Key Stage 3 Guidance National Strategy...

Guidance

Curriculum andStandards

ICT teachers

Status: RecommendedDate of issue: 07/2003Ref: DfES 0229/2003

Key Stage 3National Strategy

Sample teaching unitfor ICT: lessons

Year 8, unit 5

2 Key Stage 3 National Strategy / ICT Sample teaching unit 8.5: lessons © Crown copyright 2003

Acknowledgements

Images of Microsoft products are reprinted with permission from the MicrosoftCorporation.

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 purposesonly.

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 www.seeds-by-size.co.uk is made with permission of thewebsite owner.

Disclaimer

The Department for Education and Skills wishes to make clear that the Department andits agents accept no responsibility for the actual content of any materials suggested asinformation sources in this document, whether these are in the form of printedpublications or on a website.

In these materials icons, logos, software products and websites are used for contextualand practical reasons. Their use should not be interpreted as an endorsement ofparticular companies or their products.

Websites referred to in these materials existed at the time of going to print. Teachersshould check all website references carefully to see if they have changed and substituteother 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 plansLesson 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 teachingICT capability: Years 7, 8 and 9 can be taught.

There is no requirement to use the units. They contain sample lesson plans that you canamend to suit your local circumstances and the needs of your pupils. For example, youmay decide to use different activities to teach objectives or to teach the unit to adifferent year group. Microsoft Word versions of the lesson plans are being published onthe Key Stage 3 website at www.standards.dfes.gov.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 aguide time. This will help you to fit activities into lessons that are longer or shorter than60 minutes. For example, the activities in one of the unit’s lessons could be taught overtwo 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 hoursper year, for discrete ICT lessons. The sample teaching units for a year, if taught withoutamendment, need less teaching time than 38 hours. This leaves time for lessons of yourown design at suitable points. For example, you could revisit objectives to consolidatelearning, use the time for informal assessment, or insert an extra skills-based lesson toteach particular aspects of more complex software.

The sample lesson plans are intentionally very detailed to give busy teachers a fullpicture of how each lesson might be taught. Teachers’ own plans would probably bemuch less detailed.

The Year 8 lessons are designed mainly for pupils working at level 5, with extensionwork for pupils who are more advanced. Adaptations and extra materials are suggestedfor 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 financialmodelling, 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 Frameworkobjectives 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 indesign and technology and science, staff in these departments should be consultedbefore starting this unit.


8.5An ICT system: Integratingapplications 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.


Unit

• Understand that an effective presentation or publication will address audienceexpectations and needs (e.g. the audience’s levels of literacy, familiarity with atopic).

• Devise criteria to evaluate the effectiveness of own and others’ publications andpresentations, 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 lessonsto suit your own timetable.

Task

This unit involves a feasibility study for a charity fundraising project to raise seedlings forsale at a later date. The school has received a letter from a charity, with whom they haveworked in the past, asking if they would consider being involved again after a break ofseveral years. The charity would like the school to raise bedding plants from seed. Theyoung plants would be advertised and sold by advance order and then be available forcollection at the charity’s open day. The school has a greenhouse that can be used, butit is not accessible outside school hours, so a simple control system would be needed torun it automatically.

During the nine weeks pupils will work, in groups, on three subtasks. The first is thedevelopment of the financial model. This can be used by the pupils to help with theirdecision-making.

In lessons 4 to 6 pupils explore the automated control of a greenhouse, then in lessons7 and 8 they address the marketing strategy.

The final product is a summary report of the three subtasks. This report is intended forthe headteacher, to use in concluding whether the project is feasible. There areopportunities for formative and summative assessments.

Website references

Websites referred to in these materials existed at the time of going to print. Owners ofwebsites may make unexpected changes to their sites for various reasons, or may allowtheir sites to fall out of date. You should check all website references carefully to see ifthey are still relevant, or if they have changed, and substitute other references whereappropriate.


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, forexample, Flowol, Logicator or Crocodile Clips, or any suitable control software

• A range of software for graphics, desktop publishing, web authoring, sound andvideo 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 4.xls, Sample model 1





– Teacher resource 9.avi, Time-lapse video clip of traffic

– Teacher resource 10.doc, Wordsearch and answers





– 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 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 18.doc, Advertising media analysis


– 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 objectivesfor 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 1Introduction 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 2Modelling 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 3Developing 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 4Using 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 5Programming 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 6Extending 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 7Marketing 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 8Developing 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 9Producing 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


Lesson 1Introduction to the unit: Feasibility study for a system



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 pupilshave experienced in the areas of ‘Finding things out’, ‘Developing ideas andmaking things happen’ and ‘Exchanging and sharing information’ during Year 7and Year 8.

• Plan how pupils will be paired for the tasks throughout this unit, taking account ofpupils’ prior learning, their technical capabilities and ability to work collaboratively.

• Consider how to provide support for pupils during independent activities. Forexample, if you plan to provide additional support for some pupils while otherscontinue to work independently, you will need to group together pupils withsimilar learning needs. Additionally, you should consider organising pupils to allowthe more able to extend their work, demonstrating aspects of higher levels duringindependent activities.

• Provide sufficient data storage facilities for each pupil to save their work as itdevelops 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 staffappropriately about this unit and any new software or techniques they will need toknow.

• Create a wall display of key vocabulary for the unit, which can be added to eachweek.

• Create a large wall display of the system life cycle that can be used throughout theunit to exemplify the stages in the investigation (or alternatively, you could useslide 12 of Teacher resource 1.ppt).


• Identify whether a technician or other staff could be available for the lessons thatinvolve intensive practical work (lessons 1, 2, 4, 5 and 7). If so, brief them aboutthis 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, forthe 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 thenetwork.

• Display the lesson objectives, in a prominent position, phrased in a way that pupilswill understand.


• Sufficient computers for pupils to work in pairs

• Software for wordprocessing and presentations

• Printer




– Teacher resource 2.doc, System cards


– Pupil resource 1.doc, Preparing a celebration meal – timeline and event cards

– Pupil resource 2.doc, Memo

– Pupil resource 3.doc, Outline of project


Lesson outline 60 minutes

1 Starter: Looking at systems Whole class 10 minutes

2 Sequencing events Whole class 20 minutesPaired work

3 Introducing the project Whole class 20 minutes

4 Plenary: Reviewing the Pairs 10 minuteslearning Whole class

Homework: Identifying the elements to consider for the financial model



10 minutesUnit

ActivitiesBefore the start of the lesson, if you have not already done so, load Teacher resource1.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 workthey 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 successiveclicks 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?


• Output – what was the end result of the system?


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 ontheir cards. After 4 minutes take feedback from each group, in turn.

System cards

Card 1

Input:

Process:

Output:

Card 2

Input:

Process:

Teacher resource 2


Show slide 2.

Slide 2

Ask the appropriate group to describe to the class the input, process and output.


Show slide 3.

Slide 3

Ask the second group to describe to the class the input, process and output.


Show slide 4.

Slide 4

Ask the third group to describe to the class the input, process and output.



Show slide 5.

Slide 5

Ask the fourth group to describe to the class the input, process and output.


Show slide 6.

Slide 6

Ask the fifth group to describe to the class the input, process and output.


Talk pupils through the definitions of systems. Show slide 7.

