IT Curriculum Guide Grade 9
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Transcript of IT Curriculum Guide Grade 9
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MINISTRY OF EDUCATION
SECONDARY SCHOOL
GRADE 9
Information TechnoloC i l G id
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C i l G id
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PREFACE
Information Technology Curriculum Guides, Grades 7 to 11, were produced in 1999. These Curriculum designed to make all students computer literate and allow teachers to use the computer as a tool for tea
the school curriculum. The documents covered three major aspects of Information Technology: (i) Inf
Theory, (ii) Word Processing, and (iii) Spread Sheet.
The Guyana Education Access Project (GEAP) with the help of the Secondary School Reform Project (SS
Centre for Educational Resource Development (NCERD) have collaborated to supervise the revisio
Curriculum Guides produced in 1999. Since these Guides have been in use for more than three yearsupdate them and keep them within the new developments that have since occurred.
Other key contributors in the revision process were a number of GEAP trained Information Techno
(ITAs) taken from Regions 6 and 10. These ITAs are still teachers of Information Technology in Se
Schools with Primary Tops.
The Objectives of the Revised National Information Technology Guides are to:
1. Guide the teaching of Information Technology in schools.
2. Help teachers improve their Information Technology skills.
3. Help to prepare students for Information Technology at the Caribbean Examination Council (
Advanced Proficiency Examination (CAPE).
4. Serve as a tool for students who choose not to write IT CXC or CAPE but need to have a working
the world of work.
Ingrid Barker
H d ( )
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ACKNOWLEDGEMENTS
The Ministry of Education is grateful to the following persons whose tireless work has
production of this revised Information Technology Grade 9 Curriculum Guide:
Alan Wood, IT Teacher, Bartica Secondary School, Voluntary Services Overseas
Camille Caesar, Deputy Headmistress (ag), St. Aidans Primary School
Gem Carryl, Assistant Mistress, Wismar Hill Primary School
Gomattie Dubaria, IT Lecturer, Cyril Potter College of Education, Rose Hall
Kim Spencer, IT Teacher Trainer, Guyana Education Access Project
Leonie Peters, Assistant Mistress, Wisburg Secondary School
Loralina Roberts, Assistant Mistress, Linden Foundation Secondary School
Marlon Pearson, Assistant Master, Wismar Christianburg Multilaterial SchoolMona Campbell, Assistant Mistress, St. Aidans Primary School
Odetta Johnson, IT Administrator, Tagore Memoral Secondary School
Penny Hunt David, IT Department Head, Cyril Potter College of Education, Voluntary Services Overs
Poranee (Pam) Kingpetcharat, IT Trainer, National Centre for Educational Resource Development, Pe
Richard Ramnarine, IT Teacher Trainer, Guyana Education Access Project
Rosaline Garrett, Head of Centre, Cyril Potter College of Education, New Amsterdam
Sh n G rd n B n IT T ch r Lind n F und ti n S c nd r Sch l
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Content Rationale for Grade 9 IT Curriculum Guide
Priority Grade 9 Topics Objective/Reason
7 Formatting and Printing Spreadsheets Use the computer to format, layout, and preview the items from a spreadsheet th
Use print preview to ensure that print outs are in a presentable format and do not
8 Advanced Word - Printing envelopes and
labels, Mail-merging
Recognising that students will be required to perform some level of office admin
printing envelopes and labels using Word Processing software is introduced. To
software integration, mail merging or document merging encourages the use of t
produce time saving documents, labels, or envelopes to mail. Students should fe
use of mail or document merging in order to save time on typically repetitive tas
9 Binary Number System Provides a basic introduction to the Binary Number System which forms part of
requirements.
10 Compilation of Terms used in Grade 9 Building upon the lists from Grade 7 and 8, students should try to keep a list of a
been introduced to during the course of Grade 9. The instructor may take some
the terms introduced and their definitions to ensure that students understand the
use. The emphasis here should be on the understanding and application of the
learning of complicated definitions.
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INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 9
Page 1
TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationComputers in
Society
Differentiate
between thepositive andnegativeimpacts of
technology onemployment.
Identify the ways
in whichtechnology isimproving theway we work.
Identify thepositive andnegative effectstechnology has on
employment.
Technology
impacts society indifferent ways.
Each can have a
positive or anegative influencee.g. employmenthas been bothcreated and
eliminated, certain
jobs and job roleshave been maderedundant, the
places from whichpeople work, andthe number of
work hours havechanged.
Appreciate that
technologyimpacts societyboth positivelyand negatively.
Willingness tocontinuouslyeducate oneself onpositive and
negative impacts
of technology andidentify actionspeople can take to
minimize some ofthe more negativeaspects.
Organisations are
increasingly relying ontechnology to increaseefficiency in theworkplace and improve
standards of work.
Some jobs have beenmade redundant due totechnology replacing
human labour. Others
have been created in thefield of IT andcommunications due to
advances in technology.
Many jobs have changed
in their roles andresponsibilities. People
are working from home,working more hours,and can work from
anywhere in the world.This has retraining andeducational impacts onsociety.
Name and identify some
recent technologicaldevelopments. Discusshow they have impactedemployment.
Make a list of some of thenegatives and positivesthat advances intechnology could cause.
Discuss and/or debatethem to determine ifexperiencing these
positives and negativesare eventually positive ornegative experiences for
society as a whole.
Visits to corporations(where possible) toobserve how they rely on
technology and identifysome new jobs that werecreated, and existing jobsthat have changed as a
result of the introductionof IT.
Do students
understand thatthere are pros andcons to the waytechnology has
changed workinglife?
Do studentsunderstand that
these pros and cons
can influenceemployment trendsin society?
Social Studies,
Economics:Employment trendsand job roles.
English: Role play,written reports,group discussions.
Guidance: Skills
required in the world
of work.
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GRADE 9
Page 2
TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationComputers in
Societycontinued.
Differentiate
between thepositive andnegativeimpacts of
technology oninformation.
Understand thatdata and
information ismore accessibleand more people
are able to makedata and
information easilyavailable.
Recognise that
more data doesnot mean betterquality.
Recognise that
technologyimpacts society indifferent ways.
Each can have apositive or anegativeinfluence.
Appreciate that
technology doesnot always bringpositive benefitsto a society.
Data is collected and
stored in vast quantitiesfor various reasons.
Organisations haveaccess to more databasesof information.
Databases can be sold to
organisations formarketing purposes.
Name and identify some
recent technologicaldevelopments.
