2010 Yr 8 Workbook2

Year 8 ICT Workbook of 91 Hulme Hall Grammar School 2010

Year 8 ICT Workbook

Name


Contents

Introduction .....................................................................................................................................3

Project One: Global Warming .................................................................................................4

Lesson One What Is a Public Information System and How Is Weather Data Presented. .................................5

Lesson Two Inputs, Processes and Outputs....................................................................................................8 Lesson Three Entering Data Using Web Queries .......................................................................................11

Lesson Four Considering the Audience (pt 1) ............................................................................................13 Lesson Five Considering the Audience (pt 2) ..............................................................................................15

Lesson Six Can We Believe Everything We Read?....................................................................................17 Lesson Seven A Biased Account of Global Warming ................................................................................19

Lesson Eight Finding Information Online ................................................................................................22 Lesson Nine Using Different Search Engines..............................................................................................24

Lesson Ten Global Warming - Fact or Opinion ?........................................................................................26 Lesson Eleven Project Review - Using Information ................................................................................29

Project One Glossary ..........................................................................................................................30

Project Two: Exercise and Wellbeing ............................................................................31

Lesson One Creating a Website ...................................................................................................................32

Lesson Two Navigation System ...................................................................................................................37 Lesson Three Researching and Creating Bibliography of Sources ................................................................41

Lesson Four Considering the Audience........................................................................................................44 Lesson Five Adding Extra Content ...........................................................................................................46

Lesson Six Peer Assessment........................................................................................................................48 Lesson Seven Investigating Models and Simulations ..................................................................................51

Lesson Eight Formulae for Modelling.......................................................................................................54 Lesson Nine Nutritional Model .................................................................................................................56

Lesson Ten Using Goal Seek.......................................................................................................................59 Project Two Glossary ..........................................................................................................................61

Project Three - Multimedia..................................................................................................62

Lesson One Basic Animation using AniBoom...............................................................................................63 Lesson Two Scratch – Sequencing Events .....................................................................................................65

Lesson Three Scratch – Controlling Events................................................................................................70 Lesson Four Using PowerPoint for Quizzes...............................................................................................72

Lesson Five Using Excel for Quizzes.........................................................................................................74 Lesson Six Creating a Flash Banner ........................................................................................................76

Lesson Seven Individual Project Planning / Development ...................................................................................81 Lessons Eight to Nine Individual Project Development ......................................................................84

Lesson Ten Individual Project Evaluation ..................................................................................................85 Project Three Glossary .....................................................................................................................88

Staying Safe ...................................................................................................................................89

Lesson One ..................................................................................................................................................89

Lesson two ..................................................................................................................................................91


Introduction

This year is made up of three main projects. In the first project you will begin by looking at whether

global warming is actually a major issue or whether is it simply hyped up by scientists. Should we

believe everything scientists say? How do we know what to believe when different people are telling us

different things? Are the changes we are advised to make actually going to make any difference in the

long term?

In the second project you will look at health and wellbeing, exploring the issues that affect young people

today. You will choose an issue, investigate it and produce a website giving information about the issue

and advice on how to overcome the problems. You may also include a help section showing people

where they can get professional help, e.g. helpline numbers. It will be vital that students keep a

bibliography of sources.

In the final project you will look at different software for creating multimedia projects. At the end of the

term you will create your own piece of work using one of the programs studied during the term.

At the end of each project you will write a summary of what you have discovered about the topic as you

went through the project, basically an evaluation of the outcomes of the investigation.


Project One:

Global Warming

Overview Global warming has become a major focus for scientists and environmentalists over the past decade.

They claim that the planet is getting warmer and this is causing all sorts of problems around the world.

However other people including some scientists claim that it is all just scare tactics and that the world is

no warmer now than it was years ago. Who can you believe?

Global warming is going to be the project which we focus on for the next term. We will begin by looking

at weather systems and creating a public information system for those interested in the weather. We will

do our own investigation into whether the world is actually getting warmer. We will then move on to

look at the different information available about global warming and make a final decision as to whether

we believe in the existence of global warming or not.

