CSEC INFORMATION TECHNOLOGY (IT) SCHOOL BASED ASSESSMENT (SBA) UNIT PLAN

Unit Overview

Unit Title

How do I use technology to solve everyday problems?

Unit Summary

This unit uses a Project-Based Approach to evaluate students’ problem solving abilities and practical skills in their design of solutions to authentic situations. Students would be required to demonstrate their competencies in the use of productivity tools, including word processing, spreadsheets and database management, and Pascal programming.

Project Ideas

Idea 1: National general elections are a recurring feature among the democratic territories of the Caribbean. However, the exercise is not without its attendant challenges of data management. Thousands of votes are cast on the day of the elections and an anxious, waiting public demands speed, efficiency and accuracy in the determination of results. In preparation for the actual exercise, the Elections Commission has hired you to simulate the elections exercise as a test run, prior to the actual elections which are to take place shortly in your country. You are required to utilize suitable wordprocessing, spreadsheet, database management as well as a programming application to design and implement computer-based solutions to the tasks involved in the simulation of the election process.

Project Sample

Project

Guidelines for selecting projectsExample of Project

Curriculum Links

CXC CSEC SBA

Year Level

Form 5

Approximate Time Needed

3 months

Unit Foundation

Standards/Syllabus Outcomes

1 Demonstrate problem solving and programming skills

2 Demonstrate entering, manipulating and presenting text data using productivity tools.

3 Demonstrate simulating a worksheet using productivity tools.

4 Demonstrate entering data, performing simple analysis on data and presenting data using a database management tool.

21st Century Skills

Information & Communication Skills● Student creates and presents

information using advanced skills of analysis, synthesis and evaluation

● Student uses advanced features and utilities of word processing, spreadsheet and database software to organize, analyze and report data.

Thinking & Reasoning Skills● Student engages in a problem

solving process by applying complex strategies in order to independently solve problems.

● Student uses technology tools and multiple media sources to analyze a real-world problem, design and implement a process to assess the

information, and chart and evaluate progress toward the solution.

● Student designs and implements using Pascal, an algorithmic problem solution.

Personal & Workplace Skills● Prior to beginning work, student

reflects upon possible courses of action and their likely consequences; sets objectives related to the larger goal;

● While working on the project, student adjusts time and resources to allow for completion of a quality product.

● Student evaluates and applies technology tools for information analysis, problem solving, content learning, decision making, and lifelong learning.

Curriculum Framing Questions

Essential Question ● Can technology be used to solve everyday problems?● Can I make technology work for me?● Can I solve problems in a more efficient way?

Unit Questions ● Can I manage a project effectively?● How do I choose appropriate technologies to fulfill this

project?● How do I choose feasible solutions for a problem?● How do the solutions affect the stakeholder?

Content Questions 1 Can students apply formatting features to enhance presentation in a WP doc?

2 How can students emphasise key points in a WP doc?3 What features can be used to ensure the readability of a

WP document?4 How can I enhance the appearance of my WP document?5 How can I send personalised letters to multiple recipients?6 How can I craft arithmetic, logical and relational

expressions to solve numerical problems.7 Is it necessary to rewrite formulae each time they are

required?8 How can I represent data graphically?9 How can I manipulate data in order to enhance its

appearance and readability.10 How can I manage large volumes of records?11 How can I uniquely identify records?

12 What are the different ways that I can capture data?13 How can I retrieve data efficiently?14 Why are reports generated?15 How useful is programming skills in the real world?

Assessment PlanAssessment Timeline

Before learning activities begin

While students work on learning activities

After learning activities end

● KWL chart● Oral questioning &

Class discussion● Teacher-student

conference

● Progress Chart● Mark-Scheme based

feedback● Attendance Register● Student Reflection .● Individual Mark

Scheme● Oral questioning● SAMPLE

Programming Section

● KWL chart● Project Presentation

Guide● Project Assessment

Rubric● CSEC IT SBA

Moderation Form, to be submitted with samples

● samples ● Teacher Reflection

Questionnaire● Peer Review

Questionnaire

Assessment Summary

Unit Details

Prerequisite Skills

Students Prior Knowledge Students should know how to:● use standard features of a word

processor in preparation of documents

● Use spreadsheet features to structure and present information

● Use database management facilities● Execute problem solving process● Implement problem solutions using