Slide 7

20 minutesUnit


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 previouslearning about systems and have an overview of what is expected for the nexteight 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 classtogether 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 theprocess.

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 iscrucial.

• When making tea, are there any things that could be going on at the sametime?Putting the tea in the pot while waiting for the kettle to boil the water. Addingthe 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 sametime?

After discussion, tell pupils that there are other ways of showing how a sequenceof 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 eventcards, which consists of a timeline grid for cooking a celebration meal and a setof cards showing the various component activities.

Ask pupils, in pairs, to arrange the event cards so that all the parts of the mealare ready to be served at the same time. They should note that this is not a linearactivity, as the flowchart was, since there can be more than one thing going on ata time.

Allow pupils 5 minutes to complete the activity. Then ask:

• What would be the effect of arranging all the cards in sequence like aflowchart?

Encourage pupils to describe their solutions. Ask:

• Which events have to be fixed in position on the timeline? Which ones areflexible? Why?

Ask pupils, in small groups, to identify the parts of the process that would changeif 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 andeach person having their own tasks to do, two people doing the washing up, onewashes 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 iscalled a Gantt chart. Explain that it is important to break the overall task downinto its component parts.

ng a celebration meal – timeline and event cards

Pupil resource 1

▼10:30

▼10:45

▼11:00

▼11:15

▼11:30

▼11:45

▼12:00

▼12:15

▼12:30

▼12:45

▼1:00


20 minutesUnit 3 Introducing the project

Tell pupils that they are going to use the principles that they have just beenworking on to help to analyse a problem. Show slide 12 to demonstrate thesystem life cycle.

Slide 12

Develop the diagram on the slide by repeatedly clicking the mouse. Talk throughthe 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 theyanalysed the needs of the weather information system. They planned the parts ofthe system and then created their first basic information system by copying datafrom a website. They tested the system to see if it worked and then they refinedtheir system by automating it, using a web query that took them back to thedesign stage of the system life cycle.

Distribute Pupil resource 2, Memo. Tell pupils that this is a memo, from aheadteacher to the staff, outlining the problem.

Allow pupils a few minutes to read through the memo. Explain that over the next8 weeks they are going to simulate a system to grow plants to raise money forcharity. The purpose of this activity is to decide whether it is worth pursuing theproject.

St Egbert’s schoolMemo

To: ICT Department

From: Headteacher

CC:

Date:

Re: Letter from Phoenix Centre (see below)

Please investigate the viability of this venture and report back. The greenhousewe used for this project is still available but it is no longer possible to allowpupils within the school grounds out of school hours. Could we build a simplecontrol system to run the greenhouse automatically?

Dear Headteacher,

As you may remember, in the past St Egbert’s school and the Phoenix Centrehave worked together to raise money to support the Centre’s charitable work inthe local area.

It is several years since we last worked together and in that time our chieffundraiser, Mr Whiteacre, has retired.

Pupil resource 2


Ask pupils, in pairs or small groups, to discuss what information they need tocollect, what computer application they might use to help them, and why. Explainthat Pupil resource 3.doc, Outline of project, is available for this purpose. Theycan access it on the school intranet.

For able pupils the memo may be sufficient. For average pupils you may wish toexplain the four parts of the project:

• the financial model to explore the profitability;

• the control model, to explore the practicalities of growing the plants, giventhat 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 incomefrom the project. They will need to explore the total cost of production, thenumber of plants and the amount to charge for each plant, in order to make aprofit for the charity. They will also need to consider the costs of advertisingthe product, and of delivery.

• A control or simulation package will be required, for them to try out theirgreenhouse model. This will enable them to test whether they can keep thegreenhouse at the optimum temperature and humidity to grow the plantsseven days a week and throughout the holidays.

• They need a DTP package if they want to produce leaflets, a wordprocessor forletters and a web-creation package for advertising on the World Wide Web.

• They will need either a wordprocessor or a presentation package to producethe report for the headteacher. The choice of package will depend on theamount of time the headteacher has and whether the pupils think it would beappropriate to ask questions.

Outline of project

Finance

Production

Marketing

Pupil resource 3

10 minutesUnit


4 Plenary: Reviewing the learning

Ask pupils to work with their partners, each explaining to the other what theythink a system is. They should ask each other questions and discuss whether theyboth understand and agree. Together they should clarify as necessary and ensurethere are no misconceptions. Each pair should be ready to share their findingswith another pair.

Ask the groups who are all agreed to give their definitions. If there is a group inwhich the pairs disagree, ask them to give their definitions and identifydifferences. Clarify any misunderstandings.

Conclude by reminding pupils that over the next eight weeks they will be makingdecisions about whether it is possible, practical and profitable to grow beddingplants for sale. The purpose is to raise money for a local charity. Explain that thefour 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 thefinancial model

Explain that the first part of the project will be the financial model. DistributePupil resource 4, Homework for lesson 1.

Set this task.

Jot down on the diagram all those items that will need to be costed in, forexample, the seeds. In the next lesson you will create the financial model.

ork for lesson 1

do you need to consider?

Pupil resource 4

Growing seedlingsto raise money for

a charity

2Modelling the finances




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 thelesson.

• Print Pupil resource 4.doc, Homework for lesson 1, allowing one copy per pair ofpupils.

• Add new vocabulary to the wall display.

• Display the lesson’s objectives, in a prominent position, phrased in a way thatpupils will understand.



• Software for wordprocessing, presentations and financial modelling

• Printer









Lesson


1 Starter: Thinking about the Paired work 10 minutesfinances of the project Whole class

2 Selecting data Whole-class discussion 10 minutesPaired work

3 Constructing a model Whole-class discussion 30 minutesPaired work

4 Plenary: Reflecting on Paired work 10 minutesprogress Whole-class discussion

Homework: Reviewing the model and suggesting improvements


ActivitiesBefore the lesson, unless you have already done so:

• Check that pupils have completed their homework. Have some ideas available forthose who were absent or who have not done their homework.

• Load Teacher resource 3.ppt, Slide presentation for lesson 2, ready to show onthe large display.

• Have available Pupil resource 4, Homework for lesson 1, for pupils to complete inpairs.

• Write on the whiteboard or flipchart:

In pairs, discuss your homework. Agree a response and copy it onto the newhomework sheet.


10 minutesUnit 1 Starter: Thinking about the finances of the project

Ask pupils, in their pairs, to discuss their homework. When they have agreed on aresponse, 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 agreedsheet.

Show slide 1 from Teacher resource 3, to explain the objectives and outcomes forthis lesson. Refer to the new vocabulary on the wall display.

