3d Designers

3D Designers
ICT and computing
greatlearning.com/ipc
3D Designers
Contents
Contents 2
Basic Information 3
Learning Goals 4
Assessment for Learning 6
The Entry Point 9
Knowledge Harvest 12
The Big Idea 14
Explaining The Theme 14
The Big Picture 15
ICT & Computing Learning Goals 23
ICT & Computing Task 1 24
ICT & Computing Extension Task 53
International Learning Goals 55
International Task 56
International Extension Task 58
The Exit Point 60
Resources 61
2
Downloaded for use by English Primary School on 18 May 2017.
From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission.
3D Designers
Basic Information
This section details the time allocation for this unit of work, links to other subjects and Assessment for
Learning opportunities.
Timings
This unit of work is intended to last about 3 weeks.
The following suggested timings are approximate guides and are dependent on each school's individual
context.
No of Hours No of Weeks
Entry Point, Knowledge Harvest, Explain the Theme 4 ½
ICT & Computing 14 1¾
International 2 ¼
Exit Point 4 ½
Links to other IPC subjects

Language Arts links
Suggestions of how to include links to Language Arts are provided where appropriate at the end of tasks.
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Learning Goals
ICT & Computing Learning Goals
Children will:
3.01 Know that the study of ICT and computing is concerned with applying technology to gather, use
and exchange information safely and create, design and publish appropriate content
3.02 Know about an increasing number of ICT and computing applications for leisure, communication
and work
3.03 Be able to use search technologies effectively when gathering and interrogating information
3.04 Be able to collect, interpret and present their findings
3.05 Be able to evaluate and check the validity of their findings
3.06 Be able to manipulate and combine different forms of information and data from different
sources
3.07 Be able to select which programs or apps to use to present information or data in the most
effective and appropriate way
3.08 Be able to use computer networks for communication and collaboration, exchanging ideas and
information in different ways
3.09 Be able to design and write programs to accomplish specific goals, working with sequence,
selection and repetition to control events
3.11 Be able to use ICT and computing-based models and simulations, working with various inputs
and outputs
3.12 Understand that the quality of information affects the results of any enquiry
3.13 Understand the importance of considering audience and purpose when presenting information
3.14 Understand that all aspects of ICT and computing need to be used safely, respectfully and
responsibly, recognizing unacceptable behaviour and reporting concerns
International Learning Goals

Children will:
3.01 Know about the key features related to the lives of people in their home country and, where
appropriate, their parents’- home countries
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3.02 Know about the key features related to the lives of people in the host country and/or, where
appropriate, other countries in which they have lived
3.04 Know about similarities and differences between the lives of people in different countries
3.06 Be able to identify ways in which people work together for mutual benefit
3.07 Understand that there is value both in the similarities and the differences between different
countries
ICT & Computing Opportunities

The table below shows you where you can cover the following ICT & Computing Learning Goals.
Task Goals
International Extension Task 3.3, 3.4, 3.5
International Task 1 3.3, 3.4, 3.5
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Assessment for Learning
Are your children busy, or are they busy learning? This is the question that we need to be able to answer
throughout each IPC unit – what improvements are being made to children’s learning as a result of
studying this theme?
There are three areas of learning to reflect on, and three types of learning to assess.
The Three Areas of Learning: Academic, Personal and International

The three areas include academic, personal and international learning. To reflect on these, you will need
access to the IPC Learning Goals for each subject (including International) and the IPC Personal Goals – a
list of these can be found in Appendix A of the IPC Implementation File. You can also find a full list of IPC
Learning Goals in the Assess section of the Members’ Lounge.
The Three Types of Learning: Knowledge, Skills and Understanding

The three types of learning include knowledge, skills and understanding. We believe that differentiating
between knowledge, skills and understanding is crucial to the development of children’s learning. We
also believe that knowledge, skills and understanding have their own distinct characteristics that impact
on how each is planned for, learned, taught, assessed and reported on. The implications of these
differences are therefore far-reaching and deserve proper consideration.
Knowledge refers to factual information. Knowledge is relatively straightforward to teach and assess
(through quizzes, tests, multiple choice, etc.), even if it is not always that easy to recall. You can ask your
children to research the knowledge they have to learn but you could also tell them the knowledge they
need to know. Knowledge is continually changing and expanding – this is a challenge for schools that
have to choose what knowledge children should know and learn in a restricted period of time.
The IPC does not provide examples of knowledge assessment (tests or exams) as the knowledge content of the
curriculum can be adapted to any national curricula requirements.
Skills refer to things children are able to do. Skills have to be learned practically and need time to be
practiced. The good news about skills is the more your practice, the better you get at them! Skills are also
transferable and tend to be more stable than knowledge – this is true for almost all school subjects.
The IPC supports skills tracking and assessment through the IPC Assessment for Learning Programme. This
programme includes Teachers’ Rubrics, Children’s Rubrics and Learning Advice.
Understanding refers to the development or ‘grasping’ of conceptual ideas, the ‘lightbulb’ moment that
we all strive for. Understanding is always developing.
The IPC units can’t assess understanding for you, but they do allow you to provide a whole range of different
experiences through which children’s understandings can deepen.
(Please note: as well as the IPC Assessment for Learning Programme, we also offer an online Assessment
Tracking Tool, developed in partnership with Classroom Monitor. Please email members@greatlearning.com
for more information on how to sign up to this tool.)
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Planning for Assessment
Once you have planned for the different IPC Learning Goals for each subject it is important to plan for
assessment opportunities within each unit of work. Assessment needs to be balanced but rigorous to
ensure that the children have learned what we planned for them to learn. The diagram below illustrates
the processes you may want to use to ensure this happens.
Helping Children Reflect on Their Own Learning

