Sample teaching unit 8.1 - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/doc/21c12fef80dcd… · Web viewThe lesson plans are intentionally very detailed to give busy teachers

DisclaimerThe Department for Education and Skills wishes to make it clear that the Department, and its agents, accept no responsibility for the actual content of any of the materials suggested as information sources within this document, whether these are in the form of printed publications or upon a website.

AcknowledgementThe assistance of the pilot LEAs in developing these materials is gratefully acknowledged.

Images of Microsoft products are reprinted with permission from Microsoft Corporation.

Image on page 10 used with permission from Data Harvest Group Ltd.

Image of http://www.ict.lancsngfl.ac.uk/weather/ (page 15) used with permission from Lancashire NGFL and Lancashire Schools’ ICT Centre

Images of http://www.onlineweather.com/ (pages 22, 24) Accuweather, Inc.

1 Key Stage 3 National Strategy / Sample teaching unit 8.1 © Crown copyright 2002

http://www.onlineweather.com/

http://www.ict.lancsngfl.ac.uk/weather/

ContentsAbout the ICT sample teaching units for Key Stage 3 3Unit 8.1 Public information systems 4ICT Framework objectives 4Timing 4Task 4Resources 5Prior learning 5Subject knowledge needed by teachers 5Lesson outlines 6Lesson plansLesson 1 Revising datalogging, sensors and data representation 7Lesson 2 Using and displaying live data 13Lesson 3 Planning and creating a simple public information system 19Lesson 4 Automating processes in a simple public information system 27Lesson 5 Meeting the needs of the user 32Further development 37Appendix: ResourcesLesson 18.1P1a sensors.doc 388.1T1b sensors answers.doc 408.1T1f chartwiz.ppt 428.1P1g helpfile.ppt 528.1P1h homework.doc 59

Lesson 28.1T2a import text.ppt 608.1P2d homework.doc 65

Lesson 38.1P3a weatherinformation.doc 668.1T3b suggested answers.doc 678.1P3c system.doc 688.1T3d paste special.ppt 698.1P3g homework.doc 72

Lesson 48.1T4a webquery.ppt 738.1T4b webquery2.ppt 798.1P4d homeworksystem.doc 83

Lesson 58.1T5c URL.ppt 848.1T5d webquery3.ppt 86


About the ICT sample teaching units for Key Stage 3

This unit is one of a series that illustrates how yearly objectives from the Framework for teaching ICT capability: Years 7, 8 and 9 can be grouped together and taught.

There is no requirement to use the units. They contain sample lesson plans that you can, if you wish, amend to suit your local circumstances and the needs of your pupils. For example, it may be appropriate to change the exemplar contexts, to use different activities to teach objectives or to teach the unit to a different year group. Word versions of the lesson plans will be published on the Key Stage 3 website at http://www.standards.dfes.gov.uk/ so that you can download them to modify the plans.

The units contain plans for lessons of 60 minutes. Each activity in the lessons has a guide time. The guide times will help you to fit the activities into the time available in schools where the lesson length is different. For example, the activities in one lesson could be taught over two lessons, or a skills-based lesson, to teach particular aspects of more complex software, could be inserted at an appropriate point. In both cases, the structure of lessons could be maintained, with the insertion of some extra starter and plenary activities

The Framework for teaching ICT capability: Years 7, 8 and 9 recommends that schools offer one hour each week, or 38 hours per year, for the discrete teaching of ICT lessons. The teaching units for a year, if taught without amendment, would require less teaching time than 38 hours. This leaves time for lessons of your own design at appropriate points. So, for example, objectives could be revisited to consolidate learning or to provide opportunities for assessment.

The lesson plans are intentionally very detailed to give busy teachers a full picture of how each lesson might be taught. Teachers’ own plans would probably be much less detailed.

Apart from sample teaching unit 7.1, which should be used before any of the others, the order in which the units are taught is not important.

Unit 8.1 is the first unit for Year 8 pupils. It assumes pupils have completed the programme of study for Year 7.


Public information systems

ICT Framework objectivesFINDING THINGS OUTOrganising and investigating

In an investigation:- use software options and formats to store and present

electronic material efficiently;- explore and interpret collected data in order to draw

conclusions.EXCHANGING AND SHARING INFORMATIONFitness for purpose

Recognise how different media and presentation techniques convey similar content in ways that have different impacts.

Refining and presenting information Plan and design presentations and publications, showing how

account has been taken of:- audience expectations and needs;- the ICT and media facilities available.

DEVELOPING IDEAS AND MAKING THINGS HAPPENAnalysing and automating processes

Automate simple processes by:- creating templates;- creating simple software routines.

TimingThis unit is expected to take five lessons, each of 60 minutes duration. Each activity has a guide time. These guide times will help you to fit activities into the time available in your school if the lesson length is different.

TaskIn this sample teaching unit, pupils create an information system for a travel agent to look up details of the climate for customers who wish to know about the weather they could expect at their holiday destination for the dates they want to spend there. The system uses a spreadsheet to gather data from the Internet, to select and process the required data and to use text, tables and graphs to display the data. The focus for pupils is on understanding the three parts of a system – input, process and output – and the way that automating the processes leads to greater efficiency.


8.1 Unit

The ideas developed in the lesson could be applied to a variety of contexts which you may prefer to use.The five lessons are designed for pupils working at Level 5, with extension work for pupils working at higher levels. Adaptations and additional material are suggested for less-experienced pupils or for pupils working at lower levels.Suggestions for consolidating the knowledge, skills and understanding developed in these lessons are provided in the Further development section.