Slide 1


10 minutesUnit 2 Selecting data

Tell pupils that some data from the last time the school took part in this projectare available, and these may be useful. Demonstrate Pupil resource 5, Customerdatabase, 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 tobe able to do any kind of calculation the field needs to be numeric. The housenumbers are not in separate numeric boxes but this does not matter as theyare 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 theproject?The type of flowers, how many are grown, how much it costs to grow themand how many are sold.

er databasePupil resource 5

Address 2 Address 3 Telephone Lobelia Zinnia Pansy Phlox Geranium Petunia AlyssumDrovers Way Littletown 4 2 0 6 4 2 3

n 55 Walton Hall Rd Littletown 6 6 2 5 4 4 1y 83 The Crescent Littletown 6 2 2 5 6 1 0n Drefton Carterton 6 3 4 5 1 3 3

15 Abernethy street Danebury 3 2 0 3 0 2 0The Crescent Littletown 4 2 4 5 1 4 6

n 5 Barincroft Road Greaterton 4 6 3 4 6 5 3Drefton Carterton 2 5 0 0 4 1 0

ey 3 Fisher Place 2 5 0 5 6 1 0The Old Gatehouse 4 3 3 5 6 1 4

n 15 Holland Rise Greaterton 1 1 6 4 5 2 1e 127a Main Street 3 5 3 6 2 2 1

3 The Ridgeway Greaterton 4 5 2 6 0 3 617 Abernethy Street 4 5 6 2 3 3 619 Lyndor Crescent 2 6 5 4 3 1 552 Driffield Street 2 6 1 4 5 4 0Littletown Industrial Estate Littletown 6 5 0 0 3 6 5

son Farrington Way 2 3 6 0 5 4 2Laburnum Close 2 1 2 3 0 6 4

erlain The Rectory 0 0 1 1 6 0 4The Newsagents 1 1 3 0 0 5 0

onn Druids Lane Greaterton 0 5 6 3 3 5 42 The Vale 0 6 2 6 1 1 514 Thirlmere Way 6 5 3 3 3 5 15a Silver Street 2 2 2 0 1 4 3

gton 42 Abernethy Street Greaterton 0 2 6 2 5 5 4ell Cherry Vale 6 6 0 5 5 6 2

6 Casterton Road Greaterton 2 0 4 2 2 0 3Drefton Carterton 3 4 4 6 4 5 4

rth 12 Astral Way Greaterton 5 6 2 1 0 5 5l Littletown Cottage Hospital Litletown 4 1 2 6 5 3 1

e High Street Littletown 2 0 3 0 3 0 114 Green Ave Greaterton 2 1 4 3 3 0 52 The Mews Greaterton 0 2 6 5 4 4 64 Watermeadow Close Greaterton 4 0 2 0 4 3 4The Paddock Greaterton 3 3 2 1 2 3 6Wasterley Hill Drive 0 1 6 2 0 4 212 High Street 6 1 1 0 0 4 511 Acrefield Road 3 5 2 1 1 6 44 Broadhey Road 3 3 4 3 5 3 0

Slide 2


30 minutesUnit 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 inthe next lesson they will need to substitute real information. Ask pupils whatinformation 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 ofcompost 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?

Show slide 3.

Slide 3

Slide 3

Slide 4


Refer to skills and reasoning used previously by pupils, for example, in Sampleteaching unit 8.4.

Assign pupils to the pairs you have planned and tell them that these are theirpartners for the whole of this project.

Ask pupils, in their pairs, to create a simple model with the spreadsheet. Tell themthat 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 ofdifferent pupils. Eavesdrop on the pairs to identify who you will choose tocontribute in the plenary session. Warn them that you will be calling on them toshow 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 expectedoutcome of this activity before teacher intervention.

At the end of this session ask each pair to print two copies of their work to use fortheir homework.

Teacher resource 4

Lobelia Zinnia Pansy Phlox Geranium Petunia Alyssumd 130 130 116 129 126 136 1280 2.50£ 2.50£ 2.50£ 2.50£ 2.50£ 2.50£ 2.50£ t 32.50£ 32.50£ 29.00£ 32.25£ 31.50£ 34.00£ 32.00£

0 3.00£ 3.00£ 3.00£ 3.00£ 3.00£ 3.00£ 3.00£

39.00£ 39.00£ 34.80£ 38.70£ 37.80£ 40.80£ 38.40£

6.50£ 6.50£ 5.80£ 6.45£ 6.30£ 6.80£ 6.40£


Homework: Reviewing the model and suggestingimprovements

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 questionsthat the model could answer.

10 minutesUnit 4 Plenary: Reflecting on progress

Select one or two pairs to show the rest of the class what they have done. Selectdifferent pupils to identify where they are in the system life cycle. Use theresponses to identify the next steps.

Show slide 5.

Slide 5

Draw the lesson to a close by reminding pupils that they have used what theylearned in Sample teaching unit 8.4 to construct a financial model for growingplants for sale.

3Developing the financial model




• 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, andTeacher 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.


• Display the system life cycle poster used in earlier lessons.

• Display the lesson objectives, in a prominent position, phrased in a way that pupilswill understand.



• Printer



Lesson





– Pupil resource 6.htm, Amstead website



1 Starter: Identifying the Paired discussion 10 minutesrequired data Whole-class questioning

2 Developing the financial Paired work 35 minutesmodel

3 Plenary: Reporting the Paired work 15 minutesfeasibility of the system




10 minutesUnit

ActivitiesBefore the start of the lesson, unless you have already done so:


1 Starter: Identifying the required data


Slide 1

Tell the class to go to their computers and load Pupil resource 6, Amsteadwebsite, the website of the garden centre referred to on the slide. Ask pupils tospend a few minutes exploring the website. They need to identify any informationthat would help them to develop their financial model. Give pupils no more than5 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 forgrowing.

• 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.

d website home page Pupil resource 6


2 Developing the financial model

Review pupils’ homework from the previous lesson. Ask selected pupils forexamples of the sorts of question they can answer from the model.

Tell pupils that, still working in their pairs, they now need to modify theirspreadsheets. Say that at the end of the lesson you expect all pupils to be able totell you:

1 the cost of producing a tray of plants;

2 how much they should charge a customer for a tray of plants, assuming aprofit of, say, 20%;

3 how much money they expect to make if people buy the same numbers oftrays as they did last time;

4 the smallest number of trays of plants they must sell in order not to lose anymoney.

Show slide 3.

Slide 3

Tell the class that, when they have answered the four questions, they need to usetheir 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 amendtheir model.

35 minutesUnit

Show slide 2 to explain the objectives and outcomes for this lesson.

Slide 2


Clarify the task and refer pupils again to slide 2, which sets out clearly what theyare expected to do first.

Teacher resource 6, Sample model 2, is an example of what pupils mightproduce before teacher intervention.

As pupils are working decide where your teaching time may be used mosteffectively. For example:

• Group pairs who are less confident together so that you can coach themthrough the initial stages.

• As you circulate, support those groups who finish the first part of the taskquickly and need to refocus on developing the second element.

• With the more able pupils, negotiate the scope and extent of their financialmodel, 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 beapplied within this context, for example, their work on web queries fromSample teaching unit 8.1.

• Eavesdrop to identify pupils who could discuss their work in the plenary. Tellthem what you want them to talk about.

