Take two objects, show them to the class and ask comparison questions. Which one is taller, which one is heavier, etc. For example, a pencil, eraser, ruler, etc
| Learning Scenario Identity | |
| Title | JYU21: Sorting game, Bubble Sort |
| Creator | JYU |
| Length | 90 minutes (2×45 minutes) |
| Main idea/description | Take two objects, show them to the class and ask comparison questions. Which one is taller, which one is heavier, etc. For example, a pencil, eraser, ruler, etc. |
| Target group | 3rd-6th grade |
| Curriculum/learning subjects | Mathematics, Physical Education, ICT |
| Competencies | The students learn algorithmic thinking and how repeating certain set of rules ends up with wanted outcome every time. Sorting is easy to understand and can be done with words, numbers and physical objects. The students learn simple principles of programming languages, the idea of conditional sentences in programming and debugging. |
| Teachers’ wellness competences | TC4: Social e-competency |
| Learning Scenario Framework | |
| Pedagogical method | PI3. Enforcing attention and Awareness |
| Software/materials | For this activity, ensure students are engaged by comparing objects physically or online. In an online setting, clear instructions and simple tools like shared documents or visuals can replace face-to-face comparisons. The teacher should use conferencing tools to interact with students, assign breakout rooms for group work, and monitor progress.Instructions & Visual Aids: Provide simple, step-by-step instructions and use visuals or digital tools to demonstrate the sorting process. Relating tasks to real-life scenarios, like organizing books, helps make sorting more relatable.Engagement & Breaks: To reduce stress, include short breaks for physical activities or mindfulness. Start with simpler sorting tasks and gradually increase complexity as students gain confidence.Positive Learning: Encourage reflection and emphasize that mistakes are part of learning. Positive feedback and a growth mindset foster a supportive, low-stress environment.. |
| Evaluation tools | The teacher observes the pairs as they start to work on the assignment. The teacher also follows the discussions after each assignment. |
| Learning Scenario Implementation | |
| Learning activities (description, duration, worksheets) | IntroductionIntroduce the bubble sort algorithm in simple terms: “We’ll be comparing objects and swapping them if they’re out of order, just like organizing books by height or arranging items in your backpack.” Explain that today’s goal is to learn how to sort items step-by-step, working together and taking mindful breaks.Exercise 1: Sorting with Physical ObjectsPair Up Mindfully: Students are paired, with one student as the “sorter” and the other as the “guide.” The guide gives feedback and clarifies instructions but cannot move the objects themselves, fostering clear communication.Choose Familiar Objects: Students gather objects from their backpack or books from the shelf. Familiar items help reduce stress and keep the focus on learning the sorting method.Simplified Sorting Process:The sorter picks two objects and compares them based on the chosen criterion (size or weight).If the first object is larger (or heavier), they swap the objects. If they’re in the correct order, no swap is made.The sorter continues comparing all pairs in one full pass.After the first pass, they start again from the beginning and continue until no more swaps are needed, meaning the items are fully sorted. Use Mindfulness Breaks:After each pass, encourage students to take a short mindful moment, such as taking deep breaths or stretching. This resets focus and keeps the process relaxed, avoiding frustration. Switch Roles and Celebrate:After the objects are sorted, switch roles. The guide becomes the sorter and follows the same process. Provide encouragement and celebrate small achievements, reinforcing the idea that progress is what matters, not speed. DiscussionOnce the first exercise is complete, bring the students together for a brief reflection:“What strategies worked well when sorting?”“How did you help each other succeed?”“Did taking breaks help you focus better?” This positive reflection encourages learning through experience and fosters a supportive environment. Exercise 2: Faster Sorting with ReflectionIn the second round, students repeat the sorting task but focus on improving their process, now familiar with the algorithm. Encourage them to reflect on how they could be more efficient:“Can you start sorting from where you left off instead of the beginning?”“How could you make fewer comparisons?”Encourage pairs to experiment with small improvements and celebrate any newfound strategies or improvements in efficiency.If Students Finish EarlyFor those who finish early, allow them to create their own challenges, like sorting more complex items or adding fun rules (e.g., one-hand-only sorting), making the task more engaging and personal.Closing ReflectionOnce all students have completed the exercises, hold a final group discussion:“How did your sorting strategy change with practice?”“What did you learn about communicating clearly with your partner?” Reinforce the importance of clear instructions and collaboration, just like programming a computer, as well as the benefits of a growth mindset. |