Lesson overview - algorithmic thinking
This lesson is part of a Level 5 and 6 Digital technologies unit on understanding how digital systems represent and transmit data, and investigating how digital systems meet specific current and future needs. This lesson is focused on understanding how algorithmic thinking can be represented diagrammatically.
Victorian Curriculum - Digital technologies
Levels 5 and 6
Design, modify and follow simple algorithms represented diagrammatically and in English, involving sequences of steps, branching, and iteration
(VCDTCD032).
Learning intention
We are learning to represent algorithmic processes diagrammatically.
Success criteria
I can create a flowchart diagram to represent the algorithmic processes of a simple board or digital game, and evaluate its useability.
Extension ideas
Extend the success criteria (outcome): I can create a flowchart diagram to represent the algorithmic processes of a complex board or digital game, evaluate its useability, and formulate solutions to improve it.
Lesson sequence
Warm up activity
In this activity, students will draw on their prior learning.
- Introduce the game 'snakes and ladders' (could use a digital version)
- Discuss the processes involved in the algorithmic workings of the game. Brainstorm the process by just taking notes
- Revisit the flowchart as a diagrammatic representation. Focus on aspects such as 'branching'
- In pairs, have students recreate the brainstormed process into the flowchart
- Student pairs report back to the class and a co-constructed flowchart of the workings of 'snakes and ladders' is produced
- Introduce the notion of algorithmic thinking. Define the term.
- Evaluate these algorithmic processes in terms of their usability:
- clarity
- attractiveness
- efficiency
- familiarity
- responsiveness.
Extension ideas
High-ability students could be:
- paired together.
- asked for solutions to the identified weaknesses in the 'snakes and ladders' game.
- asked to locate an alternative game that does not contain the weaknesses in the 'snakes and ladders' game.
How does this game work?
- Have a range of simple board and digital games available. Introduce them to the students.
- Place students into small groups and have each group select a game to focus on
- Have students represent the processes involved in the workings of the game in a flowchart
- Have each group evaluate the processes (what was good and what needs improving?):
- clarity
- attractiveness
- efficiency
- familiarity
- responsiveness.
- Have groups report back. Co-construct a list of common strengths and weaknesses.
Extension ideas
High-ability students could:
- be grouped together for this task.
- use a more complex game.
- use a digital flowchart tool to allow for a more sophisticated diagram.
- be asked to formulate solutions that could be made to improve the game's clarity, attractiveness, efficiency, familiarity and responsiveness.
Discuss the place of algorithmic thinking in a 'day in the life' of the students
Extension ideas
High-ability students could:
- create a narrative that explores the place of algorithmic thinking in their lives.
- explore the question – 'Do algorithms rule the world?' Students could be asked to find two examples of where algorithms influence people's lives.