Favourite Colours. QCA Unit: 1E. Finding Things Out Year 1. Resources. Setting the scene: (5 mins) Main Input (20-30 mins) Review and recall (10 mins)

Transcription

1 Favourite Colours Learning objective: I can.. 1 of 5 PoS 1a recognise the purpose of a pictogram QCA Unit: 1E Overview Integrating Activity Review Resources Squares of coloured paper. Blue Tack Board Large sheet of paper Software you could use: Support files: Setting the scene: (5 mins) Share the learning objective with the class. Explain that this unit of work is going to help them learn about how we can show information as a Pictogram. Tell the class they are going to find out why a pictogram can help show people information and how to make a pictogram on the computer. Finally explain to the class that today they are going to look at how we can make a pictogram using paper. Main Input (20-30 mins) Away from the computer Show the class the square coloured pieces of paper. Ask each child to think about which is their favourite colour. Hold up one of the colours and ask the children who like this colour best to put up their hands. At this point do not count the hands just ask the class to have a look at how many hands are up. Next hold up a different colour and repeat the process. Do this for every colour. Now ask the class if they can remember how many people choose the first colour. Explain that as a class they are now going to create a pictogram to show how many people choose each colour. Tell the class which colour is your favourite. Then stick a square to represent your favourite colour on to the board. Explain that this 1 square shows that 1 person choose as their favourite colour. Next ask each child in turn to come and do the same for their favourite colour. To begin with the squares do not have to be stuck in columns, as it is now useful to discuss with the children how it would be easier to count how many red squares there are, how many blue etc. The squares can then be sorted, transferred to the large sheet of paper and arranged in columns. Finally label the axis and give the pictogram a title. Review and recall (10 mins) Bring the class together and review the learning objective. Ask similar questions to those below. Reiterate the key vocabulary listed on page 2. Greenwich ICT Team Page 1 of 11

2 Favourite Colours, (continued) Key questions to ask and to display: What do we call the chart the class has made? What sort of information does our pictogram show? How many people choose as their favourite colour? Which colour do the people in the class like best? Which is the least favourite colour in the class? Is it easier to find answers to these questions using the pictogram? Why? Vocabulary: Pictogram, favourite, information, sort Teaching Points: This activity has strong links with Numeracy and the creation of the class pictogram could take place while other Data Handling Numeracy activities are taking place, to maximise time. Extension Activity: Assessment Opportunities: Can the children recognise the purpose of a Pictogram? What comes next: Creating a pictogram from given information. 2 And the most popular colour sweet is Greenwich ICT Team Page 2 of 11

3 And the most popular colour sweet is Learning objective: I can.. 2 of 5 PoS 1a, 1b create a pictogram QCA Unit: 1E Overview Integrating Activity Review Resources Squares of coloured paper. Blue Tack Large sheet of paper Bag/tube of coloured sweets, e.g Smarties, Starburst etc Software you could use: 2Count Support files: My Pictures Guide in 2Count.pdf Setting the scene: (5 mins) Share the learning objective with the class. Explain that today they are going to create a pictogram on paper first and then on the computer to show the different colours of sweets you get in one bag/tube. Main Input (20-30 mins) Away from the computer Show the bag of sweets to the class. Ask them what colours they think the sweets might be. Take out one of each colour and then ask the class how many sweets of each colour do they think are in the bag. How could we check to see if they are right? Is there some way that we could record how many of each colour there are? As a class create a paper based pictogram using the coloured squares of paper to show how many sweets there are of each colour in the bag. At the computer Show the children the 2Count. Explain that the coloured squares along the bottom are like the squares of coloured paper they have been using. (NB.the colours given on 2Count can be altered to match the colours of the sweets. See My Pictures Guide in 2Count.pdf) Put all the sweets back in the bag. Take a sweet out and explain to the children that instead of sticking a piece of paper on the board this time you are going to click once on the correct coloured square. Emphasise the need to move the mouse to the correct square and to then do 1 short firm click. What happened on the screen when you clicked on the mouse? Repeat the Greenwich ICT Team Page 3 of 11

