[RL36] Grade 3 – Session 6

[Bilal]

Session 6: Introducing Loops in 2D Shapes and Movement

Session Architect: Muhammad Bilal
Session Length: 50-60 minutes

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Learning Objectives:

• Understand how loops simplify repetitive tasks in block coding.
• Use loops to efficiently program the robot to draw 2D shapes.
• Experiment with loops in both shape creation and movement.

Equipment Needed:

• Laptops with Scratch pre-installed.
• M3D Go Robotics Kit.
• Pre-marked grid or paper for the robot to draw shapes on.
• Shape cut-outs from previous sessions for reference.

Resources:

Scratch Code File:
Grade 3 Session 6.sb3 (3.4 MB)

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Lesson Plan:

1. Quick Recap: 2D Shapes and Movement (10 minutes)

Activity:

Start by briefly revisiting what students learned about 2D shapes from the previous session. Just using the same commands they used before to move the robot and draw any basic shape e.g. a square.

• Teacher’s Role:
  Help students recap and assist them along the way should they face any trouble. You may use any assist materials you used in previous sessions e.g. shapes cutouts. You may also ask the students to bring their previous sessions’ manual beforehand for easier revision.

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2. Guided Activity: Concept of Loops (15 minutes)

Activity:
Students will understand the concept of repeated tasks, how loop blocks can help them perform the same tasks.

Teacher’s Role:
Walk around to assist students with using loops. Emphasize that loops save time and effort for repeated tasks.

Instructions:

1. Before starting with the word loop, first explain the concept of repeated tasks and how sometimes we need them. You may lead with an example such as:

“You often do the same things over and over again in your daily life. Your teacher may give you some practice writing line that you have to write multiple times. Or, you might be leaning your desk in your room and may have to wipe the table multiple times to get all the dirt”

Familiarize them with the concept of repeated tasks and build up on it. Ask them if they ever wish they only had to a certain task only once and it happened automatically for the rest of the required number e.g. practice writing.

2. Show them the 2 basic loop structures: “Repeat_ Times” and “Forever.” [“Repeat Until _” is also a loop structure but it requires the concept of conditions so that will be incorporated at higher level classes. We may skip that for now.]
   
   

3. Looping in Movement (10 minutes)

Activity:
Introduce a small segment where students apply loops to movement. For example, program the robot to move forward in small increments, repeating this action with a loop.

• Teacher’s Role:
  Assist students as they test different movement patterns and observe how loops control the robot’s movement over a longer distance.

Instructions:

1. Encourage students to use the most basic move code block in loops. First, ask them to just use “Move_ Steps” for any given number.
   
   

Then, ask them to now repeat the action a certain number of times using the “Repeat _” block.

2. You may encourage students to use the “Rotate” block as well. They can use the “Forever” loop block to make the robot spin.

3. Assist students in remembering the other code blocks they have used in the previous sessions and encourage them to try to use to them with loops.

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4. Guided Activity: Using Loops to Draw Shapes (15 minutes)

Activity:
Students will use loops to program the robot to draw simple 2D shapes like squares and triangles.

• Instructions:

  1. Demonstrate how a square is drawn by moving forward and turning left, repeating this four times.
     

     

  2. Show how to use a loop to repeat the move and rotate sequence. You may start with encouraging them to count the number of steps the robot takes to draw a square manually or by using the code block they previously used. Then, instruct them to use their knowledge into determining how many times they need to repeat the step in the loop.
     

     

  3. Have students program their robot to draw a square using a loop, and then experiment with drawing triangles (using loops for movement and rotate blocks).

Teacher’s Role:
Walk around to assist students with using loops. Emphasize that loops save time and effort when drawing shapes with repeated patterns.

5. Conclusion and Reflection (5 minutes)

Activity:
Wrap up the session with a brief discussion about the role of loops in simplifying tasks. Encourage students to reflect on how using loops made their programming easier and what they found fun or challenging about the process.

Suggested Questions:

• “What was the easiest shape to draw using loops?”
• “How did using loops make drawing shapes faster?”
• “Was it fun to see how the robot moved repeatedly when using loops?”
• “What was the most challenging part about programming with loops?”

Wrap-Up Summary:
Summarize the session by emphasizing how loops help make repetitive tasks easier, whether drawing shapes or moving the robot. Encourage students to think about how loops could be useful in future projects.

[Shayaan_Haider]

@Bilal

image862×478 27.2 KB

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