Discuss how they have
impacted on thetransmission, availability,and quantity ofinformation.
Do students
understand thatthere are positivesand negatives to theway technology has
changed theavailability andsecurity ofinformation?
Social Studies:
Freedom andprivacy ofinformation, healthand safety,
surveillance andfreedom, policeinteraction,communications,media, and impact of
availability of
information onsociety.
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Page 3
TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationAs a result,
security,confidentiality,and the ability toverify or validate
the reliability ofthe data orinformation beingpresented is key.
Students should
have an awarenessof the impact oftechnology onfreedom of
information,privacy, security,andconfidentiality.
Students should be
aware of some ofthe negativeaspects and realisesome of the
actions we cantake to minimisethem.
The privacy of
individuals' data is beingeroded. Ascommunicationstechnology increases,
access to private databecomes easier andsecurity needs to beincreased. Use ofpasswords and
authorised personal
access is necessary.
As more and more data
is stored, there isincreased risk ofinaccuracy. Verification
checks take time and arenot always carried out.
Identify measures that can
be taken to ensureconfidentiality andsecurity of data.
Visits to corporations(where possible) toobserve how they rely ontechnology and identifysome new jobs that were
created, and existing jobs
that have changed as aresult of the introductionof IT.
Observations/discussionsof what security measures
they take.
Do students
understand howthese positives andnegatives impacttheir daily lives?
English: Role play,
written reports,group discussions.
Computers inSociety
continued.
Differentiatebetween the
positive and
negativeimpacts oftechnology on
society.
List and explainhow the
introduction of
technology hassocial impacts onhow society
functions.
Recognise thattechnology
impacts society in
different ways.
Appreciate thattechnology does
not always bring
positive benefitsto a society.
Health and safety issuese.g. repetitive stress
injury, back problems,
eye strain.
Unsupervised use of theinternet e.g. childrenhaving access topornographic sites.
Name and identify somerecent technological
developments.
Discuss how they haveimpacted on society.
Do studentsunderstand that
there are pros and
cons to the waytechnology haschanged society?
English: Role play,written reports,
group discussions.
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Page 4
TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationIdentify some
examples of areasof society wheretechnology has apositive or
negative impact.These couldincludehealthcare, safetyand security,
government, and
economics.
Each can have a
positive or anegativeinfluence.
Students should be
aware of some ofthe negativeaspects and realisesome of the
actions we cantake to minimisethem.
Police use of technology
e.g. networked databasesand electronicfingerprinting canensure that knowledge
of criminals is notlocalised. The use ofsurveillance cameras canbe said to impinge uponan individual's freedom.
E-commerce can enablesmall local businesses tosell directly to foreign
consumers andbusinesses. E-government can improve
efficiency and reducecost for administration.
Make a list of some of the
negatives and positivesthat technologicaladvancements couldincur.
Role play a scenario ofone positive aspect inimproved communicatione.g. like police catching
bandits.
Identify measures that canbe taken to ensure
confidentiality andsecurity of data.Observations/ discussions
of current securitymeasures taken by
businesses, governments,and various organisationsin the community and
internationally.
Do students
understand howthese pros and consimpact their dailylives?
Social Studies,
Economics: Discusshow technology haschanged interactionsbetween groups of
people, society,government,economics, and lifeas we know it.
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Page 5
TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationInformation
and Commun-icationsTechnology(ICT)
Identify the
differentpurposes ofelectronicdevices e.g.
oral commun-ication requiresa telephone orcell phone.
Definition and
uses of electroniccommunicationdevices.
Technology is
constantlychanging andimproving ourmethods of
communication.
Appreciate that
technology isconstantlychanging and weneed to keep up to
date with thosechanges.
Technology used to
communicate: Electronicdevices such asfacsimile (fax), pager,computer, telephone,
satellitecommunications, PDA(personal data assistant).
Discussion of types of
electronic communicationdevices, where possibleteachers should show thedevices.
Students make a list ofsome of the devices foundwithin their communityand give a presentation on
what they are used for.
Discussion on how theuse and availability of
these devices haveimpacted their family,community, and their own
ability to communicatewith others.
Can students
identify thedifferent purposesof electronicdevices used for
communicationpurposes?
Can studentsevaluate the positive
and negative
impacts of theavailability and useof these devices?
Social Studies,
Economics:Discussion on howcommunication insociety has changed
because ofinformation andcommunicationstechnology.
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GRADE 9
Page 6
TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationIdentify devices
or resourcesused forresearching andexchanging
information.
Definition and
uses of researchand informationresources.
Information is
becoming moreeasily accessibledue to theimprovements
made intechnology.
Appreciate that
information isconstantlychanging and weneed to keep up to
date with thosechanges.
Technology used as a
source of information:web sites, CDRoms,databases, files availableon the Intranet.
If students have access toeducational CDRoms and
the internet, encouragethem to accessinformation.
Discuss the source of the
information focusing onevaluating its validity andpossible bias.
Do students know
how to access ITdevices for researchpurposes?
Do students knowhow to conductresearch using thesedevices?
Social Studies:
Evaluation andreliability of sourceinformation.
Language: Oralpresentations,reports, comparisons
Informationand Commun-ications
Technology(ICT)continued.
Evaluatesources ofinformation and
determinewhetherinformation is
reliable.
Record
bibliographicsource of
information inthe proper
manner forfuture
reference.
Some researchand informationresources are
better than others.
Using traditional
indicators likeauthor, title,publisher, date of
publication, andawards or merits
can help studentsdetermine
whetherinformation they
find is reliable.
Recognise thatsome devicesprovide source
information whilstothers allowexchange of
information.
All information
gathered must beevaluated for
validity. Thesource of that
information mustbe recorded for
future reference.
Appreciate thatnot all informationis accurate or
reliable, but has tobe validated withother sources,
especially if it isfrom a biasedsource.
Source information: websites, CDRoms,databases.
Indicators to be used forvalidation and recorded
as source ofinformation: author,title, publisher, and date
of publication.
Observing the type ofinformation each sourcemay provide e.g. visual,
audio, written notes andbe able to identify throughdiscussions the limitations
of each source.
Students should have
access to CDRoms andthe internet (if available).
A discussion of the sourceof the information should
focus on the bias, if any.
Can students usesource informationefficiently for
research purposes?
Can students record
the bibliographicsource ofinformation in the
proper manner forfuture reference?
Social Studies:Evaluation andreliability of source
information.
English: Record
bibliographicinformation fromsource of
information.
