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3

Help fight global warming

Unit overview

Pupil challenges • Research global warming (Lesson 3.1)

Pupils research global warming and the causes of global warming. Pupils use advanced internet search techniques to find information and discuss the reliability of information on the internet and the need to acknowledge sources.

• Pupils build an environmental calculator model (Lessons 3.2 – 3.5) Pupils look at an existing model and consider what makes a good model. Pupils decide what their own calculator model should include and create success criteria for their model. Pupils build their model, add functions and format their model for their target audience.

• Pupils test their model. (Lessons 3.6) Pupils create a test plan and test their model to make sure it works.

• Pupils create a questionnaire (Lesson 3.7– 3.8) Pupils create a questionnaire to help them research their audience and to target the poster or leaflet they create in lesson 3.11. Pupils decide on the questions they need to ask and identify different types of questions. Pupils decide on an appropriate layout for their questionnaire and create it using appropriate software. Pupils distribute the questionnaire.

• Pupils analyse the findings from her questionnaire(Lesson 3.9) Pupils create a database table and enter their data. Pupils learn how to add records to a database and create a query.

• Pupils compare their results with those from a national survey and create a report for the Global Warming Agency (Lesson 3.10) Pupils learn how to create a report and how to present their findings. Pupils learn how to insert images and charts into their report.

• Pupils create a poster of leaflet for their audience (Lesson 3.11) Pupils combine the information they have found to create a poster or leaflet for their audience. Pupils choose content and format appropriate to their audience and format their poster or leaflet inserting relevant images and text.

This unit is intended to be delivered over 11 50-minute lessons. Subject knowledge needed by teachers • Use search techniques • Use the Alt-TAB function • Use the advanced search facility • Insert rows into a spreadsheet • Use the ‘Lookup’ function • Create an addition formula • Use the IF function • Change font, fill colour • Adjust alignment • Create borders and shading • Insert an image • Hide cells • Use a text box • Take a screenshot • Add validation to a spreadsheet • Add protection to a spreadsheet • Insert a table • Format a table • Add rows to a table • Format text • Create a numbered list • Use bullets

ICT 4 Life Teacher Support © Pearson Education Limited 2009

• Insert a column into a table • Use shapes • Create a table using database software • Add validation to a database • Add records to a database • Create a query in a database • Create a report using database software • Format a report • Insert an image into a report • Insert a chart into a report • Use WordArt • Print preview • Save your work Assessment points • Teacher assessment after Lessons 3.1, 3.2, 3.5, 3.6, 3.8, 3.10, 3.11 • Peer assessment after Lessons 3.1, 3.5, 3.6, 3.10 • Self assessment after Lessons 3.1, 3.2, 3.5, 3.6, 3.8, 3.10, 3.11 Submit work points • Worksheet in Lesson 3.1 • Calculator planning document in Lesson 3.2 • Model in Lesson 3.5 • Test plan in Lesson 3.6 • Spreadsheet model Lesson 3.6 • Questionnaire in Lesson 3.8 • Report in Lesson 3.10 • Poster or leaflet in Lesson 3.11


3.13.1 3.1

What’s causing global warming?

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ICT FRAMEWORK OBJECTIVES Searching and selecting • Select information from a range of sources and assess their potential value of the information for a task • Frame searches in an appropriate and considered way in relation to the required results, for a more complex problem • Use basic logical operators and apply these when searching for information • Understand that the different ways in which search engines work can affect which information is returned • Acknowledge all sources, recognising copyright and other constraints

Overview of lesson Key vocabulary

• Environment • Global warming • Carbon footprint • Search engine • Keywords • Advanced search

Learning objectives

• Watch a short film about global warming • Discuss global warming and the environment • Use the Internet to find information on global warming for a poster • Record sources of information

Assessment focuses • Searching for information • Using the advanced search facilities of a search engine Assets

From ActiveBook • Sources sheet • Video

• Copying/pasting URLs • Switching between windows (Alt-TAB)

Requirements for lesson Internet access to search for information on global warming


3.13.1 3.1


Lesson plan

Lesson introduction Tell pupils that this topic will be about global warming and the problems it is causing.

Explain that pupils are going to be making an environmental calculator to help pupils, teachers and parents work out their environmental impact. First, they will be watching a video on global warming and answering a few questions to help them understand the scale of the problem.

2 minutes Starter Activity 1

Show pupils the short video on global warming and ask them to answer the questions in the ActiveBook – these will help them to understand the problems facing not just the world, but themselves, and what they can do about them. The video will also briefly explain key terms such as ‘global warming’ and ‘carbon footprint’. 8 minutes

Share objectives Share learning objectives and assessment focuses for the lesson. 2 minutes Find out Discuss with pupils the need to find out ways in which people are contributing to

global warming through the things that they do. To do this, they will need to search the Internet to find out about them. Highlight the need to use specific keywords in an Internet search and why this is important, picking out key phrases mentioned in the video, such as ‘carbon footprint’, ‘global warming’, etc., and how they might combine them with other keywords (e.g. global warming causes) Activity 2 With a partner or in a small group, ask pupils to decide on keywords or phrases that they might use to locate information about global warming. 5 minutes

Try and apply Activity 3

Once pupils have decided on useful keywords it is time for them to try and locate the information they need. Quickly discuss the need to acknowledge sources – remind pupils that it is fair to the author to acknowledge their ideas or work and also that authors have copyright over work. Open up the Sources sheet for this task– explain the headings on the sheet and what pupils are expected to do (write each search they have used, the web address of a useful site and the information they have found). Pupils then open up their web browsers and attempt the task. Draw pupils’ attention to the ‘Can I do this?’ demo in the ActiveBook on using Alt-Tab. This will allow them to manipulate their work environment more easily by quickly switching between multiple windows. 10 minutes

Refine Activity 4

Introduce the concept of ‘advanced searching‘ – direct pupils to the ‘Can I do this?’ demo in the ActiveBook. Discuss how web browsers can be altered to find more specific results through the use of filters, for example: • Putting quote marks around phrases to ensure the browser looks for those

specific keywords • Using the minus symbol before certain words to remove them from the search (if

they are finding specific information that is not useful) • Filtering by ‘date added’ for more up to date information.


