Unit 4E: Modelling effects on screen Section 1: SETTING THE SCENE
Objectives
Children should learn:
key idea: that the screen turtle can be moved on screen
technique: to transfer floor turtle instructions to the screen and understand common language
Activities
Outcomes
Children:
Show the class how a floor turtle can be programmed to move in a square and write the instructions on the board - forward 4, right 90, forward 4, right 90, forward 4, right 90, forward 4, right 90. Repeat the activity using a repeat loop - repeat 4 [forward 4, right 90]. Discuss with the children their previous experiences of using these techniques with a floor turtle.
Introduce the children to the screen turtle. Talk about the direction the turtle is facing and how it moves. Type in some instructions to show the turtle moving. Discuss spaces between command and number, and the use of the return key. Introduce them to the clear screen command. Again type in the instructions for drawing a square, but use forward 100 instead of 4. Discuss with the children the different step size that a screen turtle uses. Discuss the differences between using a floor turtle and a screen turtle. Remind the children that instructions are relative. Explain to them that they are going to make the screen turtle follow a number of instructions.
should recognise that the same language is used to programme a screen turtle and a floor turtle
recognise that the size of numbers used for distance is different
Points to note
Children will need to relate the horizontal plane of the floor turtle to the vertical plane of the screen turtle. They will naturally want to use 'up' and 'down'.
Single instructions typed into a screen LOGO will be obeyed immediately, unlike the floor turtle which will not obey instructions until the 'go' button is pressed.
This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