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Page 7
TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationIdentify how
the differenttechnologicaldevicescommunicate
with each other.
Describe local and
wide areanetworks.
Use these
networks toresearch, access,exchange, andcommunicateinformation.
Recognise that
some devicesprovide sourceinformation whileothers allow
exchange ofinformation.
How devices worktogether to
provide
communicationnetworks in orderto source and
exchangeinformation.
Appreciate the
complexity andsimplicity of thepower ofnetworks.
How technology
communicates: cables,satellite, radio andmicrowaves.
Networks: Local Area -within an organisatione.g. a computer lab in aschool (intranet) andWide Area Networks -
outside the local area
e.g. a banking system,the internet.
Use drawings to help
students understand howtechnology communicatesthrough cables, telephonenetworks and via satellite.
Discuss the differencebetween LAN & WAN.Have students use theschool's LAN and internet
connection to perform
research, access,exchange, andcommunicate information.
Do students
understand howcommunicationsand information canbe transmitted over
local and wide areanetworks?
Geography:
Effectivecommunicationrelating to distanceand location.
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Page 8
TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationCreate foldersFile
Management
Create new
folders using theappropriateoperating systemprogram or tool.
Understand that
all data andprograms on thecomputer arestored as files and
that folders are aneasy way toorganise files.
Files can be
grouped in one
folder and relatedfolders can begrouped in one
general folder.
Willingness to
keep items on thecomputer in orderby using foldersand descriptively
naming files andfolders.
Discuss the directory
tree (organisation offolders, sub-folders andfiles on the computer).
Create a folder.
Practice using gooddescriptive file andfolder names to describe
file and folder contents.
Practice saving files tothe correct folder so they
can easily be retrieved ata later date.
Show and explain the
directory structure of thecomputer using theappropriate operatingsystem tool e.g. Windows
Explorer, My Computer.Demonstrate how tocreate a folder withstudents' name on it.
Students practice creating
a folder with their nameand then sub-foldersorganised by subject or
topic.
Students practice saving
files to the correct folder.
Can students create
folders effectively?
Can students nametheir folders
descriptively?
Can studentsorganise thesefolders in a logical
manner?
Home Economics,
Business,Economics,Government:The value of
organisation andhow it improves orimpacts anindividual's,business', or
government's
efficiency.
Students can discuss
topics such asknowledge sharing,organisational
structure, homeorganisation, time
keeping, orgovernmentorganisation.
Move files and
folders
Organise new and
existing files andfolders by movingthem from one
place to anotherusing theappropriateoperating system
tool.
The purpose of
having folders isto use them toorganise files and
other folders.
Using theseavailable tools
makes findingfiles much easier.
Willingness to
keep items on thecomputer in orderby using folders
and descriptivelynaming files andfolders.
Group related files in a
folder by moving themusing the appropriateoperating system tool.
Group related folders ina folder by moving themusing the appropriate
operating system tool.
Students organise their
existing files and foldersby moving them to thefolders they created in the
previous skill set.
Students draw a directorystructure of how they
have organised their filesand folders.
Can students move
their files andfolders effectively?
Can studentsorganise their filesand folders logicallyby moving them
into theirappropriate place?
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TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationFile
Managementcontinued.
Rename files
and folders
Renaming
existing files andfolders providesfor moreflexibility.
Files and folders
can be renamed tomake them moredescriptive of theircontents.
Willingness to
keep items on thecomputer in orderby descriptivelynaming files and
folders based ontheir content.
Rename files using the
appropriate operatingsystem tool.
Rename folders using
the appropriateoperating system tool.
Students identify a folderor file that they have
named incorrectly.
Students use the
appropriate operatingsystem tool to rename that
file or folder.
Can students
rename files andfolders effectively?
Home Economics,
Business,Economics,Government:The value of
organisation andhow it improves orimpacts anindividual's,
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TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
Integration
business', orgovernment'sefficiency.
Students can discusstopics such asknowledge sharing,
organisationalstructure, homeorganisation, time
keeping, orgovernment
organisation.
Copy and paste
files andfolders
Use the correct
operating systemtool to copy andpaste files andfolders from one
folder to anotheror from onestorage device toanother.
Copying and
pasting files andfolders can savetime by allowing
for quickreplication ofneeded files and
folders or quicktransfer of files
and folders fromone storagedevice to another
e.g. floppy to harddisk.
Files and folders
can be copied andpasted from onefolder to anotheror from one
storage device toanother.
Copy and pastingfiles from floppy
to hard disk and
back can be usefulas a method forbacking up,
duplicating,working from andstoring important
files.
Willingness to
save time by usingcopy and pastefunctions totransfer or
replicate files orfolders from onelocation toanother.
Copy and paste files and
folders from one placeto another using theappropriate operatingsystem tool.
Process would include:1. Choose folder or fileby clicking once tohighlight it.
2. Choose the copy
option.3. Go to the place whereyou want to paste the
folder or file by clickingon it once to highlight it.4. Choose the paste
option.5. Wait. Be patient.
Students watch and readthe screen to see whatthe computer is doing.
Students identify a file or
folder they wish totransfer from hard disk tofloppy disk.
Demonstrate to thestudents the process ofcopying and pasting thosefiles or folders from thehard disk to the floppy
disk using the appropriate
operating system tool.
Students practice copying
and pasting their foldersand files from hard disk tofloppy disk and from
floppy to hard disk.
Can students copy
and paste files andfolders from onefolder to another?
Can students copyand paste files andfolders from onestorage device toanother?
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TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationFile
Managementcontinued.
Delete and
restore files andfolders.
Deleting files and
folders helps toclean unwanted orunused files andfolders from
storage devices.
In some cases,files and folderscan be restored
using the
appropriateoperating systemtool.
Cleaning out
storage devicesfrees up storagespace and makeswork less
cumbersome.
A clean andorganized harddisk drive makes
files and folders
easier to find.
Willingness to
keep storagedevices clear ofunnecessary filesand folders.
Delete files and folders
using the appropriateoperating system tool.
Process would include:
1. Choose folder or fileby clicking once tohighlight it.2. Choose the deleteoption.
3. Students watch, read
the screen, and providethe appropriate answerwhen prompted.
(If available) Restorefiles and folders using
the appropriateoperating system tools.
Students identify a file or
folder they wish to deletefrom hard disk to floppydisk.
Demonstrate to thestudents the process ofdeleting files or foldersfrom the hard disk orfloppy disk using the
appropriate operating
system tool.
