Acknowledgement - Sheffield Hallam University
Acknowledgements
Images of Microsoft products are reprinted with permission from the Microsoft Corporation.
Images of website pages are used with permission from the relevant organisations.
BBC is a trademark of the British Broadcasting Corporation and is used under licence.
The Becta logo has been used with the permission of Becta for illustrative purposes only.
The NatWest logo has been used with the permission of the National Westminster
Bank plc.
The logo of ntl has been used with permission.
The Orange logo has been used with permission.
Reference to the website seeds-by-size.co.uk is made with permission of the website owner.
Disclaimer
The Department for Education and Skills wishes to make clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this document, whether these are in the form of printed publications or on a website.
In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
Websites referred to in these materials existed at the time of going to print. Teachers should check all website references carefully to see if they have changed and substitute other references where appropriate.
Contents
About the ICT sample teaching units for Key Stage 3 4
Unit 8.5 An ICT system: Integrating applications to find solutions 5
ICT Framework objectives 5
Timing 6
Task 6
Website references 6
Resources 7
Prior learning 8
Subject knowledge needed by teachers 8
Lesson outlines 9
Lesson plans
Lesson 1: Introduction to the unit: Feasibility study for a system 11
Lesson 2: Modelling the finances 22
Lesson 3: Developing the financial model 29
Lesson 4: Using control systems to automate a process 36
Lesson 5: Programming and testing the solution 44
Lesson 6: Extending the control system 53
Lesson 7: Marketing the product 60
Lesson 8: Developing a marketing package 69
Lesson 9: Producing the project report and analysis of the result 75
About the ICT sample teaching units for Key Stage 3
This unit is one of a series illustrating how objectives from the Framework for teaching ICT capability: Years 7, 8 and 9 can be taught.
There is no requirement to use the units. They contain sample lesson plans that you can amend to suit your local circumstances and the needs of your pupils. For example, you may decide to use different activities to teach objectives or to teach the unit to a different year group. Microsoft Word versions of the lesson plans are being published on the Key Stage 3 website at standards..uk so that you can, if you wish, download the plans to modify them.
The units contain plans for lessons of 60 minutes. Each activity in the lessons has a guide time. This will help you to fit activities into lessons that are longer or shorter than 60 minutes. For example, the activities in one of the unit’s lessons could be taught over two of the school’s lessons, with extra starter and plenary activities added.
The ICT Framework recommends that schools offer one hour each week, or 38 hours per year, for discrete ICT lessons. The sample teaching units for a year, if taught without amendment, need less teaching time than 38 hours. This leaves time for lessons of your own design at suitable points. For example, you could revisit objectives to consolidate learning, use the time for informal assessment, or insert an extra skills-based lesson to teach particular aspects of more complex software.
The sample 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.
The Year 8 lessons are designed mainly for pupils working at level 5, with extension work for pupils who are more advanced. Adaptations and extra materials are suggested for less experienced pupils or for pupils working at lower levels.
About sample teaching unit 8.5
This is a unifying unit, focusing on a systems approach. It brings together financial modelling, control and monitoring, and marketing. It allows you to review pupils’ learning from Year 7 and Year 8. It introduces and revisits some of the ICT Framework objectives from all four themes. It is the first unit that adopts a project-based approach. The purpose is to provide a foundation for the Year 9 ICT Framework objectives and, therefore, it is recommended that it is used towards the end of Year 8.
Since control and monitoring is part of the National Curriculum attainment targets in design and technology and science, staff in these departments should be consulted before starting this unit.
An ICT system: Integrating applications to find solutions
ICT Framework objectives
Finding things out
Organising and investigating
• Understand:
- how data collection and storage are automated in commerce and some public services;
- the impact of electronic databases on commercial practice and society;
- potential misuse of personal data.
DEVELOPING IDEAS AND MAKING THINGS HAPPEN
Analysing and automating processes
• Automate simple processes by:
- creating templates;
- creating simple software routines (e.g. style sheets, web queries, control techniques on web pages).
• Consider the benefits and drawbacks of using ICT to automate processes.
• Represent simple design specifications as diagrams.
Models and modelling
• Develop ICT-based models and test predictions by changing variables and rules.
• Draw and explain conclusions (e.g. ‘the best value for money is obtained when … ’).
• Review and modify ICT models to improve their accuracy and extend their scope (e.g. by introducing different or new variables and producing further outcomes).
Control and monitoring
• Develop and test a system to monitor and control events by:
- using sensors effectively;
- developing, testing and refining efficient sequences of instructions and procedures;
- assessing the effects of sampling and transmission rates on the accuracy of data from sensors.
• Understand how control and monitoring has affected commercial and industrial processes (e.g. telecommunication, health and transport services).
EXCHANGING AND SHARING INFORMATION
Fitness for purpose
• Recognise how different media and presentation techniques convey similar content in ways that have different impacts.
• Understand that an effective presentation or publication will address audience expectations and needs (e.g. the audience’s levels of literacy, familiarity with a topic).
• Devise criteria to evaluate the effectiveness of own and others’ publications and presentations, and use the criteria to make refinements.
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.
• Use a range of ICT tools efficiently to combine, refine and present information by:
- structuring a publication or presentation (e.g. using document styles, templates, timelines in sound and video editing, navigational structures in web media).
Timing
Sample teaching unit 8.5 is planned to take nine lessons, each of 60 minutes’ duration. Each activity has a guide time so that you can alter the number and duration of lessons to suit your own timetable.
Task
This unit involves a feasibility study for a charity fundraising project to raise seedlings for sale at a later date. The school has received a letter from a charity, with whom they have worked in the past, asking if they would consider being involved again after a break of several years. The charity would like the school to raise bedding plants from seed. The young plants would be advertised and sold by advance order and then be available for collection at the charity’s open day. The school has a greenhouse that can be used, but it is not accessible outside school hours, so a simple control system would be needed to run it automatically.
During the nine weeks pupils will work, in groups, on three subtasks. The first is the development of the financial model. This can be used by the pupils to help with their decision-making.
In lessons 4 to 6 pupils explore the automated control of a greenhouse, then in lessons 7 and 8 they address the marketing strategy.
The final product is a summary report of the three subtasks. This report is intended for the headteacher, to use in concluding whether the project is feasible. There are opportunities for formative and summative assessments.
Website references
Websites referred to in these materials existed at the time of going to print. Owners of websites may make unexpected changes to their sites for various reasons, or may allow their sites to fall out of date. You should check all website references carefully to see if they are still relevant, or if they have changed, and substitute other references where appropriate.
Resources
• Computer and large display
• Sufficient multimedia computers for pupils to work in pairs
• Software for data-handling, wordprocessing, presentations, financial modelling
• Control and monitoring software package that allows on-screen simulations, for example, Flowol, Logicator or Crocodile Clips, or any suitable control software
• A range of software for graphics, desktop publishing, web authoring, sound and video manipulation, depending on your planning for pupils’ presentations
• Webcam and time-lapse video software
• Printer
• Materials for display or portfolio presentation
• Whiteboard or flipchart
• Scissors, glue, card, plain paper, squared paper
• Teacher resources from the CD-ROM for the unit:
- Teacher resource 1.ppt, Slide presentation for lesson 1
- Teacher resource 2.doc, System cards
- Teacher resource 3.ppt, Slide presentation for lesson 2
- Teacher resource 4.xls, Sample model 1
- Teacher resource 5.ppt, Slide presentation for lesson 3
- Teacher resource 6.xls, Sample model 2
- Teacher resource 7.ppt, Slide presentation for lesson 4
- Teacher resource 8.ppt, Slide presentation for lesson 5
- Teacher resource 9.avi, Time-lapse video clip of traffic
- Teacher resource 10.doc, Wordsearch and answers
- Teacher resource 11.ppt, Slide presentation for lesson 6
- Teacher resource 12.ppt, Slide presentation for lesson 7
- Teacher resource 13.ppt, Slide presentation for lesson 8
- Teacher resource 14.ppt, Slide presentation for lesson 9
- 8.5 Homework.doc
- 8.5 Vocab cards.doc
• Pupil resources from the CD-ROM for the unit:
- Pupil resource 1.doc, Preparing a celebration meal – timeline and event cards
- Pupil resource 2.doc, Memo
- Pupil resource 3.doc, Outline of project
- Pupil resource 4.doc, Homework for lesson 1
- Pupil resource 5.xls, Customer database
- Pupil resource 6.htm, Amstead website
- Pupil resource 7.doc, System life cycle
- Pupil resource 8.doc, Controlling systems – grids and cards
- Pupil resource 9.doc, Sensors
- Pupil resource 10.doc, Flowchart activity
- Pupil resource 11.doc, Homework for lesson 4
- Pupil resource 12.doc, Control system cards
- Pupil resource 13.doc, Control planning sheet
- Pupil resource 14.doc, Blank control planning sheet
- Pupil resource 15.doc, Keywords wordsearch
- Pupil resource 16.doc, Status table
- Pupil resource 17.doc, System life cycle
- Pupil resource 18.doc, Advertising media analysis
- Pupil resource 19.doc, Homework for lesson 7
- Pupil resource 20.doc, Storyboard
- Pupil resource 21.doc, Site map
- Pupil resource 22.doc, Key words
- Pupil resource 23.doc, System life cycles
- Pupil resource 24.doc, Writing frame for a feasibility report
Prior learning
Pupils should already know how to:
• use the knowledge, skills and understanding set out in the ICT Framework objectives for Year 7;
• develop ICT-based models, test predictions, draw and explain conclusions;
• use a wordprocessor to edit, insert, delete, move, copy and paste text and pictures;
• test and modify a series of instructions to solve a problem;
• write procedures;
• apply the properties of different graphics formats;
• use storyboard techniques to design a publication.
Subject knowledge needed by teachers
To teach this unit, teachers will need to know how to:
• log on to the network;
• load and save work in a shared area;
• use a large screen display or interactive whiteboard effectively;
• use presentation and wordprocessing software;
• enter formulae, numbers and labels into a spreadsheet;
• create a web query, including modifying target universal resource locators (URLs);
• use a control box and sensors to model simple control scenarios;
• use programming software to simulate control events;
• use decisions, loops and procedures.
