Take two objects, show them to the class and ask comparison questions. Which one is taller, which one is heavier, etc. For example books,pencils, erasers, rulers, etc.
| Learning Scenario Identity | |
| Title | JYU22: Sorting game, MergeSort |
| 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 books,pencils, erasers, rulers, 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 scenario, students should ideally interact in person, but online tools can be used if needed. Clear, simple instructions are essential, especially for remote learning. Teachers should use visual aids to explain Merge Sort step-by-step, ensuring students understand before moving on to more complex tasks. Breakout rooms can help facilitate small group work, with the teacher visiting to provide guidance.Real-Life Analogies: Relate the Merge Sort process to familiar tasks, like organizing people by age or books by height, to help students see its practical applications.Engagement and Breaks: To reduce stress, introduce short breaks between sorting phases, such as stretching or mindful moments. Gradually increase task complexity as students become more comfortable, promoting a positive learning environment.Collaboration and Reflection: Encourage students to collaborate and discuss their sorting strategies. After the activity, allow time for reflection to reinforce learning and teamwork.This approach ensures a clear, low-stress learning process, whether in-person or online. |
| 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) | Introduction Introduce the Merge Sort algorithm, explaining that it works by breaking a large group into smaller pairs, sorting them, and then merging them back together in order. Relate this concept to everyday tasks like organizing items from a backpack or books on a shelf. Students will work together to sort physical objects using the Merge Sort method, focusing on clear communication and gradual learning.Exercise 1: Sorting with Merge Sort in PairsPair Up and Choose Objects:Students work in pairs, and each pair chooses physical objects to sort, like books or items from their backpack.The goal is to arrange these objects by size or another agreed-upon criterion. Only one student (the “sorter”) can move the objects at a time.Simplified Sorting Process:The sorter starts by dividing the objects into small groups or pairs and compares each pair.The sorter arranges each pair in the correct order (e.g., smallest to largest) and then merges them with the next group of items, continuing until all items are sorted.The other student (the “guide”) helps by providing feedback and ensuring the steps are followed clearly and methodically. Mindfulness Breaks: After each phase of sorting (e.g., after pairs are compared or groups are merged), introduce a short mindful moment, like deep breathing or stretching. This helps students stay focused and prevents frustration from building up.Switch Roles:After one round of sorting, the pairs switch roles. The observer now becomes the sorter, continuing the same process. Encourage the observer to provide clear, positive feedback to help their partner.DiscussionAfter the first round of sorting, bring the students together to discuss:“How did breaking the items into pairs make sorting easier?”“What challenges did you face when merging the items?”Encourage students to share their experiences and reflect on how working step by step helped them manage the task.Exercise 2: More Complex SortingRepeat the activity, but this time introduce additional complexity, such as sorting objects based on a new criterion (e.g., weight, color). Continue to focus on clear communication, mindfulness breaks, and gradually increasing the difficulty.If Students Finish EarlyIf pairs finish early, allow them to create their own sorting challenges, such as sorting items based on personal preference or even adding creative rules (e.g., one-hand-only sorting). This keeps the activity engaging and stress-free.Closing ReflectionOnce all students have completed the tasks, hold a closing reflection:“What did you learn about breaking a large task into smaller parts?”“How did working in pairs help you complete the sorting task?”Reinforce the importance of step-by-step thinking, collaboration, and mindfulness in managing complex tasks. These skills help students approach challenges with a positive mindset, reducing stress and promoting engagement. |