Students set up empty
files and folders andpractice deleting thesefrom the hard disk or
floppy disk.
Teachers need to be awareof the security of allstudent's files and folders.
Can students
identify files andfolders to bedeleted?
Can students deleteappropriate files andfolders?
If the appropriate
operating system
tool is available, canstudents use it torecover deleted files
and folders?
Home economics,
Business,Economics,Government:The value of
organisation andhow it improves orimpacts anindividual's,business', or
government's
efficiency.
Students can discuss
topics such asknowledge sharing,organisational
structure, homeorganisation, time
keeping, orgovernmentorganisation.
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GRADE 9
Page 12
TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationIntroduction to
Database
Design a
simpleDatabase
A database should
be namedappropriately foreasyidentification.
Identify the namesof the major fieldsfor the database.
Use these fields toplan a form forthe database.
Using descriptive
names for thedatabase andmajor fields helpsother computer
users to easilynavigate through adatabase.
Forms enhance
presentation andmake the users'work lesscumbersome.
Willingness to
design and plan adatabase that iseasy to use, clear,concise, and easy
to navigate.
Recognition that90-95% of goodcomputer work
happens in theplanning phase.
Identify the subject of
the database, how it willbe used, and who it willmost likely be used by.Identify fields for the
database.Sketch a design for theform of the database.Identify the Primary Keyfield of the database.
Have students identify a
way to use a database.Some examples includecataloguing a library, CDsand music, videos, and
students in the school.
Have students write up adetailed plan of what theirdatabase will be used for,
what type of data will gointo their database, theirkey fields, and a design ofthe form they will create
for their database.
Can students show
step-by-step howthey designed theirdatabase?
Did students takeinto account howtheir database willbe used?
Are the plans forthe student'sdatabase clear andconcise?
Economics, Social
Studies, LibraryScience, Biology:Students can build adatabase for one of
these subject areaseither as an exampleof the way recordsshould be kept or asa way to categorize
existing andavailable data.
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TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
IntegrationBuild a simple
Database
Create and name a
new database.
Organize thedatabase so that it
is easy to use,easy to navigate,easy to enter data,concise, and clear.
Constructing a
database in adatabase programtakes planning,persistence,
patience, andforesight.
Willingness to
spend as muchtime as necessaryto construct andperfect a database
that is easy to use,clear, concise, andeasy to navigate.
Create a new database.
Name that database.Create field names,descriptions of that field,and choose the type of
data that will becontained in that field.Design and create aform for the database.Create and assign the
Primary Key field forthe database.Enter data using thedatasheet view and
forms.
Based on the plan
students drafted in theprevious skill set, havestudents build theirdatabase and enter data
into it.
Have fellow classmatesevaluate the design, easeof use, clarity, and
conciseness of thestudent's database.
Have students incorporate
feedback into the finaldraft of their database.
Can students
execute their draftedplans to constructtheir database?
Can students giveand receiveconstructivecriticism on theirdatabase?
Is the final draft of astudent's databaseeasy to navigate,
easy to use, concise,and clear?
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TopicLearning Objectives
Content Evaluation
Skills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
Integration
Presentation
Software-----------------NOTE:Requires at
least 6-9lessons.Students need alot of practiceto become
confident withtheirPresentationSoftware Skills.
Plan a
presentation bysummarisinginformationusing images,
text andanimation.
Understand that
presentations canbe used tocommunicateinformation
effectively, e.g. ina face to facepresentation orover the internet.
Identify wherepresentationsoftware would beappropriate and
effective
Information can
be presentedthrough a range ofsources. One ofwhich is
PresentationSoftware e.g.PowerPoint.
Realise that the
audience and timeavailable shouldbe taken intoconsideration
when planning apresentation.
Appreciate that
information can bepresented in anumber of ways.
The presentationof informationdepends upon theneeds of theaudience and the
purpose of themessage.
Choose a topic. Decide
how long thepresentation is going tobe (time).
Make a rough outline ofmain points ofpresentation.
Decide number of slides
it will take.
Make a rough sketch onseveral sheets of paper
for each main point.
Plan the speech for each
slide.
Using ideas frompresentations shown byteacher, project and
evaluate what thepresentation may look
like.
Students choose from a
range of topics. They willneed to plan and preparethe content of theirpresentation. This will
include activities onsummarising informationfor presentation purposes.
Teachers should
demonstrate a number ofdifferent slide shows sothat students can identifywhat a presentation is and
how it can be used todisplay information.
Encourage a groupdiscussion on how slide
shows can be used inschool and in business.
Can students
effectively use astep-by-stepapproach whendesigning and
organizing apresentation?
Can students clearlyand effectively
explain why theylike or dislikecertain aspects of apresentation?
Are students awareof the positives and
negatives of using aslide show
presentation topromote a topic orteach a subject?
English: Audience,
purpose ofcommunication, oralpresentations,evaluating
effectiveness ofcommunication
All: The topics usedfor presentation
purposes could beintegrated with anyarea of thecurriculum.
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Materials
Areas of
Integration
Presentation
Softwarecontinued.-----------------NOTE:
Requires atleast 6-9lessons.Students need alot of practice
to becomeconfident withtheirPresentation
Software Skills.
Create a slide
presentation tocommunicate amessage orinformation on
a topic
Start up
presentationsoftware andcreate each slide.
In the process ofcreating a slideshow, studentsbecome familiarand comfortable
with the tools ofpresentationsoftware.
The use of
presentationsoftware is likesitting down at adrafting table and
cutting, pasting,and designingeach slide fromscratch.
Instead of worktools being indrawers, they arein menus and
toolbar buttons.
Appreciate the
time and effort ittakes to produce agood slidepresentation.
Recognize thatanything worthlearning well takespatience, practice,
and persistence.
Start up presentation
software.Insert a new slide.Insert text.Insert graphics from
Clip Art, Spreadsheetgraphs, or CDRoms.Insert sound fromgallery, file or CD.Edit text and graphics
(cut, copy, paste).Resize and move text/graphics boxes.Format background and
template designs.Use animation tools.
Teachers need to
demonstrate the activitiesidentified in the content.
Using their outlines,
students create their slidepresentations usingcreative clip art,animation, sound, charts,and word art.
Students evaluate eachother's slide presentationsand provide
comments/feedback.
Can students start
up the presentationsoftware?
Can students work
independently toinsert a new slide,text, graphics, clipart, sounds, edittext, graphics, add
animation, andformatbackgrounds?
All: The topics used
for presentationpurposes could beintegrated with anyarea of the
curriculum.