Project Lessons

Lesson Theme

1 What Is a Public Information System and How Is Weather Data Presented.

2 Inputs, Processes and Outputs

3 Entering Data Using Web Queries

4 Considering the audience (pt 1)

5 Considering the audience (pt 2) (assessment task)

6 Can We Believe Everything We Read?

7 A Biased Account of Global Warming

8 Finding Information Online

9 Using Different Search Engines

10 Global Warming—Fact or Opinion ?

11 Project Review – Using Information


Lesson One What Is a Public Information System and How Is Weather Data Presented.

Lesson Objectives

� Understand what a Public Information System is

� Understand that different audiences need information presented in different ways

Starter The weather affects everybody all around the world. Knowing about the weather is important. But why

is this so? Why is the weather so important?

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Task One Think about how the weather affects people every day. For the following list of people write down why

it is so important that they know what the weather is going to be like each day.

Person Why is the weather important?

Hill Walker

Skier

Farmer

Fisherman

Policeman

Lorry Driver

Airline Pilot

For each of the following weather symbols write beside it what it means.


Task Two Weather is presented in a variety of different forms. It can take the form of written paragraphs; pictures

on maps; tables of numbers; or a combination of all three.

Can you think of why it is important that weather is presented in a variety of ways?

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Look at the following websites all containing information about the weather. For each website, state who

the information is aimed at (the audience).

Website Audience

� http://www.snoweye.com

� http://weather.gliderpilot.net/

� http://www.bbc.co.uk/weather/features/gardening.shtml

� http://www.meto.gov.uk/weather/marine/

� http://www.meto.gov.uk/loutdoor/mountainsafety/brecon.html

Public Information Systems Public Information Systems are used throughout the world to give information to people in a form they

can understand. They are used for giving weather forecasts, tourist information-touch screens, cinema

listings, football league scores and much more.

Take a look at the following Public Information Systems:

� http://www.weatheronline.co.uk

� http://www.bbc.co.uk/weather

Which do you prefer and why?

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Choose one of the above public information systems and say how you could improve it to be a better

public information system.

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Task Three Open the file Air Temperature Spreadsheet found in the year 8 resources.

Is this information easy to understand and who do you think this information is for (the audience)?

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How could this information be displayed better to make it easier to read?

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Create a line graph in Excel to display the information in the Air Temperature Spreadsheet in a different

way. (if you are unsure about this watch the video at http://goo.gl/MV24 )

Make notes on how to create a line graph in Excel

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Plenary The way weather data is displayed depends on the audience it is for. Why is this important?

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A weather forecasting system is only one type of public information system. Can you name any others?

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Lesson Two Inputs, Processes and Outputs

Lesson Objectives

� Define what a Public Information System is

� Define the various elements of a system

� Understand each of the system steps

� Create a Public Information System by following the 3 system steps

Starter Using the Internet find a definition of what a Public Information System is. Write the definition in the

box below.

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Task One Systems are made up of inputs, processes and outputs. What are each of these?

An input is .........................................................................................................................................................

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A process is ........................................................................................................................................................

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An output is .......................................................................................................................................................

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Open an excel worksheet and rename the three sheets as input, process and output.


Part One – Input

Go to http://www.firsthydro.co.uk/weather/current/llanberisdata.asp and copy and paste all the

information into the input sheet of your spreadsheet.

Part Two – Process

Copy the two columns containing the Time and Air temperature.

Click in the Process worksheet.

Go to Edit, Paste Special and choose the Paste Link button.

If your time has not appeared correctly select all the cells and go to Format, Cells, Time and Choose

13:30:55

If you change the Temperatures on the Input page what will happen to the Process Page? Test and see.


Part Three – Output

Go to your Process sheet.

You are going to select all the information and create a graph to display it. Can you think which kind of

graph would be best for this information? Watch the short video on types of graph at

http://goo.gl/OD8Z

Choose your graph type and work through the chart Wizard making sure you add in Titles and Labels

for your graph.

When you get to the last screen it will display:

Choose As object in and select Output.

* Use different colours and fonts to make your

Public Information System more appealing to a

teenage audience.

Task Two Following the same steps as in Task One, create another graph on your output sheet showing the time

and the Sunlight in Watts.

Extension: Create a a range of different graphs showing the same data. Think carefully about

which is best at showing the information.

