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Introduction
In the unit 'Modelling effects on screen' # learnt how to enter instructions to control a screen turtle and ^ was able to compare the operation of the screen turtle with a floor turtle. ^ has learnt how to write a procedure that 'teaches' the computer a new word and ^ was asked to write short sequences to produce particular shapes on screen. ^ was able to understand that screen steps are smaller than floor turtle steps and ^ was then asked to use the repeat procedures to produce 'crystal flowers' by rotating the screen turtle through 360 degrees.

# will be able to apply what ^ has learnt in this unit when working with shapes and space in mathematics.
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Set Scene
Section 1: SETTING THE SCENE

^ recognised that the same language is used to programme a screen turtle and a floor turtle.
^ knows that the size of numbers used for distance is different for a screen turtle and a floor turtle.

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FocusedTasks
Section 2-6: SHORT FOCUSED TASKS

^ has recognised that commands typed in LOGO are in the same language as they have been using with the floor turtle.
^ recognised that the screen turtle reacts with the same movement that is shown by the line it draws.
^ was able to produce two shapes on the screen and ^ has learnt how to move the screen turtle without drawing a line.
^ has learnt how to use the repeat instruction and ^ was able to accurately predict what would happen next.
^ knows that sequences of instructions can be named and edited.
^ has developed the skills required to combine procedures to form a new procedure.

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PracticalTask
Section 7: INTEGRATED TASK

# has learnt how to write procedures using standard commands.
^ is developing ~ skill of combining two or more procedures to produce ~ desired outcome.

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Comment 5

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Comment 6

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