|Section Title||Primary information||Description and Notes||Suggested resources|
|Lesson Length||The expected lesson length will be approximately one hour||
Some variation possible.
Assessment Level 1
|Students||The lesson is suitable for KS3 and KS4 students||Since this is a new specification, the lesson is suitable for Year 7 to 9 students and differentiated by outcome|
|Overall Focus||The lesson focus will be to introduce abstraction models with a real-world focus and see that they can understand how these operate||This lesson will follow on from the previous lesson and acts as a way to consolidate their learning and understanding, and for them to evidence this understanding through class based observation and their feedback comments|
|Key words||abstraction, programming language, instruction, open source, digital, file types, variable||These words need to be reinforced throughout the series of lessons|
|Assessment||Use software abstractions that model real word systems||Evidence here will be from direct observation of the student's work with systems as well as their observations as reflected in their Learning Site portfolios.|
|Key Questions||Some questions to get learners thinking about the topics||There are some potentially difficult ideas here, but it should be possible to gently build on their understanding through clear worked examples||How useful is it to abstract something like gravity? What benefit is there in making models such as Numpty Physics? What would be the value of making a model that abstracted people, such as the effects on their heart?|
Students may already have been introduced to Numpty Physics and can now try it with a different focus to see what effect abstractions have and how they are used to make the system operate
Students need to start thinking about how important abstraction is to all of their activities.
|If you are using the Learning Machine learning system, students can add their comments and material to this site as evidence of their growing understanding. The site, if used consistently, will show progression via charts of activity and outcomes.|
|Teaching and Learning Elements||
In this lesson we need to get students to start thinking about and applying their knowledge of abstraction. They should be able to use something like Numpty Physics to work out forces such as energy and force. The software allows us to change these abstracts and see their effect without actually damaging anything real
Use some of the student's own work and share with the group and discuss the quality of the instructions chosen. Question students about how and why they did what they did. Check for understanding.
This lesson builds upon the previous lesson to progress the student's understanding further through practice and demonstration, interspersed with more detailed questions to check their knowledge.
It would be good to use various flow-charts and discuss how they function. This one on malware will show the underlying process and how they drive actions, but also refresh the idea of malware discussed in earlier lessons.
|Lesson Structure||Possible structure||
|Homework||Get students to watch the weather reports and reflect on how accurate they are, especially when it predicts 2+ days in advance.||Students can vary their homework depending on their level of understanding||Get students to document their experience on their portfolio system for assessment|