Plenary What is the difference between Paste and Paste Special, Paste Link?

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Lesson Three Entering Data Using Web Queries

Lesson Objectives

� Import data from one program into another – copy and paste and web queries.

Starter In the previous lesson we looked at getting information from a website and putting it into Excel. How

did we do this? Can you think of any downsides of using this method to get information?

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Task One A file created in one program often needs to be read into another. For example: information from the

Internet needs to be put into Word or Excel.

In lesson 2 we used the Copy and Paste method to get out information. In this lesson you will be

introduced to a second method.

Method One – Copy and Paste Data

In this activity you look at how to import data from the Internet into Excel.

Go to http://www.firsthydro.co.uk/weather/current/llanberisdata.asp

Highlight all the data you see on screen including headings. Click on Edit and Copy.

Open Excel and click on cell A1. Click on Edit and Paste.

Save as Llanberis Weather Data.

Method Two – Web Query

In this activity you will learn how to set up a web

query to import data automatically into Excel.

Open Microsoft Excel.

Go to Data�Import External Data�New Web

Query.


This will open an Internet Explorer window.

Go to http://www.firsthydro.co.uk/weather/current/llanberisdata.asp

Click on the arrow beside the table.

Then Import and OK.

Save as Llanberis web query.

Next copy the two columns containing the Time and Air temperature.

Click in the Process worksheet.

Go to Edit�Paste Special and choose the Paste Link button.

Format your times so they are displayed correctly. Remember Format�Cells�Time.

Create your graph showing Time and Air Temperature in Llanberis.

Finally you are going to update your web query.

Go to Data�Refresh Data.

What difference has refreshing your data made to your public information system?

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Plenary Think carefully about the 2 methods there are of getting data from a website into Excel. Both have good

points and bad points. List the good and bad points of both methods in the table below.

Copy and Paste Web Queries

+ Good Points + Good Points

– Bad Points – Bad Points


Lesson Four Considering the Audience (pt 1)

Lesson Objectives

� Create a public information system for a specific audience

� Understand what global warming is

� Look for evidence of global warming in your public information system using trend lines

Starter Go onto the Internet and using a search engine of your choice find out what global warming is. Write a

definition in the box below.

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Task One Open the file Santa Barbara Weather found in the year 8 resources.

This file contains all the rainfall and temperature data for Santa Barbara from 1894. Your task is to use

this information to create a public information system about Santa Barbara’s weather.

First you must decide and write down who your audience are and what they will expect of your public

information system.

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Next copy the data you will graph onto the process sheet. Copy Year and Temperature.

The graph you will create will be a scattergraph. This is because we are going to look for trends or

patterns in the data. Create your graph and have it displayed on the output sheet.

If you’re not sure about scattergraphs watch the video on creating graphs again http://goo.gl/MV24

Format your public information system so that it is appropriate for your target audience.


Task Two As we have data for over one hundred years this public information system should give us a good idea

whether or not global warming is happening in Santa Barbara.

To see if there is any change in temperature go to your scattergraph.

Right-click on the dots and choose Add Trendline.

From looking at your graph, what conclusions can you draw about Santa Barbara’s weather and about

global warming?

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Task Three Open the file Ohio Weather from the Year 8 Resources.

Just like the Santa Barbara file this file contains over one hundred years of weather data for Ohio.

Use this file to create a public information system for Ohio.

To see if there is any change in temperature go to your scattergraph and again Add a Trendline.

Extension: Save a copy of your work with a different title and try formatting the information for a

much younger target – perhaps by using pictographs.

Plenary Looking at your graph is there any real change in temperature between 1884 and 2005?

Has this changed your opinion on whether global warming is actually happening?

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Lesson Five Considering the Audience (pt 2)

Lesson Objectives

� Create a public information system from data presented in a .csv file

� Target your public information system for a particular audience

� Assess your progress so far in this project

Written Test 1. What is a Public Information System?

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2. What 3 parts make up a system? Explain what happens in each part.

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3. What two methods are used to get data into your public information system?

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4. What is a Web Query?

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5. What is the main advantage of using a Web query to get your information?

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6. What graphs are used when trying to find trends in data? Why do we use these?

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7. What can you do to your Public Information system to make it suitable for a teenage audience?

