Lesson Plan – Secondary ICT 2012- 2013NameLesson: 3 Date: Class:Lesson in Context:Howthis lesson fits into whole topic or module. Include issues from other earlier lessons. Draw and explain conclusions. Prior: Review and modify ICT models to improve their accuracy and extend their scope. Develop ICT-based models and test predictions by changing variables and rules. Present: Develop ICT-based models and test predictions by changing variables and rules. Next: Review and modify ICT models to improve their accuracy and extend their scope.
Attainment Targets / APP Assessment Focus Programme of Study 1 Key concepts:Level 4: 1.1aUsing a range of ICT tools in a purposeful way toThey use ICT-basedmodels and simulations to explore tackle questions, solvepatterns and relationships, and makepredictions about the problems and create ideas and solutions of value.consequences of their decisions. They use ICT toorganise, c Applying ICT learning in a range of contexts and instore and retrieve information. other areas of learning, work and life.Level 5: 1.5 critical evaluationThey explore the effects of changing the variables in an ICT- a Recognising that information must not be taken at facebased model. value, butThey use ICT to organise, store and retrieve information must be analysed and evaluated to take account of itsusing logicaland appropriate structures purpose, author, currency and context.Level 6: b Reviewing and reflecting critically on what they andThey use ICT-based models to make predictions and vary others producethe rules within the models. They assess the validity of these using ICT.models by comparing their behaviour with information fromother sources. 2 Key processes: 2.1 finding informationLevel 7: a consider systematically the information needed to solve. They design ICT-based models and procedures with a problem,variables to meet particular needs. complete a task or answer a question, and explore how itThey consider the benefits and limitations of ICT tools and will be usedinformation sources and of the results they produce, and b use and refine search methods to obtain informationthey use these results to inform future judgements about the that is well matchedquality of their work. to purpose, by selecting appropriate sources c collect and enter quantitative and qualitative information, checking its accuracy. 2.2 developing ideas c test predictions and discover patterns and relationships, exploring, evaluating and developing models by changing their rules and values 2.4 Evaluating a review, modify and evaluate work as it progresses, reflecting critically and using feedback b reflect on their own and others’ uses of ICT to help them develop and improve their ideas and the quality of their work c reflect on what they have learnt and use these insights to improve future work. 3 Range and content c use and review of the effectiveness of different ICT tools, including a range of software applications, in terms of meeting user needs and solving problems. 4 Curriculum opportunities a make choices about when and where it is appropriate to exploit technology to support them in their learning and everyday life b work creatively and collaboratively
Learning objectives (WALT) -Learning Outcomes/Success Criteria (WILF) – How will students evaluate their learning and know how to improve?All students will be able to develop ICT-based models and test predictions by changing variables andrules.Most Students will be able to develop ICT-based models and test predictions by changing variables and rulesand be able to say why there prediction was right or wrongSome Students will be able to develop ICT-based models and test predictions by changing variables andrules and be able to say why there prediction was right or wrong and elaborate on how they could adapt it tomake it better.TIBS: To be able to use graphs to model with spread sheets and understand the concepts of thespread sheets.Potential Errors and MisconceptionsPossible misconceptions could be that by changing some variables could change certain thingshowever, students may get confused as they may misunderstand what has happened when andwhy.Functional SkillsLiteracy Numeracy ICTPLTS Opportunity IE RL CT TW SM EPSEAL Opportunity SA MF M E SSECM Opportunity S H E E PSMSC Opportunity
Strategies for Differentiation (highlight if used) Resources (highlight if used)Task Response/recording Resources Photocopy sheets text flashcards videoSupport Outcome Grouping Pairing DVD ICT poster worksheet(s)Screencasts Audio control software learning mat(s) presentationOther (state):Questioning Other (state):internet accessDifferentiation:SEN: Special equipment will be requireddependent on the student.EAL: There could be a translator there if possibleor additional key work sheets to help themG&T: they could help other students or get givenmore challenging work.Literacy/Numeracy/other Links Assessment Strategies to Enhance LearningLiteracy: Formative Self Assessment Peer Assessment QuestioningNumeracy: Verbal Feedback Learning Objectives sharedCitizenship: Written Feedback Learning Outcomes shared Questions to be used: - What went well and why? if not why did it not go well - Did you manage to transfer your picture to your power point? -Classroom Organisation Use of Support StaffOrderly entrance – meet & greet at door There can be teaching assistants, they could work with a variety of pupils or they could work with a specificAll pupils sit according to seating plan group, dependent on the class.During teacher focus – monitors are switched off&students face teacher / use of control software torestrict student access to workstationsOrderly dismissal
Extension Work Homework/Home Learning How will today’s learning be further developed? Tell the pupils that decisions are often made by taking into account a wide range of variables. The model being used in these lessons has only used the tariff for mobile phones as a variable. Ask pupils to list other variables that they would wish to take into account when buying their own mobile phone and selecting a service provider. You may wish to give particular pupils some prompts, such as design, weight, coverage
ICT Lesson OutlineName: Emma Wear Class: 7E Date: 03/10/12Time Learning and Teaching Activities Identify different phases of the learning Learning Activity& Organisation PLTS/ Teaching Students will – Learning activities and SEAL/The Teaching Strategies: (e.g. questioning, organisation. How will students show progress? explaining, demonstrating, modelling, etc., Methods (Type and content of student tasks and how they children will be to assess learning e.g. questioning, listening, reading, will be organised and differentiated) working in observing, etc., AOTT: support) pairs ECM/ SMSC Record opportunities Welcome and Greet! - Check uniform as students enter classroom. Bell Activity (optional) Load 8.4T3a Graph starter.ppt on to the large display. This asks pupils to examine a set of graphs comparing monthly tariffs for mobile phones. As pupils enter the room, ask them to start the activity.