Lesson outlines
LESSON 1
INTRODUCTION TO THE UNIT: FEASIBILITY STUDY FOR A SYSTEM
1 Starter: Looking at systems
2 Sequencing events
3 Introducing the project
4 Plenary: Reviewing the learning
Homework: Identifying the elements to consider for the financial model
LESSON 2
MODELLING THE FINANCES
1 Starter: Thinking about the finances of the project
2 Selecting data
3 Constructing a model
4 Plenary: Reflecting on progress
Homework: Reviewing the model and suggesting improvements
LESSON 3
DEVELOPING THE FINANCIAL MODEL
1 Starter: Identifying the required data
2 Developing the financial model
3 Plenary: Reporting the feasibility of the system
Homework: Annotating the financial model
LESSON 4
USING CONTROL SYSTEMS TO AUTOMATE A PROCESS
1 Starter: Control in real life
2 Conditions in the greenhouse
3 Using control software to regulate the temperature in the greenhouse
4 Plenary: Controlling the greenhouse
Homework: Starting to draft the report
LESSON 5
PROGRAMMING AND TESTING THE SOLUTION
1 Starter: Controlling the greenhouse
2 Developing the control system
3 Frequency of sensing
4 Plenary: Improving the efficiency of the system
Homework: Developing the solution
LESSON 6
EXTENDING THE CONTROL SYSTEM
1 Starter: Keywords wordsearch
2 Refining the control system
3 Programming the final system
4 Plenary: Reporting on the feasibility of the system
Homework: System life cycle for the greenhouse control system
LESSON 7
MARKETING THE PRODUCT
1 Starter: Marketing methods
2 Targeting advertisements
3 What data should companies be able to keep?
4 Developing the data file
5 Plenary: What information is being held about us?
Homework: Documenting the system
LESSON 8
DEVELOPING A MARKETING PACKAGE
1 Starter: Key characteristics of a corporate image
2 Creating the corporate image
3 Designing the publicity materials
4 Plenary: Audience and fitness for purpose
Homework: Reviewing the publicity materials
LESSON 9
PRODUCING THE PROJECT REPORT AND ANALYSIS OF THE RESULT
1 Starter: Key words
2 Completing the marketing material
3 Preparing the final report
4 Plenary: Reviewing the project
Homework: Setting personal targets
1
Introduction to the unit
Feasibility study for a system
ICT Framework objectives
Developing ideas and making things happen
Analysing and automating processes
• Represent simple design specifications as diagrams.
Key vocabulary
From Year 6: sequence of instructions, organise
From Year 7: flowchart, repeated process, sensor, system, subtask
From Year 8: system life cycle
Preparation and planning
Preparation for the unit
• Clarify, from pupils’ records and your scheme of work, the types of work pupils have experienced in the areas of ‘Finding things out’, ‘Developing ideas and making things happen’ and ‘Exchanging and sharing information’ during Year 7 and Year 8.
• Plan how pupils will be paired for the tasks throughout this unit, taking account of pupils’ prior learning, their technical capabilities and ability to work collaboratively.
• Consider how to provide support for pupils during independent activities. For example, if you plan to provide additional support for some pupils while others continue to work independently, you will need to group together pupils with similar learning needs. Additionally, you should consider organising pupils to allow the more able to extend their work, demonstrating aspects of higher levels during independent activities.
• Provide sufficient data storage facilities for each pupil to save their work as it develops towards the final report stage.
• Create a folder for each pair and ensure that access permissions are correct.
• Identify those lessons that involve intensive practical work. Brief support staff appropriately about this unit and any new software or techniques they will need to know.
• Create a wall display of key vocabulary for the unit, which can be added to each week.
• Create a large wall display of the system life cycle that can be used throughout the unit to exemplify the stages in the investigation (or alternatively, you could use slide 12 of Teacher resource 1.ppt).
• Identify whether a technician or other staff could be available for the lessons that involve intensive practical work (lessons 1, 2, 4, 5 and 7). If so, brief them about this unit.
Preparation for the lesson
• Familiarise yourself with Teacher resource 1.ppt, Slide presentation for lesson 1.
• Print Teacher resource 2.doc, System cards, and prepare cards, one per group, for the starter activity.
• Print Pupil resource 1.doc, Preparing a celebration meal – timeline and event cards, and prepare sets of event cards and timeline sheets, one of each per pair of pupils, for activity 2.
• Print Pupil resource 2.doc, Memo, and Pupil resource 4.doc, Homework for lesson 1, one of each per pupil.
• Make Pupil resource 3.doc, Outline of project, available in the shared area on the network.
• Display the lesson objectives, in a prominent position, phrased in a way that pupils will understand.
Resources
• Computer and large display
• Sufficient computers for pupils to work in pairs
• Software for wordprocessing and presentations
• Printer
• Whiteboard or flipchart
• Teacher resources from the CD-ROM for the unit:
- Teacher resource 1.ppt, Slide presentation for lesson 1
- Teacher resource 2.doc, System cards
• Pupil resources from the CD-ROM for the unit:
- Pupil resource 1.doc, Preparing a celebration meal – timeline and event cards
- Pupil resource 2.doc, Memo
- Pupil resource 3.doc, Outline of project
- Pupil resource 4.doc, Homework for lesson 1
Lesson outline 60 minutes
1 Starter: Looking at systems Whole class 10 minutes
2 Sequencing events Whole class 20 minutes
Paired work
3 Introducing the project Whole class 20 minutes
4 Plenary: Reviewing the Pairs 10 minutes
learning Whole class
Homework: Identifying the
elements to consider for
the financial model
Activities
Before the start of the lesson, if you have not already done so, load Teacher resource 1.ppt, Slide presentation for lesson 1, ready to show on the large display.
1 Starter: Looking at systems
Ask pupils, in their allocated pairs, to sit in five groups. Remind them of the work they did in Sample teaching unit 8.1 about public information systems. Ask:
• What were the three key parts of a system?
Show slide 1 of Teacher resource 1. Note that the slide is built up by successive clicks of the mouse.
Slide 1
• Input – where did the information come from?
Click the mouse to reveal the answer.
• Process – what was done with it?
Click the mouse to reveal the answer.
• Output – what was the end result of the system?
Click the mouse to reveal the answer.
Give each group one of the system cards produced from Teacher resource 2, System cards.
Ask them to identify the input, process and output of the systems illustrated on their cards. After 4 minutes take feedback from each group, in turn.
Show slide 2.
Slide 2
Ask the appropriate group to describe to the class the input, process and output.
Click the mouse to reveal the answer.
Show slide 3.
Slide 3
Ask the second group to describe to the class the input, process and output.
Click the mouse to reveal the answer.
Show slide 4.
Slide 4
Ask the third group to describe to the class the input, process and output.
Click the mouse to reveal the answer.
Show slide 5.
Slide 5
Ask the fourth group to describe to the class the input, process and output.
Click the mouse to reveal the answer.
Show slide 6.
Slide 6
Ask the fifth group to describe to the class the input, process and output.
Click the mouse to reveal the answer.
Talk pupils through the definitions of systems. Show slide 7.
Slide 7
Show slide 8 to explain the objectives for the lesson.
Slide 8
Tell pupils that by the end of this lesson they will have reviewed their previous learning about systems and have an overview of what is expected for the next
eight weeks.
2 Sequencing events
Show slide 9 of Teacher resource 1.
Slide 9
Give pupils, in pairs, 2 to 3 minutes to consider the instructions. Bring the class together and ask:
• What do you think the correct order is?
• Is this the only correct order? What other order could there be?
Milk could go into the cup after or before the tea.
• What instructions are missing and where could they fit in?
Boil water, add water to pot, wait for tea to brew.
Ask pupils how the process could be represented in a flowchart.
Show slide 10, a simplified flowchart for making tea, and talk through the process.
Slide 10
Ask pupils:
• In a flowchart everything is in sequence. What does that mean?
One event at a time, in the right order. One thing after another.
• What would happen if you swapped the first and third activities?
It wouldn’t make very nice tea.
• What would happen if you swapped the milk and sugar around?
It would not matter.
Make sure pupils understand that order is often important. Sometimes it is crucial.
• When making tea, are there any things that could be going on at the same time?
Putting the tea in the pot while waiting for the kettle to boil the water. Adding the milk and sugar to the cup while waiting for the tea to brew.
• Is a flowchart the best way to show events that may take place at the same time?
After discussion, tell pupils that there are other ways of showing how a sequence
of events can be described.
Show slide 11, which summarises the process of cooking a celebration lunch.
Slide 11
Distribute Pupil resource 1, Preparing a celebration meal – timeline and event cards, which consists of a timeline grid for cooking a celebration meal and a set of cards showing the various component activities.
Ask pupils, in pairs, to arrange the event cards so that all the parts of the meal are ready to be served at the same time. They should note that this is not a linear activity, as the flowchart was, since there can be more than one thing going on at a time.
Allow pupils 5 minutes to complete the activity. Then ask:
• What would be the effect of arranging all the cards in sequence like a flowchart?
Encourage pupils to describe their solutions. Ask:
• Which events have to be fixed in position on the timeline? Which ones are flexible? Why?
Ask pupils, in small groups, to identify the parts of the process that would change if a restaurant were providing meals for a large number of people. For example:
• What activities could be carried out at the same time?
Possible responses might include: more than one person working on the meal and each person having their own tasks to do, two people doing the washing up, one washes while another dries, so two activities run at the same time.
Take feedback, listing the ideas on the whiteboard.
Tell pupils that this way of planning an activity is similar to the flowchart but is called a Gantt chart. Explain that it is important to break the overall task down into its component parts.
3 Introducing the project
Tell pupils that they are going to use the principles that they have just been working on to help to analyse a problem. Show slide 12 to demonstrate the system life cycle.
Slide 12
Develop the diagram on the slide by repeatedly clicking the mouse. Talk through the elements of the system life cycle as they appear. Explain each step in turn.
