Computer Modelling

In fact, there are two distinct types of modelling program:

• Simulations (often called ‘adventure games’). These contain a real or fantasy world which is modelled in the computer. (They range from simple scenarios to sophisticated and complex simulations)
• Spreadsheets. These consist of mathematical models and consist of rows and columns of numbers and formulae.

Generally speaking, children in primary school will focus more on simulations with spreadsheets being introduced and developed in the later years.

• There is one extra program type to note, Logo, which is a control language. Although it appears at first to be a different type of program altogether the screen turtle is actually a computer model of a real robot. This means that Logo can is also a very useful modelling program and is particularly useful at the higher levels where variables must be changed.

Adventure games and simulations are available from a number of publishers. You can tell which they are by reading the descriptions or looking at the screen shots. They will show an adventure or simulation based in a real or imaginary ‘world’. More recent ones include excellent photographs, sounds and even movies. It is worth identifying a selection to fit in with your schemes of work and use these as part of your core software. If they will be used on more than one computer or across a network it's worth buying site licences although multiple CDs are another solution which is used successfully in some schools.

Computer modelling throughout the school

Reception/Year 1:
Use simple games, talking books and My World in order to experience how real or imaginary things can be ’modelled’ in the computer.
At its simplest, dressing Teddy in My World covers modelling since Teddy is not real - he is ‘modelled’ inside the computer.

Years 1 and 2:
Use an adventure game in which an environment can be explored.
Any adventure program which the children enjoy and in which the amount of text is appropriate will be at the correct level. Examples are ‘Flossy the Frog’ from 4Mation or ‘Albert’s House’ from Resource.

Years 2 to 6:
Use an adventure game or simulation in which decisions have to be made and the consequences lived with.
This is the point at which you are more likely to choose a simulation to support history, geography, science, maths etc. rather than primarily to give the children experience of a computer model. There are now a number of simulations available and you may well be able to find one suitable for the current topic. There are simpler ones such as ‘Sea Rescue’ which supports fractions in Maths and complex ones which simulate historical times such as ‘Time Detectives - The Victorians’

Years 5 and 6:
Investigate the effect of changing the variables in a computer model and ask questions of the ‘what would happen if . . ?’ type.
A few simulations do allow this type of investigation. They include titles children have often met at home such as SIM City and Theme Park. In school it may be easier to use Logo which is already used in the control strand of ICT capability. The children can investigate what happens when they change the variables in a Logo procedure (eg. changing the length of the side in a procedure to draw a square). INvestigating variables can also be achieved using a spreadsheet. The children can change variables and discover the effect. They might change the selling price of a glass of orange squash and see what effect it has on profitability. As they progress they can use the spreadsheet for real modelling activities such as modelling the stalls at the school fayre and deciding on prices to charge.

Progression in Computer Modelling (as described in Curriculum 2000)

At level 1 the children are learning how to use the mouse. In particular they are learning cause and effect – when they click on a certain object an inevitable action will follow.

(Note on My World: My World is a unique program in that the children move things on screen and place them where they want them. It covers three strand of ICT Capability at Level 1. When children use it they are communicating (how they want the screen to look), handling data (by sorting the objects on screen) and modelling (the screen objects are computer models of real or imaginary things).

At level 2 the primary purpose of the model is to gain experience of computer models and to discover that they are obeying certain rules (for example Flossie will not leave her bedroom until the curtains are closed and then re-opened). This type of program can be explored by groups of children at any time.

At level 3 the programs become quite extensive and cannot be completed in one session. It is important therefore that you understand what the program is all about and how to use it. In particular you need to know how to save your position so that the children can pick up again where they left off. Details will be in the accompanying booklet for each program. There is usually also a set of support materials and a teacher's booklet containing ideas for other work to be done away from the computer. These programs are best used as your main or only computer work for a few weeks and ideally should be part of your topic work. Children will then find that the adventure consolidates learning from other lessons. The program should be introduced to the whole class and the children should then be organised into groups who tackle the adventure in turn, saving their position at the end of each session and picking up where they left off when it is their next turn. Note that these programs are invaluable right through to Year 6 because of the subject content (often historical or geographical).

At level 4 the nature of the task changes and the children need to be able to alter the variables within the model. Most adventures and simulations follow set rules which are not changeable. There are some simulations which do allow variables to be changed. SIM City and Theme Park (PC programs often found at home) are examples of this type. In school, Logo and spreadsheets are usually used to provide this open framework in which the variables and rules can be altered.

Viewing Modelling programs

Simple models can be started and assessed very quickly. Even so, there may be problems:

• They may use a special font (typeface) which needs to be installed or the fonts folder double-clicked.
• It may not be immediately clear what they are trying to achieve – Look at the book!
• They may need the computer to run in more colours than its default state.
• All these things are simply solved but beware frustration if they haven’t been attended to.

More complicated models need to be carefully studied:

• They are more complex and may not simply run first time out of the packet – they may need installing.
• It is vital to know how the program works and what it sets out to achieve. You can’t just send a group to ‘do it’. These programs need you to understand their purpose and their place in the curriculum. They need to be introduced to the whole class. Ideally they form one aspect of on-going topic work and support other subjects.
• It is vital to know how to save your position – otherwise the children repeat the introduction time after time and will never complete the adventure – a waste of time for all.

Choosing modelling programs

Most schools are weak on modelling software. There is a lot available. You need to invest some time to:

• Study the catalogues
• Compare what is on offer with your curriculum or scheme of work
• Select suitable titles which will dovetail with your curriculum
• Identify when these programs will be used (e.g. alongside a history unit or maths topic)
• Plan to give the children experience of computer modelling each year as they progress through the school
• In Years 5 and 6 you should introduce a spreadsheet as well to develop their modelling skills to level 4.

 Using modelling programs in the classroom

• Make sure that all staff are familiar with the modelling program(s) which they will use
• Include the programs in termly, weekly and lesson planning as appropriate
• Put the children in groups to maximise social, language and teamwork opportunities
• Keep a record to ensure that all children experience each computer model
• Note that adventure games often don’t go beyond level 3 in ICT Capability but continue to be of immense value for older children because of their subject content. Higher order ICT skills can be better developed using Logo, control software and spreadsheets.