Resources

computer room (minimum of one computer per two pupils) including sound cards

internet access

access to shared area

large computer display for teacher demonstrations and pupil presentations

wall displays

whiteboard or flipchart and different coloured pens (optional)

spreadsheet software with graphing capability

large selection of pre-selected images and sounds, accessible by pupils

teacher resources: 8.1T1b, 8.1T1c, 8.1T1d, 8.1T1e, 8.1T1f, 8.1T2a, 8.1T2b, 8.1T2c, 8.1T3b, 8.1T3d, 8.1T3e, 8.1T3f, 8.1T4a, 8.1T4b, 8.1T4c, 8.1T5a, 8.1T5b, 8.1T5c, 8.1T5d, 8.1T5e

pupil resources: 8.1P1a, 8.1P1g, 8.1P1h, 8.1P2d, 8.1P3a, 8.1P3c, 8.1P3g, 8.1P4d

further development: 8.1TFDa, 8.1TFDb

Prior learningPupils should already know how to: edit, insert, delete, move, copy and paste text and

pictures;

generate graphs using software facilities.

Subject knowledge needed by teachersTo teach this unit, teachers will need to know how to: import text files into a spreadsheet;


graph data, including changing graph types, setting scales of axes, changing display font, background, attributes of bars and lines;

use Paste Special... Paste Link to create cell relationships in worksheets;

copy text from a page on a website and paste it into a spreadsheet;

rename spreadsheet worksheets;

create a web query, including modifying target universal resource locators (URLs).


Lesson outlines

LESSON 1Revising datalogging, sensors and data representation1 Starter: Revising sensors2 Interpreting data from a datalogger3 Revising graphing software4 Displaying data graphically5 Plenary: Reviewing how information is displayed

Homework: More work on sensors

LESSON 2Using and displaying live data1 Starter: Considering data from a remote source2 Importing a data file into the spreadsheet and presenting as a graph3 Importing, selecting and displaying data graphically4 Plenary: Reviewing how information is displayed

Homework: Different ways of displaying data

LESSON 3Planning and creating a simple public information system1 Starter: Identifying information needs of different users2 Information for a specific audience3 Planning a public information system4 How to use ICT to set up an information system5 Creating a basic information system6 Plenary: Checking understanding of displaying data

Homework: Graphing information

LESSON 4Automating processes in a simple information system1 Starter: Illustrating automation in a spreadsheet2 Demonstrating how to use a web query3 Using a web query to create an information system4 Demonstrating automated processes in an information system5 Consolidating understanding of automated processes6 Plenary: Checking understanding of the web query

Homework: Describing the information system

LESSON 5Meeting the needs of the user1 Starter: Evaluation of the system developed2 How to make the system easier to use3 Modifying the system to make it easier to use4 Modifying the system to suit the user5 Plenary: Reviewing the system

Homework: More automated processes


Revising datalogging, sensors and data representation

ICT Framework objectivesFINDING THINGS OUTOrganising and investigating

In an investigation:

- use software options and formats to present electronic material efficiently;

- interpret collected data to draw conclusions.

Key vocabularyFrom Year 7: sensorFrom Year 8: datalogging

Preparation and planning Ensure that you are familiar with the software you will be

using (the examples in this unit use Microsoft Excel) and, in particular, with:- importing text files into a spreadsheet;- graphing data;- changing graph types;- setting axis scales on axes;- changing the display font used to label the graph.

Ensure that you are familiar with the mathematics used in the lesson.

Check pupils’ graphing experience with the mathematics department.

If necessary, prepare guidance for pupils, as a handout or available on the school’s intranet, to support the software they will use in activity 4.

Create a key vocabulary wall display for the unit, which can be added to each week as lessons progress.

In preparation for activity 2, set up a datalogger to capture the sounds made by pupils as they enter the classroom, and during the starter activity.

In preparation for the starter activity, put out on desks worksheets 8.1P1a sensors. doc.

Display the teaching objective, phrased so that all pupils will understand it.

The key vocabulary from each lesson should be added each week to create a set of words for the whole unit.


1Lesson

Resources large screen display whiteboard or flipchart spreadsheet software with graphing capability sound sensor and logging hardware and software sample files (You only need to be able to access one of the

noise files, depending on the software you are using.):- 8.1T1c noise.sid- 8.1T1d noise.csv- 8.1T1e noise.xls

for teachers:- 8.1T1b sensors answers.doc- 8.1T1f chartwiz.ppt

for pupils:- 8.1P1a sensors.doc- 8.1P1g helpfile.ppt- homework sheet Know your sensors (8.1P1h

homework.doc)

Lesson outline 60 minutes1 Starter: Revising sensors Identifying different 15 minutes

types of sensorWhole class

2 Interpreting data from a Evaluating a data display 10 minutesdatalogger Whole class

3 Revising graphing Demonstration 15 minutessoftware Whole class

4 Displaying data Working online 15 minutesgraphically Paired work

5 Plenary: Reviewing how Discussion 5 minutesinformation is displayed Whole class

6 Homework Individual work


Activities1 Starter: Revising sensors

Make sure the data logger is set up with the sound sensor and associated hardware and software. Start recording the sound levels just before the class enters the room. Make sure the large display is connected but switched off.

Have copies of worksheet 8.1P1a sensors.doc available on desks for pupils.

Ask pupils to work in pairs to identify the sensors displayed on the worksheet and to discuss and answer the questions.

Allow 10 minutes before selecting pupils to give their answers. Possible answers are given on 8.1T1b sensors answers.doc.

Remind pupils that the sensors might seem familiar as they may have used sensors in Year 7. Say that in today’s lesson they will revise sensors and datalogging and how the data can be displayed.

Raise your voice to attract the attention of the class. Wait for quiet, then switch off the datalogger. This should give you an obvious point of reference when you discuss the output with the class.


15 minutes

2 Interpreting data from a datalogger

Point out the sound sensor and ask pupils to identify what it does. Tell pupils that during this lesson they will review the Year 7 work on sensors, including importing new data into a spreadsheet and using the data to create a chart. Refer pupils to the displayed objectives for the lesson.

