Grade 5

LESSON PLANNING Grade: 5 Term: 1 page no

UNIT 1 4d-Collecting and presenting information. UNIT 2 5d-Introduction to spreadsheet Project

2 4 5

Term: 2

UNIT3 Project

5b-Analysing data and asking questions

6
7

Term: 3

UNIT 4 Project

5a-Graphical modelling

8 9

Grade 5

UNIT 1: - Collecting and presenting information

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children:

questionnaire

graphing package

pie chart data handling To design simple questionnaires to record package line graph numbers, text and choices examples of different bar chart To use ICT to create pie graphs charts To use ICT to create line Objective: graphs To interpret and analyse Understanding that different graphs are used for different purposes information in graphs

Lesson 1

Lesson 1
Objective:
Understanding that different graphs are used for different purposes

Activities:
Collect examples of different graphs, for example bar charts that show monthly rainfall, line charts that show peoples growth, pie charts that show how people spend money. Discuss with the class how the different graphs represent data. Remind the class about fields and records. Tell the class that they are going to produce a class database with information about all the children in the class. Tell them that they will use the database to answer questions Produce a class list of fields and discuss how they could collect the necessary information. Introduce the idea that information could be collected more quickly using a standard sheet, and that entering and checking information would be easier if the Structure of the sheet matched the fields. Remind the class about number, text and choice fields.
2

Grade 5

Learning outcome:
understand that different graphs are used for different purposes design questionnaires which match the structure of the database

Lesson 2
Objective:
Understanding that pie charts can be used to make comparisons between populations Understanding that line graphs can be used to show continuously changing information

Activities:
Discuss with the class how they are going to check whether the balance between boys and girls in their class is the same as for the school as a whole. Enter the number of boys and girls for the class and for the school into a data handling package. Show how pie chart is more effective in this case to make comparison. Enter the results from a science experiment, such as the length of a shadow throughout the day, into a data handling package. Use the package to produce a pie chart, bar chart and line graph. Discuss the effectiveness of different type of graphs.

Learning outcome:
use bar charts, pie charts and line graphs appropriately understand that line graphs are used to represent continuously changing data produce pie charts using ICT and recognise that the larger the segment, the larger the proportion Use pie charts to make comparisons between populations.

Grade 5

UNIT 2: - Introduction to spreadsheet

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

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

spreadsheet cell formula sum calculate

spreadsheet software a variety of receipts a prepared spreadsheet

Lesson 3
Objective:
Understanding that computers can calculate costs and are useful when prices change

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

Grade 5

Remind the class how =c1+c2+c3+c4+c5+c6 produces a total. Discuss the amount of typing required. Introduce the use of =SUM (c1:c2) as a shorter way of producing totals. Ask the children to use SUM to calculate the total cost of a meal.

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

TERM 1 INTEGRATED PROJECT

Planning a budget party
Use a spreadsheet to calculate the cost of materials. They will be given a budget and they are to decide what material to buy so that they dont go over the budget. They will need to conduct a survey to decide what material they will need. They will need to draw graphs s to show the results and analyze the graphs to decide what food and drink to buy.

Grade 5

UNIT 3: - Analysing data and asking questions

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children: To search a database using =< and =>. To search a database using AND. To search a database using OR. To skim read and sift

AND OR

variety

of

prepared databases including database birds data-handling software uses operators including AND and for OR that logical a on

information to modify a search strategy.

Lesson 4
Objective:
Understanding that there is different type of searching method.

searching data Internet access

Activities:
Show the children a prepared database, e.g. properties of materials Show the class how to use AND in a search Show the class how to use OR in a search. Ask the children to work in groups to convert questions into search criteria using OR. Ask them to check their answers by searching on each criterion separately.

Grade 5

Learning outcome:
Use =< and => in their searches. Use AND in their searches. Use OR in their searches.

Project Data investigation

Using a prepared database, children will do a set of task. To use searches to locate information. To use graphs to support their conclusion They will produce a report of their data investigation, annotating their result.

Grade 5

UNIT 4: - Graphical modelling

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children: To move, rotate and re-size graphic elements To use geometric tools to create objects which can be manipulated using an objectbased graphics package

object layer

object-based drawing package

Lesson 5
Objective:
Understanding that images can be created by combining and manipulating objects.

Activities:
Remind the class of the techniques they have learnt using paint packages. Discuss the use of collage and the way it allows elements to be moved. Show the class that when graphic elements are incorporated into an image in paint package, it is not possible to treat them as individual objects, e.g. a section of a picture can be moved, but a circle cannot. Discuss how this might be useful when producing images, maps, charts and diagrams and in designing.

Grade 5

Use an object-based graphics package to create a range of geometric shapes. Demonstrate to the class how these shapes can be selected and rearranged, how colours can be changed, how shapes can be re-sized and how shapes can be copied and layered. Show the class how to create various objects using straight lines, curved lines, geometric shapes and curved shapes.

Learning outcome:
Understand the limitations of paint packages for modelling. Use the object-based graphics package to manipulate shapes. Create objects using an objects-based graphics package.

Project
Collage in graphic package

Make one collage on the topic UAE by using object base graphic package. Treat each piece of picture as different layer and rearrange it to explore creative ideas.