In addition to teacher assessment, it is also vital to include children in reflecting on their learning and
setting next steps for improvement. Ask the children to carry out self-assessments throughout each unit
(using the Children’s Rubrics to assess skills, and other methods chosen by the school for knowledge and
understanding).
They could use the following headings to list/make notes on their newly acquired knowledge, skills and
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understanding – ‘new things I now know’, ‘new things that I can do’ and ‘new things I am beginning to
understand’.
Ask the children to evaluate different aspects of their learning – what did they do well, what could
improve next time and how, what did they find the most/least interesting? How did they prefer to learn –
as an individual/in pairs/small groups/large groups/as a whole class? What was their preferred method of
researching and recording - writing/talking/making, etc.? This evaluation aspect will also support the
development of the IPC Personal Goals.
Further Information
For more information on assessment, and knowledge, skills and understanding, please refer to:
The IPC Implementation File
The Assessment for Learning Implementation File
The IPC Self-Review Process
Or contact the Membership Support team at members@greatlearning.com
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The Entry Point
The ICT and computing in this unit will teach children how to become digitally literate, harnessing their
skills to become confident creators and responsible users of computers in their daily lives. Through
making their own 3D models and computer games children will learn to be proactive and resilient
learners, applying logical thinking in order to solve problems and make decisions.
The idea behind the entry point is to start the children thinking in 3D. Transform the class into a cinema
ready for a 3D screening - dimming the lights, blacking out the windows and putting seats in rows.
To add a touch of realism you could even dress up as an usher with a torch to show children to their
seats, asking another adult to distribute paper bags of popcorn!
Ask the children to bring in 3D glasses from home or if this is not possible there are numerous websites
that offer paper ones online.
the3dmarket.com/products/red-cyan – this website offers a range of 3D paper glasses.
You could also try making your own.
wikihow.com/Make-Your-Own-3D-Glasses – wikiHow offers two step-by-step video tutorials on how
to make 3D glasses. (Note: this site does carry advertising)
Show the children a short 3D film or a series of short 3D trailers.
Note that if children have the red/cyan 3D glasses, these will only work with anaglyph or stereoscopic
videos (the images will appear in red and cyan). Other 3D movies, such as those on DVDs and in the
cinema use a different technology.
The following are some recommended stereoscopic videos that will work with the red/cyan 3D glasses
that children can make themselves:
youtube.com/watch?v=4mr_VH8OMS0 – YouTube hosts this stunning 3D movie exploring life under
the sea.
tinyurl.com/lj2o6pl – this YouTube channel contains a library of 3D stereoscopic movies, including
trailers and cartoons. (Note: a short advert may play at the start of some movies. Always check the
suitability of films/trailers beforehand.)
(To watch a YouTube video in safe mode, scroll to the bottom of the page and click on the ‘safety’ tab which brings up the ‘Safety mode’
information. Under this section, select the ‘on’ option, then click ‘save’)
Now that the children have seen how some films look in 3D, explain that in this unit they are going to
start thinking like 3D designers.
As an introduction to this, display large, labelled images of well-known buildings all around the room.
Some suggestions of famous buildings include:
Eiffel Tower, Paris
Pyramids of Giza, Egypt
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Taj Mahal, India
Burj al Arab Hotel, Dubai
Big Ben, London
Leaning Tower of Pisa, Italy
Stonehenge, Wiltshire, England
Guggenheim Museum, Bilbao, Spain
The buildings could be grouped by theme e.g. by geographical location or historical period, or they could
all be linked to the children’s home countries, if appropriate.
During the following activities, encourage the children to think about:
Where the different structures are located in the world
How they have been made, and what materials might have been used
Whether they have any interesting or notable features
Set up a carousel of activities for the children to try. The suggestions listed below have been deliberately
chosen to provide a contrast between digital learning and practical learning. For example drawing with a
pen vs. drawing with a mouse.
Digital Treasure Hunt: Using Google Earth, children can search for the different buildings using their
names. They should also explore the surrounding area using the navigation keys and start to think about
how the locations have influenced the design of each building. As well as zooming around the planet to
see real life images and photos of the buildings, children could also explore the links that show matching
models created using ‘SketchUp’. Instructions for downloading ‘SketchUp’ can be found in the big picture.
Comparison activity: Children can research the buildings and surrounding areas using encyclopaedias,
atlases and globes.
Build with Chrome (virtual Lego): ‘Build with Chrome’ is a partnership between Google Chrome and Lego.
Using virtual Lego bricks the children can browse other people’s models hosted on the site and create
their own buildings. To get them started, the website offers a tutorial or ‘masterclass’ with ‘Build
Academy’.
Children can start using Build with Chrome by logging on to:
buildwithchrome.com
This website, created by Lego in collaboration with Google Chrome allows you to build 3D Lego models.
Comparison activity: Children can work with real Lego or junk modelling materials to make 3D objects and
structures.
Design using a digital paint package: children can sketch and paint the different buildings using a digital
paint package on their computers or tablets, such as ‘Brushes’ on iPads or ‘2Paint a Picture’ on PCs.
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Comparison activity: Sketch, design and colour the buildings using art materials available in school.
Additional Suggestions
Photography Group: children could use cameras or other digital devices to take photos of the school
building, both inside and out. They should focus on any aspects or design features that are particularly
interesting.
Minecraft: provide the children with laptops or tablets loaded with a trial version of Minecraft. Minecraft
is a Lego style adventure game where players can create their own structures and contraptions out of
textured cubes made of different materials such as dirt, rock, sand and lava.
minecraft.net – the website offers a free trial version of the game which lasts for five in-game days,
or about 100 minutes.
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Knowledge Harvest
Recall the entry point and compare the different activities the children explored. In pairs or small groups
ask them to discuss:
Which activity they enjoyed the most and why? Was it easier to locate the buildings using Google
Earth or reference books?
Did they prefer to draw and design with a mouse or a pencil?
Was it easier to build and create using digital tools or real Lego?
What were the advantages/disadvantages of using the computer over completing the activities
practically?
Take feedback from each group in turn, asking them to explain their reasoning.
Open SketchUp and search for some of the famous buildings from the entry point, and any other
buildings from around the world that the children may be familiar with.
Instructions for downloading SketchUp can be found in the big picture.
To find models in SketchUp:
Open the SketchUp short cut on your desktop
Click on 'Choose Template’
Select one of the templates (any will do) and click Start using SketchUp
Click on the ‘Get Models’ option in the main toolbar (hover over the icons in the toolbar to find the
correct one)
Type the name of a famous building in the search box, for example ‘St Paul’s Cathedral’
Explain that in the next few lessons they are going to research more about buildings and architecture,
and learn how to draw buildings in 3D using SketchUp. They will then be using their SketchUp models as
a background for creating their own computer game.
Ask the class to consider what kind of ICT and computing skills they think they will need to complete
these tasks.
Ask the children to think about what experience they already have in the following areas:
Researching using a computer
Presenting using a computer
Drawing using a computer
Programming using a computer
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Collect the children’s experiences and strategies in the different areas of digital learning. You could
create a display where children nominate themselves as ‘experts’ in research, drawing, programming,
presenting etc. – these children could then support others during this unit. Children could also identify
the areas they would like to have more experience in, so that any planning and group work could take
this into consideration.
As a revision exercise, and to support younger year groups, ask groups of children to create a collection of
short, simple, films in which they offer their top tips and advice on digital learning. To create the films the
children could use iPads, flip-cameras or any other available mobile device that allows video recording.
Please note: Once videos are saved to the camera roll on iPad or iPhone, they can be easily downloaded
to your pc using the USB cable in the same way as any camera.
Different groups could use the following prompts as a starting point for their films:
What general advice would they offer about using a computer? For example, how to log on and off,
save or find work they have created.
What advice would they offer for conducting successful internet searches?
Do they have any tips for evaluating how reliable the results of an internet search are?
Do they have any tips or tricks about how to draw and design using a computer?
What presentation software would they recommend to another class and why?
Can they offer any recommendations for staying safe online? For example, what kind of information
should they keep private?
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The Big Idea
We live, work and play in and around all sorts of structures, but have you ever stopped to think about how
these buildings are created? Throughout history great structures have been designed using only paper
and drawing tools. But times have changed, and computers have transformed the work of architects and
engineers. In this unit we’ll be using ICT and computing to find out how.
Explaining The Theme

