Abstraction, Algorithms, and "Human Robots"

Sixth graders have been busy continuing work with abstraction and algorithms. We have spent the past two weeks creating abstractions to write our own computer language. On the first two days we reviewed base 2 to identify how many bits were needed to identify 4 parts of a lego brick: the color, the height, and the number of pegs to identify the width and length when holding the brick in portrait position, see "Brick ID Binary Key." Each class developed a lego brick binary string of 12 bits and agreed upon symbols to move our "robot arms" to build their lego sculpture, see "Brick & Robot Symbols."

Brick ID Binary Key	Brick & Robot Symbols

After modeling and practicing writing algorithms with each class using their abstractions, groups worked on writing algorithms of their own as they built a lego sculpture. Together they rotated through turns to ensure that everyone in the group was included. For example, person 1 would pick a brick, person 2 would place the brick, person 3 would write that line of code, and person 4 would check that line code. Then they rotated these jobs until everyone had at least one chance to contribute and participate. Some groups stuck with 4 bricks in their sculpture while others challenged themselves with some sculptures having 8, 9, or 10 bricks when they were done. 

Take a look at the sculptures they created in class.

On the fourth day, students were given another group's lego kit which included a new algorithm and possibly a slightly different key. They were tasked with reading this new code and key to rebuild the other group's sculpture. This activity made clear the importance of abstraction and algorithms. Without a common language and sequential sets of instructions, a "robot" could not replicate the same structure.

As a final review before we embark on our Root Robot journey, we reviewed some before and after builds using examples that needed some debugging. It is important to me that my students understand that mistakes are okay. In fact, most programs usually require  some debugging, especially in the early stages, or enhancements as time goes on. Having a common language and well written algorithms is critical in running a successful program.

Stay tuned for our upcoming robot adventures with RootBot and Root Robot!

Data Collection, Visualization, and Interpretation

Fifth graders worked in small groups to share ideas about what a positive classroom learning environment looks like. Afterwards they completed a Google form survey to share what they thought was the most important response to each of 7 questions. To visualize their responses, each student built a word cloud to share this data. Some discussions included how data is collected online and being careful about what information we share while online. Finally we reviewed alternative ways to represent and read data.

The statements they considered:

1. I think a positive learning environment looks like…
2. One way I can support a friend when working in groups is to ….
3. To make sure I’m ready for class I …
4. If someone is speaking in my group I should …
5. Submitted work should reflect …
6. One way my teacher can support my learning is to …
7. One way my parents or guardians can support my learning is to …

We used a word cloud generator, WordCloud. With this tool, students explored Shapes, Fonts, Text Direction, Colors, and Masking. More popular or frequently occurring student responses are larger while those equally important but less popular are smaller. Take a look below to see these awesome creations.

After building our word clouds we discussed ways data is collected, Google forms, browser history, apps we use, and also different ways we can visualize and interpret data, like pie charts, word clouds, and more.  

Finally, using their data I generated our classroom FAB Constitution. Students reviewed this document, its preamble and 3 articles. They had an opportunity to review, discuss, and offer amendments. No student expressed that their ideas were not reflected in this document. Next they signed and I printed one for each class. Here is an example. 

Stay tuned for our digital drawings with Google Slides. ;-)

It's All Ones & Zeros

We are wrapping up a unit on abstraction that focuses on binary code or machine language. Students have dabbled in converting back and forth between decimal and binary numbers, and writing kind, positive words with binary code for uppercase letters of the alphabet. For the culminating project, we tried something new. 

We brainstormed words and considered symbols to represent binary code.

Next they created binary words and put them onto construction paper.

The final products are numbered and hung on posters around the classroom.

Getting creative with cardboard to make switches for their final project.

Students teamed up to create a variety of artifacts showing something about binary code. Some options included counting in binary, showing letters of the alphabet, or spelling out words and acronyms. I was excited to try this final project and love the creativity and enthusiasm I saw from all of my classes. 

Check out some of these gems by clicking on the links and videos.