The ABCD Activity

Grade level: 2-8

Length of lesson: 20 minutes

I. Pre-teaching Decisions:

A. Problem:

: Type: Discovery Lesson
: Title: ABCD
: Source for problem idea: Cathy Cook, NCREL

B. Purpose of lesson:

: Content topic: Introduction to probability and combinations/permutations (low focus)
: Critical thinking/problem solving processes: Creating a need for understanding and planning problem solving phases, prior to carrying-out (primary focus) - Note: The phases have been introduced and maybe used in the context of problem solving prior to this activity. The purpose of this activity is to enhance the value of the phases from the students' point of view.
: Social/Collaborative skills: N/A , however, students often discover a need for listening and working together/collaborating

C. Materials needed:

Teacher materials:

: 2 sets (different colors) of 8-1/2" x 11" cards labeled with a large A, B, C, D, on each (8 cards)
: an easel or chalkboard for recording score

II. Teaching the Lesson - Directions: (whole group)

A. Statement of purpose: We will be dividing into two groups and playing a game. It will be a little like an "experiment" in that we will play the game and, in the end, we will talk it over and share our experiences. The game is called "ABCD".

B. Problem or Activity:

Procedure:

"The ABCD Activity"

: Divide the class into equal groups. Have the groups sit on opposite sides of the room, if possible, facing different directions or angles.
: Select 4 people (or ask for volunteers) to represent each team and, handing them each a lettered card, ask them to stand in ABCD order, in front of the opposite team.
: Ask those students that are seated to take out a pencil and piece of paper for recording.
: Briefly explain that you will be clicking (or clapping your hands, or using chimes) and saying "switch" and the groups will be expected to move into a different order. Seated students should record the first order (ABCD). As the group from the opposite team changes position, they need to record each new order. If the group repeats an order of all 4 letters, the recorders should raise their hands.
: The procedure continues until a group repeats an order. At the point of a repeat, the number of "switches" is added up and recorded on the board. The "repeating team" is seated and the other team continues play.
: Two more rounds should be played, and scores accumulated.

Note:The atmosphere is very matter of fact, directions are clear and concise, and no other rules are identified (e.g. talking is allowed but not stated). The "competitive" aspect is implicit and should not be any more direct than as described above. The teacher can smile - it's fun! I like to slow the pace a bit during the second and third rounds, allowing students to naturally begin to talk and plan together (but do not ask them to plan -it is a part of the process of discovery). In facilitating this activity, the teacher is really kind of setting up groups of four and "throwing the groups into" the carrying-out phase of problem solving, prior to allowing them to understand the task and create a plan. During each successive round it becomes more and more clear that in order to succeed in achieving the implied goal of staying up for the most combinations, groups need a plan and a method for keeping track of the combinations and order of letters. The "doing" and the "recording" has also been separated by the students' roles. The debriefing discussion will draw out much of this.

: H. Questioning for Debriefing:

Act Like It is Over!! and pretend to go on without looking back... and then

begin posing the following questions:

: How did you feel as the 1st group of of people holding the cards?
: How did the second and third groups feel?
: What was the difference in the actions and feelings between the groups (to recorders/observers)?
: What do you think the purposes of this activity might be?
: How did you feel as recorders?
: What did I do as a facilitator to "set you up" for the sting?
: If there had been an understanding phase, what would happened?
: What would have made it more successful?
: In what other situations is the natural tendency to "jump in"?