In ICT & Computing, we’ll be finding out:
How to create and manipulate 3D models using a range of tools
How people use ICT professionally in their jobs and for leisure purposes
How to conduct a successful internet search and be discerning in evaluating whether the results are
reliable
How to share information that we have discovered through collaborating and communicating with
others online
How to use and combine a variety of software to present data and information, with an awareness of
the intended audience
How to design and write computer programs using sequences of instructions and variables, inputs and
outputs.
How to use logical reasoning to debug algorithms and explain how they work
In International, we’ll be finding out:
What our home countries look like from space and how to use technology to view the towns and
streets where we live
How to use digital technology to find out more about other countries and make comparisons with our
own
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The Big Picture
This is a discrete ICT and computing unit, which can be taught on its own, or alongside the class’s current
IPC unit. For instance, if the class is learning with the Milepost 3 unit Building a Village then the activities
in this unit would compliment the learning well.
During this unit the children will learn to design and build digital models of their dream houses using an
architectural 3D drawing package called SketchUp. Once completed, their designs will be used to form
the background for a computer game that the children will learn to program using Scratch. Scratch is a
free online resource developed by the Lifelong Kindergarten Group at the Massachusetts Institute of
Technology (MIT) Media Lab with learning and education in mind. It allows students to program their own
interactive stories, games, and animations, which can then be shared with others in the online
community.
All the software signposted in this unit is free to download. Teachers who are new to Scratch and
SketchUp will find more information about each of these programs below.
This unit provides opportunities for strong links to be made with mathematics and technology. Whilst
using SketchUp children will be deepening their understanding of geometry and learning how to use
accurate measurements and dimensions when planning and designing their models. To further underline
the ‘shape and space’ content of the unit, children could be encouraged to make ‘real’ versions of their
virtual models in technology. Towards the end of the unit children will learn how to write code for
computer games using Scratch. Once again these lessons will offer opportunities for links with
mathematics, as the children will be learning how to send their characters to specific areas on the screen
using coordinates.
During the research tasks, children will learn how to use technology safely and respectfully, assessing and
evaluating the results of their investigations and developing strategies for staying safe online.
They will also learn ways of using the World Wide Web to communicate and collaborate with others,
presenting their information in a way which is appropriate and engaging for their chosen audience.
Please note: This unit will require video cameras or tablets for some of the lessons. Links to software
required for the activities are provided below.
Additional background information
A trip to a building site, or a visit to an architectural practice where children can see SketchUp being used
by professionals would be a useful addition to this unit. Alternatively, if any of the children have family
members who work as architects, you could invite them into school to talk to the class, or arrange for
your class to visit their studio.
If your school is based in the UK, then Open City (an extension of the Open House project) run
educational programmes which help schools to forge links with architectural practices.
Teachers will find the following website useful:
open-city.org.uk – the Open City website offers a description of its vision and information about its
services.
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SketchUpMake
Prior to starting the unit, SketchUp will need to be downloaded onto the school computers.
Please note: SketchUp’is currently NOT iPad compatible.
Prior to starting this unit of work teachers will need to download ‘SketchUpMake’ and familiarise
themselves with the software.
To download SketchUpMake please follow these steps:
Visit: sketchup.com and click on the ‘download SketchUp’ button
In Step 1 please select the ‘for educational use’ option
Register your school and select your operating system (Windows or Mac)
Choose SketchUpMake from the ‘choose your product’ menu
Online video tutorials are available through the SketchUp site and these are signposted in the relevant
tasks.
sketchup.com/learn/videos?playlist=58
SketchUp has video tutorials explaining how to get started with the software. The same tutorial videos
are also available to download at:
sites.google.com/site/sketchupvideo/Home/sketchup-getting-started-series
SketchUpMake is free for educational use. It is a 3D modelling program for applications such as
architecture, interior design, civil and mechanical engineering, film, and video game design. The software
is also available as ‘SketchUpPro’, a paid version for professional users.
The program is intuitive to use and offers an advanced set of drawing tools which allow users to design
models in 3D. Included in the software is free resource called the ‘3D Warehouse’ - this is an online
repository of virtual models (e.g. cars, furniture, windows, doors, swimming pools) which can be imported
into a project. For instance, if you are building a 3D house then you can add components (such as
furniture) which has been designed and uploaded to the 3D Warehouse by other users.
For the remainder of this unit we will simply refer to this software as SketchUp. The following website
will be useful for teachers:
sketchup.com – this website includes more information about SketchUpMake, its uses and how to
download it.
Please note: SketchUp is a graphics-heavy application. If you encounter any issues with how the models
display on your computer please refer to the following information on the SketchUp website:
help.sketchup.com/en/article/36254 – SketchUp offers information on how to update your
computer’s graphics driver.
Please remember to download SketchUpMake which is free for educational users rather than the paid
alternative.
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Scratch 1.4: Essential Information
Prior to starting the unit, Scratch 1.4 will need to be downloaded onto the school computers.
Please note: Scratch is not compatible with tablets. Some iPad-friendly coding apps are listed at the end
of this section.
From ICT & Computing Task 7 onwards, children will learn to code their own computer games using a
program called Scratch. Scratch has been developed with learning and education in mind by
Massachusetts Institute of Technology (MIT); it allows students to program their own interactive stories,
games, and animations, which can then be shared with others in the online community. Scratch 1.4 (which
at the time of writing was the latest downloadable version) can be downloaded free of charge from the
Scratch website.
The following website will be useful for teachers:
scratch.mit.edu/scratch_1.4/
Scratch 1.4 can be downloaded from this web page.
Please note: there is also a version of Scratch that does not need to be downloaded – it exists purely as
an online program. If you simply Google Scratch this is the version of the software that you will find most
readily. However the resources in this unit support the downloadable version Scratch 1.4 as it is not
assumed that all schools will have access to a stable internet connection.
Once you have downloaded Scratch 1.4 to the school computers you will need to familiarise yourself with
the software in order to be able to support your children with creating their own games (ICT &
Computing Task 4 onwards).
To learn about how Scratch works, it is essential that you make your own game to show to your class.
Step-by-step instructions are provided in the Cat and Dog PDF which can be found at this link.
To use the PDF tutorial, first open Scratch 1.4 on your computer and follow the simple steps to create
your own Cat and Dog game. Save the game as an example for the children to look at later on in the unit.
Sufficient colour photocopies of the PDF will need to be available for the children to refer to once they
have started to make their own game.
Finally in order to publish the children’s finished work to the Scratch website you will need to create an
online class Scratch account.
Scratch accounts can be created from the following web page:
scratch.mit.edu
Click on Join Scratch to create a class account.
Once the children’s games have been completed in Scratch 1.4 they can be uploaded to the class online
account using the ‘Share’ option in Scratch 1.4. This will enable the children to view their finished games
from home.
Please note: Scratch is not compatible with tablets. Some iPad-friendly coding apps are listed below.
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Coding with tablets
If your school owns iPads the following applications will complement the children’s learning about
programming:
Daisy the Dino
mindleaptech.com/apps/daisy-the-dinosaur/ – Daisy the Dino introduces children to basic
programming.
Hopscotch
gethopscotch.com – Hopscotch is a coding app for children.
E-safety
Learning about e-safety is a vital life skill. Empowering children at an early age with the knowledge to
safeguard themselves and their personal information is something that needs to be nurtured throughout
school and into adult life. Before starting the unit, find your school’s e-safety policy and check whether
your students have signed an acceptable use agreement. If no such agreement is in place in your school,
first liaise with the nominated e-safety officer and then consider sharing the main points with your pupils
in order to collaborate on a school e-safety policy. Your class could then become advocates for e-safety in
your school.
An example of an Acceptable Use Policy can be found in the resources section. Please note this is an
example only, and should be adapted to meet to meet your school’s context and individual requirements.
Evaluating web materials
While there is plenty of reliable information on the web, there is also plenty that is incorrect, out of date
and/or seriously biased.
Equally, not all educational materials are appropriate for pupils because they are written with adult
readers in mind. The evaluation of web resources is therefore necessary to determine the reliability,
accuracy and currency of the material, and pupils should be taught the value of this process as part of
their core ICT and computing skills development.
When evaluating web materials, pupils might ask themselves:
Do the headings look relevant for what they need to find?
Does the content seem up to date?
Where does the content originate from?
Is the content easy to read and understand?
Does it provide everything they need?
Are the links useful?
Does it present a one-sided point of view?
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Google Earth
Google Earth allows you to travel the world through a virtual globe and view satellite imagery, maps,
terrain, 3D buildings, and more. With Google Earth’s rich, geographical content, you are able to fly to your
favorite place, search for buildings, cities and countries.
Here are a few things you can do:
Fly to any location in the world, learn about a city and its geographic features
Explore the sky: enjoy the wonders of the heavens and learn about our solar system
Dive in the ocean: go beneath the surface and visit the depths of the ocean and explore the planet’s
deepest underwater canyons. Learn about ocean observations, climate change, and endangered
species. You can even discover new places to surf, dive and fish.
Walk on the moon: take tours of landing sites narrated by Apollo astronauts and view 3D models of
landed spacecraft
Visit Mars: travel the Red Planet and explore NASA’s latest imagery of our galactic neighbour
Teachers will find the following website useful:
google.co.uk/intl/en_uk/earth/download/ge/agree.html – this website includes more information
about Google Earth and download links.
Minecraft
Minecraft is a Lego style adventure game with more than 33 million users worldwide. The video game
places players in a randomly generated virtual world where they can create their own structures and
contraptions out of textured cubes made from different materials such as dirt, rock, sand and lava.
If you would like to use Minecraft as part of the entry point, you will find a free trial version at:
minecraft.net – the trial version lasts for five in-game days, or about 100 minutes. You will need to
create a user account prior to downloading the game
More information about how to use Minecraft can be found on the following website:
minecraftopia.com/how_to_play_minecraft – the Minecraft website offers a tutorial on how to get
started with the package.
There are many blogs offering ideas and lessons plans on how to use Minecraft in the classroom. The
following website may be useful for teachers:
edutopia.org/blog/minecraft-in-classroom-andrew-miller – Edutopia provides ideas on how to use
Minecraft in the classroom.
Site licenses for the game are also available for purchase online.
YouTube
Some tasks in this unit suggest that the children create short documentary style films. In order to host the
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videos online you will need to create a class account with YouTube, Vimeo or any other school approved
alternative. The following websites will be useful for teachers:
youtube.com/yt/about/en-GB/getting-started.html – this YouTube page directs you through setting
up a Google and YouTube account.
vimeo.com – Vimeo offers further information about the service including how to set up an account.
makewav.es – Makewav.es is a social learning environment for schools which hosts a wide range of
file types including video.
As with all online content it is recommended that whenever children’s images appear their names are
withheld or changed to protect their identity. One suggestion would be that the children create a
pseudonym or ‘codename’ for any online content they create.
QR Codes
QR or Quick Response Codes are a type of two-dimensional barcode that can be read using smartphones
and dedicated QR reading devices, that then link directly to text, emails, websites, phone numbers and
more. There are a range of free digital resources for making and reading QR Codes on smartphones or
computers. Scan the following code to access the Wikipedia page on this topic.
Teachers may find the following website useful:

qrstuff.com – QR Stuff offers free QR code creating resources.
Code Club World
Prior to starting this unit it would also be useful to register the school with Code Club World.
Code Club World connects talented computer programmers with local schools and provides them with
the materials they need to help children learn how to code. The sessions are free and take place after
school. Introducing Code Club World to your school creates a fantastic opportunity for children between
the ages of 7–11 to learn programming skills. Children who have enjoyed the programming aspect of this
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unit, will also have the opportunity to consolidate and further extend their learning.
It can take a little while to find a suitable volunteer and your school will also need to apply for the
relevant safety checks, so it is worth registering as far in advance as possible. In addition to running the
after school coding sessions, your code club world volunteer might also be willing to act as a ‘mentor’ for
your class during this unit of work.
The following website provides more information:
codeclubworld.org/ – the Code Club World website includes teaching materials and tells you more
about how Code Clubs work around the world.
ICT and Computing vocabulary
Algorithm - a set of instructions or procedure that must be followed in a fixed order to achieve a
particular objective
Animation - the manipulation of electronic images by means of a computer in order to create moving
images
Boolean operators - simple words and symbols (AND, OR, +, -, “ ”) used as conjunctions to combine or
exclude keywords in an internet search, resulting in more focused and productive results
Browse - to look for information on a computer
Browser - a piece of computer software (e.g. Safari, Firefox, Google) that you use to search for
information on the internet
Code – to write instructions for a computer
Computer networks – the computers and the connecting hardware (e.g. wifi points) that makes it possible
to transfer data using an agreed method or protocol
Debug – to look for and remove mistakes from a computer program so that it works correctly
Font – a set of printable or displayable text characters in a specific style and size
Glitch – a small problem or fault that prevents something from working correctly
Graphics – digital images created or captured (for example by scanning in a photo)
Hit - the retrieval of any item, like a page or a graphic, from a web server
Hyperlink – a link from a hypertext document to another location activated by clicking on highlighted
text or image
Input - any information or data that’s entered or sent to the computer to be processed is considered
input. Input is most often sent to the computer using an input device such as a keyboard or mouse.
Interactive – a two-way system of electronic communication
Internet – the global collection of computer networks and their connections, all using shared protocols to
communicate
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Output – any information that has been processed and comes from a computer or computer device is
considered output. The most commonly used output device is the computer’s monitor which displays data
on a screen. Devices such as the printer and computer speakers are some other common output devices.
Program – a specific set of operations for a computer to perform
QR Code - a machine-readable code consisting of an array of black and white squares, typically used for
storing URLs or other information for reading by the camera on a smartphone
Script – a program or sequence of instructions to be carried out by a computer
Software – a general term for various kinds of programs used to operate computers and related devices
Sprite – the term used to describe the ‘characters’ or objects being programmed in ‘Scratch’
Variable - a template or container holding specific pieces of data in your computer’s memory
World Wide Web – a service provided by computers connected to the internet in which pages of
hypertext (web pages) are transmitted to users
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ICT & Computing Learning Goals
Children will:
and work
sources
and outputs
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ICT & Computing Task 1
Learning Goals
and work
Research activity
Prior to the lesson find out if any buildings or homes in your local area are in the planning or
design stages. If links have been made with local architectural practices this would be a
good time to arrange a field trip or a visit. It will be important to make any professional
contacts aware that during this unit of work the children will be learning to draw
using SketchUp; so any examples of their own models, together with explanations of how
they are used in a professional context would be very useful.
Show children a slideshow of famous buildings from different time periods and locations
around the world. Images could include buildings they explored in the entry point, or
famous structures from the children’s host or home countries.
Look at the examples again closely. Which do the children like best and why? Encourage
them to think carefully and critically about the design. What design feature appeals to them
the most? Pick on one element of the structures, for instance the roof, and compare
similarities and differences in each of the examples.
Explain that in this unit we are going to learn how to design and create models of buildings
using a 3D drawing package called SketchUp.
Please refer to the big picture for more detailed information about SketchUp. The following
website may be useful for teachers:
sketchup.com/download – SketchUp offers links to download SketchUpMake for
education.
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The SketchUp package is used by professional architects - do any of the children know
someone who works as an architect? Can they explain what the job involves?
Tell the children that before a building can be built, designs need to be carefully drawn up
and agreed on. Once the owner of the land has decided on their ‘brief’ for a building, they
sometimes invite architects to present their ideas for what the building could look like
before deciding on which design they’d like to have built. Preparing 3D models is therefore
a crucial part of the design process.
Can the children think of any building sites that they have seen in their local area which
feature artist impressions or 3D computer renderings of what a building will look like?
To show children some further examples of 3D models, you could explore SketchUp again
as you did in the knowledge harvest:
Open the SketchUp short cut on your desktop
Click on ‘Choose Template’
Select one of the templates (any will do) and click ‘Start using SketchUp’
Click on the ‘Get Models’ option in the main toolbar (hover over the icons in the toolbar
to find the correct one)
Type the name of a famous building in the search box, for example ‘St Paul’s Cathedral’
Put the children into groups and allocate each one a building from the selection you have
shown them. Explain that they are going to research its background and history including:
Who designed it and when
What the building looks like (for this they will need to download photos)
Where it is located in the world
Whether its country and location has influenced its design in anyway
What it was/is used for
Who uses it today
Ask for the children’s suggestions on how we are going to find out this information.
Encourage them to think creatively; as well as suggesting the internet, some might think of
using the school library or contacting a local firm of architects (if you have not already done
so).
When using the internet for research, it is important that children are reminded of how to
search efficiently, how to analyse results critically and how to stay safe, avoiding
inappropriate content. Ask the children how they can ensure that their internet searches are
effective and efficient. Start by revising the use of key words and search operators. With the
whole class, model how to carry out an internet search on an agreed theme.
Carefully discuss and agree on what key words should go into the search engine in order to
get the best results. Now look at the list of hits and ask the children to evaluate how
relevant the search results seem.
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Discuss the following:
Do the headings look relevant for what we were looking for?
Does the content seem up to date? How can we tell?
Where does the content originate? How can we tell?
Is the content easy to read and understand? Is it suitable for children?
Does it provide all the information that they need?
Are any web links, if included, useful?
Does it present a one-sided point of view?
How do they think the results of their search have been ranked?
The following websites may be useful for teachers:
en.wikipedia.org/wiki/PageRank – Wikipedia offers information on search algorithms
used by Google.
techrepublic.com/blog/10-things/10-tips-for-smarter-moreefficient-internet-searching/
– TechRepublic offers 10 tips for smarter more efficient internet searching.
Children should also be aware of how to use Boolean operators to refine their internet
searches and this is a good opportunity to practise this skill. Demonstrate the following
search using Google.co.uk. Type in ‘design influences on Stonehenge’. What is the first
result? (At the time of writing it was a link to a Wikipedia page on Stonehenge, exploring
different theories about its origin.) Is it what we were looking for? How many search
results were returned? Is this helpful? How can we refine our search? Explore the FIVE
Boolean operators:
AND
OR
+
-
“”
The following video may be useful for teachers:
youtube.com/watch?v=ZbVY8F7KGfw – this YouTube video explores the use of ‘AND’
and ‘OR’ as Boolean operators in internet searches.
(To watch a YouTube video in safe mode, scroll to the bottom of the page and click on the ‘safety’ tab which brings up the
‘Safety mode’ information. Under this section, select the ‘on’ option, then click ‘save’)
As well as using Boolean operators and choosing our key words carefully, children should
also be reminded to think about what type of information they are looking for. For locations,
they could use Google Maps. If they are looking for images, they should use an image
search. Remind children that image searches sometimes result in undesirable content being
displayed on screen. What should they do if they come across an inappropriateimage?
Revise and clarify procedures (eg. Turn off the monitor and let a teacher know). What if they
are at home? Ensure children are aware of strategies they can use in order to report any
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concerns they might have.
Finally, discuss reliability of information. Ask the children whether they think they can trust
everything that they find on the internet. What ways can they think of making sure that the
information they find is reliable?