Remind pupils about the work they did in Sample teaching unit 8.1, where they analysed the needs of the weather information system. They planned the parts of the system and then created their first basic information system by copying data from a website. They tested the system to see if it worked and then they refined their system by automating it, using a web query that took them back to the design stage of the system life cycle.
Distribute Pupil resource 2, Memo. Tell pupils that this is a memo, from a headteacher to the staff, outlining the problem.
Allow pupils a few minutes to read through the memo. Explain that over the next 8 weeks they are going to simulate a system to grow plants to raise money for charity. The purpose of this activity is to decide whether it is worth pursuing the project.
Ask pupils, in pairs or small groups, to discuss what information they need to collect, what computer application they might use to help them, and why. Explain that Pupil resource 3.doc, Outline of project, is available for this purpose. They can access it on the school intranet.
For able pupils the memo may be sufficient. For average pupils you may wish to explain the four parts of the project:
• the financial model to explore the profitability;
• the control model, to explore the practicalities of growing the plants, given that the greenhouse environment must be controlled automatically;
• the marketing strategy to promote the project;
• the report to the headteacher to explain and justify the final decision.
Work with a group of less able pupils to help them establish a few principles.
• They could work with a spreadsheet to model the expenses and the income from the project. They will need to explore the total cost of production, the number of plants and the amount to charge for each plant, in order to make a profit for the charity. They will also need to consider the costs of advertising the product, and of delivery.
• A control or simulation package will be required, for them to try out their greenhouse model. This will enable them to test whether they can keep the greenhouse at the optimum temperature and humidity to grow the plants seven days a week and throughout the holidays.
• They need a DTP package if they want to produce leaflets, a wordprocessor for letters and a web-creation package for advertising on the World Wide Web.
• They will need either a wordprocessor or a presentation package to produce the report for the headteacher. The choice of package will depend on the amount of time the headteacher has and whether the pupils think it would be appropriate to ask questions.
4 Plenary: Reviewing the learning
Ask pupils to work with their partners, each explaining to the other what they think a system is. They should ask each other questions and discuss whether they both understand and agree. Together they should clarify as necessary and ensure there are no misconceptions. Each pair should be ready to share their findings with another pair.
Ask the groups who are all agreed to give their definitions. If there is a group in which the pairs disagree, ask them to give their definitions and identify differences. Clarify any misunderstandings.
Conclude by reminding pupils that over the next eight weeks they will be making decisions about whether it is possible, practical and profitable to grow bedding plants for sale. The purpose is to raise money for a local charity. Explain that the four parts of the project will be:
• the financial model, to explore the profitability;
• the control system to provide sufficient plants;
• the marketing strategy to sell the most plants;
• the report to the headteacher to present conclusions.
Homework: Identifying the elements to consider for the financial model
Explain that the first part of the project will be the financial model. Distribute Pupil resource 4, Homework for lesson 1.
Set this task.
Jot down on the diagram all those items that will need to be costed in, for example, the seeds. In the next lesson you will create the financial model.
1
Modelling the finances
ICT Framework objectives
Developing ideas and making things happen
Models and modelling
• Develop ICT-based models and test predictions by changing variables and rules.
Key vocabulary
From Year 7: data type, database, field, record
From Year 8: absolute cell referencing, forecast, goal seek, relative cell referencing
Preparation and planning
• Familiarise yourself with Teacher resource 3.ppt, Slide presentation for lesson 2, and Teacher resource 4.xls, Sample model 1.
• If necessary, prepare guidance to help pupils with the software required for the lesson.
• Print Pupil resource 4.doc, Homework for lesson 1, allowing one copy per pair of pupils.
• Add new vocabulary to the wall display.
• Display the lesson’s objectives, in a prominent position, phrased in a way that pupils will understand.
Resources
• Computer and large display
• Sufficient computers for pupils to work in pairs
• Software for wordprocessing, presentations and financial modelling
• Printer
• Whiteboard or flipchart
• Teacher resources from the CD-ROM for the unit:
- Teacher resource 3.ppt, Slide presentation for lesson 2
- Teacher resource 4.xls, Sample model 1
• Pupil resources from the CD-ROM for the unit:
- Pupil resource 4.doc, Homework for lesson 1
- Pupil resource 5.xls, Customer database
Lesson outline 60 minutes
1 Starter: Thinking about the Paired work 10 minutes
finances of the project Whole class
2 Selecting data Whole-class discussion 10 minutes
Paired work
3 Constructing a model Whole-class discussion 30 minutes
Paired work
4 Plenary: Reflecting on Paired work 10 minutes
progress Whole-class discussion
Homework: Reviewing the
model and suggesting
improvements
Activities
Before the lesson, unless you have already done so:
• Check that pupils have completed their homework. Have some ideas available for those who were absent or who have not done their homework.
• Load Teacher resource 3.ppt, Slide presentation for lesson 2, ready to show on the large display.
• Have available Pupil resource 4, Homework for lesson 1, for pupils to complete in pairs.
• Write on the whiteboard or flipchart:
In pairs, discuss your homework. Agree a response and copy it onto the new homework sheet.
1 Starter: Thinking about the finances of the project
Ask pupils, in their pairs, to discuss their homework. When they have agreed on a response, they can write it on the clean copy of Pupil resource 4.
Select one or two pairs to tell the class what they have written on their agreed sheet.
Show slide 1 from Teacher resource 3, to explain the objectives and outcomes for this lesson. Refer to the new vocabulary on the wall display.
Slide 1
2 Selecting data
Tell pupils that some data from the last time the school took part in this project are available, and these may be useful. Demonstrate Pupil resource 5, Customer database, on the large screen. Draw attention to the fields.
Show slide 2.
Slide 2
Ask:
• What do you think this file is?
A customer data file showing who ordered what.
• Can you identify any fields that are numeric?
Yes, the flower fields.
• Which field(s) are text?
The information about the people and their addresses.
• Why are certain fields text and others numeric? Is this important? Why?
It depends on the kind of information and how it is to be used. If you need to be able to do any kind of calculation the field needs to be numeric. The house numbers are not in separate numeric boxes but this does not matter as they are information and do not form part of any calculation.
Tell pupils that they are now going to concentrate on the finances. Ask:
• What information is relevant when you are considering the profitability of the project?
The type of flowers, how many are grown, how much it costs to grow them and how many are sold.
Show slide 3.
Slide 3
3 Constructing a model
Lead a class discussion about how to construct a financial model for the project. Build this up on a whiteboard or flipchart and fill in some of the actual data.
Show slide 4.
Slide 4
Ask:
• What information do you need to calculate the cost of a tray of plants?
Continue to model the process on the whiteboard, asking pupils to contribute. Use test data to ensure that pupils understand the mathematics. Explain that in the next lesson they will need to substitute real information. Ask pupils what information they think they will need and list suggestions, for example:
• the cost of a packet of seeds and, therefore, the cost of one seed or plant;
• the cost of a pack of seed trays and the cost of one tray;
• the cost of compost, how many trays it will fill and, therefore, the cost of compost for one tray.
Ask:
• What will you charge the customers for a tray of plants?
• How will you calculate the profit on one tray of plants?
• How will you calculate the profit on seven trays of plants?
• How might you lay this out on the spreadsheet?
Refer to skills and reasoning used previously by pupils, for example, in Sample teaching unit 8.4.
Assign pupils to the pairs you have planned and tell them that these are their partners for the whole of this project.
Ask pupils, in their pairs, to create a simple model with the spreadsheet. Tell them that they should annotate or add comments to their spreadsheet models:
• explaining the reasons for placing data in particular cells;
• making explicit the reasons for any formulae they are using.
While pupils are working, divide your time and teaching according to the ability of different pupils. Eavesdrop on the pairs to identify who you will choose to contribute in the plenary session. Warn them that you will be calling on them to show their work to the class.
Some pupils will be able to work largely unaided. Most will need some support. Some will need to be helped in small focus groups.
Teacher resource 4, Sample model 1, is provided as an example of the expected outcome of this activity before teacher intervention.
At the end of this session ask each pair to print two copies of their work to use for their homework.
4 Plenary: Reflecting on progress
Select one or two pairs to show the rest of the class what they have done. Select different pupils to identify where they are in the system life cycle. Use the responses to identify the next steps.
Show slide 5.
Slide 5
Draw the lesson to a close by reminding pupils that they have used what they learned in Sample teaching unit 8.4 to construct a financial model for growing plants for sale.
Homework: Reviewing the model and suggesting improvements
Set this task.
Annotate your printouts of the financial models. You should include:
• an explanation of what you have included, and why;
• the formulae used;
• why you have positioned data in particular cells.
Suggest how the model might be developed. Write down at least five questions
that the model could answer.
1
Developing the financial model
ICT Framework objectives
DEVELOPING IDEAS AND MAKING THINGS HAPPEN
Models and modelling
• Develop ICT-based models and test predictions by changing variables and rules.
• Draw and explain conclusions (e.g. ‘the best value for money is obtained when… ’).
• Review and modify ICT models to improve their accuracy and extend their scope (e.g. by introducing different or new variables
and producing further outcomes).
Key vocabulary
From Year 7: annotate, formulae, rule, system
From Year 8: system life cycle
Other: feasible, financial model, flyer, modify, web query
Preparation and planning
• If necessary, prepare guidance to help pupils to use the software required for the lesson.
• Familiarise yourself with Teacher resource 5.ppt, Slide presentation for lesson 3, and Teacher resource 6.xls, Sample model 2.
• Print Pupil resource 7.doc, System life cycle, allowing one copy per pair of pupils.
• Identify one or two models from the previous lesson to use in activity 2.
• Install Pupil resource 6.htm, Amstead website, in the shared area on the network.
• Add new vocabulary to the wall display.
• Display the system life cycle poster used in earlier lessons.
• Display the lesson objectives, in a prominent position, phrased in a way that pupils will understand.
