2010 ICT Planning Basico 1 and 2

8/3/2019 2010 ICT Planning Basico 1 and 2

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Basico 1- Semester OneMedium Term Plans

Key Understandings Key Techniques Suggested Teaching Activities and Focused Tasks

Data, programs,links andcitiation

Unit 1a Introduction to Modelling

- computers can represent real orfantasy situations

- computer representations allow theuser to make choices and differentdecisions produce different outcomes

- computers can be used to represent awide range of environments and someare more elaborate than others

- computer models are not an exactreplica of the original

- computers can be used to createrepresentations of various scenarios

Unit 1a

- to use a mouse tomove and placeitems accurately ona screen

- to use simple toolsin a paintingpackage

- to print out theirpainting

- to addstamps/motifs orclip art to a scene

Compare and contrast a range of fantastic settings from a variety of paper-based /ICT sources (film, paintings, picture books, photos) . Discuss how the

settings differ from real-life. (Themes could include jungles, outer space,underwater etc.)

Explore an onscreen book and if appropriate post a class comment Demonstrate a selection of screens where children need to make choices for a

particular purpose. The children use the screens and explain their choices. Show simple adventure game/simulation. Discuss how it compares to

reality. Children explore simulation and discuss how it differs fromreal life e.g. do the characters ever get tired?

Review how painting programs can create a visual representation ofa scenario. Ask children to make their own fantasy representationsusing simple tools brushes, colour-fill, palette, stamps/motifs.Children do self portraits and label these. Basic digital photo editing

Show children how to print out their own work.

ClickerPaint,Tuxpaint

iphoto

Link to Art QCA

Unit 1b Using a word bank

- computers have a variety of uses- ICT can be used to match words and

pictures- words convey information- text can be entered into a computer

and printed out- text can be selected from a word bank

Unit 1b

- to use the mouse toselect and moveitems on screen

- to develop keyboardfamiliarity

- to select and listento text using themouse

Discuss with children the variety of uses of computers, focusing onmanipulating text and images.

Review using the mouse to select and move items on screen. Askchildren to match words and pictures onscreen.

Children use a program to link words or phrases to a series of digitalimages (eg, Clicker 5) or to link beginnings and endings of sentenceseg. from a story

Talk with children about the texts they see around them, eg label,signs, posters. Collect and display various examples.

Review typing using the keyboard. Carry out simple text enteringtask encouraging use of both hands.

Demonstrate how to correct mistyping or repeated letters using thebackspace. Carry out related task.

Review selecting words from a word bank, and how to they couldhear a word spoken. Children select words from a word bank to builda sentence about if/how they use a computer at home.

Clicker5BBC dancemat typing

Original document by Hertsfordshire Grid for Learning amended by Julie Bowen (2009) for use at the Grange School.11/27


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Unit 1d Labelling and classifying

- key pieces of information can describeobjects

- objects can be described using keywords

- objects can be divided according tocriteria

- objects can be identified from keywords

Unit 1d

- to develop hand-eye co-ordinationwith mouse

- to be able to click toselect objects

- to move items onscreen

- to select and usesimple markmaking tools

Ask children to pretend they have lost an object and get them todescribe it so the other children can help them find it. Highlight theamount of information that can describe an object. Use an onscreenfind object activity or revisit Find Teddy (My World).

Discuss properties of different items e.g. fruit, materials such ascolour, size, shape, etc. Use a word bank program to label objects

Divide a collection of objects, varying in size and colour, into twosets. Ask children to guess the criterion chosen.

Using the same collection, ask children to give two words describingone of the objects, such as big and red. Get the class to identifythe object and ask why it is sometimes easier to do this.