Groups should take on different aspects of the research about their chosen building and
share their learning later on.
Children should use their chosen resources to carry out the research, making notes if they
are using books or, if they are using the internet, pasting their findings (including any
images) into a digital document of their choice (for example Word or Pages). They should
also make sure to save the sources of their information as hyperlinks.
For any internet research, ask the children to save their findings in a named folder in an
agreed location on the school network.
Recording activity
Groups should take turns to present a summary of the information they have discovered to
the class, covering the following aspects:
Was their research successful?
Was it easier to find information using books or computers?
What strategies did they use to ensure their internet searches were effective and
efficient?
What other information could they add to their research?
Share the children’s ideas and strategies on how to carry out a successful internet search.
The children’s recommendations could be displayed as a poster in the ICT suite and/or
added to the class blog or school website to support the learning in other classes.
Personal Goals
Communication
Cooperation
Enquiry
Resilience
Thoughtfulness
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Learning Goals
sources
and outputs
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Research activity
In this session the children will be preparing mini documentary style films on each of their
buildings using the research they conducted in the last lesson. Ask the children to find their
documents and give groups time to critically evaluate the quality of their findings referring
back to the bullet points from ICT Task 1:
Who designed it and when
What the building looks like (for this they will need to download photos)
Where it is located in the world
Whether its country and location has influenced its design in anyway
What it was/is used for
Who uses it today
Do they think the information they found is reliable? Is any information missing? If the
children are unsure of the validity of their findings discuss strategies for cross checking the
information they have found (for example comparing content from different sources or
referring to acknowledged authorities, such as published books or online museum
resources, government bodies or news channels).
Take a moment to discuss how ‘evaluating’ research is an important skill that we use
whenever we are learning (whatever the lesson) in order to make improvements to our
work. Groups should agree on what improvements need to be made, conclude their research
and save their work.
Recording activity
Explain that we are going to use our research to create mini documentaries on our chosen
buildings.
Watch a selection of short news items on selected topics. The following website will be
useful for the children:
bbc.co.uk/newsround – CBBC Newsround features news articles and videos from
around the world and is designed for children.
Now tell the children to imagine that as part of a new initiative, a children’s news channel is
going to feature one famous building a day as part of its show. The class need to prepare a
bulletin about their chosen building that will be lively, informative, engaging and
appropriate for school children around the world.
Divide the class into groups of four or five. The children should plan how they are going to
make their films, taking into consideration the following:
Who will the actors be? (For example someone might act as the reporter and they might
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want to interview a personality such as the local mayor, a passer-by or a school child.)
Who will be the camera person? (Will they need a ‘technician’ to work out how the
video cameras operate?)
Where will their film be based? (Are they going to pretend to be in the studio, on
location or a mixture of the two?)
Will they need any props? (They might need to print out a photo of the building they are
talking about or stand in front of a monitor and display an image.)
Who will write the script? (Will this be done collaboratively or will one person be
responsible for this?)
Will they have a director? (What kind of skills will this person need? Who is most suited
to the job?)
They will also need to take into account practical considerations such as when and where
filming is going to take place, what equipment they will use and how this equipment works.
If school cameras are in short supply teachers might consider letting children bring mobile
devices such as iPods, iPads or film cameras in from home for filming.
Once the basic ideas for filming are in place the children should start to draft the script of
their documentaries. These could be completed as part of a separate session (see Language
Arts link).
Allow the class sufficient time to complete their planning in preparation for the filming in
the next task.
Language Arts link: look at an example of a documentary script. Discuss the layout and
features of the script (often these tend to be presented in multiple columns – see the
following for an example: tinyurl.com/o9t9e2v). Encourage the children to write and format
their own scripts in a similar style, numbering their shots and providing image and audio
descriptions.
Personal Goals
Communication
Cooperation
Enquiry
Resilience
Thoughtfulness
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Learning Goals
sources
and outputs
Research activity
Recap and review the children’s progress so far. Each team should hold a brief meeting and
complete their final preparations prior to filming. If necessary hold a trouble-shooting
workshop with the whole class to support any groups who are struggling either with project
management, equipment or general ideas. Emphasise the need for teamwork and
collaboration, using children in the class to share good practice.
Allow the groups time to rehearse their bulletins before beginning the filming process.
Recording activity
For this session you will need video cameras, iPads, iPods or other tablets with a built-in
video camera.
If time allows encourage the children to try filming a practice run through so that they can
analyse what to improve before their final take. For instance they might notice that filming
in bright sunshine makes the presenters hard to see, or that filming in populated parts of the
school makes the video difficult to hear. If film-editing software is available in school, they
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could download their films and edit out mistakes as well as adding music, credits and special
effects.
MovieMaker is one example of film-editing software, for use with Windows
operating systems:
windows.microsoft.com/en-gb/windows-live/moviemaker#t1=overview – this website
offers download options as well as information about how to use MovieMaker.
For Mac operating systems, try iMovie:
itunes.apple.com/us/app/imovie/id408981434?mt=12&ls=1 – this website offers
download links as well as information about how to use iMovie.
Once completed, allow time for the different groups to share their films with each other,
before organising a screening with another class. The films should be critically evaluated
with marks out of ten for each of the following success criteria. The highest scoring films
could be presented with a school Oscar for their success in the following categories:
Quality of content – how informative was the film?
Presentation – how fluent were the presenters?
Filming – how successfully did the camera crew capture the images?
Editing (if applicable) - how professional did the finished film look?
Teamwork - how effectively did the team work together?
Upload the winning films to the school’s YouTube, Vimeo or other online community which
provides video hosting (see the big picture for more information on how to create accounts
for these) so that the videos may be viewed on the internet. Share this link with parents
and/or the wider community and ask them to contribute feedback and comments on
the videos. Show the children how to access the videos and explain that the purpose of
publishing them online is to share their work with a real audience and to receive feedback
about what their work. Model how to write a constructive comment, making specific
reference to the content of the film. Ask children to think of some example comments that
make a positive contribution to the online community, a negative contribution and a
comment that does neither. Children should watch each other’s films and post comments
online. Once the videos are hosted online you could also ask the children to use their film’s
URL to create QR codes for each of their videos (see the big picture for more information
on QR codes).
The following website may be useful:
qrstuff.com – QR Stuff offers free QR code creating resources.
The resulting codes could then be combined with screenshots from the children’s videos to
create a classroom display featuring their top ten tips and tricks on making films and
documentaries.
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Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Resilience
Respect
Thoughtfulness
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3D Designers
Learning Goals
and work
and outputs
Research activity
Please note: teachers will need to download and familiarise themselves with the
SketchUpMake and Scratch software prior to teaching this task. Detailed information is
available in the big picture.
Now that the children have started thinking critically about different buildings and
structures, they are going to learn how to use some proper architectural software. Explain
that SketchUp is a 3D drawing package used by real professionals in all kinds of fields such
as architecture, construction, engineering, interiors, landscape architecture, kitchen and bath
design, urban planning and video game design.
Their 3D design task is going to be in two parts: first they are going to create a 3D model of
their dream house using SketchUp and then they are going to use this model as the setting
for a computer game that they will be designing using Scratch.
SketchUp and Scratch are both free to download from the internet, so if the children decide
that they enjoy using them they can download them at home to keep practising their skills
(see the big picture for more information on downloading these programs).
Start by watching Part One of the ‘Getting Started’ tutorials on the SketchUp website:
sketchup.com/learn/videos?playlist=58 – SketchUp has video tutorials explaining how to
get started with the software.
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Please note: if your school has any problems accessing YouTube, or you experience any
difficulties streaming the content, the ‘Getting Started’ videos from SketchUp are also
available as downloads from the following website:
sites.google.com/site/sketchupvideo/Home/sketchupgetting-started-series – SketchUp
offers video tutorials as downloadable files.