Resources
• Computer and large display
• Sufficient computers for pupils to work in pairs
• Printer
• Whiteboard or flipchart
• Teacher resources from the CD-ROM for the unit:
- Teacher resource 5.ppt, Slide presentation for lesson 3
- Teacher resource 6.xls, Sample model 2
• Pupil resources from the CD-ROM for the unit:
- Pupil resource 6.htm, Amstead website
- Pupil resource 7.doc, System life cycle
Lesson outline 60 minutes
1 Starter: Identifying the Paired discussion 10 minutes
required data Whole-class questioning
2 Developing the financial Paired work 35 minutes
model
3 Plenary: Reporting the Paired work 15 minutes
feasibility of the system
Homework: Annotating the
financial model
Activities
Before the start of the lesson, unless you have already done so:
• Load Teacher resource 5.ppt, Slide presentation for lesson 3, ready to show on the large display.
1 Starter: Identifying the required data
Show slide 1 of Teacher resource 5.
Slide 1
Tell the class to go to their computers and load Pupil resource 6, Amstead website, the website of the garden centre referred to on the slide. Ask pupils to spend a few minutes exploring the website. They need to identify any information that would help them to develop their financial model. Give pupils no more than 5 minutes to explore the website on screen.
Select pupils to respond to these questions:
• What information does this website contain?
Seed prices, number of seeds per pack, growing season, ideal temperatures for growing.
• How useful is this site in developing your model?
Gives specific detailed information.
• What information can you use?
The numerical information that leads to calculation of cost.
• How can you incorporate the information into your spreadsheet model?
Calculate accurately the cost of growing a tray of a specific flower.
Show slide 2 to explain the objectives and outcomes for this lesson.
Slide 2
2 Developing the financial model
Review pupils’ homework from the previous lesson. Ask selected pupils for examples of the sorts of question they can answer from the model.
Tell pupils that, still working in their pairs, they now need to modify their spreadsheets. Say that at the end of the lesson you expect all pupils to be able to tell you:
1 the cost of producing a tray of plants;
2 how much they should charge a customer for a tray of plants, assuming a profit of, say, 20%;
3 how much money they expect to make if people buy the same numbers of trays as they did last time;
4 the smallest number of trays of plants they must sell in order not to lose any money.
Show slide 3.
Slide 3
Tell the class that, when they have answered the four questions, they need to use their model to explore a range of possible scenarios, for example:
• people buy twice as many trays as last time;
• they grow fewer varieties of plant.
Remind pupils that they should base their ideas on their homework.
If necessary, remind pupils of any techniques and skills they need to use to amend their model.
Clarify the task and refer pupils again to slide 2, which sets out clearly what they are expected to do first.
Teacher resource 6, Sample model 2, is an example of what pupils might produce before teacher intervention.
As pupils are working decide where your teaching time may be used most effectively. For example:
• Group pairs who are less confident together so that you can coach them through the initial stages.
• As you circulate, support those groups who finish the first part of the task quickly and need to refocus on developing the second element.
• With the more able pupils, negotiate the scope and extent of their financial model, ensuring that it is suitably challenging.
• Extend the scope of any pupils who are inclined to choose too restrictive a task, so that they can develop and demonstrate higher levels of capability.
• Bring all pupils together to remind them of previous work and how it may be applied within this context, for example, their work on web queries from Sample teaching unit 8.1.
• Eavesdrop to identify pupils who could discuss their work in the plenary. Tell them what you want them to talk about.
After 30 minutes ensure that each pupil has saved and printed a copy of their model. They will need to annotate their own copies for their homework.
3 Plenary: Reporting the feasibility of the system
Draw pupils together to discuss their findings. Ask:
• Is this project financially feasible?
Yes, previous experience demonstrates that it is possible. There are no charges being made for items such as labour and power.
• How much money do you expect to make if people buy the same number of trays as last time?
• What is the smallest number of plants you must sell so that you do not lose any money?
• What other circumstances must you take into account?
• What is the minimum you have to do to ensure that you do not lose money?
• What should you report to the headteacher about this part of the proposal?
• What should you include in the project report about the development of the system?
Distribute Pupil resource 7, System life cycle.
Show slide 4 of Teacher resource 5.
Slide 4
Refer pupils to the system life cycle at the top of the resource sheet. Remind them that they have worked through each of the stages during recent lessons. Ask them, in pairs, to use the right-hand column to record what they did in each stage of the system life cycle for the financial model. They should keep the completed sheet with their annotated documentation to support their final project report.
Ask pupils to consider how their finance model contributes to the project as a whole.
Conclude the lesson by discussing the objectives and the extent to which they have been achieved. Remind pupils of the range of skills they have brought from previous units and have applied to their work.
Homework: Annotating the financial model
Set this task.
Collect together all your documentation, from your homework and your planning sheets, relating to the financial model. Annotate any printouts showing development from previous versions, giving reasons for the changes, and note any benefits the changes have brought.
Special note
Teachers may wish to extend the scope of this section of the project by allowing
an extra lesson at this point, to extend pupils’ opportunities to demonstrate work at higher levels.
1
Using control systems to automate a process
ICT Framework objectives
DEVELOPING IDEAS AND MAKING THINGS HAPPEN
Control and monitoring
• Develop and test a system to monitor and control events by:
- using sensors effectively;
- developing, testing and refining efficient sequences of instructions and procedures.
• Understand how control and monitoring has affected commercial and industrial processes.
Key vocabulary
From Year 7: analogue, automate, flowchart, variable
From Year 8: datalogging, live data, monitor, physical data, remote datalogging, remote sensor
Other: continuous, repetitive
Preparation and planning
• Familiarise yourself with Teacher resource 7.ppt, Slide presentation for lesson 4.
• Prepare the flowchart for activity 3 to enable the simulation of changes in analogue values.
• Print Pupil resource 8.doc, Controlling systems – grids and cards, allowing one grid per pair and six sets of cards per pair.
• Print Pupil resource 9.doc, Sensors, and Pupil resource 10.doc, Flowchart activity, allowing one copy of each per pair.
• Print Pupil resource 11.doc, Homework for lesson 4, allowing one copy per pupil.
• Prepare a grid for responses to the starter activity, using a fresh sheet of the flipchart.
• Add any new words to the wall display.
• Display the lesson’s objectives, in a prominent position, phrased in a way that pupils will understand.
Resources
• Computer and large display
• Sufficient computers for pupils to work in pairs
• Control and monitoring software package that allows on-screen simulations, for example, Flowol, Logicator or Crocodile Clips
• Printer
• Whiteboard or flipchart
• Teacher resources from the CD-ROM for the unit:
- Teacher resource 7.ppt, Slide presentation for lesson 4
• Pupil resources from the CD-ROM for the unit:
- Pupil resource 8.doc, Controlling systems – grids and cards
- Pupil resource 9.doc, Sensors
- Pupil resource 10.doc, Flowchart activity
- Pupil resource 11.doc, Homework for lesson 4
Lesson outline 60 minutes
1 Starter: Control in real life Whole class 15 minutes
Paired working
2 Conditions in the Group discussion 15 minutes
greenhouse Whole class
3 Using control software to Whole-class questioning 20 minutes
regulate the temperature in Paired working
the greenhouse
4 Plenary: Controlling the Paired working 10 minutes
greenhouse Group discussion
Homework: Starting to draft
the report
Activities
Before the lesson, unless you have already done so:
• Load Teacher resource 7.ppt, Slide presentation for lesson 4, ready to show on the large display.
• Write on the whiteboard or flipchart:
For each picture, write down whether the activity should be controlled by a computer or a person. Give at least one reason for your decision.
Alternatively, prepare cards with questions based on the same activity, differentiating the questions to meet the needs and abilities of pupils in different groups.
• Make available sets of Pupil resource 8, Controlling systems – grids and cards.
1 Starter: Control in real life
Show slide 1 of Teacher resource 7.
Slide 1
As pupils come into the room, refer them to the questions on the flipchart (or on
the prepared cards).
Allow a few minutes for discussion, then go through the images on the slide, taking feedback on each of them. Note on the whiteboard or flipchart some of the reasons why the processes are controlled by humans, computers or both.
Refer pupils to the grids and sets of cards cut from Pupil resource 8.
Ask them to spend a few minutes, in pairs, arranging the cards on the grid. Explain that, for each system, they should decide whether to write or place ‘human’ or ‘computer’ in the second column, then select a card that describes a reason for their choice and place it in the third column. They should take turns to choose an activity and then justify their choice of cards to their partner. There may be more than one reason for each system.
Allow 5 minutes for the task.
Gather responses on a flipchart, with two columns headed ‘Computer’ and ‘Human’ respectively. Use responses from the class to summarise.
|Computer control is more suitable when: |Human control is more suitable when: |
|Tasks are repetitive. |The situation calls for judgements to be made relying|
|Operation is continuous and unchanging. |on past experience. |
|Speed is essential. |Unexpected factors may influence the process. |
|People may get bored. |The task is a one-off event. |
|The situation is too dangerous for people. |Aesthetic or creative thinking is needed. |
|Too many variables need monitoring at once for a |An element of skill is involved. |
|human to be effective. | |
|Humans cannot do it for some reason. | |
|It is cheaper to use computers. | |
Remind pupils that the purpose of the project is to raise money by growing plants. Since they are not allowed on school premises in the evenings, at the weekends or during school holidays, they need to be able to control the greenhouse remotely. During the next few weeks they will be developing their skills so that they can use a computer to make things happen in response to changes in the environment.
Show slide 2 from Teacher resource 7, to explain the objectives and outcomes for this lesson. Refer to the new vocabulary in the wall display, reminding pupils that they will already know many of the words from their work in Year 7.
Slide 2
2 Conditions in the greenhouse
Show slide 3.
Slide 3
Ask pupils, in groups, to discuss these two questions.
1 What do plants need to make them grow?
2 What conditions may change in a greenhouse?
Allow 5 minutes for discussion.
Bring the class back together and take feedback. Record responses from pupils, writing them on the whiteboard or flipchart. Ask:
• How do the answers to the two questions relate to each other?
Bring out these points.
• Light
- Plants need sunlight to photosynthesise. However, gardeners have noticed that if lights are left on all day and night, many plants tend to become leggy and weak. This suggests that the greenhouse should have lighting to supplement sunlight on dull days but that it should go off at night.