Turn on the large display. Point to the data displayed on the large screen. Below is an example of a graph that might be displayed.

Ask pupils to say what they think the graph shows. Allow a minute or so for reflection and discussion before collecting and summarising responses.

Make sure that pupils understand that the sound sensor has: measured the sound level at set intervals (every second in

this example); measured the sound in decibels (vertical axis); measured the sound during the last 10 minutes (horizontal

axis); recorded the data; displayed the data as a table and as a graph.

Ask pupils to interpret the data. Ask what has caused the peaks and troughs in the graph. Select pupils to offer suggestions. Responses may include: an empty classroom; pupils arriving; pupils working; a small group arriving late; the end of the starter.

Ask pupils to consider the table of data and identify where these events may have occurred. Say that it is almost impossible to identify changes in sound levels


10 minutes

because of the amount of data. Displaying data graphically makes them much easier to interpret.

Summarise this section by explaining that the sound sensor and datalogger have only collected the data. To understand what the data represent requires more knowledge. The user needs to know more about the source of the data and the context in which they were collected.

3 Revising graphing software

Remind the class that in Year 7 they collected data and represented them graphically. Say that pupils are now going to graph the data from the datalogger. Ask them to think about the steps in making a graph or chart, using the software provided (this example uses Microsoft Excel). Remind pupils that they have created graphs before in Year 7 (sample teaching units 7.4 and 7.5).Export the data from the datalogger into a shared area in a suitable format for pupils to access (or use one of the sample files, 8.1T1c noise.sid, 8.1T1d noise.csv, 8.1T1e noise.xls).On the large screen, demonstrate how to load the data and to graph them. (See 8.1T1f chartwiz.ppt as an example of how to do this.) At each stage in the creation of the graph, ask pupils to explain which option to take, and why. Refer back to the graph created by the datalogger to provide a point of reference for pupils. Ask pupils to say what type of graph they will create, and why.Ensure that pupils understand that they should create a time series graph because the data are measured every second.

4 Displaying data graphically

Ask pupils to load the data file and graph the decibels data, creating a line graph in a separate worksheet.Give pupils access to the presentation that will help them to step through the process to create the graph (8.1P1g helpfile.ppt). Monitor and support as necessary, identifying pupils who require extra help and assistance. Provide printouts of instructions such as 8.1P1g helpfile.ppt, or make them available on the school’s intranet.Select individual pupils and, by asking appropriate questions (as below), check their understanding of the graph creation process. Compare your graph with the one on the screen. Are any

features missing from your graph? Which ones? Why is the title important on the graph? How can you change the scale of the axis? Why would

you want to do this? Show how you created the graph from the data.


15 minutes

15 minutes

5 Plenary: Reviewing how information is being displayed

Review the lesson by asking: how was the data collected? how was the information recorded? how was the data transferred into the spreadsheet? how did you graph the data? what are are the important elements of a graph or chart?

Appropriate responses include: title, scales on axes, labelled axes, units used if appropriate.Refer back to the displayed objectives. Check pupils are clear about what they have learned.

Homework

Give pupils the homework sheet Know your sensors (8.1P1h homework.doc) and ask them to complete it.


5 minutes

Using and displaying live data

ICT Framework objectivesFINDING THINGS OUTOrganising and investigating In an investigation:

- use software options to store and present electronic information efficiently;

- explore and interpret collected data in order to draw conclusions.

EXCHANGING AND SHARING INFORMATIONFitness for purpose Recognise how different media and presentation techniques

convey similar content in ways that have different impacts.

Key vocabularyFrom Year 7: importFrom Year 8: live data, remote sensor, length delimited file, public information

system

Preparation and planning Ensure that you are familiar with the software you will be

using (the examples in this unit use Microsoft Excel) and, in particular, with:- importing text files into a spreadsheet;- graphing data;- setting scales on axes;- changing the font used to label a graph;- changing background;- changing attributes of bars and lines, such as colour or

width. Ensure that Internet access is available; just before the

lesson, load the website that is to be used. Bookmark the websites and pages that will be used. Have

stored files prepared in case the Internet is not available. Check with geography teachers if pupils will:

- be familiar with the units of measurement used by weather stations;

- know how to interpret weather data. If necessary, prepare guidance for the pupils, as a handout

or available on the school’s intranet, to support the software they will use.


2Lesson

Write questions for activity 1 on the whiteboard or flipchart.

Add new key vocabulary to the wall display. Display the teaching objectives, phrased so that all pupils

will understand it.

Resources large screen display whiteboard or flipchart spreadsheet software Internet access to:

- live data from a remote weather station, for example, http://www.ict.lancsngfl.ac.uk/weather/ or http://www.brentsweather.com/java_viewer/index2.html including images from a webcam (e.g.http://www.brentsweather.com/index.html)

- raw data from weather station in CSV, tab delimited, or length delimited file format, for example,http://www.ict.lancsngfl.ac.uk/weather/hourly.csv orhttp://www.brentsweather.com/hourly.txt

resource files:- 8.1T2a import text.ppt- 8.1T2b hourly.txt- 8.1T2c hourlytemp.txt

For pupils:- 8.1P2d homework.doc

Lesson outline 60 minutes1 Starter: Considering data Considering live data 15 minutes

from a remote source Whole class

2 Importing a data file into Demonstration 15 minutes the spreadsheet and Whole class presenting as a graph

3 Importing, selecting and Paired work 20 minutes displaying data graphically

4 Plenary: Reviewing how Discussion 10 minutes information is displayed Whole class

Homework Individual work


Activities1 Starter: Considering data from a remote source

Use the large display to show live data from a remote source, for example a weather station, http://www.ict.lancsngfl.ac.uk/weather/. (The data are displayed in real time when the Internet connection is made.)