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8. List 3 things that a public information system can be used for.

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Practical Test • Find the file Weather_Assessment.csv

• Select relevant information that you will be able to graph and place it on the process sheet. Think

about how you do this, i.e. Paste Special.

• Choose information carefully and create 2 graphs to be placed on the output sheet

• Format the output sheet to contain tables of data, a title, and the graphs and make it suitable for a

teenage audience

• Put your name and class on your output sheet and print out your output sheet only

Plenary Write a paragraph evaluating your work in this module. How do you feel you have got on? Have you

worked to the best of your ability? What do you need to do differently to increase your grade in ICT?

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Lesson Six Can We Believe Everything We Read?

Lesson Objectives

� Understand that information on the Internet may not be reliable

� Understand that information may not be accurate or up to date

� Be able to carry out an investigation into a topic and draw conclusions from information found

Starter Can you believe everything you read? Even if something is written by a scientist can you believe it is

definitely true? How can you tell if something is true or not?

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Task One Information on the Internet is not checked and therefore by the time we are reading it, it may be out of

date. For this reason it is important to check when the website was written.

Using this list of websites work out the date they were written and write in the box whether or not the

information is out of date.

Website Written (Date) Up to date (Yes or No)

� http://www.hulmehallschool.co.uk

� http://www.bbc.co.uk

� http://www.globalwarming.org

� http://www.ebizarre.com

Task Two Go onto the website www.ebizarre.com and copy five of the funny or strange facts into Word.

Now add in three made up ones of your own. Mix them all up.

Ask your partner to read the facts and decide which ones are real and which ones you have made up.

How can you tell the difference? Is it possible to tell the difference?

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Task Three There is no one person responsible for looking at the information on the Internet and therefore anybody

can write anything on it. This can lead to many problems, for example people can express their own

opinions which can hurt other people.

Can you think of any other problems of letting anybody write anything they want on the Internet?

Maybe you have heard something on the news.

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Task Four Using the Internet, investigate the following statement and find out whether is it true or false, giving

reasons for your answer.

An olive tree can live up to 1500 years.

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Global Warming is a serious problem

Scientists estimate, that in the next 100 years the Earth will heat up by 3°C. That is too much for the world

to heat up by in a century. We need to stop it!

The main place where it is easier to see it heating up is Antarctica. If Antarctica gets too hot too quickly all the

glaciers will start to melt. This means gigantic pieces of ice falling into the seas and oceans, forming icebergs.

Take for granted

The main causes of global warming are due to us humans. We take electricity for granted and do not realise

we are damaging the world's atmosphere in an attempt to see at night and keep ourselves warm.

One world

But it is not too late to stop this and turn it around. Teachers should be teaching the change in climate to

help young children and adults alike to live healthily. Remember we only have the one world, so treat it

with respect whilst you still can.

Gemma, 12, Watford http://news.bbc.co.uk/cbbcnews

Lesson Seven A Biased Account of Global Warming

Lesson Objectives

� Understand that information may be biased

� Understand that information may be bogus

Starter Bias

Sceptics of global warming believe that global warming is not an environmental problem. They think

that the recent increase in the earth's temperature is no cause for alarm. And they believe that earth's

coastlines and polar ice caps are not in danger of disappearing.

Other people believe that global warming is a big problem and is only going to get worse unless we all

start to do something about it now.

When people write reports simply telling you one side of the story it is said to be biased.

Task One Read the following two articles and answer the questions:

Does it tell both sides of the story?

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Does it lead you to believe global warming is happening?

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We need to stop Global Warming

Recently in my geography class we found out about global warming and how it's damaging our world.

I found it shocking that the world we are living in today may not be here for us in the future.

This is because half the world will be under the sea.

Melting ice

Global warming is when heat is trapped around the Earth and only some of it can escape. With this

problem the ice caps are melting slowly which is making the sea level higher.

The problem is that there are too many harmful gases that we are making and putting into the atmosphere.

We need to be more educated about it so something can be done before it's too late."

Sarah, West Sussex http://news.bbc.co.uk/cbbcnews

Does it tell both sides of the story?

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Does it lead you to believe global warming is happening?

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Task Two Go on to the following sites and decide whether or not they are bogus or real. If possible give your

reasons.