Part One of the ‘Getting Started’ tutorials guides you through how to create a simple 3D
house using the following tools and concepts:
Choose template
Rectangle tool
Dimensions
Push/pull tool
Inference points
Circle tool
Edges and faces
Orbit tool
Pan tool
Zoom tool
Mouse tools to navigate
Select tool
Understanding the blue red and green axes in SketchUp
Eraser tool
Recording activity
Open SketchUp on the interactive whiteboard and model how to repeat the basic steps in
the tutorial, demonstrating to the children how to create a simple house. Draw careful
attention to what the icons for the new drawing tools look like as you introduce them.
The children should work in pairs to repeat the steps you have shown them, practising
orbiting and zooming in and out of their structures using mouse and keyboard shortcuts.
At the end of the session ask the children to recap what new drawing tools they have learnt
and explain what they are for.
Ask the children to save their work as ‘SketchUp1’ in their folders and add the new
vocabulary to a class word bank or display.
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3D Designers
Personal Goals
Adaptability
Communication
Enquiry
Resilience
Thoughtfulness
36
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Learning Goals
and work
and outputs
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Research activity
Remind the children about the models they made in the previous task using SketchUp. What
did they find difficult when they were learning to draw in 3D? Open some examples of the
children’s models and discuss what they have done successfully and what they might need
to work on further this time. With the class, watch Part Two of the ‘Getting Started’ tutorials
using the following link:
sketchup.com/learn/videos?playlist=58 – SketchUp has video tutorials explaining how
to get started with the software.
Part Two of the ‘Getting Started’ tutorials consolidates the tools and concepts introduced in
Part One and shows you how to create a more detailed house model. The following tools
and concepts are introduced:
Add accurate dimensions to your model
Move tool
Offset tool
Large tool set
Follow me tool
Adding parallel lines
Recording activity
Repeat the basic steps in the tutorial, modelling to the class how to use the new tools to
create a house with a roof overhang, windows and doors. As the structure of the house is
more complex than the one from the previous task, children should open a fresh template
for the purposes of this activity and their earlier work can be kept in their folders to
evidence progression. Ask the children to save their work as ‘SketchUp2’.
Extension Activity
Can they see any tools that might allow them to add colour and texture to their finished
house?
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3D Designers
Can they find some ways to fill the house with realistic building materials such as bricks,
roofing tiles and glass?
Using tablets or video cameras ask the children to make YouTube style films creating their
own step-by-step tutorial video on how to make a simple house using SketchUp. Post these
on the school website or blog for other classes to use.
In the next task the children will be creating the interior of a room and adding furniture and
objects from the 3D Warehouse. In preparation for this, ask the children to create a scale
drawing of their bedroom at home on graph paper, adding windows, doors and furniture.
The following website may be useful for teachers:
wikihow.com/Draw-a-Floor-Plan-to-Scale – WikiHow offers a step-by-step guide on
how to draw a floor plan to scale.
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Learning Goals
and work
and outputs
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Research activity
Use one of the videos created by the children in the previous session to recap the
techniques and tools they have mastered so far. Have they discovered any tips, tricks or
shortcuts to make drawing easier in SketchUp?
Explain that in this session we will be learning to use the ‘SketchUp 3D Warehouse’ to add
different components to models of our own bedrooms. Explain that ‘components’ are
finished models which other users have created using SketchUp and uploaded for others to
use. Thousands of components exist on the site and it is possible to search the database
using exact criteria. For instance rather than searching for ‘lamp’ they could use exact terms
such as ‘white, metal floor lamp’ to find specific items.
With the class, watch Part Three of the ‘Getting Started’ videos using the following link:
sketchup.com/learn/videos?playlist=58 – SketchUp has video tutorials explaining how
to get started with the software.
During this video the following tools and concepts are added to previous learning:
Tape measure tool
Using guides
3D Warehous
Adding components
Inferring surfaces
Healing surfaces
Copying objects
Applying colours and materials
Using the sampling tool
Adding components
Searching the 3D Warehouse
Rotate tool
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Recording activity
Why do the children think that SketchUp users have spent time creating these detailed
models? How do they think that they could be useful in real life to architects and interior
designers and engineers? If they have been able to speak to an architect, they should
understand that being able to add furniture and other details adds to the realism of a model
allowing potential clients to visualise proposed designs more clearly.
Using the scale drawings of their bedrooms as a blueprint, ask the children to use the
techniques they have learnt from Part Three of the video tutorials to recreate the basic
layout of their bedrooms in SketchUp.
They should add windows, doors and any furniture in the correct places paying careful
attention to the plans they have drawn on paper.
Once they have created the basic structure of the room as closely as possible they can begin
to fill the walls and floors in with colour and add furniture from the 3D Warehouse. Remind
the children that by using key words to search the 3D Warehouse it can help them narrow
down their results and find furniture that exactly matches their own. For instance if they
have Ikea shelves in their room, they can narrow the search results to the exact product that
they own.
When the bedrooms are complete allow the children to use their imaginations to add and
position objects to create a ‘dream bedroom’ of their choice.
Please note: as practically any object is available on the 3D Warehouse, you should
emphasise the need for the children to be realistic in their choices and possibly limit them
to an agreed amount of models to import.
Once the dream bedrooms are complete invite another class to come and view the
completed models in the ICT suite or classroom.
You could advertise the children’s new skills on the school website or as a home-learning
task, contact parents offering them a unique opportunity to have their kitchens redesigned
in 3D (by their own children of course!).
If the children have downloaded SketchUp at home, encourage them to continue practising
and honing their skills, as the exit point will require them to put these to the test in a real
life challenge.
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Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Resilience
Thoughtfulness
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3D Designers
Learning Goals
and work
and outputs
Research activity
Please note: during the following tasks the emphasis will turn to computer programming.
Learners may have already used Scratch 1.4 in the units Digital Gamers in Milepost 2, and Say
Cheese in Milepost 1. Detailed support and advice on how to use Scratch 1.4 is included in
both of these units. Detailed information about Scratch 1.4 and how to download it is also
available in the big picture. Scratch 1.4 cannot be used with tablets or iPads. Prior to this
lesson teachers should use the Cat and Dog Race instructions to make their own version of a
Scratch game so that a finished example is available to show the class. Once children have
looked at their teacher’s game they will be expected to make an exact replica in pairs.
Teachers will need to make sure that sufficient colour copies of the Cat and Dog Race
intructions are available to support children with making their games.
Now that the class have learnt some design skills, the children are going to use screen shots
of one of their models as the background for a computer game that they will create using
Scratch 1.4. Using this program, the children will learn to program their own interactive
games, which can then be shared with others in the online community.
Before beginning the programming task, give the children an agreed amount of time to use
their new drawing and design skills to improve and complete their favourite piece of work
from the previous tasks. Once complete they should take screen shots of their work and
save these in their folders ready to be imported into Scratch for use as the background for
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their game.
The following website may be useful for teachers:
take-a-screenshot.org – this website offers support on how to take screen shots on a
range of different platforms.
Open the Cat and Dog Race game you have prepared (using the PDF guide in the resources
section of this unit).
Before modelling how the game works, ask the class to look carefully at the ‘script’ (a
program or sequence of instructions to be carried out by a computer) you have written for
each of the ‘sprites’ (the term used to describe the ‘characters’ or objects being programmed
in Scratch). See the glossary in the big picture for these definitions and others. Draw
attention to the new vocabulary and ask the children to be on the look out for these words
in the learning that follows. Can they predict what each of the ‘sprites’ in the game will do?
Ask the children to discuss what they think is going to happen in the game.
Ask pairs of children to try out the game in front of the class. Discuss what happens in the
game and what they think the aim of the game is? Were they right in their predictions?
During the following sessions the children will be learning to replicate the Cat and Dog Race
game you have shared with them using their SketchUp model as the background for this.
The aim of the game is for two players to race their cat or dog as fast as possible across the
screen. Each child has to press a key as fast as they can to move their animal, and the first
one to reach the edge of the screen wins!
Explain that today they will write some ‘scripts’ for the ‘sprites’ in their computer games. By
the end of this lesson you will expect them to be able to explain what these terms mean.
Model how to open Scratch. Show the children how to add their SketchUp model to the
background of their game by clicking on ‘Stage/Backgrounds/Import’. They should then
browse for their saved screenshots and import these as the background for their games.
Once the backgrounds have been imported, show the children how to complete Steps 1 and
