2 Help an animal rescue centre

Transcription

1 2 Help an animal rescue centre Pupil challenges Click here to view this document in an editable format Unit overview To create a spreadsheet to model the affordability of cats and dogs and use information from their model to create a report (Lessons ) Pupils investigate the costs involved in keeping cats and dogs. They add this information, along with suitable formulae, to a spreadsheet in order to model the costs of keeping different types of pet. They format and add features to the spreadsheet to make it easier to use, bearing in mind audience and purpose. They then use their spreadsheet to model specific costs and create a report to show their findings. To critically and effectively evaluate their work in the above lessons (Lesson 2.5) To gather relevant information from various sources for a leaflet about cats and dogs from an animal rescue centre, including information on the costs of keeping these pets and present data using a chart (Lessons ). To create the leaflet (Lessons ). Pupils create a leaflet to give information about individual cats and dogs, what care they need and how much it costs to keep them. They again consider the audience and purpose of the leaflet, collate relevant information and images, considering suitable sources, and plan their leaflet. They then create and evaluate their leaflet. There are a variety of possible solutions and pupils should be encouraged to be creative and reach their own where possible. This unit is intended to be delivered over 9 50-minute lessons. Subject knowledge needed by teachers Enter formulae, numbers, spinners and labels into a spreadsheet Copy a formula along a row or down a column Understand relative and absolute cell references Sort, filter, copy and paste data within a spreadsheet Format spreadsheets in terms of data types and appearance Use a spreadsheet to produce graphs Create and adapt charts in spreadsheet software Take a screenshot Access text and save and manipulate images Use desktop publishing software Add text and images to documents Wrap text around images in desktop publishing software Import images into documents from a file or folder. Assessment points Teacher assessment after Lessons 2.1, 2.3, 2.4, 2.5, 2.7, 2.9 Peer assessment after Lessons 2.3, 2.9 Self assessment after Lessons 2.1, 2.3, 2.4, 2.5, 2.8, 2.9. Submit work points Data collection table in Lesson 2.1 Spreadsheet model in Lesson 2.3 Report in Lesson 2.4 Evaluation in Lesson 2.5 Planning document in Lesson 2.7 Leaflets, leaflet holder and evaluation in Lesson 2.9

2 2.1 How much is that pet in the window? Overview of lesson Learning objectives Search the Internet efficiently for reliable information Use a data handling sheet Assessment focuses Finding information Searching for relevant information Evaluating the reliability and fitness for purpose of information Using data handling tools effectively Range and content Working with files and folders Requirements for lesson Internet access to view pet supplies websites Key vocabulary Research Information source Relevant Reliable Efficient Search engine Assets From ActiveBook Video Data collection sheet Lesson plan Lesson introduction Elicit from pupils any knowledge of the RSPCA and check that they understand what the RSPCA is and what it does. Explain that pupils are going to help the RSPCA. Look at the unit opener on pages of the ActiveBook. Ask questions to elicit: the scale of the problem which reasons are actually excuses and which are real reasons what the effect on the animal is. Starter Activity 1 Show pupils the video on page 61 of the ActiveBook. Ask pupils to write down three reasons why people give up their pets and then elicit these. Possible answers: cost, time, vet bills, pregnancy, separation of family, insurance costs, house training problems, cost of food. Inform pupils that they are going to research the costs of keeping cats and dogs. Discuss what research means to pupils. Share objectives Find out Check pupils understand the challenge set in this unit. Share learning objectives and assessment focuses for the lesson. Referring to page 61 of the ActiveBook, introduce the key purchases for cat and dog owners and explain that pupils are going to find out the cost of these items. 15 mins Activity 2 Open the data collection table from page 61 of the ActiveBook. Ensure that pupils are clear about what this is and discuss each heading to check understanding. Ask pupils to save a copy of the data collection table to their user area using an appropriate filename. Differentiation: Direct higher-attaining pupils to the extend tab. They are asked to create their own table, adding any additional items they can think of.