After 30 minutes ensure that each pupil has saved and printed a copy of theirmodel. They will need to annotate their own copies for their homework.

model 2

Teacher resource 6

Seeds ordered in: feb

Lobelia Zinnia Pansy Phlox Geranium Petunia Alyssumin trays of 10 seedlings 130 130 116 129 126 136 128

ed 14.72£ 29.50£ 13.38£ 24.14£ 18.74£ 13.38£ 24.14£ ck 30000 100 120 500 220 150 3500

0.00£ 0.30£ 0.11£ 0.05£ 0.09£ 0.09£ 0.01£ tray 0.00£ 2.95£ 1.12£ 0.48£ 0.85£ 0.89£ 0.07£ ded 1300 1300 1160 1290 1260 1360 1280

Cost for 10 trays of 10 seedlings 0.05£ 29.50£ 11.15£ 4.83£ 8.52£ 8.92£ 0.69£ cost of trays of 10 seedlings ordered 0.64£ 383.50£ 129.34£ 62.28£ 107.33£ 121.31£ 8.83£

needed 1 14 10 3 6 10 114.72£ 413.00£ 133.80£ 72.42£ 112.44£ 133.80£ 24.14£ £

elling Price for 10 seedlings ie 1 tray 3.00£ 3.00£ 3.00£ 3.00£ 3.00£ 3.00£ 3.00£

390.00£ 390.00£ 348.00£ 387.00£ 378.00£ 408.00£ 384.00£ 2£

g about minimum seed costs 389.36£ 6.50£ 218.66£ 324.72£ 270.67£ 286.69£ 375.17£

curred 14.72£ 413.00£ 133.80£ 72.42£ 112.44£ 133.80£ 24.14£

l seed costs 375.28£ 23.00-£ 214.20£ 314.58£ 265.56£ 274.20£ 359.86£ 1£


15 minutesUnit 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 chargesbeing made for items such as labour and power.

• How much money do you expect to make if people buy the same number oftrays as last time?

• What is the smallest number of plants you must sell so that you do not loseany 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 thesystem?

Distribute Pupil resource 7, System life cycle.


Slide 4

Refer pupils to the system life cycle at the top of the resource sheet. Remind themthat they have worked through each of the stages during recent lessons. Askthem, in pairs, to use the right-hand column to record what they did in eachstage of the system life cycle for the financial model. They should keep thecompleted sheet with their annotated documentation to support their finalproject report.

System life cycle

Pupil resource 7

Stage ReportWhat you did or what you found

Identifydescribing the problem

Analyse


Ask pupils to consider how their finance model contributes to the project as awhole.

Conclude the lesson by discussing the objectives and the extent to which theyhave been achieved. Remind pupils of the range of skills they have brought fromprevious units and have applied to their work.


Set this task.

Collect together all your documentation, from your homework and your planningsheets, relating to the financial model. Annotate any printouts showingdevelopment from previous versions, giving reasons for the changes, and note anybenefits the changes have brought.

Special note

Teachers may wish to extend the scope of this section of the project by allowingan extra lesson at this point, to extend pupils’ opportunities to demonstrate workat higher levels.

Lesson 4Using control systems to automate a process




– using sensors effectively;

– developing, testing and refining efficient sequences of instructions and procedures.

• Understand how control and monitoring has affected commercial and industrialprocesses.

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 inanalogue values.

• Print Pupil resource 8.doc, Controlling systems – grids and cards, allowing one gridper 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 theflipchart.

• Add any new words to the wall display.





• Control and monitoring software package that allows on-screen simulations, forexample, Flowol, Logicator or Crocodile Clips

• Printer





– Pupil resource 8.doc, Controlling systems – grids and cards

– Pupil resource 9.doc, Sensors

– Pupil resource 10.doc, Flowchart activity



1 Starter: Control in real life Whole class 15 minutesPaired working

2 Conditions in the greenhouse Group discussion 15 minutesWhole class

3 Using control software to Whole-class questioning 20 minutesregulate the temperature in Paired working the greenhouse

4 Plenary: Controlling the Paired working 10 minutesgreenhouse Group discussion




15 minutesUnit 1 Starter: Control in real life


Slide 1

As pupils come into the room, refer them to the questions on the flipchart (or onthe 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 ofthe 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

Controlling systems – grids and cards

Pupil resource 8

System to becontrolled

Traffic lights

Driving a train

Repairing gas centralheating

Drilling a tooth atthe dentist

Examining inside thetanks of an oil tankerafter unloading

f

Control: computer(C) or human (H)

Reasons




For each picture, write down whether the activity should be controlled by acomputer 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 differentgroups.

• Make available sets of Pupil resource 8, Controlling systems – grids and cards.


‘human’ or ‘computer’ in the second column, then select a card that describes areason for their choice and place it in the third column. They should take turns tochoose an activity and then justify their choice of cards to their partner. Theremay 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 suitablewhen:

• Tasks are repetitive.

• Operation is continuous andunchanging.

• Speed is essential.

• People may get bored.

• The situation is too dangerous forpeople.

• Too many variables need monitoringat once for a human to be effective.

• Humans cannot do it for somereason.

• It is cheaper to use computers.

Remind pupils that the purpose of the project is to raise money by growingplants. Since they are not allowed on school premises in the evenings, at theweekends or during school holidays, they need to be able to control thegreenhouse remotely. During the next few weeks they will be developing theirskills so that they can use a computer to make things happen in response tochanges in the environment.

Show slide 2 from Teacher resource 7, to explain the objectives and outcomes forthis lesson. Refer to the new vocabulary in the wall display, reminding pupils thatthey will already know many of the words from their work in Year 7.

Slide 2

Human control is moresuitable when:

• The situation calls forjudgements to be made relyingon past experience.

• Unexpected factors mayinfluence the process.

• The task is a one-off event.

• Aesthetic or creative thinking isneeded.

• An element of skill is involved.


15 minutesUnit 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 andweak. 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 neededto help restore its levels. Gardeners have also noticed that this also helps keepthe plants in a greenhouse healthy and disease-free.

– It is not practical to try to measure and control carbon dioxide levels, otherthan 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 isthen taken up by the seed compost in the seed trays.

– A simple switch connected to a float can detect when the water in thecontainer drops below a set level and turn a pump on for a short period totop 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 inwhich seeds can be germinated. However, when the seedlings are movedinto the greenhouse itself, the temperature will need to be controlled tokeep 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 thegreenhouse. Heaters and fans can be used to adjust the temperature.

Explain to pupils that there are two different types of sensing going on in thegreenhouse, as just described.

• Some sensors can measure values that are constantly changing, such astemperature or light levels. These are called analogue sensors.

• Other sensors record conditions that are either correct or not, such as waterlevel. 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 thereasoning behind their answers.

s

Condition sensed Analogue (A) or digital (D) Example in everyday life

nsor

Pupil resource 9

20 minutesUnit3 Using control software to regulate the temperature in the

greenhouse

Explain that you will now use some software to demonstrate how to control onecondition in the greenhouse, using one of the analogue sensors.

Use software such as Flowol to build the two flowcharts from lesson 4 in Sampleteaching unit 7.6. Take the opportunity to reinforce the skills and techniquesrequired 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. DistributePupil resource 10, Flowchart activity.


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 thetemperature were too high.

• How could you alter this flowchart so that it is controlling the light in thegreenhouse?The decision box would be checking on ‘less than’ rather than ‘greater than’ toturn the light on when the level of sunlight falls.

• How would you improve the flowchart for the light so that it was on duringdull days but went off at night?Add another decision box which checks for a lower light level, below whichthe lamp goes out (when it is dark, at night).

Flowchart activityWhat might the procedures in these flowcharts represent in the greenhouse model?

Annotate one of the flowcharts to show how it could be altered to control the light in thegreenhouse. Remember, you do not need to switch the light on at night.

Pupil resource 10

Is Val 1<10?

TurnOutput 5 on

Start

YES

Is Val 1>20?

