1.1 ACTIVITY PLAN – SLURTLES INTRODUCTION & ORIENTATION

Author: Dr Carina Girvan , Mr Adam Speight
Summary of the Activity Plan

This activity introduces students to SLurtles (robot), Scratch for OpenSim (programming tool) and the virtual world (Slurtle World), familiarising them with the technology through guided discovery. Following open exploration of the virtual world and SLurtles to familiarise students with basic controls, students engage in a series of short directed tasks which progressively develop into more open ended activities to develop their familiarity with using and controlling SLurtles by programming them. These activities are based on existing mathematical knowledge (properties of shapes) and provide an opportunity to explore the programming environment.

Type of Activity: Workshop Curriculum Aligned: Not aligned
Subject:
  • Other:
  • Maths
Curriculum and Country: Welsh Curriculum
Language: English
Domains
Science: 0
Business: 0
Technology: 10
Engineering: 0
Mathematics: 3
Arts: 0
Societal Issues: 0
Life Skills: 0
OBJECTIVES AND SKILLS

Subject Related:

- Moving between multiple applications Demonstrate knowledge of the properties of shapes.

Skills Learning Outcomes:

  • Develop an understanding of what a virtual world is, how to move and interact within it. Programming with a graphical environment (Scratch for OpenSim) Reflection tool
  • Skills to be fostered:

  • Develop an awareness of how to communicate with others in a virtual world. Develop written communication skills. Communicating with others.
  • Skills to be fostered:

  • Application of mathematical knowledge to solve problems. Awareness that there are multiple ways to solve a given problem. Reflection for learning.
  • Skills to be fostered:

    ARTIFACTS

    Digital artifacts: Programming interface - Scratch for OpenSim. Virtual world – SLurtle World (internal access only) Robot – Slurtles (cuboids) Reflection tool -

    Robotic artifacts: SLurtles: Programmable turtle in a virtual world which creates cuboids

    WHO? WHERE? HOW LONG?

    Gender: both

    Age Group: 11 - 12 Years

    Class Size: medium

    (Ideal) Group Size: 2

    (Ideal) Grouping Suggestions:

    Special needs and abilities:

    Environment: indoor

    Style of room: Desktop computers on fixed desks with an internal and external horseshoe arrangement.

    Sessions: 3

    Session Duration: 2h00

    Total Duration: 6h00

    INTERACTIONS

    Actions:

    • Exchange ideas

    Relationships:

    • Collaborative

    Roles in the group:

    • Emergent roles

    Support by the tutor(s):

    • Monitor
    • Facilitate
    TECHNOLOGY
    Technology Used:
    • Dash & Dot
    • Robotic Dreams
    • MOSS
    • LEGO Mindstorms

    Price per Kit: No Cost

    Technology Needed: Computers

    LEARNING AND TEACHING

    Teaching Methods:

  • Guided discovery and peer-teaching.
  • Demonstration, exploration, structured tasks and peer-teaching.
  • Teaching method: Demonstration, exploration and reflection.
  • HOW TO
    PHASE 1: INTRODUCTION TO THE VIRTUAL WORLD
    Description: Orchestration: Before the main lesson, the whole class is introduced to the virtual world before individually deciding on the name on their avatar’s name. In the main lesson, students explore the virtual world individually. Description: Children are introduced to the virtual world and provided with an opportunity to identify the type of avatar they would like to create, name the avatar and password. Between this pre-lesson activity and the main lesson, the teacher creates each of the avatars on the server, ready for the main lesson. During the main lesson students log into the virtual world for the first time and are given the opportunity to freely explore or following a path around the island with guided orientation activities. To support this, students are given a physical guide to refer to and scavenger hunt activities to practice targeted skills (communication, flying, inventory use, camera tools).
    Duration: 60 minutes
    Type: Introductory
    Orchestration: Individual work
    Teaching Methods: Guided discovery and peer-teaching.
    Subject Related: Moving between multiple applications Demonstrate knowledge of the properties of shapes.
    Skills Learning Outcomes: Develop an understanding of what a virtual world is, how to move and interact within it. Programming with a graphical environment (Scratch for OpenSim) Reflection tool , Develop an awareness of how to communicate with others in a virtual world. Develop written communication skills. Communicating with others. , Application of mathematical knowledge to solve problems. Awareness that there are multiple ways to solve a given problem. Reflection for learning.
    PHASE 2: INTRODUCTION TO SLURTLES – SANDBOXING AND SQUARES
    Description: Description: Students are introduced to SLurtles and Scratch for OpenSim (S4OS) and given a series of simple directed tasks to gain familiarity with the tools and switching between programmes – programme the SLurtle to move, draw a line, draw a multi-coloured line. Following this, students are given the challenge to programme the SLurtle to draw a square. Extension problems: 1) Explain why there is a gap at each of the external corners of the square. 2) Programme the SLurtle to draw a square without these gaps. 3) What’s the minimum number of lines that this your programme could be written in?
    Duration: 60 minutes
    Type: Introductory
    Orchestration: Individual work
    Teaching Methods: Demonstration, exploration, structured tasks and peer-teaching.
    Subject Related: Moving between multiple applications Demonstrate knowledge of the properties of shapes.
    Skills Learning Outcomes: Develop an understanding of what a virtual world is, how to move and interact within it. Programming with a graphical environment (Scratch for OpenSim) Reflection tool , Develop an awareness of how to communicate with others in a virtual world. Develop written communication skills. Communicating with others. , Application of mathematical knowledge to solve problems. Awareness that there are multiple ways to solve a given problem. Reflection for learning.
    PHASE 3: COLLABORATING IN WORLD
    Description: Description: Students are reminded about how to use the communication tools and how to communicate effectively in world. Students work in pairs to create different types of triangles before completing an individual reflection on what they have learnt so far.
    Duration: 60 minutes
    Type: Exploration
    Orchestration: Group work
    Teaching Methods: Teaching method: Demonstration, exploration and reflection.
    Subject Related: Moving between multiple applications Demonstrate knowledge of the properties of shapes.
    Skills Learning Outcomes: Develop an understanding of what a virtual world is, how to move and interact within it. Programming with a graphical environment (Scratch for OpenSim) Reflection tool , Develop an awareness of how to communicate with others in a virtual world. Develop written communication skills. Communicating with others. , Application of mathematical knowledge to solve problems. Awareness that there are multiple ways to solve a given problem. Reflection for learning.
    PHASE 4: OPEN 2D CHALLENGE
    Description: -
    Duration: 90 minutes
    Type: Experimentation
    Orchestration: Group work
    Teaching Methods:
    Subject Related: Moving between multiple applications Demonstrate knowledge of the properties of shapes.
    Skills Learning Outcomes: Develop an understanding of what a virtual world is, how to move and interact within it. Programming with a graphical environment (Scratch for OpenSim) Reflection tool , Develop an awareness of how to communicate with others in a virtual world. Develop written communication skills. Communicating with others. , Application of mathematical knowledge to solve problems. Awareness that there are multiple ways to solve a given problem. Reflection for learning.
    ASSESSMENTS

    Reflection : -

    ATTACHMENTS / SUPPORTING MATERIALS
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    Author: Sarah Hopkins-Weaver
    Where does this fit in the ER4STEM Framework?