Tell the class that: for homework they looked at sensors around the house or

car; they are now looking at the output from a range of sensors

at a weather station; the displays are changing as they are constantly being

updated as a result of changes in the data as they occur; there is a slight delay between the recording and the

displaying of the data.

Point out these questions displayed on the whiteboard or flipchart. What are the indicators measuring? Has it been raining? How can you tell? Do you think this is a warm or a cold place? How do you

know? What do you think the weather is usually like? What do you think the weather is like now?

Ask pupils to jot down the answers to the questions. Allow 5 minutes for them to do this.

The example below is from http://www.ict.lancsngfl.ac.uk/weather/.

Select some pupils to give their answers, justifying them by referring to the information on screen. Extend the responses, asking pupils to say how the information is displayed, for example, dial, numbered scale, table including text and numbers, and to suggest why these forms of display are chosen. Ask more able pupils whether they understand the significance of the numbered scale labelled pressure. (The pressure is measured in milligrams of mercury; rising pressure usually indicates finer weather.) Ask the class to say what kind of place it might be.


15 minutes

Tell pupils that the weather station is in Lancashire and that the data are being sent over the Internet. Explain that the data are collected and displayed live but that the transmission causes a short time delay.


Say that the website is an example of a public information system because it provides information about the weather to anyone who wishes to browse the website. Introduce the idea of a system by explaining that the website gathers data from sensors in the weather station, selects and processes the data and then displays them in different ways.

Say that the aim of the rest of this unit is for pupils to produce an information system of their own. They will use a spreadsheet to gather data, to select and process them and to display the information in different ways. Refer pupils to the objectives for the lesson.

Say that in this lesson they will look at different ways of displaying information using the information system on the website as an example. Tell pupils that they will import data and store it in a spreadsheet, then present the information as a line graph.

Use the large display to show a weather data file, for example, 8.1T2b hourly.txt. Explain that the weather station collects data each day in a file like this one.

Tell pupils that there is a large amount of data, and point these out on the screen.

Ask pupils to consider why these data are difficult to understand. Draw out responses such as: too much data displayed at once; incomprehensible numbers; unfamiliar formats, for example, date displayed mm/dd/yy

rather than dd/mm/yy; unfamiliar units, for example, InHg; unknown measurements, for example, what do ‘dew’, ‘I

temp’, ‘O temp’ refer to?

Ask pupils how the data could be presented to make them easier to understand. Draw out responses such as: select some relevant data and discard the rest; present data as a graph or chart; provide an explanation for the data.

Tell pupils that in the next activity they will consider how to display some of the information as a graph so that it is easier to understand.


2 Importing a data file into the spreadsheet and presenting as a graph

Explain that pupils will need to enter the data into a spreadsheet so that they can display them in a graph. Say that they could type in all the relevant numbers but it is easier and more efficient to import the data file into the spreadsheet. Demonstrate how to import the data into a spreadsheet. They should use the data file 8.1T2b hourly.txt.

See 8.1T2a import text.ppt for an example of how to do this. You may need to modify the instructions to suit the format of the data file. In this example, the data are arranged in a fixed-width text file.

3 Importing, selecting and displaying data graphically

Tell pupils that they are now going to: import data into a spreadsheet; select temperature data; present the selected data as a line graph.

Say that there will be 5 minutes at the end of the activity to review their work.Monitor and support pupils as they work in pairs, perhaps giving focused support to a particular group. For example, seat together a group of pupils working at lower levels and adjust their work by: reducing the complexity of the task by providing the first

three columns of the table only and specifying the type of chart required, for example, inside temperature only (8.1T2c hourlytemp.txt is a simplified version of 8.1T2b hourly.txt.);

taking pupils through the steps required to draw the graph; making 8.1T2a import text.ppt available for pupils to use; concentrating on a few of the key features of a graph, such

as titles and labels.Increase the complexity of the task for pupils working at higher levels, for example, asking them to: graph two related sets of data on the same chart, such as

inside and outside temperatures, or temperature and humidity; convert Fahrenheit temperatures to Celsius temperatures; alter scales on axes to display data more effectively; use the help system built into the system to resolve

difficulties.Ask one or two pupils to display their graphs and to justify the scales of their axes and their use of colours and fonts. Ask technically competent pupils to explain, on the large screen, how they accomplished the tasks.


15 minutes

20 minutes

4 Plenary: Reviewing how information is displayed

Point out the displayed teaching objective. Ask pupils about the ways they have seen data displayed in the lesson. If necessary, prompt responses by referring back to the live data from the website. Take ideas quickly from several pupils and briefly list them on the whiteboard.

Ask pupils to consider why different forms of data are presented in different ways. Gather their responses. Draw out the key point that data are displayed in different ways to make the information easier to understand.

Explain that a key feature of a public information system is displaying information in a way that is easy to understand.

Homework

Refer to the list written on the whiteboard during the plenary. Ask pupils to find and write down at least four different examples of how information is displayed: on dials (e.g. car, clock, scales); as numbers (e.g. on dials, in timetables, nutrition

information on items of food); as text (e.g. in a dictionary, telephone directories,

calendars); on graphs or charts (e.g. associated with the weather,

opinion polls, finance).Remind pupils of possible sources, such as magazines, newspapers, the Internet, to which they may refer for ideas. Make sure that all pupils will have access to suitable resources. Give pupils the homework sheet 8.1P2d homework.doc.


10 minutes

Planning and creating a simple public information systemICT Framework objectivesEXCHANGING AND SHARINGRefining and presenting information Plan and design presentations and publications, showing

how account has been taken of:- audience expectations and needs;- the ICT and media facilities available.