� http://www.gslc.genetics.utah.edu

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� http://www.genochoice.com

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� http://www.zapatopi.net/afdb.html#WHAT

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� http://www.birdfood.co.uk

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� http://www.petsorfood.com

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Plenary Can we say that all information on the Internet is true? Give your reasons.

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How can you tell if the information is bogus or not?

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Lesson Eight Finding Information Online

Lesson Objectives

� Using search engines to find specific information

� Phrasing searches to return required information

Starter When you search for information using a search engine the pages returned are called hits. This is

because the search engine looks for your search term and when it finds it on a webpage it is a HIT.

Search engines can return thousands of hits (or pages) if you have a broad search term. Therefore it is

important to be very specific when you are searching for information so that you actually find what you

are looking for quickly.

Task One Go into http://www.google.co.uk

Let’s see if we can find information on global warming and climate change.

Type in the following searches exactly as you see them and see how many pages of results you get.

Search No of Hits

weather

“weather and climate change”

“global warming”

“global warming and climate change”

Task Two Searching using speech marks

By putting a string of words into speech marks the search engine will only look for websites with all the

words stuck together. Without speech marks the search engine will look for websites containing any of

the words that you look for.

Try this simple test. Use http://www.google.co.uk

Search No of Hits

jaguar cats

“jaguar cats”


Boolean Searching

Boolean searching is named after George Boole, a British mathematician (1815-1864), who wrote about

logical ways to look for information. Using AND and OR you can join groups of words together to find

specific information.

AND

The more words you enter connected by and, the fewer documents you get.

Example: "global warming" and "sea level rise" and "California" – All three terms (global warming, sea

level rise, and California) must be somewhere in every document retrieved.

OR

The more words you enter connected by or, the more documents you get.

Example: California or Oregon or Alaska or "Pacific Coast" – At least one must be in each retrieved

document.

Task Three Using the Boolean words AND and OR you must try to find the following information.

Write both the search you enter into Google and the answers found.

1. The films that are on at your local cinema

Enter: “cinema listings” AND “Wrexham” ...................................................................................................

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2. What CD album is number one in the charts?

Enter: ...................................................................................................................................................................

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3. What are the effects of global warming on the polar icecaps?

Enter: ...................................................................................................................................................................

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4. How has the greenhouse effect affected British weather?

Enter: ...................................................................................................................................................................

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Plenary What methods can you use to make your web searches more specific so you get the answers you are

looking for quickly?

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Lesson Nine Using Different Search Engines

Lesson Objectives

� To use a selection of search engines to find information

� To understand at a basic level how search engines work

Starter Make a list of the names of the search engines you currently know.

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Task One How do search engines work?

Do all search engines work in the same way? Do they all return the same information? Investigate using

the Internet how search engines work. Explain in the box below using your own words.

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Task Two Fill in the following tables with the number of hits you get on the search engines for each topic. Website

addresses needed are:

� http://www.excite.co.uk

� http://www.google.co.uk

Topic Excite Google

Global Warming

Icecap Melting

Ozone Layer

Greenhouse Gases

Climate Change


Have the two search engines returned the same number of hits for each topic? Can you suggest a reason

for why this is the case?

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Task Three Choose any 3 search engines listed in task one.

Carry out the following investigation:

Rising sea levels are affecting California

Investigate this statement using the 3 different search engines. Make notes on your findings in the box

below.

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Plenary Decide which search engine you prefer. Give reasons for your choice.

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Lesson Ten Global Warming - Fact or Opinion ?

Lesson Objectives

� Understand the difference between fact and opinion

� Using search engines to find specific information

� Phrasing searches to return required information

� Making an informed decision based on information returned in a search

Starter

What is a fact?

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What is an opinion?

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How can you tell the difference?

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Read the following paragraph:

Last night my mum made chips for dinner. Her chips are the best ever. After dinner we sat down and

watched some TV. Mum really likes the Doc Martin show but I think it is boring. I would have

preferred to have watched CSI or something more exciting.

Pick out 2 facts from the paragraph above.

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Pick out 2 opinions from the paragraph above.

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Task One The basis of this project is trying to decide from the information supplied on the Internet whether or not

Global Warming is a major issue.

