Crystal Flowers – PRIMM 2

Age: 9 - 11 years

Type: Scratch, Classroom

Curriculum Links to: Digital Literacy

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RESOURCE OVERVIEW:

Pupils make modifications to a program so that it meets the given goals. They then use their understanding of the program to write a program that makes use of repetition to create a scene (such as of a flower, a firework scene or snowflakes in snowy sky).

PUPIL OBJECTIVES:

I know the steps of the PRIMM model
I can modify a program to achieve specific goals.
I can write a program using repetition to meet a given task

TEACHING ASSESSMENT OPPORTUNITIES:

Informal teacher assessment of progress during the lesson. Key pupils’ knowledge and skills to identify include:

Can pupils explain how they have used PRIMM?
Can pupils state the modifications they have made to a program?
Can children predict the impact of their intended modifications on the program’s output?
Can children write a program that includes count-controlled loops?
Can children write a program that includes inner and outer loops?

Formal assessment of the programs pupils write in response to the given task.

LESSON TIMING: 60 mins

This lesson in your curriculum

England

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Northern Ireland

Wales

Computing

Aims: Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.

KS2: Use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

Maths

Year 5: Distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

Year 5: Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

Year 6: Draw 2-D shapes using given dimensions and angles; compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons.

Year 6: Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

Technologies - Computing Science
Second Level

Experience and Outcome

I can explain core programming language concepts in appropriate technical language
I can create, develop and evaluate computing solutions in response to a design challenge

Benchmarks

Explains the meaning of individual instructions (including variables and conditional repetition) in a visual programming language
Predicts what a complete program in a visual programming language will do when it runs, including how the properties of objects for example, position, direction and appearance change as the program runs through each instruction.
Explains and predicts how parallel activities interact
Creates programs in a visual programming language including variables and conditional repetition.
Identifies patterns in problem solving and reuses aspects of previous solutions appropriately for example, reuse code for a timer, score counter or controlling arrow keys.
Identifies any mismatches between the task description and the programmed solution, and indicates how to fix them.

Numeracy and Mathematics - Shape, position and movement
Second Level

Experience and Outcome

Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used in the environment.

Benchmarks

Describes 3D objects and 2D shapes using specific vocabulary including regular, irregular, diagonal, radius, diameter and circumference. Applies this knowledge to demonstrate understanding of the relationship between 3D objects and their nets.
Identifies and describes 3D objects and 2D shapes within the environment and explains why their properties match their function.
Knows that the radius is half of the diameter.
Uses digital technologies and mathematical instruments to draw 2D shapes and make representations of 3D objects, understanding that not all parts of the 3D object can be seen.

Computing

Aims: Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.

Level 3:

Work out what different parts of the program must do and use logical reasoning to predict the commands that are required.
Create a coding project in Scratch (or similar software), make a pattern or shape.

Level 4:

Look at and talk about examples of coding projects.
Recognise how they can decompose these projects into the different parts of the program.

Level 5:

Use a range of commands to create a project, including variables, operators and control statements.

Thinking Skills and Personal Capabilities (TSPC)

Ask focused questions
Make links between cause and effect
Experiment with ideas and questions

Mathematics and Numeracy
Communicating Mathematically

Understand mathematical language and use it to discuss their work and explain their thinking.

Processes in Mathematics

Discuss and compare ideas and methods with others.
Recognise simple patterns and relationships.

Shape and Space KS2

Name and describe 2-D shapes
Understand angle as a measure of turn; understand and give instructions for turning through right angles
Be introduced to a programming language and use it to create pictures and patterns and to generate shapes;
Construct a range of regular and irregular 2-D shapes
Understand the notion of angle in the context of turning; be introduced to a programming language and use it to create pictures, patterns and to generate shapes
Develop language associated with line and angle; recognise properties of acute, obtuse and reflex angles; investigate angles in triangles and quadrilaterals

Science and Technology Area of Learning and Experience

What Matters Statement
Computation is the foundation for our digital world.

Introduction
Computation involves algorithms processing data to solve a wide range of real-world problems. Computational processes have changed the way we live, work, study and interact with each other and our environment. They provide the foundation for all software and hardware systems, but learners should also be aware of the limitations of what computers can achieve. To create and use digital technologies to their full potential, learners need to know how they work. They also need to understand that there are broad legal, social and ethical consequences to the use of technology. This can help learners to make informed decisions about the future development and application of technology.

Progression Step 3:

I can use conditional statements to add control and decision-making to algorithms.
I can identify repeating patterns and use loops to make my algorithms more concise.
I can explain and debug algorithms.

Mathematics and Numeracy

What Matters Statement
Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world.

Progression Step 3:

I can explore and consolidate my understanding of the properties of two-dimensional shapes to include the number of sides and symmetry.
I can explore vertices, edges and faces of three-dimensional shapes and I can use these characteristics to describe a three-dimensional shape.
I have developed an understanding of the ways in which co-ordinates are used to solve problems involving position, length and shape.
I can demonstrate my understanding of angle as a measure of rotation and I can recognise, name and describe types of angles.