Key vocabularyFrom Year 6: input, process, outputFrom Year 7: storyboard

Preparation and planning Ensure that you are familiar with the website you will be

using, bookmarking pages if appropriate. Ensure that you are familiar with:

- copying text from a webpage and pasting into a spreadsheet;

- renaming spreadsheet worksheets;- pasting links to create cell relationships between

spreadsheet worksheets. Ensure that Internet access is available. Ensure that 8.1P3c system.doc and sample spreadsheet

8.1T3e lesson3.xls are available to all pupils. If necessary, prepare guidance for pupils, as a handout or

available on the school’s intranet, to support the software they will use. Add new key vocabulary to the wall display. Display the teaching objective, phrased so that all pupils

will understand it.


3Lesson

Resources large screen display whiteboard or flipchart spreadsheet software Internet access to website containing weather forecasts

and climate data, (e.g. http://www.onlineweather.com) enough computers for pupils to work in pairs or in small

groups resource files:

- 8.1T3b suggested answers.doc- 8.1T3d pastespecial.ppt- 8.1T3e lesson3.xls- 8.1T3f lesson3a.xls

for pupils:- 8.1P3a weather information.doc- 8.1P3c system.doc- 8.1P3g homework.doc

Lesson outline 60 minutes1 Starter: Identifying Discussion 10 minutes

information needs of Paired workdifferent users Whole class

2 Information for a specific Reviewing data 5 minutesaudience Whole class

3 Planning a public Discussion 10 minutesinformation system Whole class

4 How to use ICT to set up Demonstrating software 15 minutesan information system Whole class

5 Creating a basic Using software 15 minutesinformation system Paired work

6 Plenary: Checking Discussing graphical display 5 minutesunderstanding of Whole groupdisplaying data Homework Individual work


Activities

1 Starter: Identifying information needs of different users

Give out the worksheet 8.1P3a weather information.doc, Using weather information. Ask pupils to discuss the task, in pairs, and to jot down on the sheet reasons why particular groups need information about the weather.

After 5 minutes, lead a whole-class discussion, taking their ideas and asking individual pupils to contribute as appropriate. Draw out the responses suggested on 8.1T3b suggested answers.doc.


10 minutes

2 Information for a specific audience

Point out the displayed teaching objective for this lesson. Explain that pupils will now begin to plan their public information system. Remind them of the requirement to take account of audience expectations and needs. Remind them also that in lesson 2 they looked carefully at how information was presented. Explain that in this lesson they will consider how an information system selects and presents data for a particular purpose and audience.Display a weather forecast from a website, for example, http://www.onlineweather.com/v4/uk/regional/ROENSE.html.

Explain that this is a four-day weather forecast. Point out that the information is presented differently from the data used in the last lesson.Ask pupils these questions. What information is presented? How is the information presented? Why is some information presented as text? Why are there two sets of figures for the temperature? What do the pictures represent? Why are pictures used for some information? Which group of people is this information intended for? How might this information need to be changed for the

other groups: skiers, farmers, Formula One technicians?Demonstrate how the site has been adapted to draw precise information for particular purposes and audiences by showing pages designed for specific groups. Point out the Business Services tab. Say that in this information is provided free for some users. The UK section provides forecasts for motor-racing and horse-racing.


5 minutes

3 Planning a public information system

Explain that the weather forecast website is another example of a public information system, although it is different from the one they looked at in the last lesson. It gathers a range of data, processes them into a forecast and presents them in different ways for different audiences and purposes.

Draw a diagram on the whiteboard to help pupils visualise the system. Resource 8.1P3c system.doc is available for this purpose. Explain that it has three parts: input: the data about the weather; process: taking the data and processing them, ready to be

displayed in a table, a graph or a forecast; output: displaying the information in a way suitable for its

intended audience.

Remind pupils about their activities in the last lesson, when they imported data from a text file, processed them by choosing temperature and displayed the information as a chart. Refer to your diagram and ask pupils to relate the activities from the last lesson to the three parts of the current system, for example, ‘Input: temperature, Process: graph, Output: chart with suitable titles, etc.’.

Tell pupils that they are going to create their own public information system by inputting data, processing and presenting them. Explain that they will create a system for a particular group to use for a specific purpose: to display information about the climate for use by travel agents.

Ask pupils these questions. What will people who are travelling want to know? What information needs to be collected?

Emphasise that the customer will want to know what the weather is usually like at their destination in the month that they will be travelling. Explain that pupils will use a spreadsheet for their system. Explain that other software could be used, for example, to create a website, but that a spreadsheet provides an easier way to work with the three components of a system: one worksheet will be used to collect the data, a second to process the data and a third to present the information.


10 minutes

4 How to use ICT to set up an information system

Demonstrate how to rename worksheets as ‘Input’, ‘Process’ and ‘Output’. Display climate records from the website for a given resort, for example, York, England. (http://www.onlineweather.com/v4/uk/climate/York.html)

Demonstrate how to copy data from a web page and paste into the ‘Input’ worksheet. Take the whole of the data, from months to rainfall. Discuss the next steps in making the system.

Ask pupils these questions. What information will the customer require? Will customers be familiar with temperatures expressed in

Fahrenheit or Celsius? Will customers want to know likely rainfall? How will customers expect the information to be

displayed? Which data will be appropriate to be displayed in a graph?

Demonstrate how to transfer data from the ‘Input’ worksheet to the ‘Process’ worksheet by creating cell references. For example, in Microsoft Excel, using Copy, Paste Special... Paste Link will create cell relationships for all selected cells, as shown on 8.1T3d pastespecial.ppt. Point out the formulae that have been created in the cells in the ‘Process’ worksheet. Explain that when the content of the ‘Input’ cells changes, the formula in the ‘Process’ cells will recalculate the results automatically and put them in the display cell in the ‘Output’ worksheet. Remind pupils how to create graphs and how to create these in the ‘Output’ worksheet.