Your task today is to investigate the topic of global warming. You have 3 sections to investigate: 1) What

is Global Warming? 2) Find reports from people who think it is happening and 3) reports from people

who think that it is not happening and that the governments are just trying to scare us. It is important

that you put the address of the website where you found the information along with the information

you copy.

What is Global Warming?

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Information saying that Global Warming is happening

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Information saying that Global Warming is not happening

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Plenary Decide if you agree with scientists as to the fact that Global Warming is a major issue or whether you

think they are blowing things out of proportion and simply trying to scare us. Write your opinions of

global warming.

Your opinions of Global Warming

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Lesson Eleven Project Review - Using Information

Lesson Objectives

� Be able to use information to make recommendations

� Be able to present information in a way that encourages people to take action

Starter The basis of this project was trying to decide from the information supplied whether or not Global

Warming is a major issue. Now that you have conducted your investigation and drawn your conclusions

are there any things that you could do to help in the fight to save our planet?

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Task One Using the information you have found in the starter exercise produce a poster to try and encourage

people to take steps to Save the Planet. Create this using Publisher.

Plenary How well does your poster work in encouraging people to take action to save the earth? Ask the person

beside you to give you some feedback.

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Project One Glossary

.csv file – This is a comma-separated file. A

comma separates each piece of information from

the next. This information can be imported into

Excel, with the information going into the correct

columns.

Audience – This is the group of people that you

are creating the work for. You must match the

work to the person you expect to read it.

Bias – This is only looking at the information

from one side, or from one person’s point of

view.

Bogus – This means not real, fake or made up.

Boolean Searching – This is a logical way to look

for information. Using AND and OR, you can

join groups of words together to find

specific information.

Import – Transfer of data into a database or

document.

Inputs – These are the things that a system needs

to make it work. These can be physical things like

electricity and dirty clothes for washing

machines, or information for public information

systems.

Outputs – These are the things that a system

gives out at the end. These can be physical things

like clean clothes for a washing machine, or

information presented in a certain way for public

information systems.

Paste Link – This is the same as paste except

that it pastes hyperlinks to other documents or

websites.

Paste Special – This is similar to paste, except

that you have further options, for example to

paste without formatting.

Phrasing Searches – This is the way that you

write something when looking for information

through a search engine. The more specific your

search, the better the chance of getting the

correct information.

Process – This is the middle part of a system. A

process is the actual working bit, where

something is happening.

Public Information Systems – These are used

to give information to people in a way they can

understand. An example being a football league

tables.

Search Engine – Is a tool used to search for

information on the Internet. It works by looking

for specific words and bringing up a list of

websites that contain those words.

Web Query – This is a method used to pull

information from the Internet and put it into

Excel.


Project Two:

Exercise and Wellbeing

Overview During this project you are going to be working on issues that can affect people at any time throughout

their lives. We want you to realise that social problems are more common than you think and are

nothing to be ashamed of. We are then going to focus in on exercise and nutrition looking at good diets

and exercise levels required in young people in the hope that you will become aware of your diet.

You are going to spend the first half of the project creating a website for young people about a social

issue that interests you. You should include an overview of the problem, how it affects the person and a

help guide where they can find more information.

In the second half of the project you are going to look at spreadsheet modelling and focusing on diet and

exercise.

Project Lessons

Lesson Theme

1 Creating a Website

2 Navigation System

3 Researching and Creating Bibliography of Sources

4 Considering the Audience

4 Adding extra content

5 Peer Assessment

6 Investigating Models and Simulations

7 Formulae for Modelling

8 Nutritional Model

9 Using Goal Seek

The topics that you can choose from to create your website are:

Eating Disorders Bullying Stress Family Fights /

Parent Problems Divorce

Sibling Rivalry Depression

Teenage

Pregnancy /

Contraception

Step Families Self Harm


Lesson One Creating a Website

Lesson Objectives � Understand the basics of Web page design.

� To set up a Master page.

� To understand the basis of website navigation.

Starter What is the difference between a webpage and a website?

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Lesson One – Master Pages

Activity One — Basics of Web Page Design

What is a Web page?