Discuss unique and shared properties of the objects. Use anonscreen activity to classify/sort objects including ICT objects.

label parts of the face/parts of the computer

Clicker5,Various online activities

Technical vocabularymouse/keyboardscreen/monitorprinter, printgame

selectmovespace barenter

delete, backspace

Sortcollect Informationkey words

pictogramiconsclassifyline (thick,thin, curvy, wavy, straight, bold)

Unit 1a & 1b Integrated project see additional page outlining Summative assessments



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Year 1 Semester One Monitoring, recording & assessingLearning Objectives write initial(s) of only the pupils at each end of spectrum Formative assessmentUse this formative assessment in your planning for subsequent sessions and terms

Pupils know that(knowledge & understanding - ICT capability) Pupils who have progressed further Pupils who have not made so much progressUnit 1a Introduction to Modelling- computers can represent real or fantasy situations

- computer representations allow the user to make choices and that different

decisions produce different outcomes- computers can be used to represent a wide range of environments and some

are more elaborate than others

- computer models are not an exact replica of the original

- computers can be used to create representations of various scenarios

Unit 1b Using a word bank- computers have a variety of uses

- ICT can be used to match words and pictures- words convey information

- text can be entered into a computer and printed out

- text can be selected from a word bank

Unit 1d Labelling and classifying- objects can be described using key words

-objects can be divided according to criteria

- objects can be identified from key words

Pupils can (techniques or skills): Pupils who have progressed further Pupils who have not made so much progress

Unit 1a Introduction to Modelling- use a mouse to move and place items accurately on a screen- use simple tools in a painting package

- print out their painting

- add stamps/motifs or clip art to a scene

Unit 1b Using a word bank

- have increasing keyboard familiarity- select and listen to text using the mouse

Unit 1d Labelling and classifying- click to select objects on screen- move items on screen

- select and use simple mark making tools on screen

Unit 1a & 1b Semester One Integrated project Summative assessmentUse this summative assessment in your planning for subsequent terms and to support levelling of ICT work



4/16

Integrated

Project

Any open-ended task rooted in the curriculum and drawing on the knowledge and techniques taught aboveor:We did Self-Portraits and School Crests. They should think about what it looked like and what sorts of decisions or choices they will have to make when representingit. They will use a selection of drawing tools brushes, colour-fill, stamps/motifs.Children will use word processing software with a word bank facility to produce a caption/labelling for their representation.

Most children have:

Understood that a computer can represent real orfantasy situations and that these do not replicate theoriginal exactly; created a simple representation of areal or fantasy situation using either an objects-basedgraphics program or a painting program

Entered single words from a keyboard; used a wordbank to assemble sentences that communicatemeaning

Working at (Level 1)

Some children have not made so much progress and

have: Used software, including a simple adventure game,

that represents a real or fantasy situation; created asimple representation or a real or fantasy situationusing either and objects-based graphics program or apainting program

Entered single words from a keyboard; used a wordbank to combine words, with help

Working towards (Level 1)

: Some children have progressed further and have:

Used a variety of software, including adventuregames, to represent real or fantasy situations andidentified similarities and differences; explained theirdecisions/choices

Used ICT to create sentences that communicatemeaning, using the keyboard for the majority of thetext


Unit 1e & 1d Semester 2- Integrated project Summative assessmentUse this summative assessment in your planning for subsequent terms and to support levelling of ICT work

Integrated

Project

Any open-ended task rooted in the curriculum and drawing on the knowledge and techniques taught aboveor: Favourite Food Labels and Pictograms- Children create a display of favourite food in the classroom. Provide a word bank containing a limited selection of possible choices of food. The children will

use the word bank to make labels for the food. They will then classify the food according to colour or texture etc. They will then use a graphing package toselect the appropriate icons to represent the data they have collected and to present what they have learned from their pictogram. (As I was absent weassessed through individual tasks using Pictogram program and online Venn/Carrol diagram drag and drop game)

Most children have: Used key words to label and classify objects Used a graphing package to select appropriate

icons, recognised quantities and created a pictogram


Some children have not made so much progress andhave: Used personal descriptions to describe objects Entered information into a graphing package


Some children have progressed further and have: Used key words from fixed categories to label and

classify objects Used a graphing package to select appropriate icons;

recognised quantities and created a pictogram; made

comparisons, such as twice as manyWorking at (Level 2)



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Year One Semester Two

Key Understandings Key Techniques Suggested Teaching Activities and Focused Tasks

Data, programs,subject links anddifferentiation

Unit 1e Representing information

graphically

- data can be collected and presentedas pictograms

- data represented graphically can beeasier to understand than textualdata

- ICT can be used to createpictograms

Unit 1e

- to create pictograms- to use pictograms to answer simple

questions

Create a pictogram related to a class topic eg. travelling to

school, using IWB software (build a grid and clone graphics). Asa whole class, complete the pictogram. Discuss how pictogramsshow information at a glance. Use the pictogram to answerquestions, eg what is the most/least common way of travelling?

