1. Lesson Plan – Secondary ICT 2012- 2013
Name
Lesson: 3 Date: Class:
Lesson in Context:Howthis lesson fits into whole topic or module. Include issues from other earlier lessons.
Draw and explain conclusions.
Prior: Review and modify ICT models to improve their accuracy and extend their scope.
Develop ICT-based models and test predictions by changing variables and rules.
Present:
Develop ICT-based models and test predictions by changing variables and rules.
Next: Review and modify ICT models to improve their accuracy and extend their scope.

2. Attainment Targets / APP Assessment Focus Programme of Study
1 Key concepts:
Level 4: 1.1aUsing a range of ICT tools in a purposeful way to
They use ICT-basedmodels and simulations to explore tackle questions, solve
patterns and relationships, and makepredictions about the problems and create ideas and solutions of value.
consequences of their decisions. They use ICT toorganise, c Applying ICT learning in a range of contexts and in
store and retrieve information. other areas of learning,
work and life.
Level 5:
1.5 critical evaluation
They explore the effects of changing the variables in an ICT-
a Recognising that information must not be taken at face
based model. value, but
They use ICT to organise, store and retrieve information must be analysed and evaluated to take account of its
using logicaland appropriate structures purpose, author,
currency and context.
Level 6: b Reviewing and reflecting critically on what they and
They use ICT-based models to make predictions and vary others produce
the rules within the models. They assess the validity of these using ICT.
models by comparing their behaviour with information from
other sources. 2 Key processes:
2.1 finding information
Level 7: a consider systematically the information needed to solve
. They design ICT-based models and procedures with a problem,
variables to meet particular needs. complete a task or answer a question, and explore how it
They consider the benefits and limitations of ICT tools and will be used
information sources and of the results they produce, and b use and refine search methods to obtain information
they use these results to inform future judgements about the that is well matched
quality of their work. to purpose, by selecting appropriate sources
c collect and enter quantitative and qualitative
information, checking
its accuracy.
2.2 developing ideas
c test predictions and discover patterns and
relationships, exploring,
evaluating and developing models by changing their
rules and values
2.4 Evaluating
a review, modify and evaluate work as it progresses,
reflecting critically
and using feedback
b reflect on their own and others’ uses of ICT to help
them develop and
improve their ideas and the quality of their work
c reflect on what they have learnt and use these insights
to improve
future work.
3 Range and content
c use and review of the effectiveness of different ICT
tools, including a
range of software applications, in terms of meeting user
needs and
solving problems.
4 Curriculum opportunities
a make choices about when and where it is appropriate
to exploit
technology to support them in their learning and
everyday life
b work creatively and collaboratively

3. Learning objectives (WALT)
-
Learning Outcomes/Success Criteria (WILF) – How will students evaluate their learning and know how to improve?
All students will be able to develop ICT-based models and test predictions by changing variables and
rules.
Most Students will be able to develop ICT-based models and test predictions by changing variables and rules
and be able to say why there prediction was right or wrong
Some Students will be able to develop ICT-based models and test predictions by changing variables and
rules and be able to say why there prediction was right or wrong and elaborate on how they could adapt it to
make it better.
TIBS: To be able to use graphs to model with spread sheets and understand the concepts of the
spread sheets.
Potential Errors and Misconceptions
Possible misconceptions could be that by changing some variables could change certain things
however, students may get confused as they may misunderstand what has happened when and
why.
Functional Skills
Literacy Numeracy ICT
PLTS Opportunity IE RL CT TW SM EP
SEAL Opportunity SA MF M E SS
ECM Opportunity S H E E P
SMSC Opportunity

