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Roamer, Literacy, Numeracy, Science and History
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Reception |
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Reception plan session 1 - |
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Reception plan session 1A - |
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Roamers music cards for session 1A |
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Copy of Roamers control panel (Teacher and pupil sheet) |
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PowerPoint Slide Show A - |
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Writing Instructions – Sheet 1 How to make Roamer play a tune (Literacy link - |
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Writing Instructions – Sheet 2 How to make Roamer play a tune (Literacy link - |
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Roamer Key Symbols to laminate and use to Blu- children record key presses. These will be needed for all sessions. |
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8 8 8A |
Reception Plans Session 2 – Making Roamer Move Forward 2 copies of Roamer’s Control Panel (to laminate) A5 Roamer booklet linked to activities so far |
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Reception Plans Session 2A – Making Roamer Move Forward along a 0- |
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Session 2A Sheet 1 - |
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Session 2A Sheet 2 - |
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Session 2A Sheet 3 - |
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Session 2A Sheet 4 - |
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13A |
Miscellaneous Roamer sheet for reception |
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NEW 13B |
Roamer Cards (Simple forwards and backwards sequences) made for nursery children — with thanks to Ali for sending them to me. |
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At this stage the children need lots of opportunities to move Roamer along a route
on the Roamer mat-
Make sure that the children understand why it is important to record the sequence of instructions they give to make Roamer move. In the beginning Roamer should stop after each move and instructions written accordingly.
At the end of the session challenge the children to change their instructions so that Roamer will complete the route without stopping after each move. When they become more confident they will be able to attempt writing their own instructions which includes travelling from A to B without stopping.
The children should work in groups with a helper who encourages them to think for themselves through the use of prompting questions. At this stage (Y1 & new users) the adult should help the children to record their sequence of instructions as suggested in the session plans.
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Year 1 (Reception) |
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14 14A |
Year 1 – Roamer booklet (photocopy back to back and fold into an A5 booklet - Word List—covers missing words |
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Reception / Y1 Plans Session 3 – Counting on and back along a number line |
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Year 1 — Preparing to turn Roamer |
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Year 1 Plan Session 1 - |
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Year 1 Sheet 1— Make a little Left Right Man |
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Year 1 Sheet 2 – Left or right – (back view) |
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Year 1 Sheet 2A – Left or right – (facing forward) |
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Year 1 Sheet 2B – Can you describe where they are? (cloze) |
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Year 1 Sheet 2C – Colour the object on the ….. |
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The following resources contain detailed activity plans to help children in reception and KS1 develop an understanding of control technology using Roamer. The printed activity sheets can be given to parent helpers in class so that they can work with groups of children.
They show progression from an introduction to Roamer's command keys
Moving Roamer forwards and backwards along a route and giving Roamer directions
Making Roamer turn
Introducing quarter and half turns using Roamer, an introduction to right angles and degrees
Mapping Roamer's route and using the correct written instructions.
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Year 1– Turning Roamer |
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Reception/Y1 Plan Session 1 – Roamer’s Turn Keys |
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Large Left and Right Turn Key Cards |
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Roamer’s ( Left / Right Turn) Playing Card Pack |
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Power Point Slide Show B – labelling the Control Panel (left and right turns) |
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Reception/Y1 Session 1 Sheet 1 – Naming the keys (CM, Back, Forward, Left, Right) (Cloze) |
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Year 1 or 2 Label the Keys on the Control Panel (Literacy Link) (cut & stick activity - |
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28 28a |
Reception/Y1 Plan Session 1 – How to turn a (right angled) corner
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Copy of Coloured Control Panel (to laminate) |
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Session 2 Sheets 1, 2 & 3 —Which of Roamer’s keys did you use? More able children may attempt to draw the symbols in a sequence of instructions. Less able or younger children may draw a few random keys that they remember having used |
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Suitable for Y2 and can be adapted for KS2 | |||
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Turning using quarter and half turns and a basic introduction | |||