15 minutes

5 Creating a basic information system

Tell pupils that they are going to start to create a simple system that will be developed in the next lesson. Explain that they need to: copy data from the web page into the ‘Input’ worksheet; extract relevant data from the ‘Input’ worksheet and copy

into the ‘Process’ worksheet of the workbook; create a bar graph of temperature or rainfall and place it in

the ‘Output’ worksheet of the workbook.

If appropriate, show an example (8.1T3e lesson3.xls).

Monitor and support pupils. If necessary bring the whole class together to review graphs, use of font and colour, scales of axes. Identify pupils working at higher levels for extra challenge in lesson 4.

Undertake focused group work with pupils who were identified in the previous lesson as needing extra support, for example, by loading 8.1T3e lesson3.xls and modifying the graph, step by step. Demonstrate in more detail how to create graphs, emphasising the needs of the user by careful questioning at each stage.

Ask pupils working at a higher level to suggest alternative ways of displaying the data and to justify their choices. For example: the data could be displayed as a horizontal bar graph; rainfall and temperature could be plotted on the same

graph, against two axes, or in a table.

Discuss why the graph could not be presented as a pie chart or radar graph.

6 Plenary: Checking understanding of displaying data

Refer pupils to the teaching objective. Show the column 3D line graph from 8.1T3f lesson3a.xls on the large screen. Explain that this presentation could be improved in many ways.

Remind pupils that customers want to find out what the weather is likely to be like at a holiday destination when they are there.


15 minutes

5 minutes

Ask pupils what information this graph provides. Ask if this is sufficient information for the customers.

Select individual pupils and ask each of them to suggest one way of improving the quality of presentation of the data. Ask them to justify their suggestions and to explain how to make the change. Draw out responses such as: add a title to clarify what the graph shows and the place that the

data relates to; label the horizontal axis ‘Months of the year’; move the label ‘Max (°C)’ to the vertical axis; do not join points of the graph since intermediate points

have no meaning; avoid using a 3D graph so that vertical bars representing

the same temperature are the same height; change the graph type to a bar line graph; change the scale of the vertical axis to show temperature

changes more clearly; change the font to make the temperatures easier to read; change the alignment of the labels to make them easier to

read; change background colour and/or column colours to

emphasise heat.

Remind pupils that in this lesson they have considered how the presentation of weather data needs to take account of what the audience expects and needs.

Homework

Hand out typical temperatures (8.1P3g homework.doc). Look at the two bar charts on the pages and ask a few pupils what is missing from the graph. Response should be temperatures on the x-axis and the label for the y-axis.


Ask pupils to: fill in the missing temperatures and labels from the

Birmingham graph (you will have to estimate the figures); complete the display for Oxford, including anything you

might think is missing and would help the audience understand the graph.


Automating processes in a simple public information systemICT Framework objectivesDEVELOPING IDEAS AND MAKING THINGS HAPPENAnalysing and automating processes

Automate simple processes by: creating simple software routines.

Key vocabularyYear 8: automated process, dynamic link, URL (universal resource locator)

Preparation and planning Ensure that you are familiar with:

- pasting links to create cell relationships between worksheets;

- creating a web query and modifying the URL;- modifying a web query.

Guidance can be found in the presentations 8.1T4a webquery.ppt, and 8.1T4b webquery2.ppt.

Ensure that Internet access is available. Bookmark the websites and pages that will be used. Ensure that the sample file 8.1T4c lesson4.xls is available for all pupils. Print copies of 8.1P4d homeworksystem.doc. If necessary, prepare guidance for pupils, as a handout or available on the

school’s intranet, to support the software they will use. Write the questions for activities 1 and 2 on the whiteboard or flipchart. Add new key vocabulary to the wall display. Display the teaching objective, phrased so that all pupils will understand it.


4Lesson

Resources large screen display enough computers for pupils to work in pairs or small groups whiteboard or flipchart with question for activity 1 spreadsheet software Internet access to a website containing weather forecasts and climate data

(e.g. http://www.onlineweather.com/) resource files:

- 8.1T3e lesson3.xls- 8.1T4a webquery.ppt- 8.1T4b webquery2.ppt- 8.1T4c lesson4.xls- 8.1P4d homeworksystem.doc

Lesson outline 60 minutes1 Starter: Illustrating Demonstrating a technique 5 minutes

automation in a Paired workspreadsheet Whole class

2 Demonstrating how to use Demonstrating a technique 10 minutesa web query Whole class

3 Using a web query to create Using software 15 minutesan information system Paired work

4 Demonstrating automated Demonstrating a technique 10 minutesprocesses in an information Whole class system

5 Consolidating understanding Using software 10 minutesof automated processes Paired work

6 Plenary: Checking Discussion 10 minutesunderstanding of the Whole groupweb query Homework Individual work


Activities1 Starter: Illustrating automation in a spreadsheet

On the large screen, display the system created by a pupil in the last lesson, or use the prepared file (8.1T3e lesson3.xls) for the demonstration. Ensure that the ‘Input’ worksheet is displayed.

Display the questions on the flipchart or whiteboard. Ask pupils to work in pairs to answer them. What will happen on the ‘Process’ worksheet and the

‘Output’ worksheets if the data in a single input cell are changed? What will happen on the ‘Process’ and ‘Output’ worksheets

if the data in all the ‘Input’ cells are changed? How could all the data be changed easily and quickly?

Ask some pupils for their predictions. Ask them to explain their responses and to check them by loading the file and making changes. Demonstrate the changes on the large screen. Point out the ‘automatic’ updating of process and output that results from the dynamic links.

Display this question on the whiteboard or flipchart and ask pupils to think about it. What would the system be like if we had a quick, easy way

to update the data?

Say that you will come back to this question later in the lesson.