4. Strategies for Differentiation (highlight if used) Resources (highlight if used)
Task Response/recording Resources Photocopy sheets text flashcards video
Support Outcome Grouping Pairing DVD ICT poster worksheet(s)
Screencasts Audio control software learning mat(s) presentation
Other (state):Questioning Other (state):internet access
Differentiation:
SEN: Special equipment will be required
dependent on the student.
EAL: There could be a translator there if possible
or additional key work sheets to help them
G&T: they could help other students or get given
more challenging work.
Literacy/Numeracy/other Links Assessment Strategies to Enhance Learning
Literacy: Formative
Self Assessment Peer Assessment Questioning
Numeracy:
Verbal Feedback Learning Objectives shared
Citizenship:
Written Feedback Learning Outcomes shared
Questions to be used:
- What went well and why? if not why did it not
go well
- Did you manage to transfer your picture to
your power point?
-
Classroom Organisation Use of Support Staff
Orderly entrance – meet & greet at door There can be teaching assistants, they could work with
a variety of pupils or they could work with a specific
All pupils sit according to seating plan group, dependent on the class.
During teacher focus – monitors are switched off
&students face teacher / use of control software to
restrict student access to workstations
Orderly dismissal

5. Extension Work Homework/Home Learning
How will today’s learning be further developed?
Tell the pupils that decisions are often made by taking into
account a wide range
of variables. The model being used in these lessons has only
used the tariff for mobile phones as a variable. Ask pupils to
list other variables that they would wish
to take into account when buying their own mobile phone and
selecting a service provider.
You may wish to give particular pupils some
prompts, such as design, weight, coverage

6. ICT Lesson Outline
Name: Emma Wear Class: 7E Date: 03/10/12
Time Learning and Teaching Activities
Identify different phases of the learning
Learning Activity& Organisation PLTS/ Teaching
Students will – Learning activities and SEAL/The Teaching Strategies: (e.g. questioning,
organisation. How will students show progress? explaining, demonstrating, modelling, etc., Methods
(Type and content of student tasks and how they children will be to assess learning e.g. questioning, listening, reading,
will be organised and differentiated) working in observing, etc., AOTT: support)
pairs
ECM/
SMSC
Record
opportunities
Welcome and Greet! - Check uniform as students enter classroom.
Bell Activity (optional)
Load 8.4T3a Graph starter.ppt on to the large display. This asks pupils to examine a set of graphs
comparing monthly tariffs for mobile phones. As pupils enter the room, ask them to start the
activity.

7. Starter Activity
Learning Activity& Organisation PLTS/ Teaching
SEAL/
Discuss findings from bell activity ECM/ After 2 to 3 minutes, gather responses in
SMSC preparation for later activities. Extend
Pupils will be consider the limitations of the pupils by asking them
model and the graph in making comparisons. to think about how easy it is to read
Gathering responses, which may include these information from the graph.
points:
The graph only shows costs for a selected Show the second slide (containing the
number of calls. spreadsheet from lesson 2). Ask pupils to
think about how they used the table in the
The table is difficult to read to make model in the last lesson, to decide which
~comparisons. tariff was the best value and to consider
The variables in the model can be changed to which is the easier way to make the
show different numbers of calls but comparison
comparison is difficult. Ask one or two pupils to share their homework
responses with the class. Use these to review
When shown the next slide allow the the correct responses to question 11 from
students to find out: 8.4P2c Phone worksheet.doc.
I use 200 minutes’ worth of calls a month. How
much will this cost? Show the third slide (containing a line
graph), displaying only the Talk 15 tariff.
I have a budget of £40 a month. How many
minutes can I buy? Tell pupils that this graph models the mobile
phone tariffs in a way that makes it easier to make
Add the next two lines to the chart. Prompt pupils comparisons. Tell pupils that in this lesson they
to think about using this chart to make will construct their own graph, similar to this one,
comparisons, by asking these questions. so that they can compare tariffs. Refer them to the
Which tariff is the cheapest if I use 500 minutes’ displayed objectives for the lesson.
worth of calls a month?
Which is the best value if I can afford £20 per
month for my phone?