3 2.1 How much is that pet in the window? Activity 3 Introduce the concepts of reliability and bias. Either working as a whole class or with pupils working in smaller groups, discuss possible sources of information about the cost of items for dog and cat owners and ask pupils to list the advantages and disadvantages of each. Possible sources Internet Pet owners Pet shops Supermarkets Possible advantages/disadvantages Ease of access? Comprehensive information? Reliability/accuracy? Easy to find information? Elicit responses from pupils and discuss how they might decide whether a source is reliable and accurate, e.g. Is the information up-to-date? Is the source well known and therefore reliable? Try and apply Activity 4 Check pupils are familiar with web searching. If not, direct pupils to look at the Can I do this? demo about using search techniques on page 62. Discuss how specific websites such as sainsburystoyou.co.uk and petsathome.co.uk may give quicker results than search engines. Direct pupils to open their web browser to carry out their research and complete their data collection table. As there are quite a few items to research, you could ask different groups of pupils to research different sections of the data collection table and then combine their answers. Ensure pupils note the source of their information. As pupils carry out the task you may need to highlight the following issues: Types of food (a particular sized tin is required in the data collection table) Cheap or expensive food (pupils might want to choose a middle-range food to provide average costs) Multi-packs (remind pupils to divide the cost by the number of tins to provide the cost of a single tin). Ensure pupils submit their data collection table as evidence using the link on page 62. Secure Activity 5 Ask pupils to evaluate the process of carrying out their research using the question prompts on page 63. Draw out the following points: Different brands/websites have different costs. Search engines aren t necessarily the quickest way to find out information if you know websites, e.g. pet shops, which stock the product. You can check accuracy by comparing websites, checking each site is up-to-date, or by choosing reliable brands. Pupils could use other sources (visiting a pet shop or supermarket, talking to pet owners), which might be more efficient as they have a lot of items to find costs for. Ask pupils to complete the self assessment checklist on page 63. Homework Ask pupils to find out what a spreadsheet is and what spreadsheet models are. Explain that parents, other pupils or the Internet are possible sources of information.

4 2.2 Model pets? Overview of lesson Learning objectives Understand what modelling is about and why it can be useful Manipulate models to find answers to questions Revise the use of a spreadsheet and use one to create a model Assessment focuses Modelling and exploring ideas Using ICT to model different scenarios, allowing people to identify patterns and test hypotheses Range and content Working with data within a context Using spreadsheet software to solve problems Key vocabulary Model Modelling Variables Rules Formula Realistic Reasonable Reliable Formula Assets From pupils own folders Data collection sheet saved in previous lesson From ActiveBook Ruby s party spreadsheet Cat and dog spreadsheet Lesson plan Starter Activity 1 Discuss the three questions on page 65 of the ActiveBook. Ensure that pupils agree on a definition of what a spreadsheet is and provide sensible reasons for their use. When considering the advantages and disadvantages of using spreadsheets over a pen and paper method, try to elicit ideas relating to ease of use, updatability, timesaving, storage and any other relevant points. Share objectives Check pupils understand the context of this lesson (from the previous lesson). Remind them of the overall context of helping the RSPCA. Share learning objectives and assessment focuses for the lesson. Model scenarios 20 mins As a class, discuss pupils prior knowledge and understanding about models and modelling. Explain that models can be used to answer What if? questions and are very useful in situations that would otherwise be dangerous or too expensive to explore. Mention that models are sometimes called simulations. Outline what software is used for modelling (usually spreadsheet software) and the main reasons for using models (an inexpensive way to investigate aspects of a problem before making a decision). Elicit from pupils ideas or scenarios where using models could be useful, to check pupil understanding. Open and introduce the spreadsheet about Ruby s birthday party from page 65 of the ActiveBook. Explore the model with the class, discussing and identifying what is in each cell, including formulae.