Begin to create a pictogram on the computer. Demonstrate howto enter data and show the children the icons that will produce apictogram of data entered.

As a whole class, Discuss which questions the pictogram couldhelp answer. Work in pairs using the computer pictogram toanswer some of the questions.

Give children opportunity to make different pictograms (includingone about use of ICT . They should do this using software aswell as using actual objects.

Use PictogramprogramClicker 5 (premadegrids)http://tinyurl.com

/3djqjj

http://tinyurl.com/2ulvb24

Unit 1c The Information around us- information can be presented in a variety

of forms- information comes from a variety of

sources- sounds convey information- pictures provide information- information is all around us in a

variety of forms- computers use icons to provide

information and instructions- certain rules (or conventions) are applied

in communicating and presentinginformation

Unit 1c

- to use a mouse to navigate a simpleprogram

- to make choices using a mouse orkeyboard, with increasing accuracy

- they can move between windows

Share and compare samples of paper and electronic texts. Discusssignificance of different letter size/colour. (eg red for stop/danger

Share a multimedia program, website or talking book. Look at the meaningof icons on screen. Children work in pairs to navigate around the activity.

Children research topic related subject such as CLOWNS/circus. They Read a premade clicker book with photos with information in it. The children use a powerpoint with ready made subheadings to match text

read. They use their memory to put a point or two into powerpoint format.

Clicker 5 storybkPowerpointGoogle Searches



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Unit 1fUnderstanding instructions

- machines and devices must becontrolled

- machines and devices can becontrolled by a sequence of physicalactions

- sequence affects outcomes- instructions can be given using a

common language- instructions can include measurable

units in a common language- instructions can be recorded for

replication and amendment- results can be predicted and

predictions can be tested

Unit 1f

- to correctly sequence instructions- to use directional language to

control someone elses actions- to use unit lengths and a common

language, eg forward, backward,stop and go

- to record a sequence of instructionsin a common format

- to read a set of instructions, predictthe result and test their prediction

Discuss the machines and devices all around us televisions, videos,microwaves etc. Share how this equipment is operated (buttons, dials,remote controls).

Develop instructions to follow a route.e.g. to find something hidden in theclassroom. Introduce basic Beebots games.

Online control activity. Sail to the lighthouse by giving directions to theboat.

Children are able to spell CVC words and work in groups to makedirections for their robot.

They can direct their robot through racetrack and spell their names bygiving robot accurate directions

Introduce the floor turtle. Discuss ways of using standard instructions withthe Beebot (eg F or = forward .) Test and refine a set of instructions toachieve a specified objective. Include Beebot takes a message.

Use a simple onscreen program to follow a route to achieve an objective.Throughout unit use PE lessons to develop sequences of movement usinginstructions or instruction cards.

Beebots programBeebots robotsLighthouse onlinegamehttp://tinyurl.com

/2ecl43d

Technical Vocabulary

Integrated

Project

Any open-ended task rooted in the curriculum and drawing on the knowledge and techniques taught above

Project 1: Children do a controlled Google Image search to find pictures to support a holiday story they are writing inClicker 5 book format. Ensure the safety options have been changed and brainstorm keywords beforehand. They mustdrag and drop images into their work and move between windows.

Project 2: Children are assessed on their ability to work in groups to achieve the expected outcome for that Beebot activity.They are able to direct the robot in various activities and work for a significant amount of time at each activity.

button/icon

informationtexttext/font stylesgraphicspictureselectronicGoogle image

windows

SequenceOrderInstructionbutton, dial,controlimagekeywords

Unit 1c & 1f assessed projects Summative assessmentUse this summative assessment in your planning for subsequent terms and to support levelling of ICT work Understood that information exists in a variety of forms and

were able to gather it from a variety of sources Can move between windows with help.