It is basically a file, very similar to a Word document, stored with the file extension .html. This allows

a Web Browser, e.g. Internet Explorer, to see the file and display it on the internet.

What does a Web page contain?

It can contain any information you wish to display; text, images, sounds and hyperlinks to other

pages.

What is the difference between a Web Page and a Website?

A web page is one individual page on the internet. A website is the collection of interlinked pages

belonging to a specific organisation, company, group or individual. Essentially two or more web

pages make a website.

Go on to http://www.expedia.co.uk.

Look at what kinds of information are displayed on the pages.

Think about how you navigate (move around) the website.

Is it easy to find information? Make some notes below.

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Go on to http//www.lonelyplanet.com.

Look at the way the pages have been set out. Think about how colour has been used. Is the text in

large blocks or has it been split up on the page? Is it easy to navigate?

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Understanding pages and master pages

It may not be obvious at first,

but the pages on well designed

sites have a lot in common with

each other.

Looking at individual pages

from a design standpoint, each

page has a "foreground" page

and a "background" master

page.

Master pages are part of the

structure of a web site, and

provide a flexible way to

store background elements

that you would like to

appear on more than one

page—for example a logo,

background, border design,

or navigation bar. The key

concept here is that a particular master

page is typically shared by multiple pages, as

illustrated below. By placing a design element on

a master page and then assigning several pages to

use that master page, you ensure that all the pages

incorporate that element. Of course, each individual

page will have its own elements as well.

The practical aspects of this unit can be tricky at times. Make sure to make full use of the videos once I

have created them. They will be on the Learning Resources > KS3 page of the ICT section of the VLE web

site.


Activity Two — Setting up a Page structure

Open Serif Web Plus .

Close the Welcome window that appears when it first opens. Click on the

green X in the top right corner to do this.

The application assumes you are going to use at least one master

pages and at least one ordinary page and has already created these for

you.

Click on the master page button to show how to reach the master

page.

The master pages is then shown. The small eye beside the page is

really important. It shows this is the page currently selected to be

edited. Notice you now have a home page and a master page.

Note: Keep a careful watch when editing pages later to make sure the

one you want to edit has the eye. Failing to notice which page you are

on is a very common problem !

To create the other pages for your site click on the + icon just

above the home button

When the new page window pops up we need to choose which page our new

page will be based on. To do this we need to tick the box labelled

“copy objects from page”.

Next we need to click on the arrow to the right to show the list. The option we

want is hidden at the top of the list. Select and click on Master A


Next you need to give the page a file name and a title. To do this right click

where it says Page 2.

Select and click Page Properties.

Change the page title to what you would like.

Change the file name to the same title as you used

above

Click OK

Now repeat these steps to create pages for the other

pages on your site,

Don’t worry too much about naming the pages at this

stage. After you have researched your topic in later

lessons you can use the method you learn here to

change the names of the pages to what ever you want.


Press File > Preview Site > Preview site in Internet Explorer

Or

press Shift+Alt+1

Microsoft being what it is, when the browser

opens you will need to click the message at the top

of the window to allow the script to run.

If I have been able to configure Firefox or Chrome

to for our network by the time you read this then

choose that option – it runs quicker and does not

need you to click a message each time to allow the

navigation button to work.

Extension: Create another site and try

adding images and text, then right click on

them to adjust the settings.


Lesson Two Navigation System

Lesson Objectives � To understand the basis of website navigation.

� To create a navigation system for your site

Activity One — Navigating a Web Site

From your investigations last lesson it should be clear that web site navigation is very important.

How easy it is to move around a web site will be a major factor in whether a person will spend time

looking around or, in fact, revisit your site. It’s no good having a separate address for each part of

your web site. People need to be able to move backwards and forwards to the different parts of the

web site easily.

On your web site you are going to set up a navigation system that can be used at the top of each of

your pages to move around the whole site. It will contain links to each of your pages and also links to

your main products this year.

Click on Master Page icon to make it the pages which is being edited.

Tip: Keep checking to make sure the eye is on the correct page.

Everyone messes up and edits the wrong page from time to time.

Drag the navigation bar icon from the bottom area onto the top of your page

Select one of the styles for the navigation bar and press select.

You can change the colours and sizes and stuff later so don’t worry

too much about exactly how it looks at this stage.