3.13.1 3.1


Pupils continue to look for information, ensuring that they use advanced searches when necessary and continuing to reference their sources. Extension activity: Direct pupils to the extension task for this activity – they are asked to search a different search engine from the one they are currently using and look at the results that are obtained. They should try to use exactly the same search in both engines. Encourage them to think about why this might be useful and which search engine brings up the best results. 10 minutes


3.13.1 3.1


Develop ideas Activity 5

Once pupils have completed their search for the causes of global warming, discuss the purpose of the environmental calculator – to allow people to select variables that they have control over and give them messages based on their responses (e.g. how they travel to school/work). The list of causes that they have found might include deforestation, which they have no control over. Ask pupils to look at the list of causes that they have found and underline the ones that they are most likely to be able to affect. These would probably include: • Energy use – whether they turn lights off, leave things on standby, etc. • Transport – how they get to school, how they travel to holiday destinations, how

many holidays they take, etc. 8 minutes

Secure Activity 6 Discuss what pupils have done in this lesson. Focus on: • the causes of global warming that they have an impact upon • how they can use search engines to locate information and how the searches can

be altered if they cannot find useful responses. You could also discuss the different results that some search engines bring up when searching for the same information. Ask pupils why this might be. Compile together a list of top tips for using keywords and search engines. 5 minutes

Homework Based on the causes they have highlighted in their model, ask pupils to write a list of

questions that they should include in their model. Ensure that these questions are related to the ones discussed in the plenary (e.g. How do you get to school? How many flights have you taken this year?) Ask pupils to be very clear when writing the questions so that people aren’t confused when reading them.


3.2

Model behaviour


ICT FRAMEWORK OBJECTIVES Organising and investigating • Identify the essential data and ICT tools required to solve a problem Models and modelling • Combine variables within a model in different ways to form rules • Recognise that the rules contained within a model determine its output, and make more complex predictions based on

several variables • Amend existing simple models by changing variables and formulae • Identify whether a model has an appropriate set of variables to make it suitable for a particular purpose and assess it’s

accuracy by comparing it’s outcomes with those from other sources Fitness for purpose

Reflect on the work of others to help plan and their communications and understand how effective presentation or publications address specific audience needs and expectations

Evaluating work • Make and use simple success criteria that ensure fitness for purpose • Gather and use feedback to inform future work

Overview of lesson

Assets From ActiveBook

• Example spreadsheet • Environmental

calculator planning sheet

• Planning document

Key vocabulary

• Success criteria • Model • Variable • Output

Learning objectives

• Think about the things to include in the model • Investigate a model

Assessment focuses

• Identifying success criteria for the model • Investigating a model


3.2

Model behaviour

Lesson plan

Starter Activity 1

Pupils should have their homework from last lesson ready to hand. As a class discuss and note down the questions that pupils have come up with so that they can all share ideas. As a class, agree a list of appropriate questions to be used in the model. Pupils can then edit the ones they have written down. 5 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes Make choices Activity 2

Discuss the meaning of success criteria with pupils, explaining that ICT solutions have to meet a brief and are tested against this brief. You could use examples here: perhaps discuss a mobile phone – if you choose an option such as ‘Call’ you expect the phone to do it; also discuss features that make the phone user friendly, e.g. contact lists, predictive text, etc. Pupils put together a list of success criteria for their environmental calculator model. Guide them towards measurable criteria that can be tested when the model is completed, for example: • User friendliness, e.g. Do users have to type answers or select them? • Does it actually work? • Does it look good – will users find it appealing? • Does it give accurate feedback to the users? This activity could be done on paper or on screen and will be discussed in Activity 3. 10 minutes

Explore Activity 3 To help pupils gain insight into what their model will do, and to help them understand success criteria, they investigate the example spreadsheet model in the ActiveBook. When they have opened it, encourage the pupils to play around with the model (perhaps trying to ‘break’ it!) Ask them to answer the following key questions as they use it: • How has the model been made user friendly? • What happens when they change answers? • How does it give feedback? • Why has a spreadsheet been used to make it? As a class agree a list of success criteria. This document (paper or electronic) should be saved – you will need to refer to this document when the pupils create their test plan later on. 10 minutes

Assess Activity 4 The pupils will now move on to the actual model template that they will be using. Discuss the use of variables in the model – draw pupils’ attention to the diagram in the ActiveBook. Highlight the fact that changing variables will have an effect on different areas of the model. Pupils open up the incomplete environmental calculator model from the ActiveBook and measure what it currently does against the agreed list of success criteria. They will also need to open up the planning document. Using the environmental calculator,


3.2

Model behaviour

the pupils should answer the questions on the planning document. Encourage them to think about: • what things on the model they will change, e.g. colours, layout, questions. This is

where they will add their own interface (at the moment users have to type in answers – what problems will this cause?)

• what things they will keep: the questions, etc. • how the model changes when the answers are typed in. 10 minutes

Develop ideas Activity 5 Pupils will now have decided what they wish to change or keep, e.g. the questions. They should save the environmental calculator template to their work area and then add the questions agreed at the start of the lesson to their spreadsheet. For support, direct them to the ‘Can I do this?’ demo on inserting rows into a spreadsheet. 8 minutes

Secure Activity 6

Discuss the environmental calculator model that has been provided. Discuss the areas that pupils should be changing/amending and if there were any problems inserting rows or adding questions. Draw pupils’ attention to the lists of answers on the right-hand side of the spreadsheet. What are they doing? Why are they there? 5 minutes

Homework Pupils should write down the list of choices that users have to select from for each

question. This will be needed for the next lesson.