Had opportunities to collect information (images) in variousforms and from various sources

Read a set of instructions and sometimes predicted the

correct outcome; produced instructions but sequenced themincorrectly or made assumptions


Recognised that computer programs use sounds, text andpictures to communicate information; begun to recognisesome of the conventions used to communicate information

Read a set of instructions and predicted the correct outcome;produced an accurate set of instructions

using standardised measurements and agreed languageWorking at (Level 2)



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Year 1 Semester two - Monitoring, recording & assessingLearning Objectives write initial(s) of only the pupils at each end of spectrum Formative assessmentUse this formative assessment in your planning for subsequent sessions and terms

Pupils know that(knowledge & understanding - ICT capability) Pupils who have progressed further Pupils who have not made so much progressUnit 1e Representing information graphically- data can be collected and presented as pictograms

- data represented graphically can be easier to understand than textual data

-

ICT can be used to create pictograms- sounds convey information

- pictures provide information

Unit 1f- Understanding instructions

- machines and devices must be controlled

- machines and devices can be controlled by a sequence of physical actions

- sequence affects outcomes

- instructions can be given using a common language- instructions can include measurable units in a common language

- instructions can be recorded for replication and amendment

- results can be predicted and predictions can be tested


Unit 1e Representing information graphically- create pictograms- use pictograms to answer simple questions

- make choices using a mouse or keyboard, with increasing accuracy

Unit 1f- Understanding instructions- correctly sequence instructions

- use directional language to control someone elses actions

- use unit lengths and a common language, eg forward, backward, stop, go- record a sequence of instructions in a common format

- read a set of instructions, predict the result and test their prediction



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Year 2 Semester One

Key understandings Key TechniquesSuggested Teaching Activities and Focused Tasks

Check general Smile and Stay Safe guidance (pp 58-61)

Dates, resources,subject links,differentiation

Unit 2a Communicating informationusing text

- there are differences between hand-

written and word-processed text- text can be entered and corrected- there is a difference between

running text (word wrapped) and textwith line breaks

- ICT can be used to rearrange text tomake it easier to read

- ICT can be used to improve text andmake a message clearer

Unit 2a

- to use the backspace key to makecorrections

- to type in text, including spacesbetween words

- to use the shift key to obtain capitals- to produce text using word wrap- to use the return/enter key to insert

line breaks- to delete and insert text to improve

readability

Collect examples of work created by older children using a wordprocessor (these could be scanned and displayed on IWB.) Askclass to discuss how the work is different from hand-written work.Consider copyright and ownership.

Children explore how word processors word wrap text, beingencouraged to use both hands when typing.

Play simple games using an old keyboard or paper template to gainfamiliarity with the layout of the keyboard.

Show how to correct mistakes with the backspace key and thedelete. Children correct a piece of work.

Read out onscreen sentences but leave out the spaces betweenwords. Demonstrate the spacebar and the shift key to make acapital letter efficiently.

Demonstrate how to use the return/enter key to insert line breaks discuss differences between running text and text with line breaks.

Clicker 5

Unit 2b Creating pictures

- ICT can be used to create pictures- ICT makes it easy to correct

mistakes and explore alternatives

Unit 2b

- to select and use simple markmaking tools, eg pen and brush

- to use the flood fill tool to createhighlights of colour

- to use save as- to select and use the straight line

and geometric shapes- to select and use the spray tool

Show the class examples of pictures created using ICT , includingprint outs and images on screen. Review the function of the various

tools (eg brush, pen, fill spray, undo, etc). Children explore thedifferent tools to create various effects and textures relating to aclass topic.

Demonstrate the use of the straight line and geometric shapes tools.Show how colours can be used to fill the shapes. Children creatework in the style of an artist eg Mondrian, Kandinsky, Pollack.).They sign their pictures and share them electronically.