Starter ActivityLearning Activity& Organisation PLTS/ Teaching SEAL/Discuss findings from bell activity ECM/ After 2 to 3 minutes, gather responses in SMSC preparation for later activities. ExtendPupils will be consider the limitations of the pupils by asking themmodel and the graph in making comparisons. to think about how easy it is to readGathering responses, which may include these information from the graph.points:The graph only shows costs for a selected Show the second slide (containing thenumber of calls. spreadsheet from lesson 2). Ask pupils to think about how they used the table in theThe table is difficult to read to make model in the last lesson, to decide which~comparisons. tariff was the best value and to considerThe variables in the model can be changed to which is the easier way to make theshow different numbers of calls but comparisoncomparison is difficult. Ask one or two pupils to share their homework responses with the class. Use these to reviewWhen shown the next slide allow the the correct responses to question 11 fromstudents to find out: 8.4P2c Phone worksheet.doc.I use 200 minutes’ worth of calls a month. Howmuch will this cost? Show the third slide (containing a line graph), displaying only the Talk 15 tariff.I have a budget of £40 a month. How manyminutes can I buy? Tell pupils that this graph models the mobile phone tariffs in a way that makes it easier to makeAdd the next two lines to the chart. Prompt pupils comparisons. Tell pupils that in this lesson theyto think about using this chart to make will construct their own graph, similar to this one,comparisons, by asking these questions. so that they can compare tariffs. Refer them to theWhich tariff is the cheapest if I use 500 minutes’ displayed objectives for the lesson.worth of calls a month?Which is the best value if I can afford £20 permonth for my phone?
Main Activity 1Learning Activity& Organisation PLTS/ Teaching SEAL/ Remind them about the spreadsheet they usedThe students will be doling the tasks which ECM/ before and how they used it to model the possiblethe teacher instructs them to do at the SMSC finances of the school fete. Display the school fetetime. model 8.4P3b School fete formulae.xls on the large display screen Click on cell D4 and ask the pupils to remind you of the formula that was in the cell and what it calculated. Enter the formula (the best way of doing this as a demonstration is to click on the cell D4, then type =, click on cell B4, type *, click on C4, type *, click on D1 – this shows logically and mathematically that cell D4 =B4*C4*D1). Click on cell D5 and ask them what is wrong with the formula there. You may also click on other cells in the column to reinforce the point. Ask the pupils what has happened. Tell the pupils that the software has changed the formula to reflect the relative positions of the cells. The contents of the cell change according to their column and row position. Tell them that this works for the cells in columns B and C but not for the cell which holds the number of people attending the fete (cell D1), because we always want the formula to refer to the number of people attending. Explain that the software has tried to be helpful and predict what the user requires but, in this case, it has been too clever. Tell the pupils that they need to tell the software that the cell D1 is not relative to the positions of the other cells in the formula but is always in the same, absolute, position. Pupils may find it useful to remember the sentence, ‘If you absolutely want cell D1 then you need to make sure it’s an absolute reference.’ Remind pupils that the way to specify that the cell is an absolute (unchanging) reference is to put a $ sign in front of the column and row labels ($D$1). Explain that this does not indicate a currency but is simply a character used to give an instruction to the software. If the pupils have studied sample teaching unit 7.4 they will have met this before. Move the edit cursor to D1 on the formula edit bar. Click to make sure it stays there. Now press <F4> once. This changes the formula in cell D4 to =B4*C4*$D$1. Then use the copy handle to copy the formula down the cells to D12, as before. The calculations will now be correct. By clicking on any of the cells from D4 to D12 it will be possible to see that each cell now refers to the absolute position of $D$1 but to relative positions for the cells in columns B and C.
Main Activity 2Learning Activity& Organisation PLTS/ Teaching SEAL/Get the students to discuss the topics when ECM/ Load 8.4P3c Mobyphone 2 extendedthe teacher instructs them. SMSC model.xls from the shared area and display it on the large screen.Identify any pupils or small groups havingdifficulty with creating a comparative line graph Ask pupils to think about the model structure.in question 3. Help these pupils to: Explain that you need to structure the modelselect minute headings; in this way to be able to create a graph. Ask pupils to say what will need to go into cellselect an appropriate line graph; F11. Ask them to describe it in words andselect appropriate rows or columns; then as a formula. Demonstrate how to do this on the screenremove gridlines for easier viewing; Before using the Fill Down function, askadd a suitable title and labels for axes pupils to think about what will happen. Use the fill handle to replicate the formula into cells F12 to F16. Discuss the results with the pupils and ask for suggestions for creating correct formulae. If necessary, move the discussion to the use of absolute cell references. Demonstrate how to do this. A comment has been inserted into cells F11 and G11 as a reminder of your discussion with the pupils Distribute 8.4P3d Phone worksheet 2.doc and tell pupils to load 8.4P3b Mobyphone 2 extended model.xls from the shared area. Ask pupils to complete the tasks on the worksheet. Circulate as pupils work, helping them and using 8.4T3e Mobyphone 2 Extended model answers.xls to check their progress. . As a mini plenary sk selected pupils to describe to the whole group what they did in activity 2 and what they found out. If necessary, group pupils who have had difficulty with activity 2 in such a way that you, or pupils who have made good progress, can help them to complete the worksheet.
PlenaryLearning Activity& Organisation PLTS/ Teaching SEAL/ ECM Show 8.4T3f Plenary.ppt on the large display and give pupils 2 minutes to discuss, in pairs,The students will be giving feedback which three statements they consider to beidentifying which three features they feel the top three benefits of using ICT to produceare most useful and discuss why. charts, rating them 1, 2 and 3. Students stand behind chairs - Orderly dismissal of students