3.3

Get building


ICT FRAMEWORK OBJECTIVES

Models and Modelling

• Combine variables within a model in different ways to form rules • Amend existing simple models by changing variables and formulae

Overview of lesson Key vocabulary

• Formula • Function • Model • Lookup • Variable • Output

Learning objectives

• Examine a simple model • Use research to help amend a model • Look at the skills needed to develop a model

Assessment focuses

• Assessing an existing model Assets From ActiveBook

• Methods of transport starter sheet

• Homework sheet

• Amending the model to fit requirements • Giving feedback • Adding functions to the model

Lesson plan

Starter Activity 1

In pairs, pupils should take out their homework from the last lesson and share and discuss the answers that they decided upon for their questions. With their partner they should identify any answers that appear unrealistic or incorrect. Extension activity: Some pupils may wish to add an additional question with their own list of answers – encourage them to do this if they would like to. 5 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes

Make choices Activity 2 Give pupils the methods of transport worksheet from the ActiveBook in which they

have to score a means of travel based upon how environmentally friendly it is. This will then link into the other tasks for the lesson – adding the answers to the spreadsheet and assigning a score to them. 3 minutes


3.3

Get building

Develop ideas Activity 3 Discuss Activity 2 with pupils and the reason they gave the scores they did for the different methods of transport. Ask them to work with the partner they worked with on that activity to decide on the scores that they should assign to the answers for each question. It is important that pupils use the same points scoring system for each question, i.e. if the most environmentally friendly answer option to a question scores 0 points in question 1, it should also score 0 points in question 2, etc.

10 minutes

Try and apply Activity 4 Pupils now have a list of questions and answers with relevant scores. To make the model work they need to use a Lookup table to give scores based on users’ choices. Direct pupils first to the ‘Can I do this?’ demo. Encourage them to answer the following questions to help them understand how the Lookup model works: • What is happening to the score cell? • Why is it happening? (because the spreadsheet looks up the value typed into cell

C6 in the table and returns the value using a Lookup function) Pupils should then open the model that they started last week and add the following (if not done already): • Their questions • Their list of answers – this should be on the right-hand side of the spreadsheet

and does not have to be aligned with the question. It is very important that pupils are aware that answers must be sorted in ascending order for the formulas to work, e.g.

Answer ScoreA 10 B 20 C 30

• A Lookup function in each answer cell – pupils can refer back to the ‘Can I do

this?’ demo for additional support if required. Pupils may be concerned about the appearance of the model and wish to amend it – explain to them that formatting the document will come later on. 15 minutes

Reinforce Activity 5 Pupils may have noticed that the spreadsheet model has a score that changes towards the bottom of the sheet (in cell I20). If they have not already done this, show pupils that the total score changes when the answers are typed in to the relevant cells. The total score cell is used (in an IF statement next lesson) to give a final message to users on how environmentally friendly they are. To get their model to work, pupils will need to ensure that each score for their questions is included in the total. Direct pupils to the ‘Can I do this?’ demo to see how to add up the scores for all of their questions. 10 minutes

Secure Wrapping it up Activity 6

Discuss the functions and formulae pupils have used. Ask: • Have they saved the user time? • How else could you make use of this type of function? 5 minutes

Homework Give pupils the worksheet on Lookup functions to complete for homework.


3. 3.4

Add the magic formulae



Models and modelling • Recognise that the rules contained within a model determine its output, and make more complex predictions

based on several variables • Amend existing simple models by changing variables and formulae

Fitness for purpose

• Reflect on the work of others to help plan and their communications and understand how effective presentation or publications address specific audience needs and expectations

Overview of lesson

Key vocabulary

• Function • Formatting • Hidden cells • Annotate • Screenshot

Learning objectives

• Add functions to a model to give feedback • Format a model so that it looks appropriate

Assessment focuses

• Adding own functions to a model • Formatting a model for the audience Assets

From ActiveBook • IF function diagram • Greater than/equals

diagram

• Hiding unwanted data


3. 3.4


Lesson plan Starter Activity 1 Give pupils the weather worksheet to complete – this will help them to think about the

way that IF functions work and the next step in their model. 5 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes Find out Activity 2

Pupils may have noticed that there are messages at the bottom of the spreadsheet model that change when they input the answers. Explain to them that these messages are what will give the user feedback when they have answered the questions – to tell them how ‘environmentally friendly’ they are. Ask pupils to investigate their model and look at the messages that are displayed when they change the answers to the questions. With a partner, encourage them to answer the following questions: • Which cells are changing? • When does the message change? • Are the messages appropriate to their model? • Do they need to add their own messages? 10 minutes

Develop ideas Activity 3 Explain that the feedback used in the spreadsheet makes use of a combination of the total score formula that they completed in the last lesson and what is called an ‘IF function’. Use the answers from the weather worksheet to help to explain the principles behind this, i.e. that the spreadsheet has two choices and will display one message when the criterion is met and another message when it is not. Draw pupils’ attention to the IF function diagram in the ActiveBook. Pupils should attempt to amend the message in the model so that it displays a message of their own. To help them, draw their attention to the ‘Can I do this?’ demo in the ActiveBook. Extension activity: Explain to pupils that they may wish to add additional messages to the one contained in the Environmental TOP TIPS section – these could be messages linked directly to the questions rather than the overall score, e.g. What feedback would they give to someone who never turned off the lights in their house? These pupils will need to think carefully about which cell they need to reference when creating the IF function (they could base the IF function on the cell containing the answer or the cell containing the score) and what messages they should show. 10 minutes

Improve presentation Activity 4

Explain to pupils that they need to make the model look good – in its current state it is not particularly appropriate for its audience. Ask pupils to contribute ideas about what they could do. These should include: • Colours – what colours will relate to the topic? • Fonts – who are the users? • Images – what sort of images are appropriate?