- Light can be measured by means of a light sensor in the greenhouse.
• Carbon dioxide
- Plants need carbon dioxide to photosynthesise. As this gas is used up in the greenhouse the rate of growth will slow down, so ventilation will be needed to help restore its levels. Gardeners have also noticed that this also helps keep the plants in a greenhouse healthy and disease-free.
- It is not practical to try to measure and control carbon dioxide levels, other than by ventilating the greenhouse from time to time.
• Nutrients
- Plants need food to grow. This is provided by the seed compost in which they are planted.
• Water
- Plants need water to grow. In the greenhouse they are standing on an absorbent mat that dips into a water container and soaks up moisture. This is then taken up by the seed compost in the seed trays.
- A simple switch connected to a float can detect when the water in the container drops below a set level and turn a pump on for a short period to top it up again.
• Temperature control
- There is information on the seed packets about the best temperatures for germination and growth. The school has a special heated propagator in which seeds can be germinated. However, when the seedlings are moved into the greenhouse itself, the temperature will need to be controlled to keep it within a set range. For many seeds this is between 10 °C and
15 °C. This provides the best growing conditions for the plants.
- A temperature sensor can be used to measure the temperature in the greenhouse. Heaters and fans can be used to adjust the temperature.
Explain to pupils that there are two different types of sensing going on in the greenhouse, as just described.
• Some sensors can measure values that are constantly changing, such as temperature or light levels. These are called analogue sensors.
• Other sensors record conditions that are either correct or not, such as water level. These are called digital sensors.
Distribute Pupil resource 9, Sensors.
Ask pupils, in pairs, to complete the empty cells.
After 5 minutes, bring the class together and ask pairs of pupils to explain the reasoning behind their answers.
3 Using control software to regulate the temperature in the
greenhouse
Explain that you will now use some software to demonstrate how to control one condition in the greenhouse, using one of the analogue sensors.
Use software such as Flowol to build the two flowcharts from lesson 4 in Sample teaching unit 7.6. Take the opportunity to reinforce the skills and techniques required to operate the software.
Electric fire Output 5 Cooling fan Output 7
Review with pupils the actions that take place as the system is running. Distribute Pupil resource 10, Flowchart activity.
Show slide 4 of Teacher resource 7.
Slide 4
Ask pupils:
• What could this represent in our greenhouse model?
This could be a system to turn the fan on, to ventilate the greenhouse if the temperature were too high.
• How could you alter this flowchart so that it is controlling the light in the greenhouse?
The decision box would be checking on ‘less than’ rather than ‘greater than’ to turn the light on when the level of sunlight falls.
• How would you improve the flowchart for the light so that it was on during dull days but went off at night?
Add another decision box which checks for a lower light level, below which the lamp goes out (when it is dark, at night).
4 Plenary: Controlling the greenhouse
Ask pupils, working in pairs, to draft a short statement that explains why the greenhouse should be monitored and controlled by a computer.
Make sure the following points are raised.
• The greenhouse is unattended most of the time.
• The greenhouse is inaccessible at weekends and half-term breaks.
• The environment needs to be maintained to ensure the seedlings will grow.
Refer pupils back to the objectives. Tell the class they should now:
• have a clear rationale for using a computer to control and monitor the greenhouse;
• know that computers are more suited to some tasks than others;
• know that computers affect the way people work and the jobs they do.
Computers can replace humans in jobs that are dangerous, repetitive or boring
and can be relied on to work without stopping or getting distracted from the task. Human beings, on the other hand, have retained the jobs that require imaginative thinking, creativity and aesthetic ability.
Tell the class that in the next lesson they will be producing the first model of the whole system.
Homework: Starting to draft the report
Distribute Pupil resource 11, Homework for lesson 4.
Set this task.
Use Pupil resource 11 to draft the start of a report for the headteacher on the greenhouse element of the project. You should state whether it is feasible and explain what will be monitored and what will be controlled in the greenhouse.
Explain the task, emphasising that you are just asking for first thoughts about the report.
1
Programming and testing the solution
ICT Framework objectives
DEVELOPING IDEAS AND MAKING THINGS HAPPEN
Control and monitoring
• Develop and test a system to monitor and control events by:
- using sensors efficiently;
- developing, testing and refining efficient sequences of instructions and procedures;
- assessing the effects of sampling and transmission rates on
the accuracy of data from sensors.
Key vocabulary
From Year 6: control, organise, sequence of instructions
From Year 7: repeated process, sensor
From Year 8: transmission speed
Other: parameter, sample rate, threshold
Preparation and planning
• Make sure that you know how to use the webcam and time-lapse software and check that these will be available for the lesson.
• Familiarise yourself with Teacher resource 8.ppt, Slide presentation for lesson 5.
• Print Pupil resource 12.doc, Control system cards, allowing one set per pair, or one set per group of four for pupils of lower ability.
• Print Pupil resource 13.doc, Control planning sheet, and Pupil resource 14.doc, Blank control planning sheet, allowing one copy of each per pupil.
• If necessary, have available guidance to help pupils to use the control and monitoring software required for this lesson.
• Add the new vocabulary to the wall display.
• Display the lesson’s objectives, in a prominent position, phrased in a way that pupils will understand.
Resources
• Computer and large display
• Sufficient computers for pupils to work in pairs
• Control and monitoring software package that allows on-screen simulations, for example, Flowol, Logicator or Crocodile Clips
• Webcam and time-lapse video software
• Printer
• Whiteboard or flipchart
• Teacher resources from the CD-ROM for the unit:
- Teacher resource 8.ppt, Slide presentation for lesson 5
- Teacher resource 9.avi, Time-lapse video clip of traffic
• Pupil resources from the CD-ROM for the unit:
- Pupil resource 12.doc, Control system cards
- Pupil resource 13.doc, Control planning sheet
- Pupil resource 14.doc, Blank control planning sheet
Lesson outline 60 minutes
1 Starter: Controlling the Paired work 10 minutes
greenhouse
2 Developing the control Paired work 25 minutes
system
3 Frequency of sensing Whole-class discussion 15 minutes
Whole-class questioning
4 Plenary: Improving the Whole-class questioning 10 minutes
efficiency of the system
Homework: Developing the
solution
Activities
Before the start of the lesson, unless you have done so already:
• Set the webcam up to record time-lapse photography. Record the pupils as they enter and during the starter. Do not have this connected to the large display.
• Load Teacher resource 8.ppt, Slide presentation for lesson 5, ready to show on the large display.
• Distribute sets of cards cut from Pupil resource 12, Control system cards, one set per pair. For less confident pupils, distribute one card each and let them work in groups of eight.
• Write the criteria for the starter activity on the flipchart.
Control criteria
• Temperature between 10 °C and 15 °C
- Heater on below 13 °C
- Fan on above 15 °C
• Light:
- on if dull but off at night
- off above light level of 50
- off below light level of 20
• Water pump on for 10 seconds if water level low
1 Starter: Controlling the greenhouse
Remind the class about the conditions in the greenhouse that need to be monitored, which they identified in the previous lesson.
Show Slide 1 of Teacher resource 8 and ensure that pupils are clear about the conditions.
Slide 1
Point out to the class that the criteria are written on the flipchart in case they forget them. Ask them to use the cards cut from Pupil resource 12.
Explain that the next few slides will show the conditions in a greenhouse. For each slide, pupils should decide whether they need to use their card to indicate a change of action. For example, if the temperature rises above the stated value,
and they have the card for the heater, they should display it, face up, in front of the other cards, to show Heater off. If the temperature exceeds the upper limit for the fan, and they have the card for the fan, they should display Fan on.
Tell pupils to arrange all their cards neatly in a line so that they can read them.
Show Slide 2 and allow time for pupils to react.
Slide 2
Check pupils’ responses and reinforce correct answers. Move on to the next slide and then continue through the sequence of slides, allowing shorter and shorter times for pupils to respond.
Take the opportunity to note which pupils are having difficulty with the activity, so that you can target them for support later in the lesson.
Slide 3 Slide 4
Slide 5 Slide 6
Slide 7 Slide 8
Slide 9 Slide 10
Slide 11 Slide 12
Slide 13
Conclude the activity by explaining to pupils that they have just been modelling the system for controlling the greenhouse.
Show slide 14 from Teacher resource 8 to explain the objectives and outcomes for the lesson. Refer to the new vocabulary in the wall display.
Slide 14
2 Developing the control system
Distribute Pupil resource 13, Control planning sheet. The first sheet for controlling the temperature in the greenhouse has already been partly filled in.
Tell pupils that they should use the same control criteria that they were working with in the starter activity. Make this information available to the class by displaying it on the screen or flipchart.
Let pupils work in pairs as they each complete their planning sheets. Then they should use the control software to create the flowchart for temperature control. They should use the software to test their flowcharts.
Point out the system life cycle diagram on display and remind pupils about the process that they are undertaking.
When they have completed the first flowchart they should use Pupil resource 14, Blank control planning sheet, to produce the flowchart for the control of the light. Then they can use the software to produce the flowchart, adding it to the temperature control system they have created, and test as before.
As they complete the first system, remind each group that the process is the same for the next system: design, implement and test.
Pupils who make good progress should go on to plan and create the flowchart for the water level monitor.
As pupils progress through designing and testing their flowcharts, ask them to print out copies of their flowcharts to keep a record of the development of the system.
While they are working on the problem, circulate and support those pupils who seem to be finding the task challenging.
Take the opportunity to make formative assessments of their capability through effective questioning.
After about 20 minutes, ensure that all groups have printed out their flowcharts and saved their files to the shared area. Bring the class together and ask one or two pairs of pupils to demonstrate their flowcharts on the large display. Ask them to explain the decision processes going on in the flowchart. For example, if it is too hot, turn the heater off. If the temperature exceeds the upper limit for the fan, turn the fan on to cool the greenhouse. If it is too cold, turn the heater on. If the temperature falls below the lower limit for the fan, turn the fan off so that the temperature rises.
During this process take the opportunity to ask the group ‘what if’ questions about their work.