2 of the Cat and Dog Race Game PDF (found in the resources section of the unit).
Children will not need to memorise all the steps that you show them as they will have the
step-by-step Cat and Dog Race Game PDF to support them, but a tour of the software,
showing them where to find the script blocks, how to import the characters, where to find
the backgrounds, etc., will be useful to get them started.
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Recording activity
In pairs the children should now try to begin replicating the Cat and Dog game that they
have just been shown. Distribute colour copies of the PDF to pairs to support them with
their programming. They will need to refer carefully to the instructions in the PDF to
replicate the code exactly, as programming is an exact science that requires precise
instructions to work in an ordered sequence. Such sequences of instructions are
called ‘algorithms’. Even tiny mistakes, which are very easily made, will stop the game from
working correctly. Allow children to work through the PDF at their own pace, stopping the
class regularly to check on progress and troubleshoot issues as they arise. Allow sufficient
time for children to complete at least Steps 1 and 2 of the game, test and ‘debug’ the
game (look for and remove any mistakes) with their partners, before saving the work in their
folders on the school network.
As a class review what they have learnt so far. Can they explain what the terms ‘script’ and
‘sprite’ mean?
Personal Goals
Communication
Enquiry
Resilience
Thoughtfulness
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Learning Goals
and work
and outputs
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Research activity
Remind the children of the work they completed in the last task. Ask volunteers to share any
games that were not working correctly - can the rest of the class help them find the
glitches/bugs in the coding? Revisit the vocabulary that was introduced during the last
session. Can they explain what is meant when we say that we have been writing ‘scripts’ for
our ‘sprites’?
Open the Cat and Dog Race game that you prepared as an example, and consider the
following: how will we make sure that both players start their games at exactly the same
moment and what would be an appropriate moment for the game to start? Agree that the
game should start after the drum has finished counting down.
Explain that today they will be learning to create a ‘variable’ for our computer game. A
variable is a template or container, which holds specific pieces of data in your computer’s
memory. The variable that they are going to create is going to hold the data about racing.
The program that they are going to write will tell the ‘sprites’ to start racing only after the
start button (the drum) has been pressed and once it has finished playing the drum
machine music; before that the ‘sprites’ will be unable to race, even if the keys on the
keyboard are pressed.
This is a good time to introduce the concept of an ‘input’ and an ‘output’ in a computer
program. Explain the terms ‘input’ and ‘output’:
Input - any information or data that’s entered or sent to the computer to be
processed is considered ‘input’. Input is most often sent to the computer.
Output – any information that has been processed and comes from a computer or
computer device is considered ‘output’. The most commonly used output device is the
computer’s monitor which displays data on a screen. Devices such as the printer and
computer speakers are some other common output devices.
Brainstorm a variety of different examples of where inputs and outputs feature in a range of
household devices. Some examples could be:
Washing machine: input = keys/dial; output = wash starts
Street light: input = sensor which detects light/no light; output = light turns on/off
Automatic doors: input = sensor which detects pressure or movement; output = doors
open/close
What do they think that the inputs (keys on the keyboard and mouse) and outputs (sprites
moving across the display on the screen) are in their game?
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Recording activity
Children should complete Steps 3 to 5 in the Cat and Dog Race PDF (found in the resources
section of the unit).
When the games are completed children should swap computers to test each other’s games
and feedback on any bugs or glitches. Returning to their computers the children should be
able to clearly articulate what is not working in their game and which part of the script they
need to scrutinise for bugs. Any children who have completed their games can either
support others with their de-bugging or proceed to the next task.
As a class reflect on the new skills and vocabulary that they have learned today. What
difficulties did they encounter and how did they solve them? Did they work as a team to
brainstorm solutions or did they find another way of overcoming their difficulties? Discuss
the importance of resilience as a key skill for a computer programmer. As a class, agree on
some key pieces of advice for younger classes, which could then be shared with a Milepost
2 class who are learning with the ICT unit Digital Gamers, for example.
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Resilience
Thoughtfulness
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Learning Goals
and work
and outputs
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Research activity
This final Scratch session assumes that the children have finished following the instructions
in their handout and that their games have been debugged and are working correctly.
Open some examples of children’s programming and ask them to explain what bugs they
found and what strategies they used in order to solve any problems.
Explain that during this task they are going to customise their finished games in order to
make them unique. The finished games will then be uploaded to the Scratch website where
they will be available for other users to play. Discuss what is meant by the term ‘customise’
and ask the children to brainstorm what ideas they have for adapting and modifying their
games.
Here are some ideas for the children to try:
Can they edit their ‘sprites’ to make them look different? (For example add sunglasses or
a hat). Encourage them to explore the paint tools and use their imaginations.
Can they animate the characters by getting them to switch costumes?
Can they find new colour effect functions in the ‘Looks’ menu?
Can they find out what the ‘Pen’ menu does?
Can they add different music and sounds, and record their own?
Can they change the scene in their game by adding a script to the stage?
So far the children have replicated the instructions in the PDF so it would be a good idea to
let them solve these challenges themselves, after sharing a few ideas as a whole class.
Recording activity
Once the games are completed they can be uploaded to the Scratch website either to the
children’s individual accounts or to a class Scratch account. For advice on how to create a
class Scratch account please refer to the detailed information on Scratch in the big picture.
Extension task
Explain that some of the younger children in the school are also learning to program with
Scratch so it would be really helpful to record a ‘top tips’ video for Scratch using the filming,
presenting and editing skills that the children learnt earlier in the unit. They could use
tablets or video cameras to shoot short films aimed at teaching other classes what they have
learnt about coding with Scratch.
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Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Resilience
Thoughtfulness
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ICT & Computing Extension Task
Learning Goals
and work
and outputs
Extension activity
Using the ‘Resources’ section in the IPC Members’ Lounge website, search for other
schools that are learning with this unit and connect with them directly. You can do this
by sharing your online route plan and searching for schools that have done the same.
Arrange a session with another IPC school where children can use Skype or another
video calling alternative to share their experiences of designing 3D structures with
SketchUp and programming with Scratch. What did they enjoy? What did they find difficult?
Do they have any tips and advice for drawing in 3D or coding and debugging using Scratch?
Encourage the children to share examples of their 3D drawings during the video call.
They could also swap Scratch usernames, so that they can use the ‘Search’ function in
Scratch to find each others’ games, leave comments and ‘follow’ other children to see what
other programs they produce in the future. Remind the children that the site is moderated
and that any inappropriate or unkind comments will be flagged up and users barred.
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Personal Goals
Communication
Cooperation
Enquiry
Respect
Thoughtfulness
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International Learning Goals
Children will:
3.02 Know about the key features related to the lives of people in the host country and/or, where
appropriate, other countries in which they have lived
countries
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International Task
Learning Goals
countries
Research activity
Please note: prior to this lesson send out permission letters asking the children to bring in
their home postcodes so that they can search for their houses and villages using Google
Earth. If this is not possible, the children could choose a famous building or landmark and
search for this instead. You will also need to create a Google account to view SketchUp 3D
models uploaded by other users. The following link will be useful for teachers:
accounts.google.com/SignUp – this website helps you to create your own Google
account.
Introduce the lesson by playing ‘Spin the Globe’ using Google Earth. To do this type the
name of your host town or village into the search bar and watch the virtual planet Earth spin
and zoom to the given location. If applicable, use some of the children’s home towns and
cities as destinations. First visit the country, hover over the town/village, then use their
postcodes to identify the streets on which they live.
In pairs children should use Google Earth to ‘visit’ their homes, as well as models of famous
buildings in their host or home countries (ask the children to keep a tally of how many
SketchUp models they encounter on route).
Compare different types of buildings in different parts of the local area, country or world.
For example, they could compare schools, private houses, hospitals, museums, train stations,
etc. How do they differ and in what ways are they similar? Explore children’s ideas about
why these similarities or differences might exist – thinking about climate, economics,
geographical features, consumer need, etc.
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3D Designers
Recording activity