TurnOutput 7 on

Start

YES

Electric Fire Output 5 Cooling Fan Output 7

Start

Is Val 1 < 10?

TurnOutput 5 on

TurnOutput 5 off

YES

NO

Start

TurnOutput 7 on

TurnOutput 7 off

YES

NOIs Val 1> 20?

10 minutesUnit


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 thegreenhouse element of the project. You should state whether it is feasible andexplain 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 thereport.

Homework for lesson 4Draft the start of a report for the headteacher about the issuessurrounding the greenhouse element of the project. You should statewhether this part of the project is feasible and explain what will bemonitored and what will be controlled in the greenhouse.

You might include information about:

• the benefits of using the computer to control the greenhouse;

• how you can monitor and control the temperature;

• how you can monitor and control the water flow;

• any other elements you will monitor and control;

• how practical the project is (whether it is feasible).

Pupil resource 11


4 Plenary: Controlling the greenhouse

Ask pupils, working in pairs, to draft a short statement that explains why thegreenhouse 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 thegreenhouse;

• 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 boringand can be relied on to work without stopping or getting distracted from thetask. Human beings, on the other hand, have retained the jobs that requireimaginative thinking, creativity and aesthetic ability.

Tell the class that in the next lesson they will be producing the first model of thewhole system.

Lesson 5Programming and testing the solution

ICT Framework objectives for the lesson



– 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 oneset 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 andmonitoring software required for this lesson.

• Add the new vocabulary to the wall display.





• Control and monitoring software package that allows on-screen simulations, forexample, Flowol, Logicator or Crocodile Clips

• Webcam and time-lapse video software

• Printer




– Teacher resource 9.avi, Time-lapse video clip of traffic


– Pupil resource 12.doc, Control system cards

– Pupil resource 13.doc, Control planning sheet

– Pupil resource 14.doc, Blank control planning sheet


1 Starter: Controlling the Paired work 10 minutesgreenhouse

2 Developing the control system Paired work 25 minutes

3 Frequency of sensing Whole-class discussion 15 minutesWhole-class questioning

4 Plenary: Improving the efficiency of the system Whole-class questioning 10 minutes



ActivitiesBefore the start of the lesson, unless you have done so already:

• Set the webcam up to record time-lapse photography. Record the pupils as theyenter and during the starter. Do not have this connected to the large display.


• Distribute sets of cards cut from Pupil resource 12, Control system cards, one setper pair. For less confident pupils, distribute one card each and let them work ingroups 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


10 minutesUnit 1 Starter: Controlling the greenhouse

Remind the class about the conditions in the greenhouse that need to bemonitored, which they identified in the previous lesson.

Show Slide 1 of Teacher resource 8 and ensure that pupils are clear about theconditions.

Slide 1

Point out to the class that the criteria are written on the flipchart in case theyforget 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 eachslide, pupils should decide whether they need to use their card to indicate achange 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 ofthe other cards, to show Heater off. If the temperature exceeds the upper limitfor 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 slideand then continue through the sequence of slides, allowing shorter and shortertimes for pupils to respond.

Take the opportunity to note which pupils are having difficulty with the activity, sothat you can target them for support later in the lesson.

Slide 3 Slide 4

Control system cards

Pupil resource 12

Heater off

Water off

Fan on

Fan off

Light off

Heater on



Slide 5 Slide 6

Slide 7 Slide 8

Slide 9 Slide 10

Slide 11 Slide 12


2 Developing the control system

Distribute Pupil resource 13, Control planning sheet. The first sheet forcontrolling the temperature in the greenhouse has already been partly filled in.

Tell pupils that they should use the same control criteria that they were workingwith in the starter activity. Make this information available to the class bydisplaying it on the screen or flipchart.

planning sheet

Pupil resource 13npututput Process Subroutine Decision Stop

ent (ordinary words) Control words (very precise) Flowchart symbol

ess Start

mperature is below 13 °C. Is temp <

ture is too low turn the heater _____ .

ture is too high turn the heater _____ .

mperature is above 15 °C.

ture is above 15 °C turn the fan _____ .

Start

25 minutesUnit

Slide 13

Conclude the activity by explaining to pupils that they have just been modellingthe system for controlling the greenhouse.

Show slide 14 from Teacher resource 8 to explain the objectives and outcomesfor the lesson. Refer to the new vocabulary in the wall display.

Slide 14

Let pupils work in pairs as they each complete their planning sheets. Then theyshould 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 theprocess 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 thetemperature control system they have created, and test as before.

As they complete the first system, remind each group that the process is the samefor the next system: design, implement and test.

Pupils who make good progress should go on to plan and create the flowchart forthe water level monitor.

As pupils progress through designing and testing their flowcharts, ask them toprint out copies of their flowcharts to keep a record of the development of thesystem.

While they are working on the problem, circulate and support those pupils whoseem to be finding the task challenging.

Take the opportunity to make formative assessments of their capability througheffective questioning.

After about 20 minutes, ensure that all groups have printed out their flowchartsand saved their files to the shared area. Bring the class together and ask one ortwo pairs of pupils to demonstrate their flowcharts on the large display. Ask themto explain the decision processes going on in the flowchart. For example, if it istoo hot, turn the heater off. If the temperature exceeds the upper limit for thefan, turn the fan on to cool the greenhouse. If it is too cold, turn the heater on. Ifthe temperature falls below the lower limit for the fan, turn the fan off so that thetemperature rises.

During this process take the opportunity to ask the group ‘what if’ questionsabout their work.

Pupil resource 14

ntrol planning sheet

npututput Process Subroutine Decision Stop

ent (ordinary words) Control words (very precise) Flowchart symbol

ess Start Start


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 tocomment 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. Justas we can set a time gap between the pictures, we can alter the sampling ratewhen using sensors to measure other parameters. The problem is that there is noway of knowing what has happened in the gaps. This can be an advantage or adisadvantage.

Discuss these points with pupils.

• If you monitored the greenhouse less often, would there be a problem with theplants’ environment?This would depend on the length of time between the samples and how fastparameters such as the temperature changed.

• A system such as the greenhouse takes time to change noticeably. It might beconsidered as having inertia in the system.Sensing every second can be inefficient if it causes the heater to be switchedon, 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 theresponse 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’scondition would need to be attended to instantly.

• How often would you need to monitor weather sensors to provide a sensiblerecord of what has been happening? Expect answers in minutes not seconds. Remind pupils of the web query theycreated 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 thecar several hundred times each second. What does this tell you about theamount of data being collected and processed, compared to your greenhouse,where sampling every 10 seconds may be more frequent than you actually need?


15 minutesUnit


4 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 bea danger of the greenhouse getting so hot or so cold that the plants may bedamaged?

Expect answers ranging from seconds to several minutes. Discuss with pupilswhat they think would be a sensible time interval between sensing events in thegreenhouse.

Draw the lesson to a close by reminding pupils what they have learned.


Set this task.

On your copy of Pupil resource 14, add the information needed to program aslower frequency of sampling into the system.

On the printout of your flowchart, show the position and content of the symbolsused to produce this effect.

Annotate the flowchart to explain why the delay is being added in.

10 minutesUnit

Lesson 6Extending the control system




– using sensors efficiently;

– developing, testing and refining efficient sequences of instructions and procedures.

