Flow of Activities
Activity Define the problem
What is the problem?
Australian Curriculum Alignment
- Investigating and defining (ACTDIP010)
What's this about?
When trying to solve a simple problem an important first step is to define the problem. This helps us work out a relevant solution. A simple problem is one that has a straightforward solution. At this level the students should attempt to create a solution that meets a common personal, school or community need; however, for this unit the focus is restricted to a personal or school need.
At this level, defining a problem initially involves students summarising the facts or features of an existing problem or an opportunity (being proactive in creating a solution rather than responding to a problem) so they can draw some conclusions about it.
Note: Typically, when defining problems you do not ask ‘how’ as this belongs to the process of designing a solution (how can a solution be created?)
Once the problem has been defined, the solution (how it can be solved) can be represented as an algorithm.
Learning tasks
- Defining a problem involves computational thinking. Support students to break down problems (or needs) into smaller parts, focus on the key elements and ignore detail that may not be required, look for any patterns and create an algorithm.
- Defining a problem can be difficult – it is very tempting for students to make comments such as ‘I want a guessing game’ or ‘the robot needs to move around’ or ‘something doesn’t work and it needs fixing’. Students need to be able to summarise the facts or characteristics of a future need/solution so they can draw conclusions about it. This involves being able to ignore some less important information in order to grasp the key features.
- The process of defining a new need/opportunity can be guided by key questions such as:
- Who would like this solution (who is the audience)?
- Why does this opportunity exist (why should this solution be created)?
- What need would be met by this solution (what should the solution be able to do)?
Assessment
Suggested approaches may include
- For a new need or opportunity, identify:
- who the audience is
- what the main purpose/function of the solution is
- why the audience would like the solution.
- Note: Students can present their problem or need definition as a digital, oral or written statement.
- Presentation or demonstration
- Labelling diagram
Assessment Resources
Activity Coming up with a solution
How can I describe the solution?
Australian Curriculum Alignment
- Investigating and defining (ACTDIP010)
What's this about?
Students need to determine how the solution will be created. This is done by stating or following an algorithm. At this level the algorithm can be verbal or drawn using a combination of images and text or perhaps by sequencing ready-made cards.
The algorithm needs:
- to be clear and explicit in its instruction (as the computer will only do what it is told)
- to be sequenced in the correct order
- to have minimal steps.
Problems that require a digital solution often need content that is prepared or sourced prior to programming the solution. For example, for a simple guessing game where the user selects the correct coding instruction to create a geometrical shape, the content includes the correct coding sequences in a suitable language. Consideration is also given to the kinds of processes to be used; for example, checking the coding instruction using a Pro-Bot or a turtle program such as Pencil Code to draw the shape.
Creating storyboards or flow charts helps to record relationships between the content and processes.
Once the plan (algorithm) for the solution is completed, students follow the instructions using their visual programming language.
Learning tasks
- Students follow an algorithm for simple or familiar tasks; for example, their morning routine, learning a sporting skill, playing a card game, making a paper plane or providing directions to a hidden item. Use a range of ways to represent the algorithm; for example, on cards, verbally, or in a combination of images and text.
- A fun way to demonstrate the need to be precise in your instructions is to model a simple task such as making a jam sandwich. By only doing exactly as the instructions command all sorts of humorous mistakes can be made. This task can be used to explain the need to review and rewrite a program.
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Design a sequence of instructions using words and/or symbols for others to follow. For example:
Arranging blocks
One student creates an image made up of several attribute blocks. The student then instructs their partner to recreate the image by selecting from a pool of blocks. This task uses technical language of correct shape name, colour and size as well as directional language: above, beside to the left or right.
Discuss the algorithms: How easy was the algorithm to follow? Were the steps in order? Did the steps lead to the completion of the desired outcome?
Asking procedural type questions (How do you build …? How do you make …?) may give rise to the need for instructions to solve the problem. These instructions are considered an algorithm, a series of step-by-step instructions to complete a desired task.
Depending on the problem, a digital solution may be required; for example, as with these design-based questions:
- How do I create a digital story with more than one ending?
- How can I control a robot to move through a maze?
- How can I help someone learn words in another language?
Supporting Resources
Lesson Ideas
Introducing algorithms
Students design a sequence of steps for others to follow.
Real-life algorithms: Paper planes
Use an algorithm to make a paper airplane.
Take a LEGO® building challenge
In pairs, explore giving and following a sequence of steps and decisions to build a LEGO® toy.
Understanding algorithms and the smiley face biscuit challenge
This resource explores some idea for following algorithms including the smiley face biscuit visual algorithm challenge.
Plan a 'Choose your own adventure' story
Students create a storyboard to plan a ‘choose your own adventure' story, where the reader is provided with a number of decisions that lead to alternative endings.
