Lesson 4: Structuring a branching database Introduction Learners will continue to develop their understanding of how to create a well-structured database. They will use attributes to create questions with yes/no answers, and will apply these to given objects. Learners will compare the efficiency of different branching databases, and will be able to explain why questions need to be in a specific order. Learning objectives To explain why it is helpful for a database to be well structured I can create yes/no questions using given attributes I can compare two branching database structures I can explain that questions need to be ordered carefully to split objects into similarly sized groups Key vocabulary Branching database, attribute, questions, structure, compare, order, organise Preparation Subject knowledge: In this lesson, learners will use the online database tool j2data Branch. You should be familiar with using this tool. Support with navigating j2data Branch can be found at www.j2e.com/help/videos/datags3.

The learners will use the term ‘attribute’ to describe objects. This is highlighted in the plan below. More information about attributes has been included in the unit overview.

You will need: Slides A1 Handout - Creating questions (optional) A2 Worksheet – Comparing branching databases A2 Solutions – Comparing branching databases A3 Resource – Branching database objects Access to the ‘Minibeast branching database’ resource in j2data Branch www.j2e.com/jit5?fileId=FDrqUQoSY1jKiBHN#branch (ncce.io/minibtree) Personal dry wipe boards and pens (optional) Sticky notes or strips of paper for writing questions Large piece of paper or flip chart (optional) Assessment opportunities Activity 1: To assess the learners’ ability to create questions with yes or no answers using a given attribute Activity 2: To assess the learners’ ability to compare the efficiency of different branching databases and explain which is quicker to follow Activity 3: To assess the learners’ understanding of why the order of questions is important in a branching database Plenary: To assess the learners’ ability to recognise the attribute a question is referring to Outline plan Please note that the slide deck labels the activities in the top right-hand corner to help you navigate the lesson.

*Timings are rough guides Introduction (Slides 2–3)

5 mins Introduction

Share the learning objectives on slide 2.

Display slide 3 and ask learners to think, pair, share: “What is an attribute?” (an attribute is a way of describing something).

Click on the slide to reveal a number of attributes that learners could use to describe the object on the slide.

Activity 1 (Slides 4–7)

10 mins Creating questions

Remind the learners that questions with yes or no answers are based on an attribute. Click to animate the question and the attribute related to it on slide 4.

Using their personal whiteboards, ask the learners to share what attribute the question on slide 5 is related to.

Show the attribute on slide 6. Ask the learners to think of a question they could ask that is related to the attribute ‘number of legs’. For example, “Does it have more than two legs?”. Explain that there are many questions they could use. Take suggestions from the learners. Explain that questions can be phrased in lots of ways depending on what objects they are trying to separate. Click to reveal four example questions.

Split the learners into table groups and provide the groups with a number of sticky notes or strips of plain paper. Explain that the learners need to write down as many questions as they can about the objects on slide 7, using the given attributes. Remind the learners to work as a group to ensure they have a good ‘bank’ of different questions. Give the learners time to come up with a number of questions to use.

Scaffolding opportunity: Provide the learners with the ‘Creating questions’ handout, which has partially completed sentences and key vocabulary.

Ask the learners to share some of the questions they have written and add them to a flip chart or large piece of paper. These may be useful for learners in Activity 3.

Activity 2 (Slides 8–11)

10 mins Comparing branching databases

Share the branching databases on slide 8. Explain that branching databases don’t always look the same. Sometimes all of the objects line up neatly at the bottom, other times, there will be some objects a bit further up. It depends which attributes the objects have been separated by and how many objects you have.

Share the different branching database on slide 9. Ask the learners, “What do you notice about this database?” (the objects are being separated one at a time).

Provide each learner with the ‘Comparing branching databases’ worksheet. Explain that they have two branching databases and some questions that they need to answer when comparing the two databases.

Bring the learners back together and explain that while both of the branching databases work correctly, the database with even groups is structured better. This is because you will never need to ask more than three questions to get to an object.

Activity 3 (Slides 12–15)

15 mins Ordering questions

Give each group a set of cut-out objects from the ‘Branching database objects’ resource. Ask the learners to use some of their questions from Activity 1 to create a branching database. They might not need to use all of the questions. Learners may also find that they need to write more questions to complete the database. Encourage the learners to make use of the questions on the flip chart if this is the case.

