In this unit children begin to understand that computer simulations can represent real and imaginary situations. They learn how to explore simulations, explore options and to test their predictions. They evaluate simulations by comparing them with real situations and considering their usefulness.
Children will apply what they have learnt when using simulations throughout their work, for example predator/prey simulations in science.
Where this unit fits in
This unit is an introductory unit.
Technical vocabulary
- simulation
- a computer simulation which allows the user to make choices, enter data, explore consequences, and to freeze position, eg an adventure game
Sounds
Video
Software suitable to use:
Online Resources-for Teachers:
Simulation (Kent Ed)
http://www.kented.org.uk/themes/simulation/year4.html
COLLINS COFFEE (Northumberland)
http://ngfl.northumberland.gov.uk/ict/qca/ks2/unit3D/colins%20coffee/colins%20coffee.html
RACING FROGS
http://www.racingfrogs.org/
PLANT FORCE (caret)
http://puzzling.caret.cam.ac.uk/game.php?game=plants
GROWING PLANTS (BBC)
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtml
ROBOTS (CH4)
http://www.channel4.com/science/microsites/R/robots/
DUCK GAME (CGP)
http://www.cgpbooks.co.uk/online_rev/duck/duck.htm
PLANET 10 (Planet Science)
http://www.planet-science.com/wired/?page=/planet10/
FISH GAME (Shedd)
http://www.sheddaquarium.org/sea/interactive_module.cfm?id=7
RABBITS SCIENCE SIMULATION GAME (LGFL) http://www.lgfl.net/lgfl/leas/greenwich/accounts/subjects/ictteam/Resources/QCA%20Lesson%20Plans/3d%20simulations/Support%20Files/rabbits.swf
BUILD A CITY (CH4)
http://www.channel4.com/science/microsites/B/buildingthebest/game_city.html
VIRTUAL GARDEN (BBC)
http://www.bbc.co.uk/gardening/htbg2/virtual_garden/
DESIGN A GARDEN (Geffrye Museum)
http://www.geffrye-museum.org.uk/kidszone/garden/
DESIGN A ROOM (Geffrye Museum)
http://www.geffrye-museum.org.uk/kidszone/room/
RALLY GAME (Mofunzone)
http://www.mofunzone.com/online_games/rallytrophy.shtml
Online Resources- for Pupils:
Objectives:
key idea: that computer simulations can represent real or imaginary situations
key idea: that computer simulations allow users to explore options
technique: to enter data into a computer simulation
key idea: that computer simulations are simplified representations
- to explore the effect of changing the variables in simulations and use them to make and test predictions
Section 1: SETTING THE SCENE
Demonstrate the main features of the simulation. Show the class how to make choices and enter data. Point out how the computer simulation allows users to study or try things which would be difficult or impossible to do in practice. Compare the simulation with other models, eg those used by architects. Ask the class to think of examples where simulations might be useful, eg for training pilots, designing buildings, testing products.
Section 2: SHORT FOCUSED TASKS
Ask the children to explore the first part of the simulation in small groups for a limited amount of time. Ask them to record any decisions that they have made and the results of any actions. Bring the class together to discuss what they have found out.
Ask the children to write down what they will do next when they use the simulation again. Encourage them to think of a variety of actions. Ask the children to carry out the actions and to record what happened. Bring the class together to discuss questions such as what can be changed; how has it changed; what happens; does it always happen? Discuss any patterns and connections that they have identified and tell them how they can test if they are always true.
Section 3: SHORT FOCUSED TASKS
Ask the class to evaluate the simulation by answering questions such as, how is the simulation like/not like...; what has been left out; is it realistic; is it helpful; how could it be improved?
Section 4: INTEGRATED TASK
Children could apply the skills learnt in this unit whenever they explore computer simulations as part of their work in other subjects.
Expectations
most children will: recognise patterns within simulations and make and test predictions
some children will not have made so much progress and will: use simulations to make and test predictions; explore options
some children will have progressed further and will: identify the relationship