3. 3.4


• Borders (around cells to highlight data entry areas) Point out the ‘Can I do this?’ demos in the ActiveBook to show pupils how to format their model. Pupils should then save their work. 8 minutes Activity 5 Highlight that you have noticed the untidiness of the spreadsheets and the fact that on one example (‘How clean are you’) the list of answers could not be seen. To make the spreadsheet look more professional pupils should hide the list of answers from the user. Show pupils the ‘Can I do this?’ demo on hiding cells in the ActiveBook. Ask pupils to screenshot their work so far and paste the screenshot into a word- processing document. Ask pupils without access to computers at home to print out the document for the homework activity. 5 minutes

Secure Activity 6 Discuss with the class the use of IF functions in the model and how they are useful. Point out: • how IF functions can be used to display a message when a condition is met • where else IF functions could be used (i.e. in what other scenarios) • why formatting the model is important (try to draw out discussion about the

hidden cells, colours, etc. – Why do they make the model more likely to be enjoyed as an experience?)

10 minutes

Homework Ask pupils to annotate (you may wish to explain this keyword if they have not come across it before) the screenshot of their model to show how they have formatted the work to be appropriate for audience. They can either: • do the work on screen – using text boxes and arrows to indicate what they have

done or: • do the work on a printout of the document.


3.5 3.5

Make it user friendly



Organising and investigating • Identify the essential data and ICT tools required to solve a problem • Produce or adapt a data structure, enter data into this and check that data is reasonable and accurate Fitness for purpose • Reflect on the work of others to help plan and their communications and understand how effective presentation or

publications address specific audience needs and expectations Evaluating work • Improve the quality of outcomes for specific audiences and purposes by using a range of ICT tools • Gather and use feedback to inform future work

Overview of lesson

Assets From pupils’ own folders

• Spreadsheet model From ActiveBook

• Data entry form • Images of validation in

a spreadsheet

Key vocabulary

• User friendly • Validation • Protection • Security

Learning objectives

• Look at ways that computer based systems are made easy to use • Make your model more user friendly

Assessment focuses

• Deciding on ways to make a system user friendly • Amending a model so that it is easy to use


3.5 3.5


Lesson plan Starter Hand round the example of a data entry form from the ActiveBook and give pupils a

few moments to look it over and discuss the good/bad points. Draw out that: • the name and surname are not separated • the address box is too small • there is a country missing • the ‘Choose your sex’ field expects them to type in an answer rather than choose • the birth date box does not specify a format (e.g. xx/xx/xx or xxth month 2008) • there is no label on the password re-entry box • there is no explanation of the question – answer boxes at the bottom – this would

be a secret question that they might provide • some of the explanation texts under the fields are a little confusing. 8 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes

Evaluate Activity 2 Discuss with pupils the term ‘user friendly’ and link this discussion to the starter task. Was the data entry form user friendly? You could also discuss items pupils use every day, e.g. their mobile phone, MP3 player, etc. What makes them user friendly? In groups of 2 or 3, ask pupils to investigate each other’s models and look at what they could do to make their models more easy to use, e.g. use of drop down boxes on the answer fields, ensure they are properly labelled, etc. 10 minutes

Make choices Activity 3 Discuss the term ‘validation’ with pupils, explaining that it is a way to ensure that data that is entered is sensible or complete (i.e. ensuring that a person enters their full date of birth when signing up for an email or online shopping account). Draw pupils’ attention to the two images of spreadsheet based validation – a drop down box and preventing entry of certain values. The most likely choice would be a drop down field here, which would speed up data entry and make the system more user friendly, but give pupils the choice of which they would prefer to do (most of them will choose the drop down option as it is the most sensible choice). Pupils will now add validation to their models. Draw their attention to the ‘Can I do this?’ demo in the ActiveBook. 10 minutes

Reinforce Activity 4 This section of the lesson is to finalise the model and ensure that it cannot be edited or altered by a user. Discuss with pupils (perhaps by sharing an example of a pupil’s work) how a user could easily delete or amend questions and data on the model. Mention that most computer systems in use make use of ‘access control’ – this prevents users from altering or viewing data that they should not. Pupils will now add protection to their model. They will need to set a range of values to allow data entry and then protect the sheet using the password ‘ICT’ ( to allow the teacher to access and view their work). Draw their attention to the ‘Can I do this?’ demo on protecting spreadsheets. 15 minutes


3.5 3.5


Secure Activity 5

Discuss with the class: • why validation is used (to speed up data entry, to prevent inaccurate values being

entered, to ensure data is complete) • why they have added it to the model (try and draw pupils into making the links

with the reasons for validation) • why security has been added and how it helps the model be more effective. 5 minutes

Homework Ask pupils to screenshot their model so far and paste the screenshot into a word-

processing document. For homework they should annotate the screenshot to show where they have added validation to their model and why it has been added. They can either:

• do the work on screen – using text boxes and arrows to indicate what they have done or:

• do the homework on paper – get them to print out the work before they leave


3.6

Start testing



Evaluating work • Improve the quality of outcomes for specific audiences and purposes by using a range of ICT tools • Make and use simple success criteria that ensure fitness for purpose Using data and information sources • Recognise how the content and style of information can influence the message it gives and that data can be distorted

and misused

Overview of lesson

Key vocabulary

• Functionality • Usability • Test plan • User feedback

Learning objectives

• Create a test plan to test the model • Test the model to make sure it works

Assessment focuses • Creating a test plan • Testing the model Assets

From pupils’ own folders • Spreadsheet model

From ActiveBook

• Test plan worksheet

• Collecting feedback


3.6

Start testing

Lesson plan

Starter Activity 1 As a class discuss the following:

• Why testing the model is important – try to draw out the fact that the model needs to: – work, i.e. answers give the right values, formulae work, the correct messages are displayed – this is called ‘functionality’ – be usable, i.e. drop down lists must work properly, users can enter data where they should – this is called ‘usability’.

