KEY STAGE

APPROXIMATE TIME

SOFTWARE

3

8 weeks

Microsoft Excel and Word

TEACHING OBJECTIVES

What do I want the pupils to understand that:

• spreadsheets can be used to do lots of calculations quickly and easily.

• spreadsheets can also be used to answer "What if..." type questions.

• a spreadsheet is a tool to aid modelling.

• spreadsheets are used by businesses as well as other organisations.

• to get a spreadsheet to perform calculations you need to use formulas.

• spreadsheets are also often used to help present information in the form of a graph.

• using a computer model/simulation to "see what happens" is cheaper and safer than doing things "for real".

• predicted profits are just predictions -They may be wrong!

• variables are used in models to investigate the effect of change.

What do I want the pupils to be able to do:

Load Excel

Enter text and numerical data into the cells of the spreadsheet.

Use a formula to perform calculations.

Make predictions about what happens if a variable is changed.

Change variables to see the effect on a model.

Apply their knowledge of modelling to novel contexts.

DIFFERENTIATION

MUST

SHOULD

COULD

They explore the effects of changing the variables in an ICT-based model.

They use ICT-based models to make predictions, vary the rules within them and assess the validity of these models by comparing their behaviour with information from other sources.

They design ICT-based models and procedures, with variables, in order to meet identified needs.

TARGET LEVEL

TARGET LEVEL

TARGET LEVEL

5

6

7

TEACHING METHODOLOGIES

Class discussion, practical use of computers.

HOW IS THE UNIT TO BE ASSESSED?

Formative assessment using Testing Points – Students are tested for understanding of a particular level.

Work sheet marked.

RESOURCES

Worksheets – Yr8MOD00

SKILLS AND KNOWLEDGE NEEDED AT BEGINNING OF UNIT

Students should be able to load Excel and enter information into the cells.

LESSON

1

Introduce computer modelling – Games model and Predictive models.

Make a list of examples on the board. Get students to make a list of Games and Predictive models in their exercise book.

Revise spreadsheets quickly – cell addresses and using simple formulae

ie = B2*C2 or =SUM(B2:B8) (Students make notes)

Introduce the idea of using spreadsheets to help model situations.

2

Explain the task. Explain to the students that they must have work checked at each Testing point before they can continue.

The first task does not require a computer.

3

Call students to the front encourage them to show other students how to use spreadsheets.

It may be worth reinforcing what their task is – Look at examples of receipts for the level 5 task. Explain that they must produce receipts with the company name, address, Tel, VAT no, etc and Print both. Show how to merge cells and how to create the appearance of a receipt incorporating their calculations.

4

Students continue with work.

5

Start with a role play exercise in a supermarket. Follow up with the information that is recorded by the computer and the calculations carried out by the system.

You might like to also discuss input and output devices used in a supermarket.

6

Spend some time this lesson re-enforcing variables and their effect on a model.

To complete level 6 students must be completely clear about how they made their model and how they answered the questions.

7

Students continue with tasks – Level 7 task is difficult – but students must be expected to complete this task unaided. If you do help them they cannot reach the level.

8

Get students to write in their exercise books - What is computer modelling ? Give an example of a Predictive model – What are the variables? Give an example of a gaming model – What are the variables? Students continue with work and all sheets and exercise books collected in. The levels completed are the levels that the student achieves. Look at books to see understanding.