3 Frequency of sensing
Remind pupils that the systems they have developed involve constant checking, and they have used loops in their flowcharts to do this. Ask:
• Do you need to be monitoring all the time in this situation?
• Is it possible to keep track of events if you check at longer intervals?
Show the pupils the time-lapse video of them entering the room. Ask pupils to comment on what they see. Ask:
• Why does there seem to be motion when the video is a series of stills?
• What is happening between the frames?
Run Teacher resource 9, Time-lapse video clip of traffic.
Ask:
• What does this clip show?
• What is not seen in the video?
• What advantages are there in using this sort of filming?
Smaller record size and faster viewing ability.
Explain that this is similar to many CCTV monitoring systems currently in use. Just as we can set a time gap between the pictures, we can alter the sampling rate when using sensors to measure other parameters. The problem is that there is no way of knowing what has happened in the gaps. This can be an advantage or a disadvantage.
Discuss these points with pupils.
• If you monitored the greenhouse less often, would there be a problem with the plants’ environment?
This would depend on the length of time between the samples and how fast parameters such as the temperature changed.
• A system such as the greenhouse takes time to change noticeably. It might be considered as having inertia in the system.
Sensing every second can be inefficient if it causes the heater to be switched on, then off again almost immediately as the temperature passes the threshold, and then on again. This could be described as flutter in the system.
• Would the same sort of frequency of monitoring be appropriate for all systems?
No, it would depend how quickly the system were changing and how fast the response needed to be.
• What about a hospital heart monitor on a seriously ill patient?
This should be monitoring continuously, since any deterioration in this patient’s condition would need to be attended to instantly.
• How often would you need to monitor weather sensors to provide a sensible record of what has been happening?
Expect answers in minutes not seconds. Remind pupils of the web query they created using live weather data and the frequency with which that was updated.
• Formula one cars have inbuilt computers that monitor how the engine, brakes, steering and suspension are working, and alter the performance of parts of the car several hundred times each second. What does this tell you about the amount of data being collected and processed, compared to your greenhouse, where sampling every 10 seconds may be more frequent than you actually need?
Plenary: Improving the efficiency of the system
Ask pupils, in pairs, to consider this question.
• How long could you wait between monitoring episodes before there would be a danger of the greenhouse getting so hot or so cold that the plants may be damaged?
Expect answers ranging from seconds to several minutes. Discuss with pupils what they think would be a sensible time interval between sensing events in the greenhouse.
Draw the lesson to a close by reminding pupils what they have learned.
Homework: Developing the solution
Set this task.
On your copy of Pupil resource 14, add the information needed to program a slower frequency of sampling into the system.
On the printout of your flowchart, show the position and content of the symbols used to produce this effect.
Annotate the flowchart to explain why the delay is being added in.
1
Extending the control system
ICT Framework objectives
DEVELOPING IDEAS AND MAKING THINGS HAPPEN
Control and monitoring
• Develop and test a system to monitor and control events by:
- using sensors efficiently;
- developing, testing and refining efficient sequences of instructions and procedures.
Key vocabulary
Other: dry run, efficiency, subroutine
Preparation and planning
• Familiarise yourself with Teacher resource 11.ppt, Slide presentation for lesson 6.
• If necessary, have available guidance to help pupils to use your chosen control and monitoring software.
• Print Pupil resource 15.doc, Keywords wordsearch, Pupil resource 16.doc, Status table, and Pupil resource 17.doc, System life cycle, allowing one copy of each per pair or per pupil.
• Prepare printouts of the flowchart for using two temperature thresholds used in this lesson (but without the data flow arrows) for less confident pupils to use.
• Prepare the flowchart for activity 2, using your control software, and save the file in the shared area on the network.
• Display the lesson’s objectives in a prominent position, phrased in a way that pupils will understand.
• Add the new vocabulary to the wall display.
• Write the tasks for the starter activity and activity 2 on the whiteboard or flipchart.
Resources
• Computer and large display
• Sufficient computers for pupils to work in pairs
• Control and monitoring software package that allows on-screen simulations, such as Flowol, Logicator or Crocodile Clips
• Printer
• Whiteboard or flipchart
• Teacher resources from the CD-ROM for the unit:
- Teacher resource 10.doc, Wordsearch and answers
- Teacher resource 11.ppt, Slide presentation for lesson 6
• Pupil resources from the CD-ROM for the unit:
- Pupil resource 15.doc, Keywords wordsearch
- Pupil resource 16.doc, Status table
- Pupil resource 17.doc, System life cycle
Lesson outline 60 minutes
1 Starter: Keywords Individual work 10 minutes
wordsearch Whole-class questioning
2 Refining the control system Paired work 20 minutes
Whole-class discussion
3 Programming the final Paired work 20 minutes
system
4 Plenary: Reporting on the Group discussion 10 minutes
feasibility of the system
Homework: System life cycle
for the greenhouse control
system
Activities
Before the lesson, unless you have already done so:
• Load Teacher resource 11.ppt, Slide presentation for lesson 6, ready to show on the large screen.
• Make available Pupil resource 15, Keywords wordsearch.
• Write on the whiteboard or flipchart:
Look at the wordsearch you have been given. Find as many words as you can from the word wall. You may find: accurate, analogue, data, digital, environment, flowchart, interface, loop, monitor, subroutine, system and test.
1 Starter: Keywords wordsearch
As pupils come into the room, refer them to Pupil resource 15 and ask them to complete the activity written on the flipchart.
Allow 5 minutes for the exercise and then gather the pupils together. Ask several pairs, in turn, which words they found and what the words mean. Ask other pupils to contribute to explanations of the words. Teacher resource 11 shows the completed puzzle.
2 Refining the control system
Show slide 1 from Teacher resource 11 to explain the objectives and outcomes for the lesson.
Slide 1
Refer pupils to the homework from the previous lesson, about programming delays into their flowcharts. Remind pupils that:
• sampling less frequently will mean that the actual amount of data collected will be less if the system stores the results of the measurements;
• the purpose of the delay is to allow small fluctuations in temperature or light level to be eliminated from the samples. This means that the fan or the light or the heater will not constantly be switched on and off.
Ask pupils:
• What is the reason for having more than one threshold value for light?
So that the light only comes on when the light level is between certain values. This ensures that it doesn’t come on at night or in the bright part of the day.
Go through these questions on the flipchart.
• What would be the effect of using two values in your flowchart?
It would be more efficient.
• If you want to keep the greenhouse at between 10 °C and 15 °C and you set a single threshold at 13 °C what would happen to the heater on a day where the outside temperature was 12 °C?
The heater would be switched on, even though the temperature would be within the accepted range. The result would be a waste of heat (electricity).
• Would the heater be going on and off and using power while the temperature stayed within the range you have set?
No.
Consolidate this part of the lesson by telling the class:
• The system is controlling the temperature so that when the heater is on it raises the temperature to the top of the range before it is switched off.
• As the temperature falls, due to loss of heat from the greenhouse or the effect of the ventilation fan, the heater remains off until the temperature reaches the lower threshold value.
Ask pupils:
• How does this make the system more efficient?
Referring back to the earlier question, once the temperature has been raised to the top of the range the heater will be switched off. It will not be switched on again at all while the temperature stays within the acceptable limits. This will save energy and thus reduce the costs of growing the seedlings.
Show slide 2 of Teacher resource 11.
Slide 2
Tell the class that this flowchart represents the efficient system described earlier. It keeps the temperature between 10 °C and 15 °C.
Distribute Pupil resource 16, Status table. Give the class 1 minute to look at it.
Explain that this table can be used to track the status of the different elements in the system.
The first part of the table has already been completed. Ask pupils to work in pairs to complete the rest of the table, using the flowchart on the screen as a guide.
After 5 minutes, demonstrate the flowchart by varying the value of the variable called a through the range set in the decision boxes. Show that the system operates as described.
Ask pupils to compare their predictions with the actual events. Note those pupils who have had difficulty with the exercise, as they will need support during the next activity.
Use the flowchart to illustrate how the system works, eliminating the need for the heater to be on, once the initial threshold has been reached, until the temperature falls back through the threshold (minimum).
Tell pupils that using a status table to test the flowchart is sometimes called a dry run.
3 Programming the final system
Ask pupils, in their pairs, to load their flowcharts from the last lesson into their control and monitoring software. Then they should edit the flowcharts to include:
• a time delay;
• the monitoring of the temperature between two values, as shown in the example.
Turn off the large display to hide the flowchart but have printed copies available for any pupils who need the continued support of the resource. They should test their solutions to ensure that they work.
While pupils are engaged in this activity, talk to a group about their understanding of the concepts covered in this lesson.
Ask pupils who work quickly to add a counter to the water level sensing flowchart. The purpose is to sound an alarm or illuminate a warning lamp after a certain number of refilling cycles, so that someone will be alerted to refill the main water source.
Alternatively, pupils working at higher levels could be asked how they could improve their system. Suggest the use of one flowchart that uses subroutines to run the greenhouse environment.
Ensure that all groups have printed out their flowcharts and have saved their files to the shared area.
4 Plenary: Reporting on the feasibility of the system
Ask pupils to work in small groups to consider the control system. Set these points for discussion.
• What stages of development have we gone through to get this far?
• What further improvements might we make?
• Is the greenhouse control for this project feasible?
• What information does the headteacher need at this time?
After 5 minutes ask pupils to collect together all their documentation, homework, flowcharts and planning sheets. Tell them to annotate any developments from previous versions with the reasons for the changes. Note any benefits that result from the changes.
Conclude the lesson by showing slide 3 of Teacher resource 11. Remind the class of where they are in the cycle.
Slide 3
Homework: System life cycle for the greenhouse control system
Distribute Pupil resource 17, System life cycle.
Set this task.
Look at the system life cycle at the top of Pupil resource 17. You have worked through each of the stages there during the recent lessons. Using the right-hand column, record what you did in each stage of the system life cycle for the greenhouse control system. Keep the completed sheet with your annotated documentation to support your final project report.