Key vocabulary

Other: dry run, efficiency, subroutine


• If necessary, have available guidance to help pupils to use your chosen control andmonitoring software.

• Print Pupil resource 15.doc, Keywords wordsearch, Pupil resource 16.doc, Statustable, and Pupil resource 17.doc, System life cycle, allowing one copy of each perpair or per pupil.

• Prepare printouts of the flowchart for using two temperature thresholds used inthis 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 filein the shared area on the network.

• Display the lesson’s objectives in a prominent position, phrased in a way thatpupils will understand.


• Write the tasks for the starter activity and activity 2 on the whiteboard or flipchart.



• Control and monitoring software package that allows on-screen simulations, suchas Flowol, Logicator or Crocodile Clips

• Printer




– Teacher resource 10.doc, Wordsearch and answers



– Pupil resource 15.doc, Keywords wordsearch

– Pupil resource 16.doc, Status table



1 Starter: Keywords wordsearch Individual work 10 minutesWhole-class questioning

2 Refining the control system Paired work 20 minutesWhole-class discussion

3 Programming the final system Paired work 20 minutes

4 Plenary: Reporting on the Group discussion 10 minutesfeasibility of the system

Homework: System life cycle for the greenhouse controlsystem


20 minutesUnit


• Load Teacher resource 11.ppt, Slide presentation for lesson 6, ready to show onthe large screen.

• Make available Pupil resource 15, Keywords wordsearch.


Look at the wordsearch you have been given. Find as many words as you can fromthe word wall. You may find: accurate, analogue, data, digital, environment,flowchart, interface, loop, monitor, subroutine, system and test.


10 minutesUnit 1 Starter: Keywords wordsearch

As pupils come into the room, refer them to Pupil resource 15 and ask them tocomplete the activity written on the flipchart.

Allow 5 minutes for the exercise and then gather the pupils together. Ask severalpairs, in turn, which words they found and what the words mean. Ask otherpupils to contribute to explanations of the words. Teacher resource 11 showsthe completed puzzle.

ds wordsearch Pupil resource 15

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2 Refining the control system

Show slide 1 from Teacher resource 11 to explain the objectives and outcomesfor the lesson.

Slide 1

Refer pupils to the homework from the previous lesson, about programmingdelays into their flowcharts. Remind pupils that:

• sampling less frequently will mean that the actual amount of data collected willbe less if the system stores the results of the measurements;

• the purpose of the delay is to allow small fluctuations in temperature or lightlevel to be eliminated from the samples. This means that the fan or the light orthe 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 asingle threshold at 13 °C what would happen to the heater on a day where theoutside temperature was 12 °C? The heater would be switched on, even though the temperature would bewithin 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 temperaturestayed 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 raisesthe 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 effectof the ventilation fan, the heater remains off until the temperature reaches thelower threshold value.

Ask pupils:

• How does this make the system more efficient? Referring back to the earlier question, once the temperature has been raised tothe top of the range the heater will be switched off. It will not be switched onagain at all while the temperature stays within the acceptable limits. This willsave energy and thus reduce the costs of growing the seedlings.


Slide 2



Tell the class that this flowchart represents the efficient system described earlier. Itkeeps 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 inthe system.

The first part of the table has already been completed. Ask pupils to work in pairsto 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 variablecalled a through the range set in the decision boxes. Show that the systemoperates as described.

Ask pupils to compare their predictions with the actual events. Note those pupilswho have had difficulty with the exercise, as they will need support during thenext activity.

Use the flowchart to illustrate how the system works, eliminating the need for theheater to be on, once the initial threshold has been reached, until the temperaturefalls back through the threshold (minimum).

Tell pupils that using a status table to test the flowchart is sometimes called a dry run.

Status table

Temperature Output 6 status Heater statusvalue (°C)

4 ON ON

8 ON

12

16

14

10

9

12

15

Pupil resource 16

20 minutesUnit 3 Programming the final system

Ask pupils, in their pairs, to load their flowcharts from the last lesson into theircontrol 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 theexample.

Turn off the large display to hide the flowchart but have printed copies availablefor any pupils who need the continued support of the resource. They should testtheir solutions to ensure that they work.

While pupils are engaged in this activity, talk to a group about their understandingof 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 certainnumber of refilling cycles, so that someone will be alerted to refill the main watersource.

Alternatively, pupils working at higher levels could be asked how they couldimprove their system. Suggest the use of one flowchart that uses subroutines torun the greenhouse environment.

Ensure that all groups have printed out their flowcharts and have saved their filesto the shared area.


10 minutesUnit 4 Plenary: Reporting on the feasibility of the system

Ask pupils to work in small groups to consider the control system. Set thesepoints 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 fromprevious versions with the reasons for the changes. Note any benefits that resultfrom the changes.

Conclude the lesson by showing slide 3 of Teacher resource 11. Remind the classof where they are in the cycle.

Slide 3


Homework: System life cycle for the greenhouse controlsystem

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 workedthrough each of the stages there during the recent lessons. Using the right-handcolumn, record what you did in each stage of the system life cycle for thegreenhouse control system. Keep the completed sheet with your annotateddocumentation to support your final project report.

Pupil resource 17

System life cycle

Report

Stage ReportWhat you did or what you found

Identifydescribing the problem

Analyse

Lesson


7Marketing the product


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.


Analysing and automating processes• Automate simple processes by:

– creating templates.

• Consider the benefits and drawbacks of using ICT to automate processes.

Key vocabularyFrom 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, orensure that you can comfortably demonstrate a mail merge.

• If necessary, prepare guidance or prompt cards to help pupils to use the softwarerequired 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 schoolnetwork.

• Print Pupil resource 19.doc, Homework for lesson 7, allowing one copy per pupil.



Special noteTeachers should be aware of references that may already have been made to theData Protection Act in PSHE and citizenship lessons, and ensure that their teachingis in line with that of other areas of the curriculum. Teachers may also wish to takeadvantage of the materials provided for education by the Office of the InformationCommissioner on http://www.dataprotection.gov.uk/education.htm.



• Software for data-handling and wordprocessing

• Printer






– Pupil resource 18.doc, Advertising media analysis



1 Starter: Marketing methods Small-group activity 10 minutesWhole-class discussion

2 Targeting advertisements Whole-class demonstration 10 minutes

3 What data should companies Whole-class questioning 10 minutesbe able to keep? Individual work

4 Developing the data file Paired work 20 minutes

5 Plenary: What information is Whole-class discussion 10 minutesbeing held about us? Individual activity

Homework: Documenting Individual workthe system



• Load Teacher resource 12.ppt, Slide presentation for lesson 7, ready to be shownon 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, forexample, advertisements on television.


10 minutesUnit 1 Starter: Marketing methods

As pupils come into the room, refer them to the task written on the flipchart. Askpupils 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 responseson the flipchart.


Slide 1

Point out any additional types of advertising media that pupils have not alreadyfound. Explain that most products use a range of different marketing methods.Say that pupils are going to spend a few minutes matching suitable advertisingmedia with various products.


Refer pupils to Pupil resource 18.

Point out that the first column is for the product being advertised and the secondcolumn identifies the media type through which it is being promoted. Ask pupilsto complete the sheet by filling in the empty boxes. Say that they can use theinformation on slide 1.

