ICT - KS2 - Year 5
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Unit 5A Graphical modelling
In this unit children learn to use an object-based graphics package to produce images and visual models. They learn the key differences between an object-based program and a paint package and understand that visual models can be used to identify patterns and relationships. Children will be able to apply what they have learnt in this unit when making maps in geography and drawing diagrams in science.
Use collage which allows elements to be moved.
Eric Carle graphical modelling pictures
Graphical modelling evaluation
Use an object-based graphics package e.g show how colours can be changed.
Using Draw in Word
Your perfect playground
Create various objects using straight lines, curved lines, geometric shapes and curved shapes to produce a plan of the classroom.
Graphical modelling with Word
Plan a classroom
Plan a computer lab
Plan a classroom
Plan a computer lab
Unit 5B Analysing data and answering questions: using complex searches
Using a prepared database, carry out simple searches , eg which planets have moons? Use the World Wide Web
Hospital questions spreadsheet
1.Use '=<' and="" in="" a="" 2.search.="" how="" to="" use="" 3.search.="" using="" .="" br="" /> 4.Search using 'OR'.
Food instructions - using Excel
Database - all about animals
Use an American CD-ROM encyclopedia, or an Internet search engine, to search for information on a topic such as ' Birmingham' or 'football' which will locate a mixture of American and other information. Print out some of the material found and ask the class to skim read it to decide if it is useful. Discuss why the information is not what was expected. Discuss ways of modifying the search such as " Birmingham AND England". Discuss with the class how the unstructured nature of the World Wide Web requires search strategies to be modified in the light of findings.
Unit 5C Evaluating information, checking accuracy and questioning plausibility
In this unit children learn the importance of checking information for mistakes and anomalies, how to detect mistakes and to amend them. They will be able to apply what they have learnt in this unit whenever they handle information.
Check accuracy and amend records. Discuss cases when data can be corrected immediately Show how a line graph can help highlight errors.
Unit 5D Introduction to spreadsheets
In this unit children learn to enter numbers, labels and simple formulae into a spreadsheet and to use the data to calculate totals. Children will be introduced to spreadsheet software and will explore how changes in price and quantity can affect total cost. Children will apply what they have learnt in this unit when exploring mathematical and scientific models.
Discuss the idea of working to a budget e.g school trip. Show how to move around a spreadsheet .
Sandwich making using a spreadsheet
Enter a formula into a spreadsheet, such as '=c2+c3' Use formulae to add the contents of two cells. Explore subtraction, multiplication and division to predict how the contents of cells will change.
Using Excel for calculations
Naming a spreadsheet
Entering formulae into spreadsheets
Unit 5E Controlling devices
In this unit children learn how to control simple devices, such as buzzers, small motors and lights, using basic control boxes. They learn how to control devices by turning them on and off according to a set of instructions. This will be developed so that children understand how to sequence a set of instructions to get a desired outcome. They will apply what they have learnt in this unit when learning about the built environment, for example traffic lights, or simple manufacturing processes.
A number of everyday devices rely on simple control features to make them operate. e.g a barrier where money etc will make it operate. Others need a sequence of instructions e.g a pelican crossing where a button activates the lights then the walk signal.
Sail the ship to the lighthouse
1. Explain the light can be switched on/off using a control language,Show setting up a procedure to flash light, repeat commands & name the procedure.Introduce the idea of using sensible names so that everyone understands what they do.
Lighthouse flow chart
The juicy drinks machine
Show the class a simple traffic light set-up and encourage to write separate small procedures for each part of the sequence, e.g stop, wait and go. Enter / test their procedure on the computer.
Traffic light order
Traffic light simulation
Traffic light game
Unit 5F Monitoring environmental conditions and changes
In this unit children learn that devices can be connected to a computer to monitor and measure changes in environmental conditions. Children gain an understanding of computer monitoring of external conditions. This unit links with the ICT key stage 2 programme of study 2b (monitoring events such as changes in temperature) and with the science key stage 2 programme of study Sc1, Scientific Enquiry 2f (making systematic observations and measurements including the use of ICT for datalogging). Children should be able to apply what they have learnt in this unit when working on Unit 6C 'Control and monitoring - What happens when...?'
Measurements of environmental data are recorded eg weather forecasting, central heating, thermostats with a need for a system to record data. Show how to do this using a computer Link a sound sensor to the computer and record the various levels of sound. Demonstrate how to attach a sensor to a device connected to the computer.
Insight ilog junior
Set a light sensor to monitor the classroom over 24 hours. Discuss the difficulties that such an investigation would face without the use of ICT. Ask the children to interpret the resulting graph. As part of an investigation into insulation, pour equal quantities of hot(ish) water into two beakers of different sizes and types of insulation to compare rates of cooling. Use temperature sensors to compare rates of cooling over a given period of time, eg 20 minutes. Print data and graphs. In both cases, children will need to change variables for the timings of the readings and discuss how often readings need to be taken in each case.Encourage the children to come up with their own questions and hypotheses. Suggestions could include, What happens to the temperature of a glass of water after ice cube(s) are dropped in over a period of x minutes? Which will cool quickest, a large or small bowl of hot water? Which coat/jumper is the warmest? What is the darkest/brightest time over a 24-hour period?