Introduction

Recap all the different kinds of algorithms that they have learnt about in the last few weeks. What things are important for writing a good algorithm? What should we do if we make a mistake?

The final kind of algorithm we are going to write is going to be a dance routine sequence. How can you break a dance routine down into parts? This is another example of an algorithm. Take a look at one of these videos (or all of them if you’re really keen!) and get the children up dancing!

• Do the Strictly
• 3 Simple Dance steps  (this one’s a bit easier!)
• Go Noodle is also a great site to get your students up and moving on a regular basis and great for this too.

Who knows the Hokey Cokey? If you have space in your classroom have a go (maybe with just a few children)

So what is the algorithm for doing the Hokey Cokey? Ask them to talk to a friend for a minute to see if they can answer that question. Discuss their answers and understanding that we can write a series of instructions for the dance (or at least some of it).

What should be the first part of the algorithm? Discuss; is it ‘put your left leg in’ or should it be ‘stand in a circle and hold hands with the people either side of you’?

Agree on a starting point and record their algorithm for it on the board. Could we show that with a simple picture too?  Continue with with the next few moves e.g.

Small group work

Explain to the students that they will be working with a small group to plan a simple dance routine that has no more than 5 moves. Practise the routine and then create the algorithm for their dance routine using pictures and/or words that make it clear what to do and which order to do them in. This can be done either with or without music.

This planning sheet is available for your students to use if required.

When complete ask them to swap their routine sheets with another group and try to perform each others’ routines.

Plenary

Collect in the dance routine algorithm sheets and ask a couple of brave volunteers to pick one at random, give them a few moments to have a look at the sheet and ask them try and perform the moves. Ask the dancers; was it easy to understand their moves? Did they write clear instructions?

Ask the group that wrote the algorithm did the dancer perform it accurately? Could you have improved your instructions?

Tell me what you know about algorithms now. What are the most important things to remember when you write an algorithm? What is debugging?