Year 5 - Digital Learning Log
Lesson 1 - E-Safety - Can we use all content we find online?
The children will use search engines and identify which content has creative licences. They will explore the effect this has on their search terms.
Lesson 2 - How can different drawing tools be used to produce different outcomes?
To identify that drawing tools can be used to produce different outcomes. The children will log in to their Wonde accounts and access their Google accounts to ensure they can save their Drawings
Lesson 3 - How can a vector drawing be created?
Learners begin to identify the shapes that are used to make vector drawings. They are able to explain that each element of a vector drawing is called an object. Learners create their own vector drawing by moving, resizing, rotating, and changing the colours of a selection of objects. They also learn how to duplicate the objects to save time.
Lesson 4 - How can different tools be used to enhance vector drawings?
Learners increase the complexity of their vector drawings and use the zoom tool to add detail to their work. They are shown how grids and resize handles can improve the consistency of their drawings. Learners also use tools to modify objects to create a new image.
Lesson 5 - What role do layers have in vector drawings?
Learners gain an understanding of layers and how they are used in vector drawings. They discover that each object is built on a new layer and that these layers can be moved forwards and backwards to create effective vector drawings.
Lesson 6 - How can objects be grouped?
Learners find out how to select and duplicate multiple objects at a single time. They develop this skill further by learning how to group multiple objects to make them easier to work with. Learners then use this knowledge to group and ungroup objects, in order to make changes to and develop their vector drawings.
Lesson 7 - What skills are used when creating a vector drawing?
Learners use the skills they have gained in this unit to create a vector drawing for a specific purpose. They reflect on the skills they have used to create the vector drawing and think about why they used the skills they did. Learners then begin to compare vector drawings to freehand paint program drawings.
Autumn 2 - Crumble coding
In this unit, learners will use physical computing to explore the concept of selection in programming through the use of the Crumble programming environment. Learners will be introduced to a microcontroller (Crumble controller) and learn how to connect and program it to control components (including output devices — LEDs and motors). Learners will be introduced to conditions as a means of controlling the flow of actions in a program. Learners will make use of their knowledge of repetition and conditions when introduced to the concept of selection (through the ‘if...then...’ structure) and write algorithms and programs that utilise this concept.
Lesson 1 - E-Safety - KQ: How can we protect ourselves from fake news?
Fake news and fact checking - creating a checklist to assist when encountering fake news. we will also look at the outcomes of falling for fake news, eg phishing scams.
Lesson 2 - KQ: What is a circuit?
In this lesson, learners will become familiar with the Crumble controller and the programming environment used to control it. Learners will connect a Sparkle to a Crumble and then program the Crumble to make the Sparkle flash different colour patterns.
Lesson 3 - KQ: What is a count-controlled loop?
In this lesson, learners will connect a Sparkle and a motor to the Crumble controller. Learners will design sequences of actions for these components. They will then apply their understanding of repetition by using count-controlled loops when implementing their design as a program.
Lesson 4 - KQ: Why are conditions either true or false?
In this lesson, learners will be introduced to conditions, and how they can be used in programs to control their flow. They will identify conditions in statements, stating if they are true or false. Learners will be introduced to a Crumble switch, and learn how it can provide the Crumble controller with an input that can be used as a condition. They will explore how to write programs that use an input as a condition.
Lesson 5 - KQ: Can conditions be repeatedly checked?
In this lesson, learners will develop their understanding of how the flow of actions in algorithms and programs can be controlled by conditions. They will be introduced to selection and then represent conditions and actions using the ‘if…then…’ structure. Learners will create algorithms that include selection. They will use their algorithms to guide their program writing.
Lesson 6 - KQ: Can I plan and create a project?
learners will apply their understanding of microcontrollers and selection when designing a project to meet the requirements of a given task. To support their understanding, learners will identify how selection might be used in real-world situations, then they will consider how they can apply this knowledge to design their project.
Autumn 1 - 3D Modelling
Lesson 1 - E-Safety - Key Question: Why should we think before we post?
This lesson the children are discussing the importance of thinking before posting, highlighting reasons why it may not be good to post (e.g. being legal, given permission, etc.)
Children then created quizzes and an informative poster on what they had learned about.
Lesson 2 - Key Question - How are 3D shapes represented on a 2D screen?
Learners will be introduced to the concept of 3D modelling by creating a range of 3D shapes that they select and move. Learners also examine shapes from a variety of views within the 3D space.
Lesson 3 - Key Question - How can we change a 3D shape?
Learners will manipulate 3D objects digitally. They will resize objects in one, two, and three dimensions. They will also lift and lower 3D objects relative to the workplane, and combine two 3D objects to make a new shape. Finally learners will recolour 3D objects.
Lesson 4 - Key Question: What 3D shapes can be combined to make an object?
Learners will develop their understanding of manipulating digital 3D objects. They will rotate objects in three dimensions, duplicate objects, and then use grouping and ungrouping to manipulate many objects at once. They will combine these skills to create their own 3D name badge. Finally, learners will consider the practicality of 3D printing the objects they have made.
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