• Why improvements might be suggested and what to do once these improvements had been listed

8 minutes Differentiation: Extend Who is going to do the testing? If it's someone else – what do they need to be told before they start testing? Why might it be a good idea to have someone who is unfamiliar with it to test your model? Possible answers: It would be a good idea to get someone from the target audience to test the model. Pupils may want to give the tester some background so that they can give some informed feedback or they might prefer to tell the tester nothing about the model so that the tester can give unprejudiced feedback. It is a good idea to get someone unfamiliar with the model to test it because they will be able to give feedback based form the point of view of the user, they will be able to tell pupils if the model is user-friendly etc.

Share objectives Share the learning objectives and the assessment focuses for the lesson. 2 minutes Develop ideas Activity 2

Refer back to the success criteria list that was put together in Unit 3.2. Discuss the fact that these are what the model ‘should’ do and therefore what its success or failure should be measured against. Explain that ‘test plans’ are used to ensure that ICT systems meet the criteria agreed. Look at the example test on the test plan worksheet in the ActiveBook and discuss the success criteria that were agreed previously . As a class, discuss the success criteria and note down ideas on how tests could be created that will see if the model meets them. These would be things such as: • Testing that the validation works • Testing that addition formulae work • Testing that the correct score is given for a chosen answer (the Lookup function) • Testing that the correct messages are displayed to give users feedback • Testing security – try to ‘amend’ the spreadsheet 10 minutes


Now the success criteria have been revisited and agreed, pupils will create their test plan. Refer pupils to the test plan worksheet and look at the first example that has been provided. Go through each heading and describe what pupils are expected to put in their test plan – try to draw them into linking these tests to the agreed success criteria.


3.6

Start testing

Pupils will now add their planned tests – five rows have been provided for tests but pupils can add more if they wish to. At this stage they will only fill in the columns from the Test no. up to the Expected result (i.e. what they think will happen) – they do not test the spreadsheet yet! 10 minutes

Check Activity 4 Once pupils have completed their test plans they will need to perform the testing. Explain to pupils that they are now going to open up their models and perform the tests they have planned. Pupils should do this in pairs to ensure that they test the models fairly. Pupils should open up their spreadsheet models with a partner and check each test on their test plan to see if they get the expected result. Extension activity: Pupils who find the test plan a little simple can extend their marks to a higher level by collecting user feedback on their model. They should ask other pupils to use their system, collecting their opinions of how it looks, works, etc. and recording them in a suitable format (i.e. a word-processed document). 10 minutes

Improve Activity 5 Once pupils have tested their work, discuss the point of the testing – to see if the model did what it was supposed to do. Try to draw out of pupils what they should do next, i.e. make any changes to the model that they feel are necessary. Pupils should open up their spreadsheet models (if not already open) and make any necessary changes to them. Ensure that they save any changes. 5 minutes

Secure Activity 6

Bring pupils together and discuss: • why testing is necessary – to ensure the model meets the success criteria, so

that the system works, etc. • how it should lead to further improvements – there would be no point in testing if

it did not lead on to changes and amendments if they needed to be made. You may wish to emphasise that if the test highlights no problems then action does not need to be taken. 5 minutes

Homework In the next lesson pupils will decide what questions to include in their questionnaire.

To prepare for the nest lesson ask pupils to find an example if a survey or questionnaire, either form a newspaper or magazine or from the internet and ask them to write down: • who it is aimed at • what the point of the questions is • how many questions there are • how many questions are designed to be answered yes/no.


3.7 3.7

Question time



Using data and Information sources

• Recognise how the content and style of information can influence the message it gives and that data can be distorted

and misused

Organising and investigating • Identify the essential data and ICT tools required to solve a problem • Develop open and closed questions with sensitivity, recognising people’s cultural social and ethnical differences • Design a questionnaire or data-collection sheet to collect relevant data, and obtain and use feedback to establish what

are good questions Fitness for purpose • Reflect on the work of others to help plan and their communications and understand how effective presentation or

publications address specific audience needs and expectations

Overview of lesson


• Confusing questionnaire

• List of questions

Key vocabulary

• Closed/Open questions

• Survey • Questionnaire

Learning objectives • Use knowledge of global warming to decide on questions

to use in a questionnaire • Design a questionnaire to be used to survey opinions

Assessment focuses • Deciding on the questions to include in the questionnaire • Identifying the type of questions to use to get the correct results


3.7 3.7

Question time

Lesson plan

Starter Activity 1 Give pupils a copy of the confusing questionnaire – this could be printed or you could

draw their attention to it in the ActiveBook. Ask pupils to decide what is wrong with the questions and how they could be improved.

