Grade 6

LESSON PLANNING Grade: 6 Term: 1 page no

UNIT 1 6D Using the internet search large database and to Interpret information

Term: 2

UNIT3

6a-Multimedia presentation

6 8

Integrated Project

Term: 3

UNIT 4

5d-Introduction to spreadsheet (review) 6b-Spreadsheet modeling

9 11 13

Integrated Project

Grade 6

UNIT 1: - Using the internet to search large database and to interpret information

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children: To access an internet site using a favorites list To print a page from the internet To use a search engine to Objective:

audience internet index bookmark URL Lesson 1 search engine bias

internet access a range of bookmarked internet sites prepared by the teacher a range of printed information sources from internet word processing or DTP package a range of newspapers

find information Understanding that different graphs arestring used for different purposes To search the internet using hyperlink and To use hyperlinks to trail an idea To type in a URL to locate a web page To save and use pictures and text and import into a document for a presentation

Grade 6

Lesson 1
Objective:
Understanding that it is important to interpret information and to understand it

Activities:
Choose a topic currently being studied. Ask the children to list what they know. Talk about where else information can be found. Use magazines with topics, choosing ones which list the web address. Demonstrate choosing a site from a favorites list and how to print a page from the internet. Then ask the children to pick a card from a box of topics. Ask each group to use their card and an appropriate URL from the favorites list to find their information. Ask the children to find information and print out a page for each working group. Ask the children to highlight the text to show the key information. Demonstrate a search on the computer. Use one search engine to demonstrate searching for one topic and write down on the board the number of hits found. Ask the children to take out a topic card from the box and use one word to search. They can do this over the period of the week, each searching and writing down their hits. If some children have the same topic and search at different times of the week, you can compare if their hits are the same and discuss why. Ask whether any of the children got a search with fewer than 50 hits. Ask them if the search was helpful and ask for ideas of what to do.
Demonstrate the original search using goggle on its own and yahoo on its own. Then try

goggle and yahoo. Discuss the different results. Ask the children to pick out the key words they would use to find the information they want and to try their own searches. They could use the original topic. They should discuss what questions they want to ask. Print and sift using a highlighter. Discuss the childrens findings.

Grade 6

Learning outcome:
Use a favourites list to find information. Add to their knowledge and understanding of the subject researched. Print pages from the internet. Use a search engine to find information. Use and searches and understand how to use them to become effective in using search engines. Skim and select information, checking for bias.

Lesson 2
Objective:
Understanding that information can be skimmed, sifted, selected and checked for bias.

Activities:
Choose a topic of current media interest. Discuss what information might be useful. Use prepared printed text and pictures and asks groups of children to skim select and put together a storyline. Ask them to look at the information for different points of view. Pick an internet site from an educational provider or another site with clear hyperlinks. Demonstrate how to find information using links rather than searches. Demonstrate how to bookmark favourite sites to save the URL. Ask the children to try out pre-selected sites using hyperlinks to navigate around the system.

Learning outcome:
Use hyperlinks to find information on the internet. Use bookmarks.

Grade 6

Lesson 3
Objective:

Understanding that how to work with others to compare the most suitable sources and methods of searching

Activities:

Choose two URLs that you are already familiar with. Demonstrate entering the name to find the site. Demonstrate the use of right click to copy pictures. Discuss why some pictures only copy the location and not the picture. Use Minimize and open a text program. Use the Paste command. Demonstrate text copying in the same way. Discuss copyright and why the source should always be acknowledged. Ask the children to produce a piece of work from the imported text and picture files. Discuss who the work will be for.

Learning outcome:

Enter a URL to find a web site. Copy and paste from the internet into a word processing or DTP program for publication. Understand issues of copyright.

Grade 6

UNIT 2: - Multimedia presentation

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children: To design multimedia pages To sample sounds To produce a diagram that shows the links pages Objective: between

interactive hot spot/hyperlink attach hypertext

multimedia authoring package microphone CD-ROMs (Internet browser) Printouts sample pages of

Lesson 1

To create buttons to link Understanding that different graphs are used for different purposes pages

Lesson 4
Objective: Understanding that the computer software can include a range of media and gives the
user a range of options Understanding that how to design multimedia pages. Understanding that how to sample sounds

Activities:

Show the class a variety of multimedia page designs. Discuss how emphasis and location help the user understand the page, e.g. how buttons are placed consistently, how bright colours and sizes are used to indicate importance, how pictures and text complement each other.
6

Grade 6

Ask the children to evaluate a CD-ROM or Internet home page and list the features which they think work or do not work. Demonstrate how to record sounds using a microphone and how to create a button which plays the sounds.

Learning outcome:
Understand the potential of multimedia. Recognize the features of good page design. Create a page of sounds which are activated by appropriately named and positioned buttons.