Children build a history of drafts using save as and retrieve

Clicker Paint

KidpixTuxpaint


Integrated

Pro

ject

Any open-ended task rooted in the curriculum and drawing on the knowledge and techniques taught aboveor:Project related to class topic (eg Toys, Christmas, or Art)- Children will create pictures using a painting package. They will be encouraged to draft out ideas first on paper explaining

the effect they hope to achieve using various tools/ techniques. Either children add text to the base of their picture or theteacher supports them to import their picture into the word processing package. The children will sign, save, share andprint their work.

Shiftspacebar

return/enterinsertbackspace

deletegraphics

word wrapdraft

Year 2 Semester One - Monitoring, recording & assessing

Learning objectives



9/16

Learning Objectives write initial(s) of only the pupils at each end of spectrum Formative assessmentUse this formative assessment in your planning for subsequent sessions and terms

Pupils know that(knowledge & understanding - ICT capability) Pupils who have progressed further Pupils who have not made so much progressUnit 2a Communicating information using text- there are differences between hand-written and word-processed text

- text can be entered and corrected

- there is a difference between running text and text with line breaks

-ICT can be used to rearrange text to make it easier to read

- ICT can be used to improve text and make a message clearer

Unit 2bCreating pictures- ICT can be used to create pictures

- ICT makes it easy to correct mistakes and explore alternatives


Unit 2a Communicating information using text- use the backspace key to make corrections

- type in text, including spaces between words- use the shift key to obtain capital letters

- use the return/enter key to insert line breaks

-

delete and insert text to improve readabilityUnit 2bCreating pictures- select and use simple mark making tools, eg pen and brush

- use the flood fill tool to create highlights of colour- use save as

- select and use the straight line and geometric shapes

- select and use the spray toolUnit 2a &2b Integrated projects Summative assessment

Use this summative assessment in your planning for subsequent terms and to support levelling of ICT work

Most children have: Used a word processor to produce sentences that

communicate meaning Used a computer graphics package to create a picture;

selected the most appropriate tools to match their purposes


Some children have not made so much progress andhave: Entered words into a word processor Used a computer graphics package to create a picture


Some children have progressed further and have: Used a word processor to produce sentences that communicate

meaning; refined sentences by adding words and makingcorrections; altered sentences in the light of comments

Used a computer graphics package to create a picture; selectedthe most appropriate tools to match their purposes; developed animage and modified and corrected their work as they went




10/16

Year 2 Semester Two




Unit 1fUnderstanding instructions andmaking things happen (review)

- machines/devices must be controlled- machines/devices can be controlled

by a sequence of physical actions- sequence affects outcomes- instructions can be given using a

common language- instructions can include measurable

units in a common language- instructions can be recorded for

replication and amendment- results can be predicted and that

predictions can be tested

Unit 1f

- to correctly sequence instructions- to use directional language to

control someone elses actions- to use unit lengths and a common

language, eg forward and stop- to record a sequence of instructions

in a common format- to read a set of instructions, predict

the result and test their prediction

Discuss features of machines/devices. Pupils record a class activityusing digital camera/video/microscope/sound recorder. Discussresponsible use of cameras and other digital recorders.

Class creates a story using series of tableaux and record it using

digital camera/video/sound recorder. Children work in pairs tosequence pictures onscreen and develop shared writing etc.

Review writing down sets of instructions. Children write instructionsto send others to different parts of classroom. They predict wherethe instruction will send them and then test their prediction.

Beebots,Beebots program

Unit 2d Routes: controlling a floorturtle

- control devices must be programmed- control devices follow instructions

which can contain numerical data- instructions can be sequenced for

more complicated tasks- instructions can be repeated- devices that carry out repeated

actions follow stored instructions, egwashing machines

Unit 2d

- to use appropriate keys to make thefloor turtle go forward, backward, leftand right by using instructions, egforward 4, right 1

- to enter a sequence of instructions- to use the repeat key to produce

symmetrical shapes

Program Beebot to follow a path. Ask how Beebot knows where togo. Review clear memory and entering/testing instructions.

Allow children to try getting robot to a defined target, entering andevaluating single instructions before building a sequence.