5 2.2 Model pets? Activity 2 As a whole class, discuss the questions on page 65 of the ActiveBook. Write on the board other 'What if?' questions generated by the class. Discuss whether these questions could be answered by the spreadsheet, exploring the reasons why or why not. Ask pupils to open a copy of the spreadsheet on their workstations to try to answer the class-generated 'What if?' questions. Activity 3 Ensure pupils understand the meanings of the three key words on page 66 of the ActiveBook: variables, rules and formulae. Ask pupils to work in pairs to identify the variables, rules and formulae. Explain that pupils can either annotate by hand a printout of the spreadsheet or use drawing tools on their electronic copy of the spreadsheet. Try and apply Activity 4 Direct pupils to open the cat and dog spreadsheet from page 66 and save a copy into their own user area. Working in pairs, ask pupils to work through the questions to identify the 15 mins missing variables and rules. Answers: The missing variables are the cost of each item. The missing rules are the calculations for total costs of collar, lead, bowls, bed, brush, litter tray, toys, tinned food and biscuits, plus the total cost for the first year Ensure pupils understand that a rule is a formula expressed in words. Possible answers could be: Formula in D9 is =B9*C9. Rule = cost of item multiplied by number of items needed. Explain that a conditional formula is given in the Can I afford this pet? row. Direct pupils to write down all the missing rules and ask them to create a formula for each one. E.g. D10: Rule = Cost of item multiplied by number of items Formula = B10*C10. If pupils need further support in remembering the parts of a spreadsheet or constructing basic formulae, direct them to view the 'Can I do this?' demos on page 66. Differentiation: If any higher-attaining pupils complete the task early, direct them to try to answer the questions in the Extend section. Activity 5 Pupils should enter the costs they recorded in their data collection table last lesson and the formulae they created in Activity 4 to the spreadsheet. Remind pupils to save their work in their user area. Secure Activity 6 Discuss how pupils can check their formulae are correct by checking the plausibility of results and demonstrate how simple test data can be used to check the validity of the formulae, e.g. putting the number 2 as a cost. Homework Pupils should answer the questions given. You may want to elaborate on the implications of one of the scenarios, e.g. a big dog will need to eat more, but may also need a bigger bowl so both cost of items and quantity of items may increase.

6 2.3 Making it easy Overview of lesson Learning objectives Understand how to improve the usability of a model Learn how to design, format and test a model keeping a good SOAP Understand how to add advanced features like spinners and comments to a model and why these may be important Assessment focuses Capability Using ICT to efficiently manipulate information in ways that were previously impossible or time-consuming Communication and collaboration Exploring ways ICT can be used to communicate and share ideas/information Range and content Using and reviewing the effectiveness of a range of ICT tools. Key vocabulary Column Row Cell Spinner Comment Format Relevant Reliable Efficient Testing Assets From pupils own folders Pupils amended incomplete cat and dog spreadsheet From the ActiveBook Sample spreadsheet Spreadsheet with formatting Lesson plan Starter Carry out a quick brainstorm around the class about what will affect the cost of keeping a cat or dog. Elicit that the size of pet, the amount of care it needs, more expensive food or owners taste may change the cost of keeping a cat or dog. Establish that the model pupils built in the previous lesson was for medium costs and that we may need to alter this for different cats or dogs to make the model more accurate. Activity 1 Open the spreadsheet model from page 69 of the ActiveBook and display this on a large screen. Alternatively, you could display one of the pupils own spreadsheets. Ask pupils what changes might need to be made to the spreadsheet to model more accurately the costs for the two scenarios described in the homework for the previous lesson (a very big dog and a cat needing expensive food). For each scenario in turn, see whether pupils can predict what the results will be, then make the suggested changes to the model and ask pupils to comment on whether the results are plausible. Share objectives Share learning objectives and assessment focuses for the lesson.

7 2.3 Making it easy Explore models Remind pupils of the concept of SOAP (Sense Of Audience and Purpose) which they should be familiar with from their work in Lessons 1.1 and 1.9 and relate the importance of this to the format of a spreadsheet. Activity 2 Direct pupils to open the spreadsheet model that they were working on in the previous lesson from their user area. Establish that spreadsheets should make the key information very clear to save the user time. Discuss as a class what the key information is in this spreadsheet model. Possible responses: the total cost, the budget and whether the user can afford the pet. Elicit five quick-fire things that could be done to improve the spreadsheet and make the key information stand out. Possible improvements: larger font size; cell shading; short, clear labels etc. Differentiation: Direct lower-attaining pupils to this information when formatting their spreadsheet in Activity 3. Discuss what other changes might be made. Possible responses: include currency; give guidance on what to do (comments); find a way of avoiding having to type into the budget column (using spinners). Display the formatted spreadsheet from page 70 of the ActiveBook on a large screen. Discuss the impact of the formatting and establish why the formatting is weak. Possible responses: there are too many colours; it is difficult to read (blue on yellow); there is no way of picking out important information; the colour distracts from rather than highlights the information. Also point out the positive changes made. Possible responses: inclusion of formatting for currency and highlighting the key cells showing budget and total costs (albeit with a poor choice of colour). Try and apply Activity 3 Ask pupils to format their spreadsheet, considering the points in Activity 2. If they require further support with formatting, direct them to view the 'Can I do this?' demos on page mins Activity 4 With the whole class, look at the examples of spinners and comments on page 71. Ask pupils to work in small groups to discuss what these features might do, where they might be useful and identify some places in the spreadsheet where they could be used. Then ask pupils to add spinners and/or comments to their spreadsheet, to save this in their user area and then to submit their finished spreadsheet. Pupils will probably need to view the 'Can I do this?' demonstrations before inserting spinners and comments. N.B. Pupils will need to re-size the spinners in their spreadsheet. If they find this difficult, it may help to zoom in on the area of the spreadsheet so they can resize more accurately. Differentiation: Ask higher-attaining pupils to format their comments (see extend tab for details). Pupils should now submit their spreadsheet model via the link in the ActiveBook. Secure Activity 5 Discuss the questions on page 71 of the ActiveBook, recording key points on the whiteboard. Then ask pupils to complete the peer and self assessment checklists. Homework Ask pupils to either write a paragraph or annotate a screenshot to provide a commentary on how they have made their spreadsheet usable. Ensure that pupils are able to take a screenshot and are aware of how to annotate effectively. Pupils may print out their screenshot and annotate on hard copy if necessary.

