Describing an everyday object
In this lesson, students act like the inventor of an everyday object that does not yet exist. Students abstract the essential details, and describe what need would be fulfilled by the new object and how, specifically, it functions. They will then translate the description into a format appropriate for modeling the object in a computer by representing the data in an organized visual format.
Additional details
Year band(s) | 5-6, 7-8 |
---|---|
Content type | Lesson ideas |
Format | Web page |
Core and overarching concepts | Data representation, Computational thinking, Algorithms |
Australian Curriculum Digital Technologies code(s) |
AC9TDI6P02
Design algorithms involving multiple alternatives (branching) and iteration
AC9TDI8P05
Design algorithms involving nested control structures and represent them using flowcharts and pseudocode
AC9TDI8P06
Trace algorithms to predict output for a given input and to identify errors |
Keywords | data representation, data, pattern, pattern recognition, abstract, abstraction, object, colander, input, output, Google, Google for Education, Education, computational thinking, GoogleCT |
Integrated, cross-curriculum, special needs | English |
Organisation | ESA |
Copyright | Creative Commons Attribution 4.0, unless otherwise indicated. |
Related resources
-
Classroom ideas: Micro:bit Environmental Measurement (visual and general-purpose programming) (Years 5-8)
Investigating environmental data with Micro:bits: This tutorial shows the coding needed for digital solutions of some environmental issues that can be created using pseudocode and visual programming.
-
Classroom ideas F-10: Aboriginal and Torres Strait Islander connections to Digital Technologies
This resource provides examples of ways Aboriginal and Torres Strait Islander Histories and Cultures can be integrated into Digital Technologies. Examples include 'classification and sorting data' and 'designing solutions'.
-
Computational thinking poster
A poster/infographic that gives a brief overview of the concepts related to computational thinking.
-
Creating a digital start line and finish line with micro:bits (Years 7-8)
The following activity suggests one-way Digital Technologies could be integrated into a unit where vehicles are being designed and produced.
-
DIY micro:bit metal detector (Years 5-6)
This activity shows one way to incorporate Digital Technologies into a goldfields unit in an authentic way using a micro:bit.
-
Visual programming with Scratch (Years 3-6)
This resource comprises a collection of sample activities that incorporate visual programming (Scratch) into teaching and learning programs.
-
CAS Barefoot
A broad collection of online resources to support teachers to develop and implement computational thinking, concepts and computer programming. Free log in required to access materials.
-
Computational Thinking – 6 learner guides
This site offers a range of resources to help teach computational thinking and its components.