Ask children to build a set of instructions (on paper or usinginstruction cards). Share prediction and testing. Allow children todevelop more complex instructions.

Discuss the sequence of instructions needed to achieve a specificobjective (eg a point on a map or a number grid, draw a simpleshape). Give children opportunity to develop, predict and testsequences using floor and screen turtles.

Class link: Teacher can link PE/Maths sessions throughout this unit toreview directiona/positional language. (eg develop a set ofcommands to perform a robot dance, or line dance etc.)

Premade grids forrobots

Group activity cardsWt. L.O.

Learning objectives



11/16


Integrated

Project

2d Integrated projectthis summative assessment in your planning for subsequent terms and to support levelling of ICT work

Any open-ended task rooted in the curriculum and drawing on the knowledge and techniques taught above or:Treasure Maps- The children could create treasure maps to find hidden treasure. Using the classroom as the island, the children will choose

a starting point for the turtle and the location of the treasure. In groups the children will write the sequence of instructions tomove the turtle to the treasure. They will create a treasure map based on the lay out of the room if there is a desk to go

around, it could become a volcano on the map. The groups will give their instructions to other groups to predict and testwhere the turtle will end up.

SequenceOrderInstructionsfloor turtlepredictrepeat

control devicesdatacommandsprogram

Most children have: Read a set of instructions and usually predicted the correct

outcome; produced an accurate set of instructions for othersto follow

Produced an accurate set of instructions but needed toamend them to make them correct; combined threemovements into one by adding units together; accuratelypredicted the results of a set of instructions


Some children have not made so much progress and have: Read a set of instructions and sometimes predicted the

correct outcome; produced instructions but sequenced themincorrectly or made assumptions

Produced a set of instructions but made mistakes withdirections and distances; incorrectly predicted or guessed theresults of a set of instructions


Some children have progressed further and have: Read a set of instructions and predicted the correct

outcomes; produced an accurate set of instructions usingstandardised measurements and agreed language

Produced an accurate set of instructions with little need foramendment; incorporated instructions that involve difficultangles other than 90 and 180 degrees; accurately predictedresults of a set of instructions by identifying patterns




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Year 2 Semester One - Monitoring, recording & assessingLearning Objectives write initial(s) of only the pupils at each end of spectrum Formative assessmentUse this formative assessment in your planning for subsequent sessions and terms

Pupils know that(knowledge & understanding - ICT capability) Pupils who have progressed further Pupils who have not made so much progressUnit 1f Understanding instructions and making things happen (review)- machines and devices must be controlled

- machines and devices can be controlled by a sequence of physical actions

-

sequence affects outcomes- instructions can be given using a common language

- instructions can include measurable units in a common language

- instructions can be recorded for replication and amendment

- results can be predicted and that predictions can be tested

Unit 2dRoutes: controlling a floor robot- control devices must be programmed

- control devices follow instructions which can contain numerical data- instructions can be sequenced for more complicated tasks

- instructions can be repeated

- devices that carry out repeated actions follow stored instructions


Unit 1f Understanding instructions & making things happen (review)-- correctly sequence instructions

- use directional language to control someone elses actions- use unit lengths and a common language, forward and stop

- record a sequence of instructions in a common format

- read a set of instructions, predict the result and test their prediction

Unit 2dRoutes: controlling a floor turtle- use appropriate keys to make the floor turtle go forward, backward, left and r ight

by using instructions, eg forward 4, right 1

- enter a sequence of instructions

- use the repeat key to produce symmetrical shapes



13/16

Year 2 Semester 2




Unit 2c Finding Information

- electronic resources such as CD-

ROMs and websites etc containlarge amounts of information

- searches can be used to findappropriate information

- information can be connected indifferent ways at the same time

Unit 2c

- to use buttons to navigate an

electronic information resource (eg.CD-ROMs, websites etc)

- to search using menus- to search using the index- to search using key words- to use hotlinks or hyperlinks to

navigate an electronic informationresource (eg. CD-ROMs, websitesetc)

Discuss how we use books to find information, making use of indexes,contents, headings, subheadings etc.