8 2.4 Spreadsheets in action! Overview of lesson Learning objectives Successfully use the spreadsheet model to simulate a user s situation Collect relevant information using the model Present information and recommendations as a report Assessment focuses Finding information Searching for relevant information Evaluating the reliability and fitness for purpose of information Using data handling tools effectively Critical evaluation Recognising that information must not be taken at face value but must be analysed and evaluated, taking account of its purpose, author and content Communication and collaboration Exploring ways ICT can communicate ideas easily on a global scale Capability Applying ICT across a range of contexts and in other areas of learning, work and life Range and content Understanding the impact of ICT on individuals Managing and retrieving information Key vocabulary Research Report Relevant Reliable Efficient Recommendation Audience Assets From pupils own folders Pupils amended incomplete cat and dog spreadsheet From ActiveBook Video Case studies Sample report (PDF) Spreadsheet model on pet costs Requirements for lesson Word-processing software Leaflet displaying various types of text and image features Lesson plan Starter Share objectives Explain to pupils they are going to use their spreadsheet to model a new scenario and then present the information generated along with their recommendations in the form of a report. Activity 1 Ask pupils to watch and listen to the video, either on a large screen or at their individual workstations. As they are viewing the video, ask them to note down their answers to the questions on page 73. Check pupil comprehension by sharing and discussing the answers across the class. Open the spreadsheet model from page 73 of the ActiveBook and elicit from pupils the costs to be entered. Then discuss the next set of questions. Possible answers: Rachel can t afford to keep the cat she wants. Pupils may recommend that she doesn t buy the expensive collar as she would then be able to afford it. Pupils may suggest presenting the information to Rachel in a report or a letter, possibly including a chart to show the breakdown of costs. Remind pupils of the overall context of helping the RSPCA. Share learning objectives and assessment focuses for the lesson.

9 2.4 Spreadsheets in action! Handle data Explain to pupils that they will now use their own spreadsheet to model another person's situation and to make recommendations. Activity 2 Show pupils the case studies from page 73 of the ActiveBook. Working in pairs, ask pupils to choose one of the case studies and discuss that person's budget for the year and what costs they will need to change or add to their spreadsheet in order to model that person's situation. Direct pupils to save a copy of their spreadsheet with a new name. Then ask pupils to put the budget and extra costs into this new version of the spreadsheet to find out whether the person can afford their pet. Ask them to save this version. Differentiation: Organise pupil pairs so that pupils of differing attainment work together. Extend the original activity by asking pupils to consider other factors that might influence pet suitability (see extend tab). Analyse Activity 3 Discuss with the class the information under Present the information: writing a report on page 74 of the ActiveBook. From the ActiveBook, display the PDF of the report and, using the prompt questions, ask pupils to identify: what the sections of information are what style of writing is used the formatting used to make the text clearer the advice included about pet suitability what the conclusion does. Try and apply Activity 4 Explain to pupils that they will now write a report to the person in their case study with the title 'Is your chosen pet suitable for you? My report'. Direct pupils to use a word-processing 15 mins package to write their report. Remind pupils of the importance of SOAP (Sense Of Audience and Purpose) when writing their report and of the need to use formal language. Check that pupils include all the essential information listed on page 74 of the ActiveBook in their report. When pupils have completed their report, ask them to save it in their user area and submit the finished report using the link on page 74. Secure Activity 5 Working as a class, ask pupils to evaluate how well their model worked. Use the prompts on page 75 of the ActiveBook to guide the discussion and thinking, ensuring that pupils consider each aspect: data, structure, ease of use and testing. Ask pupils to note down five ways their model worked well and five areas for improvement. Explain that they will need to refer to this in the next lesson. Ask pupils to complete the self assessment checklist. Homework Ask pupils to find two examples of different leaflets and bring these to the next lesson. Explain that they should think about the ways in which information is made to stand out and how different features, such as text or images, are made obvious. Ask them to consider the reasons for this. You might want to show an example leaflet to briefly demonstrate these points.

