Objective:

Students will physically represent the components of a computing system, arranging themselves to demonstrate how data flows and processes within a system. Through this kinesthetic activity, students will develop a hands-on understanding of how a computer’s parts work together.

Materials Needed:

• Large open space for movement

• Labels or signs representing different components of a computing system (e.g., "Monitor," "CPU," "Keyboard")

Steps:

• Introduction:

  • Ask the class, "What are the parts of a computer, and what do they do?" 

  • Make a list of components such as the monitor, CPU, keyboard, and mouse.

  • Explain that each student will act as one part of the computer, and together, they will create a functioning system by communicating and passing information.

• Group Activity:

  • Assign each student a role as a computer part (e.g., monitor, CPU, mouse, keyboard). 

  • Using the classroom space, students will arrange their bodies to form a system, positioning themselves in a way that shows how data moves from one part to another. 

  • For example, the student representing the keyboard can pass an imaginary message (data) to the student acting as the CPU, who then processes it and sends it to the monitor.

• Building and Performing:

  • Encourage students to use movement to represent how their assigned component functions. 

  • For instance, the student representing the mouse can move around, while the student acting as the CPU pretends to process data by thinking and signaling to the monitor. 

  • This kinesthetic approach helps students understand how the components interact.

• Testing and Refining:

  • After practicing their movements, students will run through their system as a group, ensuring that the process of passing data from one part to another flows smoothly. 

  • They can adjust their roles or movements to better demonstrate how the components work together.

• Presentation and Discussion:

  • Each group will act out their computing system in front of the class, narrating the function of each component as they perform. 

  • Afterward, the class will discuss the importance of each part and how they rely on one another to work correctly.

Equity and Access:

Provide visual aids (such as labeled signs) for students who may need extra help understanding the parts of the system. Ensure students of varying abilities are assigned roles that allow them to contribute comfortably.

Real-World Application:

Discuss how teamwork in a computing system mirrors teamwork in real life, such as in group projects or team sports. Emphasize the importance of communication and collaboration in both computing and everyday activities.

CS Practice(s):

• Developing and Using Abstractions: Students act out and simplify how a computer’s parts function by using movement and physical positioning.

• Communicating About Computing: Students explain the role of their assigned part in the system and how it interacts with others.

• Collaborating Around Computing: Students work as a team to physically represent a computing system.

Standard(s):

• CA CS K-2.CS.2

• CA P.E. 1.1

Objective:
Students will use a physical computing device, such as a Makey Makey to represent different parts of a computing system. By interacting with the device and arranging their bodies to simulate the flow of information, students will deepen their understanding of how a computer’s components work together.

Materials Needed:

• Makey Makey kits

• Conductive materials (e.g., bananas, foil)

• Space for students to move and act out roles

• Laptops or tablets to connect with Makey Makey 

Steps:

• Introductions;

  • Ask the class, "What are the parts of a computer, and how do they work together?" 

  • List components like the monitor, CPU, keyboard, and mouse, and briefly explain their functions. 

  • Tell students they will use a Makey Makey and their own bodies to create a working model of a computing system, physically representing how data flows from one part to another.

• Group Activity (Physical Component):

  • Assign students roles as components of the computing system (e.g., keyboard, mouse, CPU, monitor). 

  • In an open space, students will arrange themselves to form a system. 

  • For example, the "keyboard" student will press a Makey Makey button made from conductive materials like foil, which sends a signal to the "CPU" student who processes the signal and sends it to the "monitor" student. 

  • The students physically act out this flow of information.

• Group Activity (Physical Computing Component):

  • Now, using the Makey Makey, students will connect conductive objects (e.g., bananas, foil, or playdough) to the device, creating a physical computing system. 

  • They will program the device to simulate actions like typing on a keyboard or moving a mouse. 

  • For instance, pressing a banana connected to Makey Makey could trigger the display of a message on the screen, simulating how a keyboard inputs data into a computer.

• Creating and Coding:

  • Guide students in setting up their physical computing systems. 

  • For example, they can program the Makey Makey to send specific signals when a certain object is pressed, representing data moving from one component to another. 

  • Each student will interact with the device according to their role in the system.

• Testing and Refining:

  • Once the physical computing systems are set up, students will test them by pressing different objects (like bananas or foil) and observing the results. 

  • They will check if their inputs correctly trigger actions on the connected device. 

  • Encourage students to refine their system by adjusting connections or tweaking the code to ensure everything works smoothly.

• Presentation and Discussion:

  • Each group will present their physical computing system and demonstrate how data flows through it, explaining the role of each component. 

  • As they act out the system and interact with the Makey Makey, they discuss how their model simulates the function of a real computer.

Equity and Access:

Provide simplified coding options and pre-set templates for students who need extra assistance. Ensure roles in the physical system are distributed according to students’ abilities and comfort levels with physical movement or coding tasks.

Real-World Application:

• Discuss how physical computing systems, like the ones students created, are used in real life in devices like keyboards, game controllers, and interactive museum exhibits. Emphasize how understanding physical systems helps us interact with technology more effectively.

CS Practice(s):

• Creating Computational Artifacts: Students use Makey Makey to create interactive physical computing systems that simulate computer functions.

• Recognizing and Defining Computational Problems: Students identify how data flows through a system and use physical computing to model it.

• Collaborating Around Computing: Students work together to create both the physical and computational aspects of the system, discussing and refining their models.

Standard(s):

• CA CS K-2.CS.2

• CA P.E. 1.1