8. Main Activity 1
Learning Activity& Organisation PLTS/ Teaching
SEAL/ Remind them about the spreadsheet they used
The students will be doling the tasks which ECM/ before and how they used it to model the possible
the teacher instructs them to do at the SMSC finances of the school fete. Display the school fete
time. model 8.4P3b School fete formulae.xls on the
large display screen
Click on cell D4 and ask the pupils to remind you of the formula that was in
the cell and what it calculated. Enter the formula (the best way of doing this
as a demonstration is to click on the cell D4, then type =, click on cell B4,
type *, click on C4, type *, click on D1 – this shows logically and
mathematically that cell D4 =B4*C4*D1).
Click on cell D5 and ask them what is wrong
with the formula there.
You may also click on other cells in the
column to reinforce the point. Ask the pupils what has
happened.
Tell the pupils that the software has changed
the formula to reflect the relative positions
of the cells. The contents of the cell change according
to their column
and row position. Tell them that this works
for the cells in columns B and C but not for
the cell which holds the number of people attending the
fete (cell D1), because we
always want the formula to refer to the number of
people attending.
Explain that the software has tried to be
helpful and predict what the user requires but, in
this case, it has been too clever. Tell the pupils that
they need to tell the software that the cell
D1 is not relative to the positions of the other
cells in the formula but is always in the same,
absolute, position. Pupils may find it useful to
remember the sentence, ‘If you absolutely
want cell D1 then you need to make sure it’s an
absolute reference.’
Remind pupils that the way to specify that the
cell is an absolute (unchanging) reference is
to put a $ sign in front of the column and row labels
($D$1). Explain that this does not
indicate a currency but is simply a character
used to give an instruction to the software.
If the pupils have studied sample teaching unit 7.4
they will have met this before.
Move the edit cursor to D1 on the formula edit
bar. Click to make sure it stays there. Now
press <F4> once. This changes the formula in
cell D4 to =B4*C4*$D$1. Then use the copy
handle to copy the formula down the cells to
D12, as before.
The calculations will now be correct. By clicking on
any of the cells from D4 to D12 it will be possible
to see that each cell now refers to the absolute
position of $D$1 but to relative positions for the
cells in columns B and C.

9. Mini Plenary

10. Main Activity 2
Learning Activity& Organisation PLTS/ Teaching
SEAL/
Get the students to discuss the topics when ECM/ Load 8.4P3c Mobyphone 2 extended
the teacher instructs them. SMSC model.xls from the shared area and display it
on the large screen.
Identify any pupils or small groups having
difficulty with creating a comparative line graph Ask pupils to think about the model structure.
in question 3. Help these pupils to: Explain that you need to structure the model
select minute headings; in this way to be able to create a graph. Ask
pupils to say what will need to go into cell
select an appropriate line graph; F11. Ask them to describe it in words and
select appropriate rows or columns; then as a formula. Demonstrate how to do
this on the screen
remove gridlines for easier viewing;
Before using the Fill Down function, ask
add a suitable title and labels for axes pupils to think about what will happen. Use
the fill handle to replicate the formula into
cells F12 to F16. Discuss the results with the
pupils and ask for suggestions for creating
correct formulae. If necessary, move the
discussion to the use of absolute cell
references. Demonstrate how to do this. A
comment has been inserted into cells F11
and G11 as a reminder of your discussion
with the pupils
Distribute 8.4P3d Phone worksheet 2.doc and tell
pupils to load 8.4P3b Mobyphone 2 extended
model.xls from the shared area. Ask pupils to
complete the tasks on the worksheet. Circulate as
pupils work, helping them and using 8.4T3e
Mobyphone 2 Extended model answers.xls to
check their progress.
.
As a mini plenary sk selected pupils to describe
to the whole group what they did in activity 2 and
what they found out. If necessary, group pupils
who have had difficulty with activity 2 in such a
way that you, or pupils who have made good
progress, can help them to complete the
worksheet.

11. Plenary
Learning Activity& Organisation PLTS/ Teaching
SEAL/
ECM Show 8.4T3f Plenary.ppt on the large display and
give pupils 2 minutes to discuss, in pairs,
The students will be giving feedback which three statements they consider to be
identifying which three features they feel the top three benefits of using ICT to produce
are most useful and discuss why. charts, rating them 1, 2 and 3.
Students stand behind chairs - Orderly dismissal of students