After a few minutes draw the class back together and ask for responses from eachgroup 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 theproject, in order to sell their plants. Explain that this is an important element oftheir feasibility study. Even if they can grow the plants cost-effectively, withautomated production in the greenhouse, there will be no point if they cannotfind customers to buy them.

Advertising media analysis

Product being advertised Media

Fizzy drink

Holiday

Supermarket special offers

New comic

Credit card

Promotional gift

Pupil resource 18


10 minutesUnit 2 Targeting advertisements

Explain to pupils that some advertising tries to attract customers from a widespectrum of the population, while other forms of advertising target particulargroups or even individuals.

Ask pupils:

• Which methods would be best targeted at individuals and which at widergroups?Direct mail and mailshots of leaflets can be effective when you already have alist of potential customers.

Remind pupils that they have been provided with a database of previouscustomers, 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. Ifnecessary, suggest that they could use it to send individual letters or postersadvertising the plant sale to each person listed. Explain that many firms ask forcustomers’ names and addresses when they buy goods so that the company canbuild 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, orcatalogues for specific products such as clothes, books and music.

Ask whether they think someone types all those letters on a wordprocessor or ifthere 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 toeveryone; most database software can make this fairly straightforward to do.

• using the database to personalise a letter to each previous customer by meansof the mail merge facility.

Use your wordprocessing software to demonstrate how to use the data file toproduce a standard letter with information from the data file incorporated into it.

er databasePupil resource 5

Address 2 Address 3 Telephone Lobelia Zinnia Pansy Phlox Geranium Petunia AlyssumDrovers Way Littletown 4 2 0 6 4 2 3

n 55 Walton Hall Rd Littletown 6 6 2 5 4 4 1y 83 The Crescent Littletown 6 2 2 5 6 1 0n Drefton Carterton 6 3 4 5 1 3 3

15 Abernethy street Danebury 3 2 0 3 0 2 0The Crescent Littletown 4 2 4 5 1 4 6

n 5 Barincroft Road Greaterton 4 6 3 4 6 5 3Drefton Carterton 2 5 0 0 4 1 0

ey 3 Fisher Place 2 5 0 5 6 1 0The Old Gatehouse 4 3 3 5 6 1 4

n 15 Holland Rise Greaterton 1 1 6 4 5 2 1e 127a Main Street 3 5 3 6 2 2 1

3 The Ridgeway Greaterton 4 5 2 6 0 3 617 Abernethy Street 4 5 6 2 3 3 619 Lyndor Crescent 2 6 5 4 3 1 552 Driffield Street 2 6 1 4 5 4 0Littletown Industrial Estate Littletown 6 5 0 0 3 6 5

son Farrington Way 2 3 6 0 5 4 2Laburnum Close 2 1 2 3 0 6 4

erlain The Rectory 0 0 1 1 6 0 4The Newsagents 1 1 3 0 0 5 0

onn Druids Lane Greaterton 0 5 6 3 3 5 42 The Vale 0 6 2 6 1 1 514 Thirlmere Way 6 5 3 3 3 5 15a Silver Street 2 2 2 0 1 4 3

gton 42 Abernethy Street Greaterton 0 2 6 2 5 5 4ell Cherry Vale 6 6 0 5 5 6 2

6 Casterton Road Greaterton 2 0 4 2 2 0 3Drefton Carterton 3 4 4 6 4 5 4

rth 12 Astral Way Greaterton 5 6 2 1 0 5 5l Littletown Cottage Hospital Litletown 4 1 2 6 5 3 1

e High Street Littletown 2 0 3 0 3 0 114 Green Ave Greaterton 2 1 4 3 3 0 52 The Mews Greaterton 0 2 6 5 4 4 64 Watermeadow Close Greaterton 4 0 2 0 4 3 4The Paddock Greaterton 3 3 2 1 2 3 6Wasterley Hill Drive 0 1 6 2 0 4 212 High Street 6 1 1 0 0 4 511 Acrefield Road 3 5 2 1 1 6 44 Broadhey Road 3 3 4 3 5 3 0

Alternatively, show slides 3–14 from Teacher resource 12. These show the stagesin 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



10 minutesUnit

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 owncustomers 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 yourfamily? Why?

• Do you think that your school would keep the same details as the hospital orthe membership file at a fan club you belong to? Why?

Explain that there is a law that protects everyone from people abusing theinformation they keep.

Briefly discuss the principles with pupils and ask them to consider whether thedata file they are working with would be acceptable for the school to hold, as it isat 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 touse for their homework task.

Differentiation

Less able pupils may load Pupil resource 5, Customer database. They can use thisprepared data file as the basis of their marketing and order tracking for the yearto 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 mediaand have seen how some of these can be targeted more directly if a data fileexists.

Ask pupils to jot down five places where they think data about themselves mightbe held on computer. Ask them to list the kinds of information that might be heldand suggest why this information would be useful to the people holding thedata. Take feedback from individuals and collate on the whiteboard or flipchart.

Examples may include: school register, doctor, dentist, library, youth club, sportsclub, hospital.

20 minutesUnit

10 minutesUnit


Homework: Documenting the system

Set this task.

Take the printout of your data entry form and annotate it to show what data typeshave been included. Give a justification for each decision, including those wherepermission would need to be sought.

Write a short paragraph to describe the advantages of your system over a systemwhere all the orders were recorded simply on paper.

Pupil resource 19 is available for those pupils who need support with thisactivity.

Homework for lesson 7

Documenting the database system

In the first column, list the names of all the fields in your data file.

In the second column, identify the field type, choosing from:

alphanumeric, numeric, free text, limited text, limited character or calculated field.

In the third column, write your reason for choosing this type of field.

The last column is for you to note whether you would need to get permission from theowner to include this.

Field Field Reason for choosing this Permission?name type field type Yes/No

Pupil resource 19

Special note

Teachers who wish to spend more time on the data-handling aspects of this studymay wish to introduce an extra lesson at this point.

Lesson 8Developing a marketing package



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 audienceexpectations and needs (e.g. the audience’s levels of literacy, familiarity with atopic).

• Devise criteria to evaluate the effectiveness of own and others’ publications andpresentations, 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


• Where necessary, prepare guidance to help pupils to use the software required forthe 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 orflipchart.






• A range of software for graphics, desktop publishing, wordprocessing, webauthoring and sound and video manipulation, depending on your planning forpupils’ presentations

• Printer


• Plain and squared paper for activity 2




– Pupil resource 20.doc, Storyboard

– Pupil resource 21.doc, Site map


1 Starter: Key characteristics of Whole-class activity 10 minutesa corporate image

2 Creating the corporate image Paired work 20 minutes

3 Designing the publicity Paired work 20 minutesmaterials

4 Plenary: Audience and fitness Whole-class discussion 10 minutesfor purpose and questioning



ActivitiesBefore the lesson, unless you have done so already:


• Write the instructions for creating the corporate material (activity 2) on thewhiteboard or flipchart.

• Make available Pupil resource 20, Storyboard and Pupil resource 21, Site map.


10 minutesUnit 1 Starter: Key characteristics of a corporate image

Refer pupils to the work they did in Sample teaching unit 7.3, where theydesigned a logo to communicate a company image.


Slide 1

Remind pupils that logos are often created to communicate an easily-recognisableimage. They may or may not include words or letters. This is one example of acorporate image.