4 And the most popular colour sweet is, (continued) demonstration and then ask different children to come up and choose a sweet and click on the correct colour square. It is not necessary at this point to go through the whole bag of sweets, stop once the class has grasped the process and concept. It is also useful here to demonstrate to the class how to make a change to the pictogram, for example if they clicked too many times on the icon. Activity short focussed task (5-10 mins) Each child is given the opportunity to replicate the class paper pictogram on the computer. Some children may benefit from the opportunity of taking the sweets out of the bag and then selecting the appropriate colour to click on, whilst others may be able to just refer to the paper pictogram on display. Some children can print their pictograms for use in the review and recall session. Review and recall (10 mins) Bring the class together and review the learning objective. Ask some of the children to show their pictograms to the rest of the class. Ask similar questions to those below making sure to reiterate the key vocabulary listed. (NB It is likely that each pictogram will be slightly different depending on how much data each child managed to enter in the time given.) Key questions to ask and to display: What information does our pictogram show? What title could we give to the pictogram? How do we make a colour block appear on our pictogram? Which colour had the most sweets? Which had the least? Is it easier to know which colour appeared most by looking inside the bag or at the pictogram? Why? Was it easier to make the pictogram using paper or the computer? Why? Vocabulary: Pictogram, information, select, click, icon Teaching Points: For the children who require the experience of selecting an item and then choosing the appropriate square to click on coloured squared paper in boxes or fun size packs of smarties could be used. Extension Activity: Children can be given fun size packs of smarties and create their own pictogram to represent the colours of sweets in their box. The results from each box could then be compared. Assessment Opportunities: Can the children create a Pictogram on the computer? What comes next: Collating information and creating a pictogram. 3 Fruity Greenwich ICT Team Page 4 of 11

5 Fruity Learning objective: I can.. 3 of 5 PoS 1a, 1b create a pictogram from information QCA Unit: 1E Overview Integrating Activity Review Resources Print out of fruit images Large sheet of paper Blue Tack Software you could use: 2Count Support files: My Pictures Guide in 2Count.pdf Fruit.ppt or transport.ppt banana.jpg, apple.jpg, orange.jpg, pear.jpg, kiwi.jpg, strawberry.jpg OR bike.jpg, car.jpg, bus.jpg, walking,jpg, train.jpg. Setting the scene: (5 mins) Share the learning objective with the class. Explain that today they are going to carry out a class survey on favourite fruit and then make this into a pictogram. Main Input (20-30 mins) Away from the computer Show the class the fruit images or fruit.ppt. Ask them all to decide which of these their favourite fruit is. Stick each of the fruit images onto the large sheet of paper. Ask each child to come up and write their name or initials underneath the picture of their favourite fruit. At the end count up the names for each of the pieces of fruit and record the total. Greenwich ICT Team Page 5 of 11

6 Fruity, (continued) At the computer Show the class the pre-prepared 2Count file. (Refer to My pictures in 2Count.pdf guide on how to create this) Demonstrate to the class how to now enter this data into 2Count. For example if 7 people chose apple then we need to click the apple icon 7 times to get 7 pictures. Remind the children of the need to move the mouse to the correct square and to then do 1 short firm click. Repeat for another fruit and then ask a couple of children to come up and complete the other fruit information. Activity short focussed task (5-10 mins) Each child is given the opportunity to produce the same pictogram using the information provided and 2Count. Ask some children to print out their pictograms to be used for a display and the review and recall section of the lesson. Review and recall (10 mins) Bring the class together and review the learning objective. Ask some of the children to show their pictograms to the rest of the class, emphaise the areas children might need more practice with. Ask similar questions to those below making sure to reiterate the key vocabulary listed below. Greenwich ICT Team Page 6 of 11

