meet each identified childs needs as
a result of assessments made.
Success criteria

Names

Cod
e

What will you do to meet the needs of the


children identified through this
assessment?

Evaluation and reflection


Evaluate the progress pupils made in this
lesson in relation to the success criteria (S6b)

What were the strengths and weaknesses of your


teaching? (4d, S8d)

List three actions you will now take to improve pupil progress through your teaching (4d, S8d)