Some exampletopics include:HIV/AIDS, life
skills - prejudice,racism, how to get aob, how to start a
business, abuse,
social studies,economics, business,and history.
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Methods / Strategies /
Materials
Areas of
Integration
Edit and perfect
a slidepresentation toincorporatesuggested
changes
Incorporate
constructivefeedback fromfellow studentsinto slide
presentation.
Edit, spell check,and proof readslide presentation
to improve it.
Doing several
drafts of apresentation canhelp to improvethe presentation
by correctingmistakes andincorporatingconstructivefeedback.
Appreciate the
importance ofincorporatingfeedback anddoing several
drafts of apresentation.
Willingness tostrive for high
qualitypresentations.
Use Spell Check.
Sort slides into order.Time a presentation andrun a slide show.
Students take evaluations
from fellow students anddo a second draft of theirpresentation.
Students present theirslide shows to the class.
Have fellow studentscomment and critique
their classmate's slideshow.
Can students give
and receiveconstructivecriticism?
Can students usespell check andslide sortereffectively?
Can studentspresent an effectiveand interesting slideshow?
Software
integration -multitasking
Recognize that
you can havemore than oneprogram orpiece ofsoftware
running at onetime
Computers can
run more than oneprogram at a time.
Running morethan one program
at a time is calledmulti-tasking.
There are times
when it will bemore efficient torun more than oneprogram at a timeto complete a task
on the computer.
Multi-tasking cansave you time,
effort, and energy.
Appreciate the
efficiency ofdoing more thanone thing at a timeon the computer.
Startup multiple
programs such aswordprocessing,spreadsheet, andencyclopaedia programsat once.
Examine the task bar or
multi-task menu toidentify and keep track
of all programs running
on the computer.
Students come up with a
research topic.
Students start up theprograms they plan onusing to fulfil what is
needed for their researchtopic.
Students identify these
programs in the task bar
or multi-task menu.
Can the student start
more than oneprogram at a time?
Can the studentdetermine how
many and whichprograms are
running at onetime?
All: The topics used
for researchpurposes could beintegrated with anyarea of thecurriculum.
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Areas of
Integration
Move between
two or morerunningsoftwarepackages or
programs
How to use the
appropriateoperating systemtool to switchbetween two or
more programsthat are alreadyrunning.
Just because you
do not see aprogram orsoftware packagedirectly on the
screen, does notmean that it is notrunning.
Appreciate the
simplicity ofmoving betweentwo or moreprograms or
softwarepackages.
Differentiate between
and active and aninactive window.
Use the task manager to
actively switch betweenor among the multipleprograms running on thecomputer.
Students type a letter,
spell check, play a game,start a search, and performother tasks at the sametime by switching back
and forth betweenprograms using the taskbar or multi-task menu.
Can the student
switch betweenmultiple programsthat are all runningon the computer at
the same time?
Copy, cut, andpaste from oneprogram into
another openprogram orsoftware
package
How to use thecut and copyoption in one
program to pasteinformation intoanother.
Copy, cut, andpaste can functionbetween software
packages andprograms.
Appreciate theeconomy of timeand effort that
comes fromcopying, cutting,and pasting from
one program toanother.
Copy, cut, and pastefunctions along with thetask manager to copy,
cut, and paste betweenmore than one program.
Students copy and cutinformation and picturesfrom one program
(encyclopaedia, internet,or spreadsheet) and pasteinto their wordprocessing
document.
Can the student cutand copyinformation from
one program andpaste it in another?
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Areas of
Integration
Formatting &
PrintingSpreadsheets
Add and format
headers,footers, andpage numbersto spread-
sheets.
Headers and
footers are thewords ornotations that runat the top and
bottom of a page.
They can beadded, edited,formatted, and
can contain pagenumbers andother detailsrelated to the set
of spreadsheetpages beingprinted out.
Headers and
footers are used todenote that aparticular page ofa document
belongs to a set ofother pages.
For example,many textbooks
will use headers tomark Chapters in abook and whenChapters change,
the headerchanges.
Willingness to use
clear andconsistent headers,footers, and pagenumbers to guide
a reader through aspreadsheet,explain thepurpose of thespreadsheet, or
denote individualpages of a set ofspreadsheetprintouts.
Use View, Header and
Footer option to firstdisplay the areas wheredescriptive titles andpage numbers will be
added.
Use the available toolbar to switch betweenheader and footer, add
and format text, and addand format pagenumbers.
Demonstrate the use of
headers and footers.Demonstrate how to addheaders, footers, and pagenumbers to an already
existing document.Demonstrate how toformat headers, footers,and page numbers alreadyadded.
Students use aspreadsheet that they havealready created or have
them put one togetherfrom data they'vecollected for a project.
Have students then addheaders, footers, and page
numbers, and formatthem.
Did the student use
the appropriate toolsto view, add, andformat headers,footers, and page
numbers?
Is the final printedmaterial clear,concise, easy to
read, and easy tofollow?
Is it obvious which
pages belong towhich set ofspreadsheet
printouts?
Maths, Science,
Social Studies,Economics: Thedata collected for thespreadsheet can be
plant, animal, bug,colour, species,statistics, dollarprices for certaingoods, etc. that are
found in thatcommunity.
The student can then
manipulate this datato describe theenvironment of their
town.
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Areas of
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Classmates critique andgive constructive criticism
on the clarity,consistency, andformatting of their
classmate's work andincorporate these
comments into their finaldraft to submit to theteacher.
Formatting &PrintingSpreadsheets
continued.
View andmanage pagelayout and print
preview ofspread-sheets
Use thecapabilitiesavailable on the
program to perfectthe format, layout,and look of a
document beforeprinting it out.
Time, paper andmoney can besaved by using
Print Preview andperfecting theformat and layout
of a spreadsheetbefore printing itout.
Willingness to usethe available toolson the computer to
save time, paper,and money.
File, Page Set Up.Examine and be able touse any tab necessary.
File, Print Preview.Examine and be able to
use all availableoptions/buttons whennecessary.
View, Page Break
Preview.
Add, delete, and movepage breaks.
Demonstrate thecapabilities of Page SetUp, Print Preview, Page
Break Preview, andmanipulating page breaksto perfect the look of a
document before printingit out.
Students practice toperfect a spreadsheet
printout. To ensure thatstudents understand and
can exercise these skills,limit each student to 1-2
pieces of paper forprinting their final projectfor submission.
Can the student usePage Setup, PrintPreview, and Page
Break Previeweffectively?