Ask pupils to identify four things they need to communicate to customers in orderto sell their plants.

Show slide 2.

Slide 2

Ask pupils, in groups, to jot down ideas that they can use to represent thesepoints in their publicity materials.

Gather responses by asking each group to give one suggestion. Collate the list onthe 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 toillustrate corporate image. If they complete this they will begin to create anadvertisement for their product. They must consider audience expectation andneeds.


20 minutesUnit 2 Creating the corporate image

Display slide 2 again. Remind pupils that the materials need to be designed toattract customers to buy the plants they are going to grow in the schoolgreenhouse. Ask pupils to work in their assigned pairs to complete the task setout 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 isfit for the purpose.

3 If the design needs to be changed, annotate it to show what changes need tobe made and to give reasons why.

4 When you are satisfied, annotate the work to show where the key points of thematerial 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 beunsure.

After 15 minutes gather the class together. Ask them to review their work withanother 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 thisopportunity to review pupils’ understanding of ‘fitness for purpose’, ‘forms andconventions’ and ‘awareness of audience’.


20 minutesUnit 3 Designing the publicity materials

Tell the class that the second activity involves the production of an actualadvertisement 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 multimediapresentation, a website, a short video or a radio advertisement. Pupils need to usethe knowledge, skills and understanding that they have developed about thosemedia. They should use the storyboard technique to develop their ideas. Tellpupils that they should not start the second element of the marketing materialsuntil they have completed the first task on corporate image and have negotiatedthe 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.

Pupil resource 20

Storyboard

Name: _____________________________________

Title of presentation: _____________________________________

Software package: _____________________________________

Audience: _____________________________________

Purpose: _____________________________________

Screen 1 Screen 2

Additional information Additional information

Screen 3 Screen 4

Site mapBelow is the site map created for the Virtual school visit to remind youhow you might use this design tool.

Pupil resource 21

Website schema

Virtual school visit

Website schema

page 3 page 4page 3

page 4

English

Art Music

Maths

Use your knowledge of the pupils’ capability to negotiate with them a task that isachievable and which will allow them to demonstrate the higher levels ofcapability 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 themthrough the initial stages as a larger group.

• As you circulate, support those groups who finish the first task quickly andneed to refocus on the second element.

• With the more able pupils, negotiate the scope, extent and medium for theirsecond 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 andprinted out copies of their logo and the storyboard for their advertisement. Eachpupil will need copies of their own to annotate for their homework.

Whilst pupils are working, eavesdrop to identify one or two examples of work onthe publicity material to use for the plenary.


10 minutesUnit 4 Plenary: Audience and fitness for purpose

Bring the whole class together. Use the large display to discuss the examples youselected during the last activity.

Ask pupils to comment on the work, justifying their comments against the criteriaof ‘audience expectation and needs’ and ‘fitness for purpose’.

Conclude the lesson by reflecting on the objectives and the extent to which theyhave been achieved. Remind pupils of the range of skills they have been using andapplying from previous units.


Set this task.

Annotate your design for your advertisement. Note any developments you wish toinclude, in preparation for the next lesson.

Special note

Remind pupils that all of the work they have been annotating throughout thisproject will be essential for the next lesson.

It may be worthwhile setting an earlier date for return of work before the finallesson, to ensure that all pupils have their work available.

9Producing the project report andanalysis of the result



Fitness for purpose• Understand that an effective presentation or publication will address audience

expectations and needs.

Key vocabulary

From Year 8: appraise


• If necessary, prepare guidance to help pupils to use the software required in thelesson.

• Prepare copies of the system life cycle, at least A3 in size, and sets of cards withthe system key words written on them.

• Print Pupil resource 22.doc, Key words, and Pupil resource 23.doc, System lifecycles, allowing one copy of each per pupil.

• Make Pupil resource 24.doc, Writing frame for a feasibility report, available in theshared area, if you wish pupils to use it.



• Write the instructions for the starter activity on the whiteboard or flipchart.



• Printer


• Materials for display or portfolio presentation

• Scissors, glue, card, paper


Lesson




– Pupil resource 22.doc, Key words

– Pupil resource 23.doc, System life cycles

– Pupil resource 24.doc, Writing frame for a feasibility report


1 Starter: Key words Small groups 10 minutes

2 Completing the marketing Paired work 15 minutesmaterial

3 Preparing the final report Individual work 25 minutes

4 Plenary: Reviewing the project Small groups 10 minutes





• Make available the prepared enlarged system life cycle diagrams and keywordcards, and Pupil resource 22, Key words, and Pupil resource 23, System lifecycles, 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.


10 minutesUnit 1 Starter: Key words

As pupils arrive, ask them to sit in groups of four at their tables. Refer them tothe instructions on the flipchart. They should use the prepared enlarged systemlife 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 andlearning.

Pupil resource 23

Identify

Production

Implement

Analyse

Design

Identify

Finance

Implement

Evaluate Analyse

Test Design

Identify

Marketing

Implement

Evaluate Analyse

Test Design

ife cycles

Key words

subroutine refine

feasibility

data type

subtask

system

corporate image

dry run

audience expectation

Pupil resource 22

annotate

modify

efficiency

After 5 to 6 minutes gather the class together.

Show slide 1 of Teacher resource 14 to explain the objectives and outcomes forthe lesson.

Slide 1

Remind pupils that the report must state whether or not the project is feasible.


15 minutesUnit

25 minutesUnit

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 aguide, 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 firsttask whilst others will complete both.

While the groups are working, circulate and ensure that pupils have access to allof the materials they have produced in each element of the investigation.

Gather the class together. If some pupils still need to complete their work, explainwhen 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 reportmust explain what the system would look like and how the solution could bedeveloped.If the project is not feasible, the report must describe the points at which itwould fail and explain why. It must then explain how the project could besuccessful 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 theyhave 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 thethree elements.

Their presentation should include:

• an outline of the problem;

• examples of how each of the systems, financial, control and marketing, weredesigned, 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 afeasibility 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 aportfolio, tracing the development of their work and including this as part of theirreport to the headteacher.

Writing frame for a feasibility reportReport on feasibility study for the headteacher and Phoenix Centre by

_______________________________________________________________________________

Description of project

To grow plants for sale to raise funds for the Phoenix Centre.

Pupil resource 24

The system wasbroken down intothree mainsubsystems.

What each systeminvolved

What the problem was and how I solved it.

1 Finance

2 Production

3 Marketing


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, veryimportant that as much evidence as possible of their reasoning and criticalthinking is available. This should be complemented by your commentary on thework and the formative assessment opportunities which have been availablethroughout the lessons.


10 minutesUnit 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 ofthe 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 ofwhat 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.


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 onthe 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 appropriatefor the audience you forecast for it

• How well you used the ICT resources and software available to you

• How well you worked with others

Copies of this document may be available from:

DfES PublicationsTel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]

Ref: DfES 0229/2003

© Crown copyright 2003

Produced by the Department for Education and Skills

Extracts from this document may be reproduced fornon-commercial or training purposes on the conditionthat the source is acknowledged

www.dfes.gov.uk

This document can also be downloaded from:

www.standards.dfes.gov.uk

OU

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7/03

Key Stage 3 Guidance National Strategy...

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