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Roamer turns in degrees. This is very useful for older children but working in degrees other than the 90° which equates to a quarter turn is too difficult for younger ones. Y2 children can have a lot of fun exploring the very beginnings of this concept ( see 31 below) and can cope with asking Roamer to turn 90° rather than a quarter turn. The following materials can be used for those children who are ready to relate quarter & half turns to degrees and can be developed further for those who are ready to make the transition from one unit to the other when calculating the angle of turn. (KS2) | |||
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• To understand angle as a measure of turn using whole turns, quarter turns and half turns. • To investigate and understand half and quarter turns when Roamer is programmed to turn in right angles. • To investigate how many times Roamer will have to turn in order to turn full circle when Roamer turns in degrees (360) and how many (degrees) turns are the same as one quarter turn. • To relate Roamer’s 360 turns to the 360° shown on a protractor and to link this with quarter and half turns. | |||
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KS1/Y2 Plan Session 1 — Quarter Turns v 90° turn The children are introduced to the idea that one quarter turn is the same as one 90° turn but are not expected to understand the concept of degrees at this stage. Exploration only. (Numeracy) |
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Session 1 Sheet 1—What does it look like after a half turn? Cut & stick activity with shapes |
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Session 1 Sheet 1 Which way will Roamer be facing after each turn? (Quarter turns) Cut and stick activity. Session 1 Sheet 2 Make a turning Roamer to practise with (baseboard/ Roamer/split pin) Easy version of the one below |
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35
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PowerPoint Slide Show C showing the link between quarter and half turns and measurement in degrees (protractor) Session 1 Sheet 3 Make a turning Roamer showing half turns, quarter turns and degrees round a protractor. (suitable for Y2 and KS2) |
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Children need to develop the ability to think in different planes. Once Roamer has been turned to face in a different direction the children cannot always recognise future movements as forwards but see them as a movement ‘up’ or to the side. To help them to understand movement and changes of direction children should always stand behind Roamer when they are programming it to move. The following activities may also help them to overcome this difficulty | |||
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37 |
PowerPoint Slide Show E Which way is left? Which way is right? |
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37a |
PowerPoint Slide Show F If you want Roamer to turn (watch Roamer turn |
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Year 2 — Lower KS2 | |||
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QCA Unit 2D Routes: controlling a floor turtle (Roamer) Key ideas • That control devices such as Roamer must be programmed • That control devices follow instructions which can contain numerical data • That instructions can be sequenced for more complicated tasks • That instructions can be repeated • That devices that carry out repeated actions follow stored instructions Level 3: to predict and test which sets of instructions are needed to make Roamer move through a maze Level 2: to plan how to make Roamer move in a straight line to a target and explain how they did it. Level 1: to understand that to make Roamer go in the direction chosen keys must be pressed. | |||
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To develop pre mapping skills To draw up plans to move Roamer along a given route To begin to modify plans in the light of problems encountered To understand angle as a measurement of turn and recognise right angles. Remember to give the children a Multilink Cube to help them with paper Route Maps | ||
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More Roamer Route Maps A (easy) More Roamer Route Maps B (a bit harder Maps C (harder) | |||
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38 38a |
Year 2 Plan Session 2 Combining moving Forwards and Turning through a Maze Includes follow up work and extension Somebody has stolen all the symbol cards (writing instructions) easy map Somebody has stolen all the symbol cards (writing instructions) easy map |
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39 39a |
Sheets 1, 2, 3 — Instructions for using paper Roamer Maps with the children, Roamer Route showing a right and a left turn with a blank background for children to fill in & a smaller version to write instructions/keys on. Mr Multilink says … remember to turn your paper (route with 2 turns) |
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40 |
Sheet 4 — Roamer Route Map with one right turn & supported instructions Sheet 5 — Roamer route map similar to above |
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Sheet 6 — starting to use shorthand to record instructions (Roamer Route Map) children could work in pairs with one copy of 1st sheet to pool ideas and their own copies of the 2nd sheet to record the route using shorthand. Animated slideshow based on the above (using shorthand) |
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42 |
Sheet 7 & 8 work out the instructions to take Roamer along the route home. |
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Children need to develop the ability to think in different planes.
Once Roamer has been turned to face in a different direction the children cannot always recognise future movements as
forwards but see them as a movement ‘up’ or to the side.
To help them to understand movement and changes of direction children should always stand behind Roamer when they are programming it to move. The following activities may also help them to overcome this difficulty.
These free resources apply to Roamer (Control Technology) but can easily be adapted for use with other floor turtles such as BeeBots.
Click Here to download QCA ICT Unit 2D Routes: Controlling a Floor Turtle
In this unit children learn how to create, test, modify and store instructions to control the movements of a floor turtle. They learn to programme the floor turtle to move around an area by using single instructions, a sequence of instructions and repeated sequences.
To find more resources in the main body of the site Click Here