1. Where is the treasure?

Where is the treasure?

In this assignment your students learn to give clear instructions in order to achieve the correct result. After all, they will have to steer their teammate without saying anything, with only movements with the arms. First they practice by performing movement by movement, then there are "multiple" instructions.

Your students will:

  • Convert actions into instructions
  • Set up algorithms to control a teammate
  • Make situations abstract

STEP 1

Preparation

Print the floor pictures and the instructions once per group. Provide some blank papers (preferably heavier paper so that the students cannot see on the back if there is something on the front.

STEP 2

To work

First, have your students draw a smiley in pairs: one student is the computer and gives the verbal instructions, the other is the drawing machine and merely executes. The computer gives the instructions with closed eyes. Do not give any further instructions: one student should try to get the other to draw a certain smiley as well as possible.

This of course leads to misunderstandings and the result does not seem like anything! The students experience the need for clearly defined instructions and agreements.

Place the papers as shown on the floor prints: side by side on the ground, the finish flag invisibly towards the ground. Work in pairs: the “computer pupil” is shown the diagrams and must lead the “robot pupil” to the finish. You start on the CodesCool icon.

The computer student is not allowed to say anything: only by pointing with the arms in the right direction (top, bottom, left and right) he can show the robot the way. Robot and computer agree on a “stop” sign themselves.

-by giving command per command,

-by giving all commands immediately after each other and only then let the robot do everything! Does the robot have enough memory to do this without errors?

When the computer student gives the stop sign, the robot turns the sheet on which it is standing: is it the finish ?!

STEP 3

Discussion

Where did it go well? Where did it go wrong?

Were the clues clear?

How could we give the right directions without using the arms?

Differentiation

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Let your computer students compose their own hidden route, provide extra blank papers so that they can expand the original 3 x 2 grid.

Even more difficult? Let them provide a stopover: they have to get from point A to point B and only then to the finish.

Can the computer student also lead his robot back to the start?