Can the student add,delete, and movepage breaks?
Math, Science,Social Studies,Economics: The
data collected for thespreadsheet can beplant, animal, bug,
colour, species,statistics, or dollarprices for certain
goods that are foundin that community.
The student can then
manipulate this datato describe the
environment of theirtown/village/community.
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Areas of
Integration
Print spread-
sheets
How to efficiently
and effectivelyprint aspreadsheet.
Printing a
spreadsheet is thefinal stage ofwork. Therefore itis done after spell
checking, proofreading,formatting, andPrint Previewingthe work on
screen.
Willingness to
practice printeretiquette: checkwith others beforeprinting, clean up
and unclog printerof debris ifnecessary, andkeep the lab freeof trash by
discarding usedpaper.
File, Print. Choose
printer, print range andnumber of copies.Examine and be able touse other options when
necessary.
Printer quick button ontoolbar.
Demonstrate the File,
Print and Print fromtoolbar button options.Show where to chooseprinter, print range, and
designate the number ofcopies. Print.
Students print their finalspreadsheet project for
submission to the teacher.
Can the studentprint a clear,
concise, orderlylookingspreadsheet?
Did the student
conserve paper byusing Print Previewand other tools toperfect the
document on-screenbefore printing itout?
Formatting &Printing
Spread-sheetscontinued.
Format, resize,and make
adjustments tocharts
How tomanipulate:
- the display ofinformation- thecommunication of
information and- the affect ofinformation on the
readerusing charts and
chart formatting.
By changing theformat and layout
of a chart, thesame informationcan be presentedin different ways.
Different formatsand layouts can
impact andinfluence the
reader in differentways.
Willingness toexplore and
harness the use ofcharts to displayinformation.
Appreciation forthe ability thatcharts and chart
formatting have tocommunicate to
and affect thereader.
Click on Chart tohighlight for formatting.
Review contents ofChart menu: Chart type,Source Data, Chart
Options, etc.
Resize chart area, resize
chart, change seriescolours, chart title, fonts,
font size, legend details,line or grid types, andmove the chart.
Demonstrate how tochange chart types, source
data, line colours, labels,font, etc. in an alreadyexisting chart.
Using charts studentshave previously created,have students practice
what they sawdemonstrated using the
same data for differenttypes of charts.
Students arrange various
charts all on one page andrint the a e of charts.
Can the studentmanipulate chart
type, source data,and chart options?
Can the student use
all the formattingfeatures available toperfect the impact
and view of thechart?
Does the printedchart communicatethe information
clearly and in aneas to read format?
Reading, Literature,Social Studies,
Economics: Thedata collected for thespreadsheet andcharts can be names,
types, cost, anddescriptions ofbooks, magazines,
movies, and musicavailable in the
library, communitycenter, or market ofthe town. It can alsobe statistics on
family, race,children, and other
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Areas of
Integration
Print charts To ensure the use of Print
Preview, allow eachstudent only 1-2 pages ofpaper for printing.
Students evaluate andcompare charts for clarityand impact.
Encourage students tocritique, ask questions,
and evaluate theirclassmate's presentation
of information.
Does the printedchart address thequestion that thestudent was
attempting toanswer?
members of the
community.
The students canthen manipulate the
data into chartformat to compareprices for various
goods found in thecommunity, numberof men vs. women,
or number of peoplewith jobs vs. those
without.
How to print an
individual chart.
How to print apage of charts.
Printing a chart is
the final stage ofwork. Therefore itis done afterperfecting,
formatting, andPrint Previewingthe work onscreen.
Willingness to use
Page BreakPreview and PrintPreview to savetime, paper, and
money.
Appreciation forthe challenge ofproducing a
finished productwith limitedresources.
File, Page Setup, Print
Preview, Print option orprint using the toolbarbutton or quick printoption.
Print a single chart:highlight chart byclicking on it; chooseFile, Print.
Print multiple charts onone page: arrange chartson a sheet; use Print
Preview to make surethey all fit on one page;Click on a spreadsheet
cell; choose File, Print.
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Methods / Strategies /
Materials
Areas of
Integration
Advanced
WordProcessing -Printingenvelopes and
labels
Address and
print anenvelope usinga wordprocessor
How to use
correct addressformats.
How to put an
envelope into theprinter.
Using the
computer to printan envelope canaffect how it isreceived.
Willingness to use
the computer tocreate clearaddresses forenvelopes.
Tools, Envelopes andLabels. Choose
Envelopes tab.
Enter Delivery and
Return address.Examine the preview
and feed suggestions.Choose options andexamine the envelopeand print options.
Each printer feeds alittle differently.
Examine the printer andfollow the pictures onthe manual feed tray of
the printer.
Demonstrate the creation
of Delivery and Returnaddress using the Tools,Envelopes and Labelsoption from the menu.
Also demonstrateenvelope options, printingoptions, and how tocorrectly read pictures onthe manual feed tray of a
printer.
Each student attempts toprint out a Delivery and
Return address on anenvelope.
Can students
address and print anenvelope using aword processorclearly, efficiently
and effectively?
Home Economics,
Business,Economics: Impactof presentation,business etiquette,
and organisation onsociety, workrelations,governmentrelations, and
business relations.
Examples includebusiness cards,
address and shippinglabels, name badges,and other items used
for a formalbusiness.
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Areas of
Integration
Discuss how the
ability to createthese items on ahome computer canimpact the
effectiveness ofsmall business,medium sizebusinesses, andhome businesses.
Create and
print labelsusing a wordprocessor
How to use
available wordprocessing toolsto print labels.
Word processing
programs comewith severaltemplates forcomputer labels
that can bepurchased in astore. Thesetemplates, oncefilled in, are
organised so theyprint out perfectlyonce the labels arefed into the printer
properly.
Willingness and
appreciation forthe economy ofusing thecomputer to create
clear labels.
Willingness to usethe availabletemplates without
the availability ofthe correspondinglabel sheets.
Tools, Envelopes and
Labels. Choose Labelstab.
Choose options to pick
the type of label thestudent wants to create.Choose to create NewDocument.
Fill in the labels with theappropriate information.
Demonstrate the creation
of a New Document oflabels and examine itsformatting features - File,Page Setup, Print
Preview.
Students create their owndocument of labels. Allowstudents to print out 1
copy of these labels toshow that actual labelsheets are not needed tomake use of the templates.
Can students create
and print labelsusing a wordprocessor clearly,efficiently, and
effectively?