Ask the children to select one of the buildings they have visited and discuss how they would
go about creating their own versions of the model using the tools that they have learnt in
SketchUp? Examples of the children’s work can then be saved and displayed as part of the
exit point.
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Resilience
Thoughtfulness
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International Extension Task
Learning Goals
countries
Extension activity
In this unit, the children have been studying different buildings around the world. Talk
about the UNESCO world heritage sites. These are places around the world that are
considered to have outstanding universal value. Discuss that statement and work together to
define what that means.
You can view an interactive map of UNESCO heritage sites here:
whc.unesco.org/en/254 – the World Heritage Convention website offers a wealth of
information on world heritage sites, including this interactive map.
Ask the children to find out about the world heritage sites in their home and host
country. Have they visited any? Did they know about them? Ask the children to consider
why those sites were chosen. What gives them their international/universal appeal? Discuss
any of the buildings that are featured. (Some of these may be available as virtual models
to explore in MineCraft.)
Explain that in the United Kingdom, buildings that are considered of special historical,
architectural or artistic interest can be categorised as ‘listed buildings’. That means there are
restrictions on what changes can be made to a building by their owners. If you have a local
architect working with the children on this unit, then you could ask them to discuss whether
there are any restrictions in the host country.
Ask the children to give their views on whether certain buildings should be protected.
Do their owners have the right to make the changes that they want? What role do
buildings and world heritage sites play in preserving a country’s character and history?
Are there any buildings or locations in the local area that the children would consider
an important historical or cultural landmark? (Alternatively, you may wish to view the
children models from the previous task and take a vote on which building the class feels has
the most international value.) Work together to create a list of reasons why UNESCO should
make your chosen location a world heritage site.
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3D Designers
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Morality
Respect
Thoughtfulness
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The Exit Point
Tell the children that they are going to use SketchUp and their new 3D drawing skills to design an entire
dream house for some very important clients - their parents and teachers!
Divide the class up into small groups of 2 or 3 to create their own architectural consultancy firms. They
should use the tips from the internet search posters they made in ICT & Computing Task 1 to help them
find local architectural practises to see what kind of names they have and how they advertise themselves
on the internet.
Each group should think of a name for their firm and create a digital portfolio using software of their
choice such as Microsoft Powerpoint or Keynote. The portfolios should showcase images and brief
descriptions of their previous ‘award-winning’ designs (screenshots from their SketchUp models could be
used to provide images for this). They should include some background information on their practise,
explaining what their company is most proud of and what their specialisms are. Prior to making their
portfolios children could search for some examples on the internet for inspiration.
Ensure that formal invitations are sent out ahead of the exit point to announce the launch of the new
companies. On the day of the exit point, the children should come to school dressed smartly and ready to
set up shop in the classroom or the school hall. Ideally they should have a laptop available so they can
display their portfolio and share some of their 3D models to potential clients.
Invite parents, teachers and/or other children to visit the different ‘shops’ looking carefully at their
marketing materials and portfolios before booking consultations and signing contracts with their chosen
architectural practise.
The customers should all have an idea for a dream home that they would like to build. If possible ask your
visitors to search on the internet for a picture of what their dream house might look like – some may
even want to create their own mood board using a range of images and ideas for inspiration. The
customers should be as specific as possible about the details including building materials and finishes, as
well as any landscaping issues or requirements such as garden/garage/swimming pool.
Once the children have completed their consultations with the clients give them sufficient time to fulfil
their briefs.
Parents and teachers will then need to return to school for a final ceremony or assembly where the
finished designs can be presented. As part of the presentation ceremony, the different ‘firms’ could work
in groups with their ‘clients’ demonstrating their expertise with the new drawing tools they have learnt to
use. This would also be a good time to present children with certificates celebrating specific aspects of
their learning during this unit, for example ‘teamwork’; ‘resilience’; ‘debugging skills’ etc.
The IPC community would love to see examples of your learning, in any subject, at any stage of the
learning process. If you have any pictures or stories you would like to share please visit our Facebook
page at facebook.com/InternationalPrimaryCurriculum, tweet @The_IPC or email
stories@greatlearning.com
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3D Designers
Resources
For this unit, you will need some, but not necessarily all, of the following:
Equipment
Computers and access to the internet
Video cameras
Digital cameras
Class Gmail account
Class ‘Scratch’ account
Access to YouTube
Software:
Presentation software, e.g. Microsoft PowerPoint
Mind-mapping software such as Inspiration (inspiration.com/ global)
Graphing software • Google Earth (earth.google.com)
SketchUpMake
Scratch 1.4
Links
https://minecraft.net
A free trial version of the game which last for five in-game days, or about 100 minutes is
available from this website.
http://www.bbc.co.uk/newsround/
CBBC Newsround features news articles and videos from around the world and is designed
for children
http://www.mindleaptech.com/apps/daisy-the-dinosaur/
Daisy the Dino introduces children to basic programming.
https://sites.google.com/site/sketchupvideo/Home/sketchup-getting- started-series
Download link for the SketchUp ‘Getting Started’- tutorials.
http://www.edutopia.org/blog/minecraft-in-classroom-andrew-miller
Edutopia provides ideas on how to use Minecraft in the classroom.
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3D Designers
https://www.gethopscotch.com
Hopscotch is a coding app for children.
https://www.makewav.es/
Makewav.es is a social learning environment for schools which hosts a wide range of file
types including video.
http://www.qrstuff.com
QR Stuff offers free QR code creating resources.
http://scratch.mit.edu/scratch_1.4/
Scratch 1.4 can be downloaded from this web page.
http://www.sketchup.com/learn/videos?playlist=58
SketchUp has video tutorials explaining how to get started with the software.
http://help.sketchup.com/en/article/36254
SketchUp offers information on how to update your computer’-s graphics driver.
http://www.techrepublic.com/blog/10-things/10-tips-for-smarter-moreefficient-
internetsearching/2439/
TechRepublic offers 10 tips for smarter more efficient internet searching.
http://codeclubworld.org/
The Code Club World website includes teaching materials and tells you more about how
Code Clubs work around the world.
http://www.minecraftopia.com/how_to_play_minecraft
The Minecraft website offers a tutorial on how to get started with the package
http://open-city.org.uk
The Open City website offers a description of its vision and information about its services.
http://whc.unesco.org/en/254
The World Heritage Convention website offers a wealth of information on world heritage
sites, including this interactive map.
http://www.google.co.uk/intl/en_uk/earth/download/ge/agree.html
This website includes more information about Google Earth and download links.
http://scratch.mit.edu
This website includes more information about Scratch and how it can be used with your
children.
http://www.sketchup.com
This website includes more information about SketchUp and how to download it.
http://the3dmarket.com/products/red-cyan
This website offers a range of 3D paper glasses.
https://www.apple.com/uk/mac/keynote/
This website offers download links as well as information about how to use Keynote.
http://windows.microsoft.com/en-gb/windows-live/moviemaker#t1=overview
This website offers download options as well as information about how to use Movie Maker.
http://www.take-a-screenshot.org
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3D Designers
This website offers support on how to take screen shots on a range of different platforms.
https://www.buildwithchrome.com/
This website, created by Lego in collaboration with Google Chrome allows you to build 3D
Lego models.
https://accounts.google.com/SignUp
This websites helps you to create your own Google account.
http://tinyurl.com/lj2o6pl
This YouTube channel contains a library of 3D stereoscopic movies, including trailers and
cartoons. (Note: a short advert may play at the start of some movies. Always check the
suitability of films/trailers beforehand.)
https://www.youtube.com/yt/about/en-GB/getting-started.html
This YouTube page directs you through setting up a Google and YouTube account.
https://www.youtube.com/watch?v=ZbVY8F7KGfw
This YouTube video explores the use of ‘AND’- and ‘OR’- as Boolean operators in internet
searches.
https://vimeo.com
Vimeo offers further information about the service including how to set up an account.
http://en.wikipedia.org/wiki/PageRank
Wikepedia offers information on search algorithms used by Google.
http://www.wikihow.com/Draw-a-Floor-Plan-to-Scale
Wiki How offers a step-by-step guide on how to draw a floor plan to scale.
http://www.wikihow.com/Make-Your-Own-3D-Glasses
WikiHow offers two step-by-step video tutorials on how to make 3D glasses. (Note: thise site
does feature advertising.)
http://www.youtube.com/watch?v=4mr_VH8OMS0
YouTube hosts this stunning 3D movie exploring life under the sea.
63
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3D Designers

ICT and computing

Links to other IPC subjects

International Learning Goals

ICT & Computing Opportunities

The Three Areas of Learning: Academic, Personal and International

The Three Types of Learning: Knowledge, Skills and Understanding

Helping Children Reflect on Their Own Learning

Explaining The Theme

Teachers may ﬁnd the following website useful:

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