Grade 1 Coding and Robotics Lesson Plan: Digital Skills

Lesson Plan Title:
Grade 1 Digital Skills Lesson Plan: Demonstrate an Understanding of the Concept of a Computing Device

Materials Needed:
– Interactive whiteboard or projector
– A tablet or laptop
– Pictures or cut-outs of various computing devices (smartphone, tablet, laptop, desktop)
– A worksheet with images of different devices and a chart for sorting
– Markers, glue, scissors
– Digital presentation or video explaining computing devices (optional)

Learning Objectives:
– Students will identify different types of computing devices.
– Students will describe basic functions of computing devices.
– Students will sort pictures of devices into categories (computing vs non-computing).

Vocabulary:
1. Computing Device – A machine that can be programmed to carry out sequences of arithmetic or logical operations automatically.
2. Tablet – A portable computing device larger than a phone and operated by a touchscreen.
3. Laptop – A small portable computer that has a screen and a keyboard.
4. Desktop – A personal computer designed for regular use at a single location.
5. Smartphone – A mobile phone that performs many of the functions of a computer, typically with a touchscreen interface.

Previous Learning:
Students have previously explored basic technology in their environment, such as recognising and naming devices like TVs, phones, and simple game consoles.

Anticipated Challenges and Solutions:
Challenge: Students might confuse non-computing devices (e.g., TV, radio) with computing devices.
Solution: Provide clear examples and non-examples using images and simple descriptions.
Challenge: Some students may need help using scissors or glue.
Solution: Offer assistance during the activity and pair them with more adept peers.

Beginning Activities (4 minutes):
1. Introduction: Briefly talk about what a computing device is and why it is important.
2. Activate Prior Knowledge: Ask students to name and describe any computing devices they have at home or have seen.

Middle Activities (32 minutes):
1. Direct Instruction (10 minutes):
– Use the interactive whiteboard or projector to show images of different computing devices.
– Explain the primary function of each device.
– Highlight the key vocabulary terms and use them in sentences.

  1. Guided Practice (10 minutes):
  2. Show students how to use the worksheet to sort devices.
  3. Demonstrate cutting out images and gluing them into the correct categories (computing vs non-computing).

  4. Independent Practice (12 minutes):

  5. Hand out the worksheets, scissors, and glue to students.
  6. Allow students to work independently or in pairs to complete the sorting activity.
  7. Walk around to offer support and ensure understanding.

End Activities (4 minutes):
1. Exit Ticket:
– Ask each student to name one computing device and describe one function it can perform.
– Collect completed worksheets for assessment.

Assessment and Checks for Understanding:
– Observation of student participation during discussions and guided practice.
– Review of sorted worksheets to ensure correct classification and understanding.
– Verbal responses during the exit ticket activity.

Differentiation Strategies for Diverse Learners:
– Provide visual aids and physical support for learners who need help with fine motor skills.
– Allow advanced students to explore more functions of computing devices using a tablet or computer.
– Pair students strategically for peer learning and support.

Teaching Notes:
– Emphasise that computing devices can perform various functions like games, learning, and communication.
– Ensure images used in worksheets are culturally relevant and recognisable to all students.
– Modify activities to suit the needs of students with disabilities, ensuring that all visuals are at eye level and materials are easy to handle.
– Encourage a classroom atmosphere where students feel comfortable asking questions and seeking help.

Accessibility Considerations:
– Ensure that digital presentations and videos have subtitles or descriptive audio.
– Provide larger, easier-to-hold scissors for students with motor difficulties.
– Use large print and high-contrast images for worksheets to accommodate students with visual impairments.

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