1
Marketing the product
ICT Framework objectives
FINDING THINGS OUT
Organising and investigating
• Understand:
- how data collection and storage are automated in commerce and some public services;
- the impact of electronic databases on commercial practice
and society;
- potential misuse of personal data.
DEVELOPING IDEAS AND MAKING THINGS HAPPEN
Analysing and automating processes
• Automate simple processes by:
- creating templates.
• Consider the benefits and drawbacks of using ICT to automate processes.
Key vocabulary
From Year 7: database, field, record
From Year 8: Data Protection Act, documentation, hacking, misrepresentation, misuse, personal information
Preparation and planning
• Check with other departments about their teaching of the Data Protection Act.
• Familiarise yourself with Teacher resource 12.ppt, Slide presentation for lesson 7, or ensure that you can comfortably demonstrate a mail merge.
• If necessary, prepare guidance or prompt cards to help pupils to use the software required for the lesson.
• Print Pupil resource 18.doc, Advertising media analysis, allowing one copy per pupil.
• Load Pupil resource 5.xls, Customer database, onto the shared area of the school network.
• Print Pupil resource 19.doc, Homework for lesson 7, allowing one copy per pupil.
• Add the new vocabulary to the wall display.
• Display the lesson’s objectives, in a prominent position, phrased in a way that pupils will understand.
Special note
Teachers should be aware of references that may already have been made to the Data Protection Act in PSHE and citizenship lessons, and ensure that their teaching is in line with that of other areas of the curriculum. Teachers may also wish to take advantage of the materials provided for education by the Office of the Information Commissioner on .
Resources
• Computer and large display
• Sufficient computers for pupils to work in pairs
• Software for data-handling and wordprocessing
• Printer
• Whiteboard or flipchart
• Teacher resources from the CD-ROM for the unit:
- Teacher resource 12.ppt, Slide presentation for lesson 7
• Pupil resources from the CD-ROM for the unit:
- Pupil resource 5.xls, Customer database
- Pupil resource 18.doc, Advertising media analysis
- Pupil resource 19.doc, Homework for lesson 7
Lesson outline 60 minutes
1 Starter: Marketing methods Small-group activity 10 minutes
Whole-class discussion
2 Targeting advertisements Whole-class demonstration 10 minutes
3 What data should Whole-class questioning 10 minutes
companies be able to keep? Individual work
4 Developing the data file Paired work 20 minutes
5 Plenary: What information Whole-class discussion 10 minutes
is being held about us? Individual activity
Homework: Documenting Individual work
the system
Activities
Before the lesson, unless you have already done so:
• Load Teacher resource 12.ppt, Slide presentation for lesson 7, ready to be shown on the large display.
• Make available Pupil resource 18, Advertising media analysis.
• Write on the flipchart:
Why is it important to market your product?
Write down as many different marketing methods as you can think of, for example, advertisements on television.
1 Starter: Marketing methods
As pupils come into the room, refer them to the task written on the flipchart. Ask pupils to work in small groups of three or four to complete the task.
After 5 minutes gather the class together, take feedback and collate the responses on the flipchart.
Show slide 1 of Teacher resource 12.
Slide 1
Point out any additional types of advertising media that pupils have not already found. Explain that most products use a range of different marketing methods. Say that pupils are going to spend a few minutes matching suitable advertising media with various products.
Refer pupils to Pupil resource 18.
Point out that the first column is for the product being advertised and the second column identifies the media type through which it is being promoted. Ask pupils to complete the sheet by filling in the empty boxes. Say that they can use the information on slide 1.
After a few minutes draw the class back together and ask for responses from each group in turn.
Show slide 2 to explain the lesson’s objectives and outcomes.
Slide 2
Tell pupils that they are now going to focus on the marketing aspect of the project, in order to sell their plants. Explain that this is an important element of their feasibility study. Even if they can grow the plants cost-effectively, with automated production in the greenhouse, there will be no point if they cannot find customers to buy them.
2 Targeting advertisements
Explain to pupils that some advertising tries to attract customers from a wide spectrum of the population, while other forms of advertising target particular groups or even individuals.
Ask pupils:
• Which methods would be best targeted at individuals and which at wider groups?
Direct mail and mailshots of leaflets can be effective when you already have a list of potential customers.
Remind pupils that they have been provided with a database of previous customers, which they used in their financial modelling.
Show Pupil resource 5.xls, Customer database on the large display.
Ask pupils to suggest how they could use the database in the present context. If necessary, suggest that they could use it to send individual letters or posters advertising the plant sale to each person listed. Explain that many firms ask for customers’ names and addresses when they buy goods so that the company can build up its own database for sending out its own promotional material.
Ask pupils to think how many advertising letters and leaflets their family gets, with their names and addresses included in the letter to make it seem personal, for example, direct mailing from credit companies trying to sell a loan, or catalogues for specific products such as clothes, books and music.
Ask whether they think someone types all those letters on a wordprocessor or if there might be some other way to do it.
Two possible solutions would be:
• printing labels from the database;
This would allow the company to send out the same letter or leaflet to everyone; most database software can make this fairly straightforward to do.
• using the database to personalise a letter to each previous customer by means of the mail merge facility.
Use your wordprocessing software to demonstrate how to use the data file to produce a standard letter with information from the data file incorporated into it.
Alternatively, show slides 3–14 from Teacher resource 12. These show the stages in mail merging, using Microsoft Word and Pupil resource 5.
Slide 3 Slide 4
Slide 5 Slide 6
Slide 7 Slide 8
Slide 9 Slide 10
Slide 11 Slide 12
Slide 13 Slide 14
3 What data should companies be able to keep?
Tell pupils that some companies make money from selling lists of their own customers to other companies who want to send targeted advertising to them.
Ask pupils:
• Do you think anyone should be able to keep a data file about you and your family? Why?
• Do you think that your school would keep the same details as the hospital or the membership file at a fan club you belong to? Why?
Explain that there is a law that protects everyone from people abusing the information they keep.
Briefly discuss the principles with pupils and ask them to consider whether the data file they are working with would be acceptable for the school to hold, as it is at present.
4 Developing the data file
Remind pupils about the functions available in their data-handling software.
Ask them to work in their assigned pairs to create a data file that can be used to:
• record customer details for orders for the next year’s plants;
• track the receipt of orders;
• record the completion of orders;
• calculate the cost of the order.
Pupils should use their software to create:
• a data structure;
• a data entry form;
• a report to generate an invoice for the customers.
After 17 to 18 minutes, tell pupils to print out a copy of the data entry form to use for their homework task.
Differentiation
Less able pupils may load Pupil resource 5, Customer database. They can use this prepared data file as the basis of their marketing and order tracking for the year to come and simply extend it.
It may help some pupils to have prompt cards for using the particular data-handling software in use in your school.
5 Plenary: What information is being held about us?
Remind pupils that they have considered different types of advertising and media and have seen how some of these can be targeted more directly if a data file exists.
Ask pupils to jot down five places where they think data about themselves might be held on computer. Ask them to list the kinds of information that might be held and suggest why this information would be useful to the people holding the data. Take feedback from individuals and collate on the whiteboard or flipchart.
Examples may include: school register, doctor, dentist, library, youth club, sports club, hospital.
Homework: Documenting the system
Set this task.
Take the printout of your data entry form and annotate it to show what data types have been included. Give a justification for each decision, including those where permission would need to be sought.
Write a short paragraph to describe the advantages of your system over a system where all the orders were recorded simply on paper.
Pupil resource 19 is available for those pupils who need support with this activity.
Special note
Teachers who wish to spend more time on the data-handling aspects of this study may wish to introduce an extra lesson at this point.
1
Developing a marketing package
ICT Framework objectives
Exchanging and sharing information
Fitness for purpose
• Recognise how different media and presentation techniques
convey similar content in ways that have different impacts.
• Understand that an effective presentation or publication will
address audience expectations and needs (e.g. the audience’s levels of literacy, familiarity with a topic).
• Devise criteria to evaluate the effectiveness of own and others’ publications and presentations, and use the criteria to make refinements.
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.
• Use a range of ICT tools efficiently to combine, refine and present
• information by:
- structuring a publication or presentation (e.g. using document styles, templates, timelines in sound and video editing, navigational structures in web media).
Key vocabulary
From Year 7: corporate image, intended audience, storyboard
Other: audience expectation
Preparation and planning
• Familiarise yourself with Teacher resource 13.ppt, Slide presentation for lesson 8.
• Where necessary, prepare guidance to help pupils to use the software required for the lesson.
• Prepare a display of logos and publicity materials to use in the starter activity.
• Write both sets of instructions for the task in activity 2 on the whiteboard or flipchart.
• Add the new vocabulary to the wall display.
• Display the lesson’s objectives, in a prominent position, phrased in a way that pupils will understand.
Resources
• Computer and large display
• Sufficient computers for pupils to work in pairs
• A range of software for graphics, desktop publishing, wordprocessing, web authoring and sound and video manipulation, depending on your planning for pupils’ presentations
• Printer
• Whiteboard or flipchart
• Plain and squared paper for activity 2
• Teacher resources from the CD-ROM for the unit:
- Teacher resource 13.ppt, Slide presentation for lesson 8
• Pupil resources from the CD-ROM for the unit:
- Pupil resource 20.doc, Storyboard
- Pupil resource 21.doc, Site map
Lesson outline 60 minutes
1 Starter: Key characteristics Whole-class activity 10 minutes
of a corporate image
2 Creating the corporate Paired work 20 minutes
image
3 Designing the publicity Paired work 20 minutes
materials
4 Plenary: Audience and Whole-class discussion 10 minutes
fitness for purpose and questioning
Homework: Reviewing the
publicity materials
Activities
Before the lesson, unless you have done so already:
• Load Teacher resource 13.ppt, Slide presentation for lesson 8, ready to show on the large display.
• Write the instructions for creating the corporate material (activity 2) on the whiteboard or flipchart.
• Make available Pupil resource 20, Storyboard and Pupil resource 21, Site map.
1 Starter: Key characteristics of a corporate image
Refer pupils to the work they did in Sample teaching unit 7.3, where they designed a logo to communicate a company image.