Pascal

Before the project starts

Teacher’s activities Students’ activities

● Identify problem to be solved● Write problem description● Plan assessment activities● Identify deliverables● Develop rubric● Meet with school admin to inform &

discuss SBA details● Plan schedule to determine deadlines

and milestones● Review skills required for the unit● Ensure that hardware and software are

available and functioning● Plan parent and student conference(s) to

ensure that everyone understand what is expected

○ Purpose of SBA○ CXC CSEC SBA guidelines○ General Marking Scheme for SBA

● Develop plan to mitigate against possible risks during project

● Provide good and bad samples of similar projects

● Print and distribute project description and rubric

● Host Q & A session with students on specific project and rubric

● Meet with teacher to discuss and question SBA project guidelines etc.

● Read Project Description and Rubric.

● Question teacher to clarify areas of the SBA project and rubric.

During the project

Teacher’s activities Students’ activities

Session Attendance

Introduction (1 session)● Involve students in role play activity

based on the scenario described. ● Help students refine the information

requirements of the role

Write Overview (1 session)● Provide students with the key items their

Introduction (1 session)● Participate in role play activity

and identify their information needs in order to fulfill the requirements of the role.

● Determine the most suitable software to be used to satisfy their needs.

Write Overview (1 session)● Write a brief overview of the

situation in their own words so

overview should include

Design & Implement Solution (8 sessions)● Conduct review sessions as needed● Schedule conferences with students to

provide guidance where needed● Provide prompt and individual feedback

based on mark scheme● Use Progress Chart to monitor students

progress ● Keep backup copies of student’s work. ● Record of mark according to Individual

Mark Scheme

that it reflects their understanding of what the solution should achieve.

● Complete a Student’s Reflection.

Design & Implement Solution (8 sessions)

● Design and implement a workable solution for each component of the SBA

● Meet with teacher for guidance and feedback

● Compile and submit project

After project finishes

Teacher activities Students’ activities

● Gathering students’ project for assessment.

● Assess students’ project using the project rubric.

● Entering students’ scores on the database, in order for samples to be generated.

● Complete Form: (Moderation of School-Based Assessment) for selected samples.

● Submit completed Form: IT-3, SBA samples and completed project rubric for each sample to the administration office.

● Share results with the students after final assessments are concluded.

● Determine whether the project’s goals were achieved.

● Use Teacher’s Reflection Questionnaire to evaluate the project

● Conduct Post Implementation Review; did the project fully solve the problem it was designed to address? What lessons did we learn that can be applied to future projects?

● IT Teachers use Peer Review Questionnaire to evaluate the project

● Compile a written report on Student Performance for the Head of Department.

● Oral class discussion about the project; activities, challenges faced, how has it benefited the student etc.

● Determine whether the project’s goals were achieved.

● Ask students to write final reflections on their learning throughout the project; including learning about the project, conducting research, collaborating with peers and critical thinking.

Accommodations for Diverse Needs

Students with Special Needs

● Visual and verbal reinforcement when required● Allow adequate wait time for questions● Repeat and clarify directions and information whenever

necessary● Allow students to work with a partner● Provide examples● Repeat demonstration whenever necessary ● Differentiating the Product: The complexity of the solution

can be modified to meet the needs of students working below expected level.

Gifted Students ● Peer Teaching: can be designated as the ‘resident expert’ for a particular concept/skill and may be given the opportunity to re-teach the concepts/skills to weaker peers.

● Work on extension of the lesson activities● Allow students to use advanced features to solve problems

Materials and Resources Required for Unit Technology – Hardware

Laptop/PC,Multimedia projector, printer

Technology – Software

Microsoft Word, Excel, Access, Publisher, Adobe AcrobatPascal complier -DevPascal/Free Pascal

Printed Materials Project description, rubric, textbooks

Supplies Paper, Ink, folders, CD ROMs, USB flash drives

Internet Resources/

Communication Tools

Broadband Internet

Internet Browser

Email, Skype

Other Resources

Unit Author

First and Last Name IT. Dip. Ed. Group 2012/2013

Region (if applicable)

School Name

School City, State

Summary FLOWCHART

List of Sessions

Session 1: Entry Event Time: 1 hr/2 periodsObjectives: Students should be able to:

1 State the general theme and problem presented in the SBA2 Identify software (productivity tools required)3 Compile a list of tasks to be done using the appropriate productivity tools

Set: Show video or prepare an activity which introduces the SBA topic/case.(Set for Idea 1: Give students an article or show a video from a news report about having to recount ballots because of mistakes made in calculations or similar scenarios involving inaccuracy in calculations for other projects. )Students start KWLRole play activity - students act out scenarios which solve problems within the theme using productivity tools.Distribute SBA case handoutsClass discussion of activities and SBA content: teacher will facilitate a class discussion to select the most appropriate software for designing and developing a computer based solution that satisfies the needs identified.Homework: Read the SBA and compile a list of activities to be completed.

Session 2: Planning Time: 1 hr/2 periodsObjectives: Students should be able to:

1 Identify sequence of tasks for each Productivity Tool2 Identify problem areas for review in each Productivity Tool3 Set realistic deadlines for each task4 Present a logical sequence of tasks

Set: Timeline shown on board, class discussion of time management skills.Class discussion of activities to be completed, appropriate deadlines, challenges and contingency plans.Distribute timeline template to be compiled by students based on the tasks previously discussed. A list of activities and contingencies should be listed.Teacher Activity: Compile a timeline of deadlines for drafts, feedback and final.Homework: Complete the timeline with list of activities.

Session 3: Word Processing 1: Review of document preparation features Time: 1 hr/2 periods

Objectives: Students should be able to:1 Use Formatting features to create and enhance a document (justification,

single/double line spacing, paragraph styling, bold/italic, borders/shading/highlighting, font/size, spell/grammar check, find/replace)

2 Use Formatting features to present information (page margins, page orientation, paper size, text orientation, headers/footers/endnotes, tables)

3 Demonstrate the layout differences among a letter, flyer and brochure (insert graphics, multiple page/book fold/columns, cut/copy/paste, insert/delete word/sentence/paragraph)

Set: Students given a letter, brochure and flyer. Class discussion of the differences.Students are organised into groups (could be a document for each group). Each group discussed the features for the respective documents and compile instructions to create each feature. Groups can also use computers to recreate the documents.Each group then presents/demonstrates.Homework: Start first Word Processing SBA component - letter/brochure/flyer

DRAFT SUBMITTEDFEEDBACKFINAL SUBMITTED & PRINTED

Session 4: Spreadsheets 1: Review of spreadsheet formulas and presentation Time: 1 hr/2 periods

Objectives: Students should be able to:1 Demonstrate the use of appropriate formulae to solve the problem (formulas,

functions, autofill, absolute addressing)2 Manipulate the spreadsheet (cut/copy/paste, formatting features, page breaks,

delete/insert rows)3 Use the search and sorting facilities (primary and secondary key fields)4 Conceptualize a solution using the spreadsheet (labels/headings, layout,

organisation)Set: Give students a semi-completed spreadsheet. Class discussion on distributed spreadsheet.In groups, derive formulas needed, can also complete on computers.Groups present/demonstrate.Individually students should start designing their solution for the SBA.

DRAFT SUBMITTEDFEEDBACK

Session 5: Spreadsheets 2: Review of graphs Time: ½ hr/1 period Objectives: Students should be able to:

1 Recall the use of spreadsheet formulas and presentation features2 Perform graphic operations (create charts- bar or line, labels, show series of data)3 Conceptualize a solution using the spreadsheet (labels/headings, layout,

organisation)Set: students view a video of a business meeting. They are to identify the need for charts and appropriateness.In groups, discuss an example of comparing a series then create the chart on the computer.Groups present/demonstrate.

DRAFT SUBMITTEDFEEDBACK

Session 6: Spreadsheets 3: Review of extracting summary info Time: ½ hr/1 period Objectives: Students should be able to:

1 Recall the use of spreadsheet formulas and presentation features2 Extract summary information (advanced filter)3 Conceptualize a solution using the spreadsheet (labels/headings, layout,

organisation)Set: Show students two cellphones, a basic phone and a smart phone. Ask students what are some of the differences between both phones.Group work: Ask students to compile a list of different types of cell phones and the respective prices. Ask students to determine what useful information can be extracted from the list (expected responses: the minimum, maximum and average cost of a phone; the phones that cost more than $1000)

DRAFT SUBMITTEDFEEDBACK

FINAL SUBMITTED & PRINTED

Session 7: Database Data Entry: Review of data compilation and relationships using a database Time: 1 hr/2 periods Objectives: Students should be able to:

1 Create and modify the database (tables - fields, data types, primary keys; change/delete fields; add/delete/sort records)

2 Create effective relationshipsSet: Ask students to draw a family tree starting with their grandparents. Ask students to identify the relationship amongst the different persons included.