2 Demonstrating how to use a web query

Explain that an efficient public information system must be easy to use. For example, a system for a travel agent must be able to import relevant data quickly, easily and without error. Point out the displayed teaching objective for this lesson. Explain that pupils will use a software routine to automate the input of data. The key feature of the technique, called a ‘web query’, is that data can be imported into a spreadsheet directly from a web page.

See 8.1T4a webquery.ppt for an example of the technique.

Demonstrate the technique by: opening a new spreadsheet and renaming the worksheets

‘Input’, ‘Process’ and ‘Output’; showing how to use a web query to input climate data for

York from the website you are using (http://www.onlineweather.com/ is used in the example) into the input worksheet;

reminding pupils how to transfer data from the input worksheet to the process worksheet, using Copy, Paste Special... Paste Link to create the relationship;

pointing out the formulae in the new ‘Process’ cells and explaining that when the content of the input cells changes, the result will be recalculated automatically.


5 minutes

10 minutes

Write (or display) this second question on the whiteboard or flipchart. Say that you will ask for pupils’ thoughts about it later in the lesson. Why is it important for the ‘Process’ and ‘Output’ cells to

display the new data automatically?

Tell pupils that they will use a web query to create an information system similar to the one created in lesson 3 but this system will be automated. Refer them to the displayed objective for the lesson.

3 Using a web query to create an information system

Ask pupils to work in pairs to create the information system. They should use a web query to import up-to-date data into the ‘Input’ worksheet.

Remind them to create a new file, rename the worksheet and to use a web query to import the data into the ‘Input’ worksheet.

Tell pupils to create a bar graph of maximum temperature in the ‘Output’ worksheet.

Monitor and support as required by: providing step-by-step instructions, either as handouts

showing what has been demonstrated or as digital copies on the school intranet (8.1T4a webquery.ppt);

stopping the pupil activity if necessary and using the large screen to step through the stages of the web query (selecting pupils to make the required choices at each stage and checking understanding with supplementary questions);

asking technically more competent pupils to explain, on the large screen, how they have accomplished the task;

rearranging pupils, to pair more technically experienced pupils with those who are less experienced.

4 Demonstrating automated processes in an information system

Tell the pupils that they now have enough experience to answer the questions on the whiteboard. Allow a few minutes before asking pupils to respond. Gather ideas, drawing out these points. The web query allows us to import data from a website,

quickly, easily and without error. The linked cell references allow the ‘Process’ and ‘Output’

worksheets to update automatically.

Say that you will now demonstrate how to change the web query to collect data for a different location, by changing the city in the URL, for example as shown in 8.1T4b webquery2.ppt. Show pupils that the linked data enables you to process and present different data without any further manipulation.


15 minutes

10 minutes

5 Consolidating understanding of automated processes

Ask pupils to work in pairs. Ask them to test their system by modifying the web query, as shown in activity 4, and to jot down what happens. Tell pupils to use Birmingham and Oxford as their first test locations and to compare the results with the graphs they completed for homework. Pupils who have had difficulty in creating the web query should load the sample file 8.1T4c lesson4.xls to help them to step through the process. Ask more able pupils to reflect on the automated process by predicting what will happen when the data change. Tell the whole class that you will ask them to explain how their systems work at the end of the lesson.

6 Plenary: Checking understanding of the web query

Draw a system diagram on the whiteboard and remind pupils of the three-part system. Select pupils to explain in their own words: what happens when the web query runs; what is happening in the ‘Process’ worksheet; what the ‘Output’ sheet shows.

Remind pupils of the objectives for the lesson and that they have worked through an example of automating a simple process by creating a software routine.

Homework

Give pupils copies of 8.1P4d homeworksystem.doc and ask them to fill in the boxes to describe their own information systems.


10 minutes

10 minutes

Meeting the needs of the userICT Framework objectivesEXCHANGING AND SHARING INFORMATIONRefining and presenting information Plan and design presentations and publications, showing how account has

been taken of:- audience, expectations and needs;- the ICT and media facilities available.

Key vocabularyThere is no new vocabulary in this lesson.

Preparation and planning Ensure that you are familiar with the software that you will be using and, in

particular, with the technique illustrated in 8.1T5d webquery3.ppt:-modifying the URL in a web query.

Ensure that Internet access is available. Bookmark the websites and pages that will be used. If necessary, prepare guidance for pupils, as a handout or available on the

school’s intranet, to support the software they will use. Write the question for activity 1 on the whiteboard or flipchart. Display the teaching objective, phrased so that all pupils will understand it.

Resources Internet access whiteboard or flipchart resource files:

- 8.1T5a lesson5.pps- 8.1T5b lesson5.xls- 8.1T5c URL.ppt- 8.1T5d webquery3.ppt- 8.1T5e lesson5a.xls


Lesson 5

Lesson outline 60 minutes1 Starter: Evaluation of the Discussion 10 minutes

system developed Whole class

2 How to make the system Demonstrating a technique 10 minuteseasier to use Whole class

3 Modifying the system to Using software 10 minutesmake it easier to use Paired work

4 Modifying the system to Discussion 20 minutessuit the user Whole class

Using softwarePaired work

5 Plenary: Reviewing the Pupil demonstration 10 minutessystem Whole class

Homework Individual work


Activities1 Starter: Evaluation of the system developed

Load presentation 8.1T5a lesson5.pps on the large screen, to display the system developed in the last lesson. The presentation is set to run continuously, displaying each of the three worksheets. Draw pupils’ attention to the question on the whiteboard or flipchart. What would you like to change in this system?

Remind pupils that the system is being designed to enable a travel agent to look up weather information for customers. Ask pupils to work in pairs to discuss what they would like to change. Ask one of each pair to jot down the suggestions. After 5 minutes, gather pupils’ ideas. Use these questions to prompt if necessary. How easy is the system to use? What do you have to do to change the location? What do you need to know about the URL? How attractive is the graph? What other information would the travel agent need? What impression does the output worksheet give?