Assessment
Suggested approaches may include
- Are students able to show one example of branching and one example of user input in the algorithm?
- Each student reads aloud part of another student’s algorithm.
Assessment Resources
Activity Implementing a solution
What programming skills do I need to create a digital solution?
Australian Curriculum Alignment
- Generating and designing (ACTDIP011)
What's this about?
Visual programs are made by dragging and dropping blocks to create a computer program. Each block represents a different instruction.
In most visual programming languages, the blocks are grouped by colour with each one signifying a particular function; for example: movement or adding sound. They could also signify traditional instructions to control decisions such as the repeat loop instruction.
At this level, students need skills in using a programming language that creates options for users to make choices in solutions. For example, a user input and branching mechanism such as buttons in a slideshow or selecting a different sprite to follow an alternate pathway in a story created in Scratch.
Programmable robotic devices that use a visual programming language can be used in engaging ways to develop computational thinking skills. There are many types of robotic devices available, each with its own mobile app to enable control and/or programming.
Robotic devices can be used effectively across a range of learning areas.
Learning tasks
- Use an unplugged activity where students become familiar with the various visual programming blocks. Provide laminated colour printed versions of the main blocks such as motion, looks, sound and control.
- Students use non-permanent markers and change values on coding blocks (for example the angle of turn, the number of steps or text in a ‘say’ block). Provide some challenges such as sequencing blocks to create simple programs; for example, use a control block to make the sprite move, say something or perform an action.
- Provide an introductory programming tutorial to learn the basics of visual programming. Courses such as those provided by Code.org are a great place to start. Refer to some of the Disney-inspired coding challenges or those that provide guidance to create a simple game.
- Provide access to programmable robotic devices that do not require visual programming, such as Bee-Bot or Pro-Bot.
- Students develop their computational thinking skills. They complete challenges such as creating a maze game with a Bee-Bot; programming a Pro-Bot to draw geometric shapes and designs; or programming a Pro-Bot to fulfil a range of actions such as moving, making sounds and avoiding obstacles. Prior to programming more complex commands students create their own algorithms using a combination of arrows, symbols, words and images.
- Using a Pro-Bot, decisions can be incorporated using ‘if’ commands and sensors. For example, if the robot moves into darkness turn on the headlights.
- Integrate mathematics and geometry. Design a simple guessing game that presents several possible coding options for some geometric shapes. The selected coding instruction is input into a turtle drawing program such as Pencil code or into a Pro-Bot to check whether the correct option was selected. Prepare the content (shapes and coding instructions) and plan an algorithm using a flow chart.
Supporting Resources
Pencil code
An easy-to-use turtle drawing program freely available online (uses block-based programming).
Code your own sports game
Background information about commands for Pro-Bot.
Code with Anna and Elsa: An Hour of Code tutorial
This is an introduction to coding and computer science in a safe, supportive environment.
Moana: Wayfinding with code
This Disney Hour of Code tutorial uses a visual programming language where students drag and drop visual blocks to write code.
Lesson Ideas
Pro-Bot lessons from Simon Haughton
Move my robot
A wealth of ideas to program a Pro-Bot.
Pro-Bot robotics, Bee-Bot
Background information about commands for Pro-Bot.
Balloon pop *
Design a course challenge for another user which will result in the Bee-Bot, with a pin attached, reversing into a balloon to pop it.
Assessment
Suggested approaches may include
- Presentation or demonstration of one aspect of the solution that the student thinks helps solve the problem (this also addresses evaluation).
Assessment Resources
Activity Evaluation
How do you know if my solution is OK?
Australian Curriculum Alignment
- Evaluating (ACTDIP012)
What's this about?
After students implement their digital solution it is important that they evaluate it.
One form of evaluation considers how well the solution met the desired outcome and in particular the problem defined at the beginning of the process. Did the content and processes used, contribute to a suitable solution? Did the solution meet a common personal or school need?
At this level, students use the criteria to determine how well their solution met one or more of the following needs:
- personal, such as entertainment
- school, such as music learning
- community, such as facilities at local parks.
For this unit, students should restrict their criteria to personal or school needs.
Learning tasks
- The focus of learning in this unit is on students evaluating their own solutions – they will progress to evaluating existing information system solutions in the next unit.
- Provide opportunities for pairs of students to review each other’s solution, identifying two features that they like and two features that could be changed (maybe to suit a different audience) or improved.
- The process of evaluation should be directly linked to the statement defining the problem, remembering that the context of the solution should be to meet either a common personal or school need.
Assessment
Suggested approaches may include
- Presentation or demonstration
- Complete the statement – I like my solution because …
- Complete the statement – next time I would …
- Select one feature of the solution and describe how it helped meet a personal or school-related need/opportunity.