Session 8: Queries: Review of database queries Time: 1 hr/2 periods Objectives: Students should be able to:

1 Recall database table facilities2 Use query facilities (3/2/1 table queries, criteria queries - multiple conditions,

calculation queries)Set: Give students a telephone directory and ask them to find all the stationery stores in an identified location.Discussion: The use of indexes makes it easier to search through records. It is important to be able to identify which tables and/or queries should be used to perform the search.

Session 9: Reports: Review of database reports Time: 1 hr/2 periods Objectives: Students should be able to:

1 Recall database table and query facilities2 Use report generation facilities (specific fields, grouping, sorting, summary features)

Set: Ask students to identify what is common about the items (show an x-tray, financial statement from a bank/credit card statement, CSEC results slip, weather forecast and a TD slip)Discussion: Ask students to identify some examples of reports in different professions

DRAFT SUBMITTEDFEEDBACKFINAL SUBMITTED & PRINTED

Session 10: Word Processing 2: Review of Mail Merge Time: ½ hr/1 periodObjectives: Students should be able to:

1 Create a letter2 Recall use of database tables/spreadsheet 3 Perform Mail Merge (define merge fields, create primary document, create secondary

document)Set: Ask each student to write a letter of appreciation to each teacher in the school thanking him/her for their valuable input into their lives for the past five years. Observe students responses.Discussion: What is the most efficient way of achieving the above objective?

Session 11: Problem Solving 1: Review of Problem Solving Time: 1hr/2 periodsObjectives: Students should be able to:

1 Reflect on project activities and experiences2 Produce a problem Statement that defines the problem3 Design an algorithm that solves the problem,4 Create Scenarios of test data5 Create a flowchart that test the logic of solution and implement a programming

solutionSet: Role play activity - students act out scenarios showing how the program can be used.Set: Give each group of students the same number of matchsticks and ask them to construct the shape that would have the greatest area. Clearly showing how the solution is arrived at using diagrams of the different shapes that may have been proposed.

DRAFT SUBMITTEDFEEDBACK

Session 12: Problem Solving 2: Review of Programming Techniques (Data Structure)

Time: 1 hr/2 periodObjectives: Students’ should be able to:

1 Reflect on project activities and experiences2 Choose variable names & types3 Appropriately initialize variables4 Logical use of control structures: selection statements & Loop constructs5 Create and utilize Arrays effectively6 Diagnose program errors (syntax and logical errors)7 Verify desired output

Set: Ask students to volunteer for an activity or to be a participant. Select a student from those who volunteered to perform a uniform check for all other students who volunteered while the rest of students observe.Discussion: Identify the different control structures that were involved in the activity. What other aspects of program implementation can be identified (testing-checking for correct uniform; debugging-adjusting of uniform to meet school rules).

DRAFT SUBMITTEDFEEDBACK

Session 13: Problem Solving 3:Review of Programming Techniques (Documentation and User friendly) Time: 1 hr/2 periodObjectives: Students should be able to:

1 Reflect on project activities and experiences2 Describe the constructs used in coding 3 Create appropriate prompts4 Assess functionality of program (does the program do what it was designed for)5 Craft output labels

Set: Show pictures of different signs some that are clear and easy to understand and others that are not. Discussion: Why is it important to clearly explain what you are doing?

DRAFT SUBMITTEDFEEDBACK

FINAL SUBMITTED & PRINTED

Session 14: Project Evaluation Time: ½ hr/1 periodObjectives: Students will:

1 Reflect on project activities and experiencesSet: Show range of gradesStudents complete KWLThe teacher will facilitate a group discussion reflecting on this project. Students will be given the opportunity to share thoughts from their reflection at this time. Class discussion to include problems and solutions/modifications to the process.