10 2.5 Evaluation, evaluation, evaluation Overview of lesson Learning objectives Understand why evaluating your work is important Understand what makes a good evaluation Successfully evaluate your work Assessment focuses Critical evaluation Recognising that information must not be taken at face value but must be analysed and evaluated taking account of its purpose, author and context Range and content Using and reviewing the effectiveness of a range of ICT tools including a range of software applications to meet the needs of the user and solve problems Requirements for lesson You may wish to have some leaflets available for pupils who have not completed the previous homework. Key vocabulary Constructive Critical Reflection Assets From ActiveBook Planning document From pupils own folders Leaflets collected for homework Pupils amended incomplete cat and dog spreadsheet Lesson plan Lesson introduction Remind the pupils of work they have completed so far: researching information, building a spreadsheet model and testing the spreadsheet with real data in a scenario. Explain that they will now evaluate their work before moving on to plan their own leaflet. Starter Activity 1 In a whole class discussion, ask pupils to consider: why it is important to evaluate your own work Possible responses: Evaluating allows you to improve the piece of work and make sure it is fit for purpose and also allows you to know where to improve for the future or on similar projects. what you should include in your evaluation and why. Possible responses: Evaluate against original requirements and suggestions for future improvement. Include how you could raise your grade in the next project. Explain to pupils which are the best software packages to use for creating an evaluation, e.g. word-processing software, mind-mapping software that converts the mind map into a report where you can extend your answers, off-the-shelf report packages that include evaluation pro-formas. Share objectives Share learning objectives and assessment focuses for the lesson.

11 2.5 Evaluation, evaluation, evaluation Clarify Present the 'Evaluate against criteria' information from page 77 of the ActiveBook to the class. Discuss and clarify any points of confusion or difficulty, checking that pupils are clear about what their evaluation should include. Remind pupils of the importance of CHIPS (Constructive, Honest, Improvement, Proof, Specific) when evaluating. Evaluate Activity 2 Ask pupils to refer back to the points they wrote down in the previous lesson: five ways their model worked well and five areas for improvement. Using the evaluation criteria outlined on page 77, ask pupils to write their evaluation in an electronic format. Differentiation: The support tab contains headings to help pupils structure their evaluation. When pupils have completed their evaluation, ask them to save a copy to their user area and then submit the finished evaluation using the link on page 78. Then ask pupils to complete the self assessment checklist. Plan Activity 3 Introduce the next task, creating a leaflet for Anytown Animal Rescue Centre. Direct pupils to bring out the leaflets they collected for homework in the previous lesson. 20 mins Using these, as a class, ask pupils to discuss the purpose and audience of the different leaflets, picking out leaflets that are particularly successful in attracting attention or getting the message across and identifying the features that help them to do this. Display the planning document from page 79 of the ActiveBook. Explain that pupils will use this document to plan their leaflet and ask them to save this document to their user area. Activity 4 Ask pupils to think about the purpose and audience for their animal leaflets and to work through the questions on page 79 of the ActiveBook. Pupils should add this information to their planning document and then save it. Possible responses: What sort of person will read it? members of the public, possibly animal lovers What information they will want to know? pet's name, character, what special care they need What information do you think they should know? how much the pet will cost to look after. Differentiation: Work through this activity with lower-attaining pupils to ensure that they create effective plans at this stage. Secure Activity 5 In a whole class discussion, agree with pupils the success criteria that should be used to evaluate the leaflets they are going to create and ask them to add these to their planning documents. Homework Ensure pupils understand what databases are and ask pupils to list five databases they use in everyday life. Differentiation: Provide lower-attaining pupils with additional pointers as to where databases might be used.