Possible answers:

} • Question 2 is confusing • Many of the questions don’t give enough options Highlight the importance

of good communication • Some of the answer choices don’t make sense • Some of the questions don’t make sense • Inconsistency of choices – yes/no and true/false • Different formatting of number values • Formatting is good – consistent etc. • Images are appropriate 10 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes Find out Discuss with pupils the need to promote the use of the model, and that to do this we

will need to ask people some questions to try to gauge their interest and see if they would like to take part. Linked to Activity 1, discuss the importance of good communication and the types of question to use. Highlight and explain the difference between open and closed questions and why closed questions might be better to use for a questionnaire. Pupils will be given a list of questions from the ActiveBook and have to decide which ones to include and/or edit. Activity 2 Put pupils in small groups and show them where to find the list of questions in the ActiveBook. Highlight the fact that the pupil must include the first three questions (to collect the user’s details). Encourage them to decide: • which questions to include in the questionnaire • which of the questions need to be edited so that they are clearer • the order of questions. Discuss what pupils have found out. Possible answers: Questions 5 and 6 are almost identical; question 7 is a little confusing (and is very similar to question 12); question 8 could perhaps be moved higher in the list. Once pupils have discussed the questions that they might want to include, the class should then be brought together to decide the final questions that will be used in the actual questionnaire. 10 minutes

Develop ideas Activity 3 Once the questions have been agreed, have a brief discussion with pupils about the answers that they should add. Refer back to the earlier discussion about open and closed questions. As a class, discuss the questions that are listed and decide what the answers should be for the different questions. Use the list of possible answers from question 12 to prompt discussion about the sorts of answer that should be given as a choice. It is very important that all pupils use the same questions and answers as the completed questionnaires will be collated for analysis. 10 minutes


3.7 3.7

Question time

Try and apply Ask pupils to write down the questions and answers that have been agreed upon on paper. Discuss with pupils: • how the answers will be selected, e.g. circled or check boxes • how the questionnaire will be laid out. Activity 4 Invite pupils to design how the questions will look on paper and how they would lay out the questionnaire. They will need this design for their homework. 10 minutes Differentiation: Extend How to collect the data You may have seen people with clipboards in the centre of your town asking questions. You may have also seen your parents fill in forms in hotels or restaurants to give their opinions. When conducting a survey, it is always a good idea to decide how you will collect your data before you attempt to collect it.

In your group or on your own, write down:

• ways in which you could do this survey – e.g. e-mail, telephone, etc. which way you think will be the best. 5 minutes

Secure Activity 5 Bring the class together and discuss: • how certain types of question will influence the answers that a person might give • why it is important to guide people in their answers when creating a questionnaire • the importance of the design of the questionnaires. 8 minutes

Homework Ask pupils to take their completed questionnaire design home with them. Encourage them to ask a pupil, a teacher or a parent to answer the questionnaire and ask them for their opinions. They need to find out: • Do they understand your questions? • Do you get the answers you were expecting?


3.8 3.8

Get creative


ICT FRAMEWORK OBJECTIVES Organising and investigating • Design a questionnaire or data-collection sheet to collect relevant data, and obtain and use feedback to establish what

are good questions Communicating • Use digital communications for the sharing and collaborative development of ideas for a variety of purposes

Evaluating work • Gather and use feedback to inform future work

Overview of lesson


• Examples of completed questionnaires

Key vocabulary

• Formatting • Layout

Learning objectives • Decide on how to lay out your questionnaire • Create your questionnaire using appropriate software

Assessment focuses • Laying out a document for a specific purpose • Choosing the tools required • Formatting a document

Requirements for lesson

• Homework from last lesson


3.8 3.8

Get creative

Lesson plan

Starter Activity 1 Ask pupils to take out their homework from last lesson (the feedback collected on the

questionnaire design). Put pupils in pairs to discuss (based on the feedback): • the suggestions that they have received on the design – are they useful? • what they might change about the design (e.g. Do they think check boxes should

be added? Should they lay out the answers differently?) 5 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes Make choices Discuss the feedback that pupils received – it is most likely that pupils have received

feedback on the answering format, i.e. Do users circle the answers? etc. You may wish also to discuss the explanations that are given – Have users been told to choose only one option? Have they been told to circle the answers? etc. Activity 2 Ask pupils to discuss with their partner which program they should use to make the questionnaire and what features need to be included to make it look professional. Discuss with the class the program that is most appropriate for making the questionnaire – pupils should be directed towards the use of word-processing or desktop publishing software. Ensure the class all agree on which program to use. 10 minutes


Direct pupils to the two examples of completed questionnaires in the ActiveBook. As a class, have a discussion on the good and bad points of each one, drawing pupils’ attention to the good features such as: • Explanations on some of the questions (i.e. please tick only one) • Use of check boxes • Formatting – consistent style, use of images, etc. • Content – contact details, thanking the user, etc.

Pupils are now going to make their version of the questionnaire using the selected software. Direct them to the ‘Can I do this?’ demo on formatting documents to gain ideas on presentation skills. Remind pupils of the use of: • question numbers • check/answer • user instructions, etc. Ensure pupils save the questionnaire with a sensible filename.

15 minutes

Check Explain to pupils the importance of checking work through. Ask them what sort of things they should be checking for on the questionnaires. Suggest they look for: • spelling mistakes • confusing questions/answers • mistakes in formatting – inconsistent fonts/size • layout errors.


3.8 3.8

Get creative

Activity 4 With a partner, ask pupils to check each others questionnaires for the previously discussed errors. Pupils should rectify these errors if they are found. 10 minutes

Secure For the plenary, either ask three (selected) pupils to print out copies of their

questionnaire, or where available, access the pupil account and project them on to the whiteboard. As a class, discuss the collected questionnaires and guide pupils to make comments on: • user friendliness – layout, helpful comments, boxes for entering data • layout • the use of ICT – formatting, colours, etc. 8 minutes

Homework Ask pupils to print out five copies of the completed questionnaire and invite other

pupils, teachers or parents to complete them. Alternatively, you could suggest pupils ask people to complete the questionnaire by email or using the school’s collaborative tools, e.g. shared drive. Make it clear to pupils that they should try to find a range of people to ask – not just other pupils; encourage them to ask parents and other teachers.


