Objective: 

Students will create a symbolic representation of their classroom using a hand-drawn map, transforming real-world objects into symbolic data representations. They will create a legend to explain their symbols and practice translating physical items into abstract forms, connecting to the concept of data representation in computer programs.

Materials Needed:

• Chart paper

• Markers and crayons

• Paper for individual maps

Steps:

• Introduction:

  • Begin by asking students, "What symbols do we see in everyday life, and what do they represent?"

  • Discuss examples like stop signs or arrows on a map. 

  • Explain that just like computers store information as symbols, students will create a map of the classroom using symbols to represent items, like chairs or desks.

• Group Activity:

  • In small groups, students will draw a basic map of the classroom layout. 

  • They will select symbols to represent classroom objects (e.g., a square for desks, a circle for chairs) and create a legend that explains their choices. 

  • The teacher guides them to think about how their symbols can clearly convey the objects they represent.

• Testing and Refining:

  • Students will exchange maps with a peer and try to "read" the classroom by following the map and legend. 

  • They’ll refine their symbols and maps for clarity based on feedback from their classmates.

• Presentation and Discussion:

  • Each group will present their classroom map and explain how they chose symbols to represent real-world objects.

  • The teacher will lead a discussion on how computers use symbols (like letters, numbers, and codes) to represent information, and how students’ maps are examples of how physical spaces can be abstracted using symbolic data.

Equity and Access:

Offer physical materials (pre-printed classroom maps with simple icons) for students who need additional support with drawing or digital tasks. Provide alternative ways to participate, such as partnering students with diverse skills and ensuring that all students, regardless of ability, can contribute meaningfully to the creation and explanation of their map. Provide additional scaffolding through visual examples or one-on-one guidance for students who may need it.

Real-World Application:

Maps used in city planning or GPS systems use symbols to represent real-world objects, much like computers use code and data to represent information. This connection shows how computational thinking helps us organize and abstract complex real-world spaces.

CS Practice(s):

• Developing and Using Abstractions: Students simplify the classroom into a map by selecting key objects and representing them with symbols.

• Communicating About Computing: Students present their symbolic maps and explain their reasoning behind the chosen representations.

Standard(s):

• CA HSS.1.2.3

• CA CS K-2.AP.11

• CA CS K-2.DA.8

Objective:

Students will use Google Slides or another app with drag and drop features to create a digital map of the classroom, transforming real-world classroom objects into digital symbols by dragging and dropping icons. Through this activity, they will model how data can be stored and represented in digital formats, using multimedia tools to visually organize information.

Materials Needed:

• Tablets or computers with access to Google Slides or another multimedia creation app

• Pre-made digital icons (images of desks, chairs, doors, etc.)

Steps:

• Introduction:

  • Begin by asking, "How do we store and share information using computers?" 

  • Discuss how computers store data like images and text to represent real-world objects. 

  • Introduce a multimedia creation tool such as Google Slides, for creating digital maps, where students can drag and drop symbols to represent items from the classroom. 

  • Explain that just like computers use data, students will use icons to visually represent the classroom layout.

• Group Activity:

  • In pairs, students will open a pre-made digital template with a blank map of the classroom. 

  • They will use drag-and-drop features to add digital icons that represent desks, chairs, doors, and other classroom objects. 

  • Encourage them to think about how the icons match the real-world objects and use them strategically on the slide to reflect the classroom layout.

• Creating and Organizing:

  • Students will place the icons on the slide to build their map. 

  • They will also create a slide for a legend that explains the symbols they used (e.g., a desk icon for desks, a circle icon for chairs). 

  • As they arrange the objects, encourage them to discuss how each icon accurately reflects a part of the classroom.

• Testing and Refining:

  • Students will exchange their Google Slide maps with another pair to see if their classmates can understand the classroom layout from their digital map. 

  • After receiving feedback, they will make adjustments by refining their icon placement or adding more objects for clarity.

• Presentation and Discussion:

  • Each pair will present their digital map to the class using Google Slides, explaining how they chose the icons to represent the classroom objects and how they created their legend. 

  • The teacher will lead a discussion on how computers store data visually and how this process helps organize information for easy understanding and sharing.

Equity and Access:

Provide students with pre-made digital icons and an accessible Google Slides template with simplified drag-and-drop features for students who may need additional support. Offer the option for students to use printed versions of the icons and maps for those who may have difficulty using digital tools. Additionally, pair students with varying levels of experience to encourage peer collaboration and support.

Real-World Application:

Connect the activity to how architects and designers use digital tools to create layouts of buildings, and how digital maps like Google Maps allow us to see and interact with real-world spaces through symbols and icons.

CS Practice(s):

• Creating Computational Artifacts: Students use a multimedia creation tool to create digital representations of the classroom, developing a multimedia artifact.

• Communicating About Computing: Students present and explain their digital maps, discussing how they transformed real-world information into visual data.

• Recognizing and Defining Computational Problems: Students solve the challenge of how to represent real-world objects through digital symbols on their map.

Standard(s):

• CA HSS.1.2.3

• CA CS K-2.AP.11

• CA CS K-2.DA.8