Main Idea :This learning scenario introduces the concept of decomposition: how to divide a problem into several smaller ones so that they are easier to solve. This addresses a specific problem, the determination of the number of trees as well as damaged trees.
| Creators | Jan Pawlowski, Idzik Martin |
| Subject | Geography: dealing with maps Biology: forest, trees, tree diseases / damage Mathematics (areas, scales) |
| Length | 90 Minutes |
| Pedagogical Approach | Real-life Learning |
| Competences | Data, control Structures, Decompositon, Abstraction |
| Grades | Elementary school, from grade 5th |
| Technology | Trees estimate worksheet |
| Evaluation | Worksheet |
Description
Teacher briefly introduces that sometimes problems are so complex that you break them down into smaller ones.
Examples: sorting the pupils by size
Sorting plants and animals
Dividing topics in a presentation
The students are given the task to estimate the number of trees in a piece of forest. The question can be asked whether it is possible to count all the trees within one school hour.
The piece of forest is first delineated on the map. The students calculate how long and wide the forest is and write this down.
The students first think about how to subdivide the large piece of forest. (e.g. section 50*50m as “random sample”).
After that, the pupils calculate:
• The area of the cutout in the map (approx. 3cm * 3cm = 9cm²)
• The area of the section in the map (approx. 300m * 300m = 90000m²)
• The original size of the area to be traced
• The stride length of a student and the number of steps he has to walk to measure 50m
The task is divided into individual solution steps and should be documented on the Estimating Trees worksheet.
The students now go into the forest and find a place from which they can walk along the section (50 by 50 meters). The corner points are marked (or one student remains standing there). Here a counter should count the number of steps (e.g. REPEAT walk one step UNTIL counter=100).
When the square is marked, the students count the number of trees and agree on the number if there are differences.
Afterwards, the pupils try to count damaged trees (sick due to parasites, breakage, etc).
Subsequently, the worksheet is further processed on the basis of the notes.
Finally, the whole algorithm should be written down again in the four solution steps (calculate area, walk / mark area, count trees, calculate trees).
Link of the document: https://docs.google.com/document/d/1PCNwFn5vIFrWxjYc7EBtmW70AHNKdC0s/edit#heading=h.gjdgxs
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