ALEX Classroom Resource

  

Abstraction Unplugged Activity

  Classroom Resource Information  

Title:

 Abstraction Unplugged Activity

URL:

 https://www.barefootcomputing.org/resources/abstraction-unplugged-activity

Content Source:

 Other
Barefoot Computing
Type: Learning Activity

Overview:

This is an unplugged activity in which pupils create simple models from modeling dough or draw quick sketches for a partner to guess what they are representing. In doing so they learn that they are ignoring unimportant details and only including that which is most important, and in so doing are abstracting. Pupils link this idea to what is and is not included in simple computer simulations and games.

PUPIL OBJECTIVES:
I can say what is important and I must include.
I can say what is unimportant and I can ignore.
I can say how a computer program (for example, a computer simulation or game) includes what is important.


TEACHING ASSESSMENT OPPORTUNITIES:
Informal teacher assessment of pupils during the main task and plenary. Focus on understanding of:

Thinking what is important to include.
Thinking what can be ignored.
Being aware that thinking about what is ignored or included in computer simulations and games is an important aspect of design.

Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • analyze a given list of sub-problems while addressing a larger problem.
Teacher Vocabulary:
  • sub-problem
Knowledge:
Students know:
  • strategies for analyzing sub-problems from a given list for a larger problem.
Skills:
Students are able to:
  • analyze given lists of sub-problems while addressing a larger problem.
  • identify the sub-problems for a larger problem.
Understanding:
Students understand that:
  • larger problems have sub-problems.
  • it can be easier to solve a large problem if you identify smaller sub-problems to tackle or solve.
Tags: abstraction, details
License Type: Custom Permission Type
See Terms: https://www.barefootcomputing.org/terms-and-conditions
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments

LESSON TIMING: 30 min

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  This resource provided by:  
Author: Aimee Bates
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