3.9 3.9

Analysing the results


ICT FRAMEWORK OBJECTIVES Using data and information sources • Justify the use of particular information sources to support an investigation or presentation and devise and apply criteria

to evaluate how well various information types support a task

Organising and investigating • Identify the essential data and ICT tools required to solve a problem • Produce or adapt a data structure, enter data into this and check that data is reasonable and accurate • Use more complex queries – AND, OR, NOT; use different searches to produce the most effective result or to collect

extra or different data or more detailed conclusions • Evaluate different applications in terms of the structure and method of processing data

Overview of lesson


• Pets4Sale worksheet

Key vocabulary

• Analyse • Query • Data • Plausible

Learning objectives

• Enter the results of the survey • Find out the information required from the survey

Assessment focuses • Entering data • Putting data into a database • Searching for information

Requirements for lesson

• Questionnaire responses from last lesson


3.9 3.9


Lesson plan

Starter Activity 1 Ask pupils to look at the data on the Pets4Sale worksheet in the ActiveBook. Pupils

should complete the sheet, answering the questions listed. 5 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes Find out Pupils are going to create a structure in which to store the results of their survey.

Explain that a database can be used to store this data and to locate responses quickly and efficiently – use Activity 1 as an example. How long did it take you to find the responses to questions 2 and 3? What if the list had had 300 animals or more? Explain that databases store each response in different fields – for instance, a person’s date of birth will be stored as a date field, a name will be text, etc. Activity 2 Ask pupils to create the database table to store their results. Direct pupils to the ‘Can I do this?’ demo in the ActiveBook. Differentiation: Direct pupils to the ‘Can I do this?’ demo in the ActiveBook to show them how to add validation. This will allow them to filter what can be added to the database table, e.g. if they have limited responses in the questionnaire (e.g. a yes/no answer), it will let them allow only these responses. 10 minutes

Develop ideas Pupils should enter their results into the database table they have constructed. To make the queries that they will create more effective, they should add as many responses as possible – this will allow a more realistic search for responses. Ask pupils to share their responses with those of a number of other pupils – at least 4–5 others should give 20–25 records in their database. Depending on the amount of time pupils spend creating their database table and the number of responses they would like to add (pupils may feel a comprehensive list may be more beneficial) this lesson could run over into two lessons if appropriate. Activity 3 Pupils should open their database table and add the responses from their questionnaires. Direct pupils to the ‘Can I do this?’ demo in the ActiveBook to show them how to add records. 10 minutes

Analyse Activity 4 Discuss with pupils what they should be looking for in the collected data. What sort of responses are likely to be useful? Try to draw out that they should be looking for (for example): • people who are interested in the environment/global warming • people who want to know more • people who would be interested in finding out their environmental impact Agree a list of things that should be looked for in the data. 5 minutes


3.9 3.9


Try and apply Explain to pupils that the database they have created can easily be used to locate the

information needed. Point out that they could find the interested people manually, but the database will locate them much more quickly. Explain that a ‘query’ will be used for the search – this is a method of questioning the database to find what they are looking for. Activity 5 Ask pupils to open the database software and use queries to locate the information agreed. Refer pupils to the ‘Can I do this?’ demo in the ActiveBook to help them complete the task. Differentiation: Some pupils will complete the simple queries quite easily. Direct them to the ‘Can I do this?’ demo on multiple criteria queries in the ActiveBook. 13 minutes

Secure Activity 6

Discuss with the class: • why databases are useful for storing and searching for information • what has been found out about which areas of the environment pupils, parents

and teachers are most interested in. Describe how this information will be helpful when they come to create their poster to promote the environmental calculator. 5 minutes

Homework In the next lesson pupils will create a report for the GWA. For homework ask pupils to

make a list of 3 features they think a good report should contain.


Present your findings 3.10


ICT FRAMEWORK OBJECTIVES Organising and investigating

• Use more complex queries – AND, OR, NOT; use different searches to produce the most effective result or to collect extra or different data or more detailed conclusions

• Represent information in graphs, charts or tables, and in a report where appropriate; justify the form of representation and check the plausibility of their conclusions

• Identify examples of automated data collection and recognise the impact of electronic databases on learning everyday life and employment

Overview of lesson


• Results of national survey

• Example report – school dinners

• Logo for GWA

Key vocabulary

• Report • Fit for purpose

Learning objectives

• Decide how to present findings • Choose the information to include • Consider how to make a document fit for purpose

Assessment focuses

• Considering how the findings of a survey should be presented • Identifying the important information to include • Learning how to make a report • Learning how to present findings



Lesson plan

Starter Activity 1

Direct pupils to the Global Warming Agency national survey results in the ActiveBook. Tell them they are going to interrogate these results to see if they are similar to their own. Explain that understanding people’s main feelings about global warming will help them to promote the environmental calculator successfully when they come to make their poster. Ask pupils to open the results of the national survey and to use similar skills to those used in the last lesson to query the database. They should compare the results found with the results of their own surveys. Once they have found the query results, ask them to record any similarities/ differences in an appropriate place (e.g. a word-processing document). 10 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes Explore Discuss with pupils the query results found this and last week – try to lead the

discussion into why the queries are a little inappropriate to be used to present what you have found and who would be interested in taking part in the survey. Encourage responses such as: • Don’t look good (the GWA may not understand what is being presented) • No title – what are the results? • What does each field mean? Activity 2 Direct pupils to the example report on school dinners in the ActiveBook. As a class, discuss the report and what is wrong with it. Possible answers: • Title spelled incorrectly • Titles of responses cut off • Some fields unnecessary – the report is about people who don’t like school

dinners. Do we need the field from the search that found this? Do we need the taste field? (same reason)