Draw out responses. The system is difficult to use. The user needs to know about and be able to use URLs. It is easy to make a mistake in entering the location. The graph is not very attractive. The output worksheet looks unclear and is not well

presented.

Note responses briefly on the whiteboard. Tell pupils that you will come back to them at the end of the lesson.

Point out the displayed teaching objective, which is to make their system more appropriate for the user (travel agent). Ask pupils to think how they could do this. Select a pupil to explain the relationship between the user of the system and the ‘audience, expectations and needs’. Select a different pupil to explain how the system that the class is making takes account of the ‘ICT and media facilities available’.

Draw out these points. The user, a travel agent, expects the system to be quick,

accurate and easy to use. The system uses ICT to automate the process of gathering

data and presenting the information to meet the user’s needs.


10 minutes

2 How to make the system easier to use

Explain that you are going to demonstrate a feature of a web query which will help to make the system more user-friendly. Show sample system 8.1T5b lesson5.xls on the large screen. Point out that it is the system they developed, with one change. Move to the ‘Output’ worksheet and demonstrate what happens when the location in cell A1 is changed.

Note: the web query will not work if there is no live Internet access.

Show how the data are collected from the website, processed and displayed automatically. Ask pupils if this helps to make the system easier to use.

Show pupils how to modify the web query to refer to a cell reference by: using presentation 8.1T5c URL.ppt to explain how the

URL of a web query can be modified to accept user input; demonstrating how to modify the URL in the web query to

refer to a cell reference, for example by using 8.1T5d webquery3.ppt.

3 Modifying the system to make it easeir to use

Give pupils instructions, printouts and support as appropriate and ask them to work in pairs to modify the system from lesson 4, testing changes to ensure that the modified system works.

4 Modifying the system to suit the user

Show the whole class an information system on the large screen, for example, 8.1T5b lesson5.xls. Display the ‘Output’ worksheet. Ask pupils to think about how the information is displayed, reminding them that the system is being designed for a travel agent to look up weather information for customers. Remind pupils that the presentation of information needs to be clear, easy to read and understand. Ask for suggestions about how to enhance the presentation of information. Give pupils 2 minutes to think of suggestions before selecting pupils to respond. Draw out points such as: providing on-screen instructions; changing the type of chart to a more appropriate one; changing the scale on one or both of the axes; removing gridlines, scroll bars, etc.; enlarging fonts, changing font typeface or colour; changing the colours of the background, lines, bars, etc.

Add suggestions to the list on the whiteboard from activity 1.Ask pupils to modify their systems, taking into account these suggestions. Say that at the end of the lesson they will return to the list to judge how well their system meets the needs of the user. Give pupils help sheets or guidelines, as appropriate, or direct them to the help menus in the application.


10 minutes

10 minutes

20 minutes

Undertake focused group work with pupils working at a higher level. Prompt pupils to reflect on their system by asking these questions. What happens when a location is entered incorrectly?

Answer: System returns an error. What are the simple mistakes users might make?

Answer: Spelling incorrect; failure to use a capital letter. What happens when a city is not on the website

database?Answer: System returns an error message with little explanation of what the error is.

How can we avoid these errors?Answer: Provide instructions; provide training for users; adjust the system to take account of errors.

5 Plenary: Reviewing the system

Refer pupils to the whiteboard and the suggestions collected in activities 1 and 4. Ask pupils to think about their systems and to decide whether they have addressed the points listed. Ask selected pupils to display their systems, explaining how they work and justifying their choices to their peers. Encourage the class to question the presenters, asking these questions. Why have you selected a bar graph to present the data? What happens when you enter a new city location? How does the system update the information

automatically? How did you create the cell references in the ‘Process’

worksheet?

Conclude by saying that in this unit pupils have learned how to plan a presentation that makes effective use of ICT and takes account of audience needs. They have automated processes so that information can be displayed and updated quickly and considered how best to present the information so that it can be interpreted readily. Remind them that public information systems based on the same principles are used widely, for example, at railway stations, at airports, at sports events, and so on.

Homework

This unit has been about automating processes. Make lists of the advantages and disadvantages of the automated processes used in the lessons.

Write down at least two other automated processes, for example, a car production line.


10 minutes

Further developmentIn the five lessons outlined in this sample teaching unit, pupils have been led gradually through the process of developing a public information system. This has included a range of new ideas and techniques. Schools will need to consider how these new ideas and skills can be consolidated.

This can be done in a number of ways, depending on the abilities and interests of the pupils, the chosen context and the place of this unit in the planned ICT curriculum. For example, further work could be undertaken to explore the ideas surrounding remote sensors and datalogging. This could be particularly valuable if the school had its own weather station and wished to create a specific link with the geography curriculum.

Additional time may be needed to consolidate certain skills and techniques. For example, pupils may not be very secure in creating graphs and modifying them to match the audience, or they may have difficulty with modifying a web query. This could be done by developing the system further. With the addition of extra worksheets to gather data for locations in other parts of the world, comparisons of climate could be made. This reinforces web query skills and the presentation of data while providing a familiar framework within which to work. The file 8.1TFDa compare.xls is provided as an example.

Schools may also wish to consider the context used for this unit. A web query becomes most useful when the data is updated on a regular basis. A system could be developed around a number of different contexts, for example, sports results or record charts. Schools wishing to develop their own contexts will need to take care that the information gathered from a web page is displayed in a table and that it is presented in a form that is readily accessible to the pupils. For example, many websites provide weather data but most present numerical data as text. This means the data cannot readily be displayed graphically. This may provide a suitable challenge for the most able pupils. An annotated file 8.1TFDb forecast.xls is provided as an example.


Documents

Sample teaching unit 8.1 - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/doc/21c12fef80dcd… · Web viewThe lesson plans are intentionally very detailed to give busy teachers