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Methods / Strategies /
Materials
Areas of
Integration
Advanced
WordProcessing -Mail merging
Conceptualise
the mail mergefeature
Merging requires
the use of twofiles: a maindocument and adata source.
Data from thedata source isinserted into themain document to
producepersonaliseddocuments.
Using the mail
merge feature, youcan produce alarge amount ofpersonalised form
letters, mailinglabels, and memoswithout having totype each oneindividually.
Appreciate that
mail merge can beused to save timewhen producingbulk mailings,
envelopes, orcreating labels.
Main document -
contains the fixedinformation and mergefields, which arepositioned at the points
where the informationfrom the data souce is tobe printed.
Data source - contains
the personalisedinformation that variesin each document
Merge process - Whenthe mail merge begins,the merge fields are
replaced with theinformation from the
data source.
Draw a picture of the
components of a mailmerge. Arrows shouldshow how the maindocument and data source
combine in the mergeprocess to create apersonalised document.
1. (main document) Have
students write a letter withbox cut out after Dear.2. (data source) Havestudents write a list of the
names of people theywant to send the letter to.3. (merge process) Place
the second sheet of paperunder the letter and move
it so that each nameshows in the Dear cut outbox. This final product is
the mail mergeddocument.
Do students
understand theconcept of mailmerging?
Can students draw adiagram showingthe process of mailmerging?
Home economics,
Business,Economics: Impactof presentation,business etiquette,
and organisation onsociety, workrelations,governmentrelations, and
business relations.
Examples includeform letters, mass
mailings, labels, andenvelopes.
Discuss how theability to create
these items on ahome computer canimpact the
effectiveness ofsmall business,
medium sizebusinesses, and
home businesses.
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Methods / Strategies /
Materials
Areas of
Integration
Advanced
WordProcessing -Mail mergingcontinued.
Create a main
document
How to create
form letter withplace holders formerge fields
The form
document willprovide the formatfor the documentto be sent.
The merge fieldswill be thevariable data thatwill change with
each documentprinted.
Willingness to
create anappropriate formletter as a maindocument.
Willingness toexplore andinstitute the use ofmail merge to
automaterepetitive tasks.
Start up word processor.
Type the form letter. Inareas that merge fieldsare to be printed, type in
dummy field namesenclosed in doubleangle-brackets e.g..
Demonstrate the creation
of a main document suchas a form letter usingdummy field namesenclosed in double angle-
brackets as place holdersfor merge fields.
Students work on creatingtheir own form letter with
dummy field names asplace holders.
Can students create
a form letter withplace holders formerge fields?
Home Economics,
Business,Economics: Impactof presentation,business etiquette,
and organisation onsociety, workrelations,governmentrelations, and
business relations.
Examples includeform letters, mass
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Methods / Strategies /
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Areas of
Integration
mailings, labels, andenvelopes.
Discuss how theability to createthese items on a
home computer canimpact theeffectiveness ofsmall business,
medium sizebusinesses, andhome businesses.
Create data
source
How to organize
data orinformation intoan easy to importformat.
How well data is
organised canimpact on how itis imported into amail merge
document.
Willingness to
create, keep, andmaintain a wellordered source ofdata such as
names, addresses,and phonenumbers that canbe easily importedinto a mail merge
document.
Create a table in a
spreadsheet, wordprocessing, or databaseprogram.
The first row of the tableshould have theheadings describing thedata in the column e.g.Name, Address, City,
Country, etc.
Fill out the table withthe appropriate
information.
Demonstrate the creation
of a well ordered datasource in a spreadsheet orword processing program.The header row should be
clearly labeled with fieldnames such as Title,FirstName, LastName,Job Title, Company,Address1, Address2, City,
and Country.
Students create their owndata source in a
spreadsheet, wordprocessing, or databaseprogram.
Can students create
a well organised,easy to import, datasource?
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Areas of
Integration
Advanced
WordProcessing -Mail mergingcontinued.
Insert merge
fields
How to insert
merge fields intomain document.
The creation of a
well organisedform letter withappropriatelyplaced dummy
field names,allows easyinsertion ofappropriate mergefields.
Willingness to
create, keep, andmaintain a wellordered source ofdata such as
names, addresses,and phonenumbers that canbe easily importedinto a mail merge
document.
Go to Tools, Mail
Merge. Step 1: Create,'Form Letter', ActiveWindow.Step 2: Get Data, 'Open
Data Source', navigate tothe file created as theData Source. Click onClose.Position insertion point
where the first mergefield is to be inserted.
Click on 'Insert MergeField' button in Mail
Merge Toolbar andselect the desired field.Place all other fields in
their respective positionsto replace dummy fields
in the main document.
Using the previously
created form letter,demonstrate the insertionof merge fields into theplaces previously
occupied by the dummyfield names.
Students insert mergefields in the place
previously occupied bythe dummy field names
using their previouslycreated form letters.
Can students place
merge fields in theirappropriate placeson the form letterthey previously
created?
Home Economics,
Business,Economics: Impactof presentation,business etiquette,
and organisation onsociety, workrelations,governmentrelations, and
business relations.
Examples includeform letters, mass
mailings, labels, andenvelopes.
Discuss how theability to create
these items on ahome computer canimpact the
effectiveness ofsmall business,
medium sizebusinesses, and
home businesses.
Mergedocuments
How to mailmerge a main
document with adata source
The creation ofwell organised and
well labeled maindocuments and
data sourcesmakes mailmerging simple.
Appreciation forthe time and effort
needed to buildfoundation
documents (maindocument, datasource) so thatmerging files iseasy.
Go to Tools, MailMerge. Step 3: Select
Merge, the 'Merge'dialog box appears, fill
out the information andclick on 'Merge.'
Using the previouslycreated form letter and
data source, demonstratethe mail merging of the
two items.
Students practice mergingtheir form letter and datasource.
Can students mailmerge their data
source with theform letter they
previously created?
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Areas of
Integration
Binary Number
System
Define Binary
NumberSystem
A binary number
system uses twosymbols: 0 and 1.
0 represents OFF
and 1 representsON in electricalswitches.
Because there are
only two digits(also called bits),
the binary numbersystem is used in
computers.
The computer
stores data andinformation inseries or blocks ofdigits all
containing acertain sequenceof 0 and 1.
These 0 and 1 can
be represented bythe positions of
on-off switches,by the presence or
absence of electriccurrent, or b
Willingness to
learn a newnumber system.
Appreciation for
the way acomputer might"remember" or"think" of data orinformation.