7 Fruity, (continued) Key questions to ask and to display: What information does our pictogram show? What title could we give to the pictograms? Which fruit was the most popular? Which was the least? What things do we have to be careful about when creating our pictogram on the computer? Vocabulary: Pictogram, information, select, click. Teaching Points: Some children may experience difficulty associating a written number with the number of clicks required to ensure the correct data in entered. This activity links well with Geography Unit 1 Around Our School. You may wish to alter this lesson to collecting information on how the children instead of their favourite fruit. Transport images have also been provided to import into 2Count, as well as a transport.ppt support file. Extension Activity: Children can survey other classes and year groups to discover how they get to school and then enter this data into 2Count to create a second pictogram, which can be compared to their own class s information. Assessment Opportunities: Can the children create a Pictogram on the computer from the numeric data given? What comes next: Classifying information and creating a pictogram. 4 Shapes Greenwich ICT Team Page 7 of 11

8 Shapes Learning objective: I can.. 4 of 5 PoS 1a, 1b, 4a sort information and present it in a pictogram QCA Unit: 1E Overview Integrating Activity Review Resources Collection of shapes, musical instruments or other objects which can be sorted and then represented in a pictogram. Software you could use: 2Count Support files: My Pictures Guide in 2Count.pdf Setting the scene: (5 mins) Share the learning objective with the class. Explain that today they are going to look at a variety of shapes/musical instruments and decide how to sort them. Once they have sorted them they are going to put the information into a pictogram. Main Input (20-30 mins) Away from the computer Show the class the selection of shapes/musical instruments. Ask them to think how they could be sorted into groups. E.g. Number of sides on the shapes. (NB Children should have experienced this activity before when completing ICT Unit 1D Labelling and Classifying) At the computer Show them the pre-prepared file in 2Count and explain that once they have sorted the shapes they need to enter the number for each group into the computer to create their pictogram. Activity Integrated task (5-10 mins) In groups children sort the object they are given and then enter the data into 2Count. Finally they print their work. Greenwich ICT Team Page 8 of 11

9 Shapes, (continued) Review and recall (10 mins) Bring the class together and review the learning objective. Ask each group to present their pictogram to the rest of the class. For each pictogram ask similar questions to those below making sure to reiterate the key vocabulary listed. Key questions to ask and to display: What information does our pictogram show? How do you think the group chose to group their objects? Which group in the pictogram had the most objects? Which had the least? Is there anything that might need to be changed in the pictogram? How do we make changes to the pictogram? Vocabulary: Pictogram, information, select, click, icon, sort Teaching Points: If at all possible provide each group with slightly different objects so that each pictogram is different. This will ensure a richer discussion in the review and recall session Extension Activity: Encourage children to find answers to more complex questions, e.g. are there more objects in. group or,,, group? How many more? Assessment Opportunities: Can the children sort a set of given object and create a Pictogram on the computer to represent this? What comes next: Reviewing the unit. 5 What I have learnt Greenwich ICT Team Page 9 of 11

10 What I have learnt Learning objective: I can.. 5 of 5 PoS 4a remember what I have learnt about pictograms QCA Unit: 1E Overview Integrating Activity Review Resources Print out of What I have learnt.pdf Software you could use: Support files: What I have learnt pdf Setting the scene: (5 mins) Share the learning objective with the class. Explain that today they are going to think about everything they have learnt about using a computer to make a pictogram. Main Input (20-30 mins) Away from the computer Show the class the record sheet from What I have learnt.pdf Explain that you want them to think about everything they have learnt and draw/write it in the think bubble. Lead a quick discussion with the class about the sorts of things they might put in the bubble. E.g. You click on the picture, or they might draw what a pictogram looks like. Activity short focussed task (10-15 mins) Children complete the task individually. Review and recall (10 mins) Bring the class together and review the learning objective. Ask some of the children to share their work with the rest of the class. Encourage the class use the key vocabulary listed on page 2 when talking to the rest of the class about their work. Greenwich ICT Team Page 10 of 11

11 What I have learnt, (continued) Vocabulary: Pictogram, information, select, click, icon, sort, 2Count. Teaching Points: Some children may require access to the key vocabulary when completing their work. Extension Activity: Some children may be able to record the process followed when collecting, sorting and presenting information for a pictogram. For example, collect information, sort it, click on the icons to make a pictogram, check it is correct, and give it a title. Assessment Opportunities: Can the children recall key concepts they have been taught in this unit. What comes next: Unit 2E Questions and Answers. Greenwich ICT Team Page 11 of 11