12 2.6 Getting the message across Overview of lesson Learning objectives Understand the features of a leaflet and how to recognise the audience and purpose of leaflets Plan and begin to design a leaflet for a specific audience and purpose Assessment focuses Communication and collaboration Exploring the ways ICT can be used to communicate Critical evaluation Recognising that information must not be taken at face value but must be analysed and evaluated to take account of its author, purpose, currency and context Range and content Working with a range of information, with different characteristics, structures, organisation and purposes, evaluating its match to requirements and fitness for purpose Key vocabulary Language Persuasive Relevant Formal Informal Informational Planning Assets From pupils own folders Leaflet planning document Pupils amended incomplete cat and dog spreadsheet From ActiveBook Animal Rescue Centre database Lesson plan Starter Activity 1 Referring back to their completed homework, ask pupils what databases they have used recently. Use these examples to check pupil understanding of databases and how information is found using these. Explain to pupils that in this lesson they will be using a database and their own spreadsheet model to gather content for the animal leaflet they are going to create. Inform pupils that the Animal Rescue Centre wants them to create leaflets about three individual cats and/or dogs and the centre has a database of animals that need new homes. Retrieve data Activity 2 Display the Animal Rescue Centre database and explain the differences between this and the spreadsheet models pupils have created in previous lessons. Emphasise how databases 15 mins simply store and organise data and ensure that pupils are familiar with features such as fields and records. As a class, model for pupils how they can select the animals that have been at the centre longest from the spreadsheet. Discuss how specific data can be extracted from a database with a database query and elicit from pupils how they would filter the data to select only the cats. Direct pupils to open the database on their own computers and then carry out the filter on the database, following the guidance on page 82, in order to select three cats or dogs for inclusion in their leaflet. Ask pupils to copy the information about these animals into their planning document and save this. If pupils need further support with sorting or filtering data or copy and pasting cells, direct them to view the 'Can I do this?' demos on page 82. Differentiation: Direct higher-attainers and fast finishers to the Extend tab in the ActiveBook.

13 2.6 Getting the message across Try and apply Activity 3 Now ask pupils to copy and paste the images of their selected animals from the database into 20 mins their planning document for use in their leaflet. Talk pupils through the guidance on page 82 about saving and resizing images and if any pupils need further support, direct them to view the 'Can I do this? demos. Activity 4 Explain that pupils will now need to find out the costs of keeping these cats and dogs. Ask pupils to open the spreadsheet model they saved in Lesson 2.3 and model the costs for the animals they have chosen. They should then save these costs in the 'Costs' column of their planning document. Secure Activity 5 In a whole class discussion, ask pupils to evaluate the information they have gathered and consider what information will be important for their leaflet and why. Then ask pupils to think back to the work they carried out in the previous lesson, looking at the format of leaflets, and suggest how they will present the information in their leaflet. Ask pupils to add notes on this to their planning document. Differentiation: Alternatively, you could divide the class into groups to work through this evaluation activity, allowing you to work directly with lower-attaining pupils. Homework Explain that in the next lesson pupils will create a chart or a graph. Ask pupils to find examples of charts or graphs for the next lesson. Discuss possible sources for these, e.g. opinion polls in newspapers, charts showing the results of an experiment in Science.

14 2.7 Digging for information Overview of lesson Learning objectives Identify and gather relevant information, fit for purpose for a leaflet holder Complete a planning document for the leaflet holder Assessment focuses Finding information Searching for relevant information Evaluating the reliability and fitness for purpose of information Range and content Using a variety of information sources in a range of contexts Understanding the impact of ICT including the legal and ethical implications Key vocabulary Research Information source Primary source Secondary source Copyright Legal Ethics Relevant Reliable Search engine Assets From pupils own folders Leaflet planning document From ActiveBook Animal Rescue Centre database Animal Rescue Centre website Animal Rescue Centre logo Lesson plan Lesson introduction Explain to pupils that in this lesson they will be creating a leaflet holder to put their Animal Rescue Centre leaflets in. To do this, they will be using a database to create a chart or graph and a website to find out additional information. Explain that they will also begin to think about the format of their leaflet. Starter Activity 1 Check that pupils understand what the leaflet holder needs to contain (a graph or chart of the different animals currently at the centre and general information about the centre). Ask pupils to show the charts and graphs they collected for homework. Discuss what these show and the reasons why graphs are more effective than a description in words. Possible responses: more visually striking, easier to see the information at a glance etc. Share objectives Share learning objectives and assessment focuses for the lesson.