Once the learners have created their branching databases, display the branching database on slide 13. Ask the learners, “What happens when the questions are in this order?”. Click through this slide demonstrating the questions are answered for the three robots that appear on the top left of the slide. Each click will move a robot through the questions. When robots have been moved into the tree highlight that two robots can’t be in one box. To address this a further question could be asked or the questions could be better ordered.

Note: This part of the activity has been designed to show the importance of carefully ordering the questions. The objects will therefore not fit neatly into the branching database. In some cases, the order of certain questions will not impact a branching database’s structure. Ensure learners are aware that the important thing is to order questions carefully to ensure that objects are separated as evenly as possible.

Display slide 14. Click through the slide until the ‘think, pair, share’ activity: “What will happen now these two questions are swapped?”. Take suggestions from the learners. Click through to reveal that the objects will fit neatly into the database.

Display slide 15. Allow the learners time to work with their group, moving questions and trying to put the objects into the tree structure.

Bring the learners back together and click to reveal the ‘think, pair, share’ activity: “Why is it important for the questions to be ordered carefully?” (it may be difficult to find objects if the questions haven’t been ordered carefully).

Plenary (Slides 16–17)

5 mins Plenary

Note: In this activity, live demonstration will allow for easier questioning and understanding. Where possible, this should be the method used to demonstrate the branching database to the learners. However, the video on slide 16 may be used as an alternative.

Open the ‘Minibeast branching database’ resource at ncce.io/minibtree and share the full branching database. Show the learners that when you click on an individual object in the database, it highlights all of the questions and answers that were used to organise it.

Ask the learners, “What does this tell you about the object?” (it makes it easy to identify the object’s attributes).

Note: If you are using the video on the slide, you may wish to pause at this question to allow learners the opportunity to respond.

Select the snail, and explain that they can see that it: Cannot fly Does not have legs Does live in a shell

Display slide 17. Give learners the opportunity open the database, select a minibeast, and ask them to tell a partner three facts about that minibeast, using the information in the branching database.

Next time (Slides 18–19)

5 mins This time, next time

Review the assessment and summary slides. Cross curricular links (where relevant):
Link to university taught curriculum content: The student should be referring back to specific input had on the taught course. This may be a lecture/ reading. EYFS/NC Ref: Implications from pupil prior learning: Resources: Strategies for pupils with specific learning difficulties and/or disabilities: Role of other adults Note here any specific directions for additional adults working in the class and share this planning sheet with any support staff. This might include key vocabulary, key questions, clear indication of the task, a specific assessment focus etc. Learning Objectives Focus on what pupils will learn, not what they will do. What do you want pupils to know, to understand and be able to do by the end of the session Success Criteria How will you and the pupils know if they have met the learning objectives?

Time Lesson outline • Timings • Starter, main body, plenary • Details of how you will challenging all children/ensure all make progress/differentiation (adaptive teaching) • Key questions are planned for • Potential misconceptions are identified • Opportunities for children to use working and long-term memory are identified Suggestions of additional information that might be included in the plan: Learning at the start of a lesson • Learners have opportunity to read and set targets based on feedback • Learner objectives used as a basis for feedback • Engaging starter, rich content • Learning objectives are shared with learners • Learning outcomes are clearly communicated • Time frames for chunks of learning identified • Why we are learning x is placed in clear context. • The big picture is clear • Homework if given presented at start to provide a focus for learning. Learning in the main body of the lesson: • Learners engaged by content, pace and style of lessons • Questions relate to the learning objective/ outcomes • Questions provide challenge and address misconceptions • A variety of questioning styles used • Targeted and pre-planned questions employed • High level questions (Bloom’s) • Teacher employs appropriate ‘wait time’ for questions • Criteria are exemplified and pupils involved in generating criteria • Teacher ‘models’ and ‘scaffolds’ the learning • Learning remains focused on learning objectives • A range of teaching and teaching strategies are employed. • Opportunities are built into lessons to engage all pupils in dialogue • Learners are encouraged to reflect on their learning • Teachers adapt lessons based on feedback – reflection-in-action Opportunities for AfL
Indicate here where and how AfL will take place Identify possible misconceptions and how they will be addressed

Examples: • Peer/self-assessment • Feedback from open ended questions • Effective use of plenary time/s where pupils share their work and teacher gauges if learning objectives have been met and shares this with pupils • This information is used to identify targets for future learning • Learners have an opportunity to reflect on their progress • Relevant formative assessment data is captured using a variety of methods including the use of other adults