Summary

In this lesson pupils are introduced to the basic concepts of control and the words of control language. They look at how control involves setting up and making choices in order to create a result. The activity limits the choices available and simplifies the process by showing the options in a flow diagram. By following the options it gives they can set a control "pathway". Pupils explore the possible combinations in a very visual way before moving to using a control box or control software in the classroom. They begin to explore the potential and limitations of the control process in IT.

Suitable for

Year 5 (can be adapted for other key stage 2 groups)

Using a non-interactive whiteboard

Ideally the interactive activity needs to be projected onto a board or to be used on a large screen monitor. It is not necessary for the whiteboard to be interactive as long as the pupils can see the environment and how the choices for input are selected using the mouse.

Prior learning required

Pupils need to know that devices can be controlled according to a set of instructions and that these are called procedures. Link work to control tasks using Logo in previous units. An understanding of the term simulation or simulated.

Aims and objectives

Respond to changes in a simulated environment by producing a single event or combination of events.

Choose from a number of simple procedures to reach a desired outcome.

Make predictions about the outcome of chosen procedures.

Know that it is possible to attach devices such as pressure pads, light sensors, magnetic switches, on/off switches or other devices to a control box.

Timings

Use the interactive activity to explore the teaching objectives in the main input. Pupils can follow this up in the independent session by using the interactive activity. Feedback on their experiences could form the basis of the plenary.

Suggestions for group activities

Explore the idea that control technology is all around and that things do not happen without cause and effect. Think of devices at home, at school and in the environment that operate on instructions. Identify which rely on a single instruction such as a car-park barrier and those that rely on a sequence of instructions like a pelican crossing.

Look at a simple traffic light set-up, using a pre-built model or three different coloured bulbs. Investigate the sequence of lights and note down each stage. Introduce the necessary terms and write the control language to produce the correct sequence. The pupils should then enter and test their procedure on the computer. Describe the results. Program the computer to repeat the sequence a number of times.

Make a model of a house security system with some or all of these features: a floodlight and house lights that come on after dark and go off in the morning, a door alarm based on a pressure pad and a burglar alarm with a loud buzzer and flashing lights. Build the model using a variety of input and output devices: a floodlight and light sensor outside and lights inside, a pressure pad under the doormat and a buzzer on the front of the house marked "alarm". Write a sequence of instructions to switch lights on at night and off in the morning. Write separate sequences for the other events. Ask pupils to record their programs, and to test and amend them.

Suggestions for differentiation

Allow pupils to explore the interactive activity independently or in pairs in order to consolidate the concepts and language.

Relate this introductory activity to more complex software that enables pupils to develop their understanding by controlling a number of input and output devices.

Aid pupils in setting up their own simulation of an environment using an appropriate commercial program which, for example, allows them to design their ideal bedroom with convenient light switches, pressure pad alarms and sensors linked to heaters or fans. Encourage them to try out different commands to see what happens.

Further activities

Use the sensors and control box imaginatively to create and monitor a model environment based on a theme or scenario. Relate this to story work in literacy or another relevant curriculum area, eg a golden goose on a pressure pad that goes off when Jack tries to steal it.

Curriculum links

KS2 IT

Modelling