15 2.7 Digging for information Evaluate Activity 2 Using the graphs on page 85 of the ActiveBook, ask pupils to compare the favourite pets in 15 mins class 7H with the favourite pets of the whole of Anytown school and answer the activity questions. Pupils could work in pairs to complete this activity. As a whole class, elicit from pupils whether it was easier to find the information they needed using the tables or the charts and discuss the advantages and disadvantages of both. Possible responses: It is easier to compare two sets of data in a graph; it is better to use a table if you want to look at the exact figures. Draw out how the scales on the two bar charts differ and discuss what impact this has. Explain that pupils will create a graph or chart for their leaflet holder telling people how many types of animal are at the centre. Check pupil knowledge about different types of chart, such as bar, pie and scatter charts. Activity 3 Direct pupils to open the animal database from page 86 and click on the 'Animal Types' tab. Ask pupils to create a chart showing this data and then copy and paste this into their planning document. Encourage pupils to consider which type of chart would be the most appropriate to display this information and if pupils need further support, direct them to view the 'Can I do this?' demos. Differentiation: Challenge higher-attaining pupils to investigate how they could make improvements to their chart using the options in the spreadsheet software (see Extend tab). Try and apply 15 mins Explain that pupils will now need to gather general information about the animal centre using the information on their website. Activity 4 Direct pupils to open the Animal Rescue Centre website using the link on page 86. Ask pupils to find the relevant information from the website and cut and paste this into their planning document. Stress to pupils the importance of keeping their audience in mind when selecting the information. Then ask pupils to save a copy of the Animal Rescue Centre logo to their folder. Explain that they will use this in their leaflet. Activity 5 Introduce the concepts of primary and secondary sources and the issues around copyright using the 'Acknowledge your sources' section on page 87 of the ActiveBook. Check pupils' understanding either using questions or through a True/False game where you provide the class with statements to respond to, e.g. 'If you take a picture using a camera, then scan it in or import it to use, it is a secondary source'. Answer: False it is a primary source. Ask pupils to open their leaflet planning document and complete the 'Sources' section to allow them to acknowledge the sources of the information they have gathered. Then ask pupils to save their planning document and submit it using the link on page 87. Secure Activity 6 In a whole class discussion, elicit from pupils how they found the information-gathering process, exploring any difficulties. Homework Explain that in the next lesson pupils will create their leaflets and leaflet holder and they need to think about the format and design of their leaflet. Check that pupils understand the difference between portrait and landscape layout.

16 2.8 Putting it all together Overview of lesson Learning objectives Understand what makes a good design of a document Design and complete a leaflet to suit a particular audience Assessment focuses Capability Manipulate information efficiently Exploring ideas Solve problems creatively using ICT Range and content Bring together, draft and refine information to suit audience and purpose Key vocabulary Design Information Accessible Audience Elements of design Evaluate Assets From pupils own folders Leaflet planning document From ActiveBook Example leaflets PDF advertisements Two sample format outlines Animal Rescue Centre logo Lesson plan Starter Activity 1 Display on the board or ask pupils to view on their workstations, the two example leaflets from page 89 of the ActiveBook. Either working in pairs or through whole class discussion, ask pupils to evaluate which leaflet is better, giving reasons for their choices. Possible responses: The image on leaflet 1 makes the page eye-catching; the font is clearer to read on a white background etc. Using these choices as a springboard, create a list of the elements of a good design on the whiteboard. Possible responses: readability, interesting and appropriate use of images, appropriate use of fonts and colours. Share objectives Share learning objectives and assessment focuses for the lesson.

