3-5.NI.4 Standard breakdown

3-5.NI.4 - Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the internet, and reassembled at the destination.

Information is sent and received over physical or wireless paths. It is broken down into smaller pieces called packets, which are sent independently and reassembled at the destination. Students demonstrate their understanding of this flow of information by, for instance, drawing a model of the way packets are transmitted, programming an animation to show how packets are transmitted, or demonstrating this through an unplugged activity in which they physically act this out.

Connections

Math Connections

Decomposition in mathematics is a concept applied across the discipline when students understand that you can break something into parts and those parts together are the same as the original. In the Measurement and Data domain, students use decomposition to break shapes down into smaller figures to find the area or volume of the original shape.

In 3rd grade, standard 3.MD.7.d. asks students to find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts.

In 5th grade, students break down solid figures into unit cubes to measure volume (5.MD.4). Additionally, standard 5.MD.5.c has students find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts.

NGSS Connections

In the Next Generation Science Standards, one of the Crosscutting Concepts, Patterns, has students recognize that patterns of change can be used to make predictions. Often the patterns of change can be identified by examining individual pieces of data and combining them to identify trends.

The greatest connection can be found in the NGSS 4th grade standard 4-PS4-3. This Waves and their Applications in Technologies for Information Transfer standard asks students to generate and compare multiple solutions that use patterns to transfer information. Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.

Examples

In this cooperative unplugged activity, students in groups are going to model an image being broken down into smaller pieces (packets of information), transfer the packets of information over a "network", and reassemble the packets back into the original image.

One student is selected in each group as the starting student. This student is given the starting image with scissors. The other students in the group should not see the starting image.

The starting student cuts the image into "packets" of information. Each packet of information can not be more than 3 pixels (rectangles).

The group of students form a line with each of them spread out from each other to simulate a network. Each student represents a network node. A network node is a connection point in a communications network where it sends, receives, stores, or creates information.

The starting student will cut out a "packet" off the image and send it down the network line. The starting students may pass along any other information verbally as well as part of the packet. The last student will reassemble all the packets back into the original image.

More Examples

For example, students could design a structure using building blocks or other materials with the intention of re-engineering it in another location, just as early Americans did after the intercontinental railroad was constructed in the 1850s (HSS.4.4.1, 4.4.2). Students could deconstruct the designed structure, place materials into specific containers (or plastic bags/brown paper bags/etc.), and develop instructions on how to recreate the structure once each container arrives at its intended destination (CA NGSS: 3-5-ETS1).

For example, students could cut up a map of the United States by state lines. Students could then place the states in envelopes and transmit the “packets” through a physical network, represented by multiple students spreading out in arms reach of at least two others. At the destination, the student who receives the packets reassembles the individual states back into a map of the United States (HSS 5.9).

Alternatively, students could perform a similar activity with a diatonic scale, cutting the scale into individual notes. Each note, in order, should be placed into a numbered envelope based on its location on the scale. These envelopes can be transmitted across the network of students and reassembled at the destination (VAPA Music 4.1.2).

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