Robot Picnic Steps

Overview

Students explore algorithms as clear instructions that help a “robot” complete a familiar task. Through movement, picture sequencing and a simple decision, they practise following steps in order, noticing when an instruction repeats and describing what happens next.

Learning intentions

• WALT describe an algorithm as a set of steps that helps solve a problem.
• WALT follow steps in the correct order.
• WALT make a decision using “if” and “otherwise”.
• WALT recognise and follow a repeated instruction.

Success criteria

• I can put picture steps in the correct order.
• I can give clear instructions to a partner.
• I can say what to do if something changes.
• I can repeat a step the stated number of times.

Curriculum links

• Digital Technologies — following and describing algorithms involving a sequence of steps, decisions and repetition.
• Digital Technologies — following short, ordered instructions to solve a familiar problem.
• Digital Technologies — describing steps and decisions using drawings, spoken instructions or photographs.
• Digital Technologies — following an algorithm that repeats a single step a fixed number of times.

Lesson structure (30 minutes)

1. 0–4 min · Hook: Meet the robot. Teacher opens the robot picnic introduction slides and explains that a robot can only follow precise instructions; students watch the teacher deliberately make a mistake while pretending to pack a picnic bag. Students identify what went wrong and suggest one instruction the robot needs.

2. 4–9 min · Teach the language. Teacher uses the sequence, decision and repeat slides to introduce three ideas: sequence means steps in order, a decision means choosing what to do, and repetition means doing something again. Model: “Pick up the cup, put in water, close the lid”; “If the lid is on, carry the bottle; otherwise, put the lid on”; “Clap three times.” Students echo the instructions and use actions to show first, next, then and again.

3. 9–16 min · Human robot game. Teacher places one student as the robot and gives the class a simple goal, such as moving from a starting spot to a picnic mat. Teacher demonstrates that instructions must be short and unambiguous: “take two steps”, “turn left”, or “stop”. Add a decision: “If you see a cushion, go around it; otherwise, keep walking.” Students take turns in pairs, with one student as the programmer and one as the robot. The programmer gives up to four spoken instructions while the robot follows exactly.

4. 16–24 min · Picture algorithm task. Teacher displays the picture-task instruction slides and distributes the picnic algorithm picture worksheet to pairs. Students cut, draw or number four picture steps for getting ready for a picnic, then complete two prompts: “If it is raining, I will…” and “Clap or tap ___ times.” Partners read the algorithm aloud and check whether the steps are clear and in order. Students who cannot yet write may point, draw or dictate their ideas to an adult or partner.

5. 24–28 min · Test and improve. Teacher invites two pairs to share an algorithm and asks the class to act as robots. Use the test-and-improve slides to prompt: “Did the robot know what to do?”, “Was any step missing?”, and “What could we change?” Students listen for an unclear step, explain the problem and suggest a clearer instruction.

6. 28–30 min · Plenary and exit response. Teacher shows the final review slide and asks students to complete the sentence aloud or on their worksheet: “An algorithm is…” Students demonstrate one repeated action and explain one “if…otherwise…” choice before packing away.

Resources

• the robot picnic introduction slides
• the picnic algorithm picture worksheet
• Large open floor space
• Two or three safe obstacles, such as cushions or floor markers
• Picnic bag or container and a few safe classroom objects
• Pencils, crayons and child-safe scissors
• Optional visual timer
• Thick-print copies and adult scribing support

Assessment

• During modelling, check whether students can distinguish a step, a decision and a repeated action through their movements and explanations.
• During the human robot game, observe whether students give instructions in order and whether the robot can follow them without guessing.
• Review the worksheet and plenary responses for an ordered sequence, a sensible “if…otherwise…” decision and a fixed repetition instruction.

Differentiation

• Support students with a visual word bank using icons for first, next, stop, if, otherwise and again. Read all worksheet instructions aloud and use a dyslexia-friendly sans-serif font, large print, strong contrast and generous spacing.
• Provide pre-numbered or partially completed picture steps for students who need reduced choice. Allow students to respond by pointing, drawing, acting or dictating rather than writing.
• Pair students thoughtfully and model one instruction at a time for students with language, attention or motor needs. Use a clear floor route and offer a seated robot role if movement is difficult.
• Challenge confident students to design an algorithm with two decisions, include a repeated action, or find two different sequences that achieve the same picnic goal and explain which is clearer.

Extension

• Students create a short “robot recipe” for packing one item, using at least five steps, one decision and one repeated action.
• A partner follows the instructions exactly and identifies one place where the algorithm could be made more precise.