17 2.8 Putting it all together Make choices Introduce the concept of corporate design using the information on page 89 of the ActiveBook. Activity 2 Display the PDF and ask pupils to identify which companies the advertisements belong to. Ask pupils to explain how they could identify each company and relate this back to the concept of corporate design. Activity 3 Discuss how the pupils leaflet needs to reach as wide an audience as possible and how they need to make sure that it is easy to read for as many people as possible. Ask pupils to come up with a list of different groups of people who may have difficulty reading or understanding a leaflet. Possible responses: visually impaired people; people with reading difficulties such as dyslexia; people for whom English is not their first language. Then draw out different ways in which the needs of these people could be catered for. Ensure that you elicit how language and features of design can be used to improve the accessibility of their leaflets, e.g. large, clear font etc. You could refer to government guidelines for documents and the Crystal campaign for Clear English to provide further guidance. Try and apply Activity 4 Remind pupils that they need to create: three animal leaflets that contain information about the care and cost of keeping each 25 mins animal a leaflet holder to contain the leaflets, including general information about the Animal Rescue Centre and a chart showing all the animals currently in the centre. Ask pupils to share the leaflet formats they designed for homework after the previous lesson and check whether these include the good elements for design they have identified. Ask pupils to make any changes that are required to complete their final design. Differentiation: Pupils could work in mixed-attainment groups to complete this evaluation, with you circulating and providing support where necessary. If lower-attaining pupils require further support, refer to the outline designs and sample logo on page 90 of the ActiveBook. Activity 5 Ask pupils to begin to create their leaflets and leaflet holder using their chosen software package and referring to their planning document as a guide. Ensure that pupils refer to the checklist of criteria listed on page 91 of the ActiveBook. If pupils require further support with any of the processes, such as using text boxes, inserting images, formatting text, using shapes, using special text effects or aligning text, ask them to view the Can I do this? demos on page 91. Secure Activity 6 Ask pupils to reflect and comment on any difficulties they encountered in designing their leaflet and any queries they have about their chosen software. Pair pupils of differing abilities to evaluate each other's work so far. Ask them to use the list of good design features created in Activity 1 and provide feedback. Remind pupils of the tips for giving good feedback they developed in Lesson 1.3. Ask pupils to complete the self assessment checklist. Remind them also how to constructively feedback on a peer s work. Homework Ask pupils to continue work on their leaflets and leaflet holder if they are able to do so. If not, direct pupils to note the changes they need to make to their leaflet as a result of the feedback received and their plan for completing the work.

18 2.9 Ready, set, publish! Overview of lesson Learning objectives Design and complete a leaflet to suit a particular audience Evaluate performance against success criteria Assessment focuses Capability Manipulating information efficiently Exploring ideas Solving problems creatively using ICT Range and content Bringing together, drafting and refining information to suit audience and purpose Key vocabulary Design Information Accessible Audience Elements of design Evaluate Assets From pupils own folders Leaflet planning document Leaflet started last lesson From ActiveBook Evaluation template Lesson plan Starter Activity 1 Check that pupils understand that 'copy' is the term used to describe the text for a leaflet, advertisement, article and other types of writing. Ask pupils to read through the copy they have written in their leaflets so far. Discuss the criteria for effective copy outlined on page 93 of the ActiveBook and elicit examples from pupils' leaflets to emphasise the importance of creating snappy copy and writing in an appropriate style. Share objectives Try and apply 25 mins Share learning objectives and assessment focuses for the lesson. Ask pupils to continue working on their leaflets and leaflet holder in their chosen software. Remind pupils of the importance of referring to their planning document as they work. Activity 2 When pupils believe they have almost completed their leaflets, ask them to print preview each leaflet to get a better idea of how it will look when it is printed. If pupils require any support with this process, ask them to view the 'Can I do this?' demo on page 93. Organising pupils into pairs, ask them to evaluate the print preview of the leaflets and provide feedback, using the criteria from page 93 of the ActiveBook: Is the text easy to understand? Is the message clear? Is the style appropriate? Encourage pupils then to make any necessary changes to the leaflet in response to the feedback provided. When pupils are satisfied that they have finished their leaflets and leaflet holder, ask them to save these in their user area and allow them to print copies. Then ask pupils to stick and fold the leaflet holder as they have designed it and place the leaflets inside. Ask pupils to submit the completed leaflets and leaflet holder using the links on page 94.

19 2.9 Ready, set, publish! Evaluate Activity 3 Now ask pupils to evaluate what they have learned in creating their leaflets and how they could improve in future work. Direct pupils to refer back to the success criteria for leaflets 10 mins they created in Lesson 2.5 pupils should have saved this in their planning documents. Explain to pupils that in their evaluation, they should: outline briefly what they did describe what they think was successful, giving evidence to support this note where they made improvements and where further improvements could be made. Remind pupils to use the CHIPS criteria as they evaluate. Ask pupils to complete their evaluation in an electronic format using the template provided on page 95 of the ActiveBook. When pupils have completed their evaluation, ask them to save this to their user area and submit it using the link on page 95. Secure Homework Working in pupil pairs, direct pupils to complete the 'Assess to progress' self and peer assessments. Explain that in the next lesson, pupils will start to become computer game designers. Ask pupils to write down responses to the questions listed on page 95 of the ActiveBook for the next lesson.