Decimal or Denary -Divided or counted by
tens.
Number Systems -
various systems used towrite quantities. A
number system isdefined by the numberof different symbols ituses. The decimal
system requires ten
different symbols, ordigits, and is a base-10
system.
Discuss the definition of
Number System.
Discuss the definition ofDecimal or Denary
Number System.
Discuss the definition ofBinary Number System.
Discuss the definition ofdigit.
Discuss the definition of
byte, kilobyte (KB),me ab te (MB), and
Do students
understand what aDecimal or DenaryNumber System is?
Do studentsunderstand what aBinary NumberSystem is?
Do studentsunderstand how
space on a storagedevice is described?
Mathematics:
Number systems,number theory,decimals, addition,subtraction,
multiplication, anddivision.
Language: Theassigning of
definitions toparticular terms and
the practice of usingthem in repetitive
contexts.
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Areas of
Integration
magnetized dotson a tape or disk.
gigabyte (GB).1 kilobyte = 1,000 bytes,
1 megabyte = 1,000,000bytes, 1 gigabyte =
1,000,000,000 bytes
The purpose of this
discussion is todemonstrate the origin ofcounting storage capacity
on a hard disk, floppydisk, CD-ROM, or
RAM/ROM by KB, MB,and GB in computer
advertisements [forexample].
Science: Metricsystem conversion.
Discuss how volumeor capacity in boxes,
bottles, or other
containers can bedescribed. Link this
to the description ofcapacity in harddisks, floppy disks,
CD-ROMs, andmemory.
Binary - Characterizedby or consisting of two
parts or components;twofold. A binarynumber system uses two
symbols: 0 and 1.
Digit - One of thecharacters used toindicate a whole number(unit) in a numbering
system. Since a digit
stored in the computercan take only two
values, it is a binarydigit. Eight digits makea byte.
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Areas of
Integration
Binary Number
Systemcontinued.
Convert Binary
to decimal.
How to find the
decimalequivalent of abinary number.
Each bit
corresponds to atable of values thatincreases by amultiple of 2 from
right to left. Forexample, the tablewould have fromright to left: 1, 2,4, 8, 16, 32, 64,
128 and so on.
The conversionprocess involves
assigning and thenadding up thecorresponding
values.
Willingness to
learn how toconvert binary todecimal.
Respect the rulesgoverning theconversion ofbinary to decimal.
The position of the '1'
indicates whatcorresponding power oftwo the numberrepresents. For example:
10=2 - 1x211=3 - Take 10 and add1 to get 11 so take 2 andadd 1 to get 3.100=4 - 1x2x2
1000=8 - 1x2x2x2
Make a table with valuesstarting at 1, 2, 4 and so
on from right to left.
Match each bit with the
corresponding numberto convert binary to
decimal.
For example:
00110000 = (1x32)+(1x16) = 48.
00000011 = (1x1)+(1x2)= 3
Demonstrate and explain
conversion of binary todecimal to students:
Create charts with
conversion from binary todecimal.
Students completeworksheets with binary to
decimal conversionproblems.
Can students
explain the processor list the rules usedto convert binary todecimal?
Can studentsconvert binarynumbers todecimal?
Mathematics:
Number systems,number theory,decimals, addition,subtraction,
multiplication, anddivision.
Language: Theassigning of
definitions toparticular terms and
the practice of usingthem in repetitive
contexts.
Science: Metric
system conversion.
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INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 9
Page 31
TopicLearning Objectives
Content EvaluationSkills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
Integration
Binary Number
Systemcontinued.
Convert
decimal toBinary.
Convert from
decimal to binarynumbers.
Using the table
created whenconverting binaryto decimal,subtract the next
smallest numberthat fits into thenumber beingconverted.
A 1 is entered foreach number taken
away and a 0 forthose in the chart
that were skipped.
Willingness to
learn how toconvert decimal tobinary.
Respect the rulesgoverning theconversion ofdecimal to binary.
Odd number = last
binary digit must be 1
Even number = lastbinary digit must be 0
Using the chart createdto convert binary todecimal, subtract thenext lowest number in
the chart from thedecimal number. Keep
subtracting the nextnumber that fits into the
remainder until there isno more remainder. A 1is placed for each
number taken away and0 for those that were
skipped in the chart.
Demonstrate conversion
using a table.
Example: Convert 170 tobinary
170 - 128 = 42: 164 ---------- 042 - 32 = 10: 116 ---------- 010 - 8 = 2: 1
1 ------------ 0so 170 converts to 101010
Students complete
worksheets with decimalto binary conversionproblems.
Can students
explain the processor list the rules usedto convert decimalto binary?
Can studentsconvert decimals tobinary accurately?
Mathematics:
Number systems,number theory,decimals, addition,subtraction,
multiplication,division etc.
Language: Theassigning of
definitions toparticular terms and
the practice of usingthem in repetitive
contexts.
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INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 9
Page 32
TopicLearning Objectives
Content EvaluationSkills Knowledge Understanding Attitude
Methods / Strategies /
Materials
Areas of
Integration
Adding Binary
Numbers
Rules governing
binary addition.
Binary is not
added in the sameway that we wouldadd decimalnumbers.
Willingness to
learn how to addbinary numbers.
Respect the rules
governing binaryaddition.
Rules:(a) 1 + 0 = 1
(b) 0 + 1 = 1(c) 0 + 0 = 0(d) 1 + 1 = 10
Note that (d) involves a
'carry' operation.Example:0101+0011
-------
1000
Demonstrate binary
addition using severaldifferent examples.Examples:0101+ 0101+
0010 0001------- --------0111 0110
Students complete
worksheets with severalbinary addition problems.
Can students list the
rules governing theaddition of binarynumbers?
Can students addthe binary numberscorrectly?
Compilation of
Terms used inGrade 9
Maintain
records ofterms anddefinitions for
future use.
The terms and
definitionsrelevant formaterial covered
in Grade 9.
The terms and
their definitionshave very specificand meaningful
uses.
Willingness to be
responsible forunderstanding theterms and
definitions used inIT.
Terms and definitions
introduced throughoutthe course of the terms.
Students maintain a
workbook throughout theyear writing down eachterm and looking up the
definition of terms thatthey do not understand.
Can students
understand some ofthe basic termsintroduced?
Can students takethe responsibility
for researching andteaching themselvesthe definitions of
certain terms?
Language: Use
these terms inwriting anassignment.
Social Studies:Identify the use of
these terms in localnewspapers andlocal news. Are
they being usedproperly?