Show slide 1 of Teacher resource 13.
Slide 1
Remind pupils that logos are often created to communicate an easily-recognisable image. They may or may not include words or letters. This is one example of a corporate image.
Ask pupils to identify four things they need to communicate to customers in order to sell their plants.
Show slide 2.
Slide 2
Ask pupils, in groups, to jot down ideas that they can use to represent these points in their publicity materials.
Gather responses by asking each group to give one suggestion. Collate the list on the whiteboard or flipchart.
Show slide 3 to explain the lesson’s objectives and outcomes.
Slide 3
Tell pupils that in this lesson they will create the first draft of a piece of material to illustrate corporate image. If they complete this they will begin to create an advertisement for their product. They must consider audience expectation and needs.
2 Creating the corporate image
Display slide 2 again. Remind pupils that the materials need to be designed to attract customers to buy the plants they are going to grow in the school greenhouse. Ask pupils to work in their assigned pairs to complete the task set out on the flipchart.
1 Sketch your ideas, using pencils and plain or squared paper.
2 Test your idea against the four ideas on the large screen to decide whether it is fit for the purpose.
3 If the design needs to be changed, annotate it to show what changes need to be made and to give reasons why.
4 When you are satisfied, annotate the work to show where the key points of the material communicate the chosen message.
5 Annotate any technical issues such as the type of graphic, including a logo, that you wish to include and the reasons for that choice.
6 Choose the software you think is appropriate to create the material.
Remind pupils that this is only a draft for the report.
Where necessary, remind pupils of any techniques about which they may be unsure.
After 15 minutes gather the class together. Ask them to review their work with another pair. Allocate the pairs and show the instructions on the flipchart.
Tell each pair:
• display your work;
• swap places with the pair next to you;
• jot down the three things you most like about their material;
• note two areas for improvement and the reasons why.
After 5 minutes share feedback about the designs.
Remind pupils of the rules for reviewing others’ work.
Show slide 4.
Slide 4
As pupils complete this activity, listen to the comments and the feedback. Take this opportunity to review pupils’ understanding of ‘fitness for purpose’, ‘forms and conventions’ and ‘awareness of audience’.
3 Designing the publicity materials
Tell the class that the second activity involves the production of an actual advertisement for the plant sale and this will be continued into the next lesson.
The advertisement could be in the form of a poster or leaflet, a multimedia presentation, a website, a short video or a radio advertisement. Pupils need to use the knowledge, skills and understanding that they have developed about those media. They should use the storyboard technique to develop their ideas. Tell pupils that they should not start the second element of the marketing materials until they have completed the first task on corporate image and have negotiated the second task with you.
Refer pupils to the design guide and tools available, which are Pupil resource 20, Storyboard, and Pupil resource 21, Site map.
Use your knowledge of the pupils’ capability to negotiate with them a task that is achievable and which will allow them to demonstrate the higher levels of capability that they can reach.
Decide where your teaching time may be used most effectively. For example:
• Group pairs who are less confident together so that you can coach them through the initial stages as a larger group.
• As you circulate, support those groups who finish the first task quickly and need to refocus on the second element.
• With the more able pupils, negotiate the scope, extent and medium for their second task.
• Extend the scope of any pupils who are inclined to choose too restrictive a task, so that they can demonstrate the higher levels of capability.
Towards the end of the lesson ensure that pupils in each pair have saved and printed out copies of their logo and the storyboard for their advertisement. Each pupil will need copies of their own to annotate for their homework.
Whilst pupils are working, eavesdrop to identify one or two examples of work on the publicity material to use for the plenary.
4 Plenary: Audience and fitness for purpose
Bring the whole class together. Use the large display to discuss the examples you selected during the last activity.
Ask pupils to comment on the work, justifying their comments against the criteria of ‘audience expectation and needs’ and ‘fitness for purpose’.
Conclude the lesson by reflecting on the objectives and the extent to which they have been achieved. Remind pupils of the range of skills they have been using and applying from previous units.
Homework: Reviewing the publicity materials
Set this task.
Annotate your design for your advertisement. Note any developments you wish to include, in preparation for the next lesson.
Special note
Remind pupils that all of the work they have been annotating throughout this project will be essential for the next lesson.
It may be worthwhile setting an earlier date for return of work before the final lesson, to ensure that all pupils have their work available.
1
Producing the project report and analysis of the result
ICT Framework objectives
Exchanging and sharing information
Fitness for purpose
• Understand that an effective presentation or publication will address audience expectations and needs.
Key vocabulary
From Year 8: appraise
Preparation and planning
• Familiarise yourself with Teacher resource 14.ppt, Slide presentation for lesson 9.
• If necessary, prepare guidance to help pupils to use the software required in the lesson.
• Prepare copies of the system life cycle, at least A3 in size, and sets of cards with the system key words written on them.
• Print Pupil resource 22.doc, Key words, and Pupil resource 23.doc, System life cycles, allowing one copy of each per pupil.
• Make Pupil resource 24.doc, Writing frame for a feasibility report, available in the shared area, if you wish pupils to use it.
• Add new vocabulary to the wall display.
• Display the lesson’s objectives, in a prominent position, phrased in a way that pupils will understand.
• Write the instructions for the starter activity on the whiteboard or flipchart.
Resources
• Computer and large display
• Sufficient computers for pupils to work in pairs
• Printer
• Whiteboard or flipchart
• Materials for display or portfolio presentation
• Scissors, glue, card, paper
• Teacher resources from the CD-ROM for the unit:
- Teacher resource 14.ppt, Slide presentation for lesson 9
• Pupil resources from the CD-ROM for the unit:
- Pupil resource 22.doc, Key words
- Pupil resource 23.doc, System life cycles
- Pupil resource 24.doc, Writing frame for a feasibility report
Lesson outline 60 minutes
1 Starter: Key words Small groups 10 minutes
2 Completing the marketing Paired work 15 minutes
material
3 Preparing the final report Individual work 25 minutes
4 Plenary: Reviewing the Small groups 10 minutes
project
Homework: Setting personal
targets
Activities
Before the lesson, unless you have already done so:
• Load Teacher resource 14.ppt, Slide presentation for lesson 9, ready to show on the large display.
• Make available the prepared enlarged system life cycle diagrams and keyword cards, and Pupil resource 22, Key words, and Pupil resource 23, System life cycles, and large sheets of card, pens and glue for all groups of pupils.
• Write on the flipchart:
Take turns to select a card and place it on the diagram of the system life cycle.
Explain to the group what is on the card and your choice of position.
1 Starter: Key words
As pupils arrive, ask them to sit in groups of four at their tables. Refer them to the instructions on the flipchart. They should use the prepared enlarged system life cycle diagrams and keyword cards.
Refer them to Pupil resource 22 and Pupil resource 23.
As the groups work, circulate to check their progress, understanding and learning.
After 5 to 6 minutes gather the class together.
Show slide 1 of Teacher resource 14 to explain the objectives and outcomes for the lesson.
Slide 1
Remind pupils that the report must state whether or not the project is feasible.
2 Completing the marketing material
Tell pupils that they are going to complete and/or modify their marketing material. Ask them to refer to their homework.
In the light of their annotations to their work, and using the system life cycle as a guide, they should:
• decide what (if any) improvements could be made to their material;
• implement the changes.
Depending on their ability, some pupils may only be able to complete their first task whilst others will complete both.
While the groups are working, circulate and ensure that pupils have access to all of the materials they have produced in each element of the investigation.
Gather the class together. If some pupils still need to complete their work, explain when they will be able to do this.
3 Preparing the final report
Ask the class:
• What is the purpose of the report?
If growing plants to raise money for the Phoenix Centre is feasible, the report must explain what the system would look like and how the solution could be developed.
If the project is not feasible, the report must describe the points at which it would fail and explain why. It must then explain how the project could be successful and how the solution could be developed.
Show slide 2 as a reminder for this next stage.
Slide 2
Tell pupils that their report will take the form of a display.
Direct pupils’ attention to the wall display of the system life cycle and how they have used it during their investigations.
Remind them how the cycle works through the elements of:
identification › analysis › design › implement › test › evaluate
and the way in which their work has followed the same pattern in each of the three elements.
Their presentation should include:
• an outline of the problem;
• examples of how each of the systems, financial, control and marketing, were designed, developed, tested and evaluated;
• labels and annotations to clarify the important points;
• homework, prompt sheets, annotated printouts and screenshots;
• suggestions for future development for each of the project elements;
• a concluding report for the headteacher on the feasibility of the project.
Pupils could use a writing frame such as Pupil resource 24, Writing frame for a feasibility report.
Make sure that large sheets of card, pens and glue are available.
Alternatively, pupils could be given the opportunity to present their work as a portfolio, tracing the development of their work and including this as part of their report to the headteacher.
As pupils are working, circulate and talk to groups about their work.
Special note
This display work will provide evidence for summative assessment of pupils’ performance throughout the course of the project and it is, therefore, very important that as much evidence as possible of their reasoning and critical thinking is available. This should be complemented by your commentary on the work and the formative assessment opportunities which have been available throughout the lessons.
4 Plenary: Reviewing the project
Ask pupils to work in groups of four to discuss their work. Ask them to:
• suggest further investigations that they would like to make into each aspect of the system;
• consider how they might have worked if they had been in larger teams.
Allow 2 to 3 minutes for this activity.
Bring the whole class together. Conclude the lesson by reminding the class of what they have learned in this lesson and over the series of lessons.
Ask the class to spend a minute thinking about what they found most interesting, and why. Gather several responses.
Ask the class to spend a minute thinking about what they found most difficult, and why. Gather responses from several pupils.
Homework: Setting personal targets
Set this task.
Evaluate how effectively you have worked throughout the nine lessons in this unit.
Write your evaluations under these headings:
• What you have learned about working on a project
• The extent to which your financial model allowed you to make a judgement on the feasibility of the project
• The extent to which you were satisfied with your control solution
• The extent to which your marketing material was developed and appropriate for the audience you forecast for it
• How well you used the ICT resources and software available to you
• How well you worked with others
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