ICT at key stages 1 and 2    (Year 2)

• Pre-program the floor turtle to follow a path through a set of obstacles placed on the classroom floor. Demonstrate the floor turtle following the route. Ask the class how it 'knows' where to go. Explain that it is following instructions; this could be demonstrated by moving an obstacle into its path. Discuss with the class other devices which follow instructions, eg washing machines. Explain to the class that they will learn how to program the floor turtle to follow instructions.

• Discuss the basic instructions followed by the floor turtle and show the children how to enter these instructions. They will need to be shown how to clear the memory and how to enter instructions one at a time.
• Place objects in front of, behind and to the left and right of the floor turtle. Objects should be placed so that children only have to give two or three instructions for the floor turtle to get to them. Explain that the floor turtle has no eyes and that it will need to be told how many paces to travel. Ask the children to predict the instruction which will make the floor turtle move to each object. Encourage them to use units bigger than one or two and limit the number of instructions required. Ask the children to take turns to enter instructions and check their predictions.

• Demonstrate how to enter sequences of instructions. Show the class some sequences which draw shapes, eg forward 10, right 1, forward 5, right 1, forward 5, right 1, forward 5 draws a letter 'P'. Divide the class into small groups. Show them a sequence of instructions and ask them to draw the path they think the floor turtle will follow. Ask them to test their predictions by programming the floor turtle.

• Describe the devices that repeat instructions, eg photocopiers and robots. Discuss how devices are programmed to repeat instructions. Show the children two or three sequences of instructions that make the floor turtle move forward and backward or in a square or 'staircase' movement. Write down the instructions and discuss which instructions are repeated. Show the children how the repeat button can be used to make the floor turtle repeat movements. Give the children a set of three repeat instructions to test with the floor turtle.

• Tell the children a short story about searching for hidden treasure, using a treasure map and written instructions, such as a pirate might leave. Explain to the class that they will be using the techniques they have learnt in this unit to program the floor turtle to go to parts of an imaginary island to find hidden treasure. Ask the class to recall what they have learnt so far. Give them copies of the map with locations marked on it so that they can see where the turtle might go.
• Divide the class into groups and give each group a 'secret' place to hide their treasure. Ask each group to record a sequence of instructions, on an A4 recording sheet, to guide the floor turtle to their treasure; instructions should begin at the 'landing bay' of the imaginary island and end at the treasure spot. They should use a common recording method such as 'F' or a red arrow for forward, and include the turtle units. They should still use quarter and half turns at this stage. Ask them to test their sequences and amend them if necessary.
• Ask groups to exchange instructions. Get each group to take turns programming the floor turtle while the rest of the class tries to predict what route it will take.