Night Sensor Lesson 1

In this lesson students consider the importance of road safety at night for children.

  • Global challenge
  • computing
Print lesson
  • Aldre 9+
  • 60 minutter
  • MakeCode Editor

Curriculum links

  • Computing: Logical thinking, designing, evaluation
  • Science: Day and Night / Sensors
  • Design and Technology: Product design
  • Citizenship: Road safety

Skills: Creative thinking, Problem solving, Team working

Background

It is assumed that you have first completed the Safety introductory lesson.

Introduction

In this lesson students consider the importance of road safety at night for children. They work in small groups to research the problem and consider different ways technology could help to make children safer at night.

Teacher Guide

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Activities

Be safe, be seen!

  • Explain that you are going to focus on road safety at night and innovations that can help children ‘Be safe, be seen, showing the video on slide 5 if appropriate.
  • Give small groups a worksheet and a few minutes to discuss and answer the questions (slide 6) before reviewing as a class. Depending on their age and time available, you could ask them to come up with / give them a group name (e.g. Code Cookies, Tech Terriers).

Creative thinking

  • Introduce the idea that technology can help (slide 7) and introduce the challenge (slide 8)
  • Give groups large sheets of paper and ask them to brainstorm potential ideas for devices to help children stay safe at night. Encourage them to be really creative at this stage - they can refine their ideas to focus on the micro:bit later. You may wish to ask them to focus on particularly vulnerable children (e.g. children with visual or hearing impairment).

Presenting ideas

  • Invite groups to present their ideas back to the class and prompt thinking with questions tailored to your class (some ideas on slide 9).

Evaluating initial ideas

  • Give pupils 5 minutes to evaluate their ideas (slide 10) and narrow them down or amend them to come up with a ‘top 3’ (or their favourite idea if you prefer). They can use the table in the worksheet to support this and talk them through the example.

Lesson wrap up

  • Ask pupils to present their top 3 / favourite idea to the class and encourage the class to give feedback (2 stars and a wish / WWW/EBI etc). At this stage, their ideas may be wildly unworkable...don’t worry too much about that, it’s more about getting them to think creatively and have confidence giving/getting feedback.
  • Recap today’s learning (slide 11).

Extension / homework

  • Students could add to or begin a written or video blog, which could form part of their assessment.
  • You could start or add to a working wall for this topic and ask students to complete a design poster for their top 3 / favourite idea.

Differentiation

Support:

  • Consider groupings carefully to enable all pupils to participate. Pupils may need support with their evaluations of ideas and can be encouraged to make simple evaluative statements (e.g. which idea do they think is ‘best’? Why do they like that one most?).

Stretch & challenge:

Challenge pupils to consider their ideas more deeply and make more sophisticated evaluative statements. E.g. which idea is most fit for purpose and why? Which idea would be easiest for people to use and why is that likely to be important? How could it be adapted for different vulnerable groups? How could children be encouraged to use it?

Opportunities for assessment:

  • Informal assessment of students’ ability to evaluate their ideas through questioning.
  • Formal assessment if wished of worksheets / blog.
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