Alignment of the Activity to the Digital Literacy Learning Outcomes

I am able to predict and explain the outcomes of a sequence of instructions.
I am able to create and modify a sequence of instructions which give a solution to a given task.
I am able to identify and correct errors in a sequence of instructions.
I am able to combine a sequence of instructions to follow a pattern.
I am able to break down a complex task into small, meaningful parts.

Details of the Activity

This activity, designed for Year 6 students, combined construction, programming, and problem-solving in a structured way.

Students worked collaboratively in small groups and were provided with:

A LEGO WeDo 2.0 kit
A tablet with the WeDo 2.0 programming application with building instructions

The session ensured active participation by requiring students to:

Follow digital instructions to construct the race car model
Connect the motor and hub correctly
Program movement sequences using the block-based coding interface
Test and refine their code through experimentation

Hands-on engagement was central throughout the entire lesson, with students alternating roles (builder, programmer, tester) within their groups.

Description of the Activity

The lesson began with an introduction to the LEGO WeDo 2.0 kit, where students explored the components, including the motor, hub, and building elements. The teacher briefly explained how the hardware connects to the tablet application.

Students were then guided to follow the on-screen digital instructions to build a race car model. This phase required careful attention to detail, collaboration, and logical sequencing.

Once construction was completed, students transitioned to the programming stage. Using the block-based interface, they programmed the race car to:

Move forwards
Move backwards
Travel for different time durations
Move at varying speed levels

Students tested their programs and observed how changing time and speed variables affected the movement of the car.

When the car did not behave as expected, students analysed their sequence of instructions and made necessary adjustments. This iterative process of testing and refining allowed learners to better understand the relationship between code and physical output.

Skills and Competences Developed

This lesson supported the development of key coding and computational thinking skills, including:

Sequencing: Organising programming blocks logically to control movement.
Prediction: Anticipating how changes in speed and time would influence performance.
Debugging: Identifying incorrect values or misplaced blocks and correcting them.
Decomposition: Breaking down the task into two stages – building and programming.
Logical reasoning: Understanding how digital instructions translate into mechanical action.
Evaluation: Assessing whether the race car performed according to the intended outcome.
Collaboration and communication: Sharing responsibilities and discussing solutions within groups.
Digital literacy skills: Following digital building instructions and interacting with a block-based coding environment.

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