5 minutes

Develop ideas Activity 3

Put pupils in small groups and ask them to discuss what they should put in their reports. What information needs to be included? The idea of the reports is to identify a list of interested people who would like to participate and present their contact details – this information could then be used to contact them via email or find them in person and ask them to complete the environmental calculator. Pupils therefore need to be thinking along these lines. How can this data be presented effectively? 5 minutes


Once pupils have thought about what information to include in the reports, they should open up their database and start to create them. Direct them to the ‘Can I do this?’ demo in the ActiveBook for guidance on creating a report. Ensure that the completed reports are saved. 10 minutes



Exchange and evaluate Activity 5

Ask pupils to work with a partner to discuss the appearance of the reports. Errors that will probably be seen are (similar to the example report): • Unnecessary data • Fields cut off/truncated • Report layout portrait rather than landscape 5 minutes

Modify Discuss the findings with pupils – most pupils will probably agree that the reports

need to be edited to make them look better. Briefly highlight the things that they have found to be problems (formatting, page layout, truncated fields, etc.)

Activity 6 Ask pupils to open up their database reports and edit them so that they are fit for purpose. Show them the ‘Can I do this?’ demo in the ActiveBook. Differentiation: More able pupils will comfortably edit the reports to make them more presentable. Discuss with them the idea of a house style for the GWA brand. Ask them to make use of the GWA logo and format the reports to use similar colours and style to the logo. Refer them to the ‘Can I do this?’ demo in the ActiveBook. 5 minutes

Secure Activity 7 As a class, discuss: • where databases are used • what impact databases have on our lives • the problems related to using databases and storing data on a computer. 8 minutes

Homework Discuss with pupils the need for a poster to promote the environmental calculator in

order to gain people’s interest in taking part in the survey. Ask pupils to think of a slogan/tagline that they could use on their poster to grab people’s attention.

Direct them to the sample website in the ActiveBook for ideas for their slogan.


3.11

Promote it!


ICT FRAMEWORK OBJECTIVES Fitness for purpose • Plan communication projects and select the appropriate communication (type, length, media) for the intended audience

(considering audience needs and expectations), purpose and environment • Reflect on the work of others to help plan and amend their communications and understand how effective presentations

or publications address specific audience needs and expectations Refining and presenting information • Draft, refine and structure their work using a combination of ICT tools to convey meaning more effectively • Modify and develop text, images, tables and sounds from several sources within the structure of a piece of work • Extract, combine and modify relevant information for a specific purpose and structure and sequence this to meet

audience needs • Use a range of ICT tools efficiently to refine the presentation of information for a specific purpose

Overview of lesson


• Example poster

Key vocabulary

• Audience • Purpose

Learning objectives

• Combine information found to create a poster for a specific audience

Assessment focuses

• Considering how audience is targeted • Creating a poster for a specific audience


3.11

Promote it!

Lesson plan

Starter Activity 1 Direct pupils to the example poster in the ActiveBook. Ask them to discuss the

following areas of the example poster and see if they are appropriate: • Audience • Purpose • Message • Design In groups or pairs, ask pupils to write down the things they will need to consider for their poster, e.g. audience – who are they targeting; design – colours/environmental theme, etc. 5 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes Find out Activity 2

Discuss with pupils the factors to consider when making a poster to promote their environmental calculator. Refer back to the discussion pupils had on the example poster (i.e. audience, purpose, message, design) and what they wrote about how to target their audience. As a class, decide on which audience to target, e.g. teachers, parents or pupils – perhaps discuss how all groups could be considered. Ask pupils for their slogans from homework – how are they going to incorporate their message into their poster? 8 minutes

Develop ideas Move on to a more specific discussion about what could be put into their poster. This

will lead pupils into creating clear and appropriate posters that will get their message across. Activity 3 Discuss with pupils: • images that could/should be used – environmental theme: polar ice caps melting,

weather problems, etc. Discuss the importance of copyright and the need to think about where they are collecting their images from.

• headlines to use – what is the purpose of your poster? To promote the environmental calculator. So what do you need to tell people? What information should be included?

• How will people be persuaded to use your model? • Where/when will people be able to use/access the model? e.g. on a website, via

e-mail, in school, etc. 10 minutes


Ask pupils to open suitable software (desktop publishing, word-processing or perhaps even image manipulation). Ask them to make a poster OR leaflet to promote their model. Ensure that they include: • a suitable image • a fact about global warming • why people should use the calculator model and how it will help them • where/when the model can be accessed.


3.11

Promote it!

Ensure pupils save the poster in an appropriate place. This task could move into a second lesson if appropriate. 20 minutes

Secure As a class, look at 2–3 examples of completed posters or leaflets (either by accessing

pupils’ work in their area and projecting it or by printing out example copies) and discuss: • how audience has been targeted • if the posters are suitable for purpose. 5 minutes

Homework In the next lesson pupils will begin to create a simulation of an electronic card tracking system for the school. For homework, ask pupils to write down • A list of ways in which ICT tools are used to trace people’s movements Possible answers: Mobile phones emit signals that track a users movements; electronic tags allow the police to track criminals; Satellite Navigation systems in cars help people find their way to new places • Why tracking using ICT might be a good thing Possible answers: Parents can keep track of children to make sure they are safe; tracking makes it easier to check that people are where they say they are; Sat Nav systems help people to get to unknown destinations without the need for maps • Any disadvantages to tracking they can think of. Possible answers: It can be seen as an invasion of privacy If pupils need help they can look at the Unit Introduction for Unit 4 on page 115.


3 help fight global warming€¦ · 3.1 3.13.1 what’s causing global warming? lesson plan lesson...

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