Compare paper and electronic media, amount of information each can

hold, differences in use etc. Demonstrate how to use an electronic information resource to locate

information using menus and the index. Show how to return to themenu/home page. Link to

Guide children in locating information using a key word, and findingdifferent information types (sound/film clips, images, etc.).

Show children how to use hyperlinks to find more information about asubject. Working in pairs and children find information related to a classtopic. Consider copyright .

PowerpointGoogle image search

Unit 2e Questions and answers

- information can be represented asgraphs but this can only provide

limited answers to questions- there are different types of question

they can be answered in varied ways- some questions have only yes/no

answers; they should be phrasedcarefully

- some questions have only onepossible answer from a selection;others can have more than one

- a database provides a means ofstoring information; it can be searched

- a database can only answerquestions if appropriate data has

been entered

Unit 2e

- to ask relevant questions- to using questioning to identify an

object- to use the search tool to find the

answers to simple questions

As whole class build a list of questions linked to a topic (eg. pets). Create apictogram to answer some of them (eg, How many children have dogs?)Find questions not answered by the pictogram (eg. Who owns a dog?)

Discuss yes/no questions. Play Guess who I am or 20 questions. Show a

simple database. Discuss the kinds of questions it could answer. Childrenadd a record to the database.

Children use SIMS activity to find information. What is the differencebetween this kind of research and looking at a book? Try to link SIMSactivity with classroom topics.

Demonstrate search tool. Children explore which questions can beanswered using the database and which cannot. They use the database toanswer some of the questions. Discuss what data might need to be addedto answer the questions which could not be answered. Link to

Clicker 5PICTOGRAMKidspiration?Powerpoint

Word Office(SIMS activity)

http://tinyurl.com

/29fqkxt

e d Any open-ended task rooted in the curriculum and drawing on the knowledge and techniques taught above Technical Vocabulary

Learning objectives



14/16

or:Choose a topic (eg Significant authors) and children are asked to research Google images to support their Book Review. Theywork in Clicker 5 and the children who complete the task put samples on the website. www.grangeprepict.comThey are also to make a comment on their class Blog www.basico2.weebly.com

searchinformationmenucommentimage

indexkey wordhyperlinksquestionswebsiteblog



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Year 2 Semester 2 - Monitoring, recording & assessingLearning Objectives write initial(s) of only the pupils at each end of spectrum Formative assessmentUse this formative assessment in your planning for subsequent sessions and terms

Pupils know that(knowledge & understanding - ICT capability) Pupils who have progressed further Pupils who have not made so much progressUnit 2c Finding Information- electronic resources (eg. CD-ROMs, websites etc) contain large amounts of

information

- searches can be used to find appropriate information

- information can be connected in different ways at the same time

Unit 2eQuestions and answers- information can be represented as graphs but this can only provide limited

answers to questions

- there are different types of questions which can be answered in different ways

- some questions have only yes/no answers and have to be phrased carefully

- that some questions can have only one possible answer from a selection andothers can have more than one answer from a selection

- a database provides a means of storing information and can be searched

- a database can only answer questions if appropriate data has been entered


Unit 2c Finding Information- use buttons to navigate an electronic information resource

- search using menus

- search using the index- search using key words

- use hotlinks or hyperlinks to navigate an electronic information resource

Unit 2eQuestions and answers- ask relevant questions

- use questioning to identify an object

- use the search tool to find the answers to simple questions

Unit 2c & 2e Integrated project Summative assessmentUse this summative assessment in your planning for subsequent terms and to support levelling of ICT work

Most children have: Searched an appropriate image using Google Images

with help. Dragged and dropped image into text. Understood that there are different ways to convey

information and to gather information using ICT.(internet searches, documents, e-books etc)


Some children have not made so much progress & have: Navigated a Google images and with help are able to

drag and drop image into text.


Some children have progressed further and have: Searched a Google images purposefully; followed

straightforward lines of enquiry; chose the mostappropriate search techniques for their purposes

Were able to drag and drop various images into theirwork without any help.




16/16


Documents

2010 ICT Planning Basico 1 and 2