Lesson 5
Objective:
Understanding that how to produce a diagram that shows the links between pages Understanding that how to create buttons to link pages

Activities:

Demonstrate how buttons can create links between pages. Prepare a set of A4 sheets showing sample multimedia pages without links. The set should include a menu page and pages which lead to a number of following pages. Ask the children to work in groups to identify the links between the pages, draw on any necessary buttons and write next to the buttons the page to which they link. Ask each group to produce a flow chart showing the links between the pages. The arrows on the flow chart should be labelled with the choice that would appear on screen

Learning outcome:
organise sample screens and identify appropriate choices and links
7

Grade 6

Lesson 6
Objective:
Understanding that how to use a multimedia authoring program to organise, refine and present information in different forms for a specific audience

Activities:
Explain to the class that they will use what they have learnt to create a multimedia presentation, which includes images, sounds and text. Ask the class to recall what they have learnt so far. Divide the class into small groups and ask each group to choose a subject for their presentation and to describe their audience. Ask each group to draw a diagram of their presentation, showing how the pages link. Children should then design their pages on screen and print out their results.

Learning outcome:
Design pages and links which present the user with clear information.

INTEGRATED PROJECT

Multimedia presentation
In small group create a presentation related to the topic UAE to present the rest of the class. Use internet to search their topic and to find the relevant images. The children need to decide how many pages they will make and how they will be linked together. They create a flowchart on the paper first. Children can use picture from clipart, the internet or a painting package. Also they can insert sound from any source. Multimedia presentation can also be done as web pages and published on the web

Grade 6

UNIT 3: - Introduction to spreadsheet

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children: To enter labels and numbers into a spreadsheet To enter formulae into a spreadsheet To use SUM to calculate the total of a set of numbers in a range of cells

spreadsheet cell formula sum calculate

spreadsheet software a variety of receipts a prepared spreadsheet

Lesson 7
Objective:
Understanding that computers can calculate costs and are useful when prices change

Activities:
Discuss the idea of working to a budget; for example, for a school trip. Discuss how totals will need to be recalculated if prices or quantities change, such as the cost of tickets or number of people. Show the class how to move around a spreadsheet and how to enter numbers and text labels. Ask the class to identify the contents of particular cells. Show the children how to enter a formula into a spreadsheet, such as =c2+c3. Ask the children to use formulae to add the contents of two cells. Ask the children to explore

Grade 6

what happens when data in the two cells is changed. Ask them to explore subtraction, multiplication and division and to predict how the contents of cells will change. Remind the class how =c1+c2+c3+c4+c5+c6 produces a total. Discuss the amount of typing required. Introduce the use of =SUM (c1:c2) as a shorter way of producing totals. Ask the children to use SUM to calculate the total cost of a meal.

Learning outcome:
Understand that costing models may need to be changed. Enter data into cells. Enter data and formulae into cells, modify the data, make predictions of changes and check results. Use SUM. Create and use a spreadsheet to produce costing which are within budget

10

Grade 6

UNIT 4: - spreadsheet modelling

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY
spreadsheet cell formula calculate data

RESOURCES

This unit assumes that children:

: to identify formulae and enter them into a spreadsheet : to copy cells : to use a spreadsheet to draw a graph

spreadsheet software a variety of receipts a prepared spreadsheet

model

Lesson 8
Objective:
Understanding that that mathematical models can be explored using a spreadsheet Understanding that how to identify formulae and enter them into a spreadsheet

Activities:
Remind the children about their earlier work with spreadsheets and discuss mathematical investigations they have carried out. Tell them they are going to use a spreadsheet to explore a mathematical problem. Remind children how to enter a formula into a spreadsheet, such as =c2/c3. Ask the children to identify the formulae they would need to enter to calculate: The area of a rectangle; The perimeter of a rectangle.
11

Grade 6

Ask the children to set up a spreadsheet to work out the area and perimeter of a rectangle. The length and width of the rectangle should appear so that the values can be changed. Ask the children to explore what happens when the data in the two cells is changed.

Learning outcome:
Understand that spreadsheets can be used to explore mathematical models. Identify and enter the correct formulae into cells, modify the data, make predictions of changes and check them.

Lesson 9
Objective:
Understanding that how to copy cells. Understanding that how to use a spreadsheet to draw a graph.

Activities:
Show the class how to copy formulae from one cell to another. Ask the children to create a set of multiplication tables such as:

12

Grade 6

The spreadsheet should extend number B to 12. Ask the children to investigate changing number A. Show the class how to create graphs using the spreadsheet. Ask the children to investigate graphs such as y = x2, y = 2x, y = x + 3.

Learning outcome:
Copy formulae to create tables of results. Create graphs.

INTEGRATED PROJECT
Pocket Money Investigation
Children will use spreadsheet software to investigate different option for pocket money

Part1
Your parent have decided to change your pocket money for 12 weeks. You can choose between two options. with the 1st option you get 1p for the first week, but each following week the amount will be double. for e.g. this week you get 1p,next week you get 2p,the following week 4p and so on. The 2nd option to take 50p for the first week and add 50p each week after, so that this week you get 50p,next week 1.00 and so on Which option will give you the most money at the end of 12 weeks?

Part2
What if you started with 2p in the first option and got 1.00 each week instead of 50p in the second option.

13