Activity Two — Adding extra pages and adjusting site structure

Now that your basic site structure is created it’s time to check out how to add extra pages and adjust

how they appear in the navigation system.

Using the same method as you used Activity two (look back in your

notes if you need to), add an extra page, named Map.

Click on the site structure icon

The site structure window is very useful. You can use it to add pages as

well as change existing pages.

We are going to move pages so they become sub-pages on the

navigation system.

Click on Australia

Drag it to Home

Preview the site as you did last lesson.

When you hover over the link to the Home page the link to

Australia (or what ever page titles you used) should now

appear.

Experiment with the site structure by moving pages to be sub-pages of

other pages.

When finished re-adjust your navigation structure so it is the like this


Activity Three — Adjusting the navigation bar appearance.

Right click on the Navigation Bar and select

Edit Navigation Bar…

Click on Style

Click on Links

Double click on Text style


Click on the drop down arrow next to colour to change the colour of

the text on the navigation bar, then press OK

Preview the site as you did earlier.

Experiment with the appearance of the navigation bar by adjusting the other settings.

Plenary How well do the colours you have chosen for your website work together? Is it easy to read the

information over your background or do you think people will struggle? Will your colours be suitable

for your teenage audience?

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Lesson Three Researching and Creating Bibliography of Sources

Lesson Objectives

� Understand the purpose of tracking information

� Know how to keep a bibliography

� Keep track of your sources of information within a bibliography document

Starter Go onto the website http://www.ask.com

What is a bibliography?

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Why is it important to keep a bibliography?

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Task One In this task you are going to investigate your chosen issue. You have 3 headings that you must find

information for. These are:

• Information about my chosen issue

• The effects my issue has on the person; and finally

• Help – what can I do and who can I ask for help?

When you get the information enter it straight onto the correct page of your website. A number of

websites have been given to get you started. These can be found on page 43.

It is very important that you keep track of where you get your information from. Write the addresses of

any websites you visit into the table on the following page.


Bibliography

Title Author URL (Website Address) Date Accessed


Here are some websites have for each issue to get you started.

Eating Disorders

http://www.b-eat.co.uk/YoungPeople/Home

http://www.rcpsych.ac.uk/mentalhealthinformation/mentalhealthproblems/eatingdisorders.aspx

http://www.bbc.co.uk/health/conditions/mental_health/disorders_eating.shtml

Stress

http://www.rcpsych.ac.uk/mentalhealthinformation/mentalhealthproblems/posttraumaticstressdisorder.aspx

http://www.bbc.co.uk/health/conditions/mental_health/emotion_stress.shtml

http://www.channel4.com/health/microsites/0-9/4health/stress/index.html

http://www.childline.org.uk/Examstress.asp

Family Fights / Parent Problems

http://pbskids.org/itsmylife/advice/parent_problems7.html

http://www.kidshealth.org/teen/question/emotions/fight.html

Sibling Rivalry

http://www.kidshealth.org/parent/emotions/feelings/sibling_rivalry.html

http://www.bbc.co.uk/parenting/your_kids/toddlers_siblingrivalry1.shtml

Step Families

http://www.childline.org.uk/Stepfamilies.asp

Dealing with Divorce

http://emeryondivorce.com/how_divorce_affects_children.php

http://www.childadvocate.net/divorce_effects_on_children.htm

Self Harm

http://www.selfharm.org.uk/default.aspa

http://www.selfharm.net/

Pregnancy and Contraception

http://www.childline.org.uk/Pregnancyandcontraception.asp

http://www.likeitis.org/teenage_pregnancy.html

http://www.eastsussex.gov.uk/childrenandfamilies/youngpeople/pregnancy/

Bullying

http://www.bullying.co.uk/

http://www.childline.org.uk/Bullying.asp

Depression

http://www.depression.com/

http://www.clinical-depression.co.uk/Depression_Information/teen.htm

Plenary Go to http://www.teach-ict.com/ks3_old/unit8_2/starters/dunkin1.html


Lesson Four Considering the Audience

Lesson Objectives

� Understand the meaning of the term ‘audience’

� Know the factors that must be considered for the audience

� Enter information into your websites concerning a specific issue affecting teens.

Starter

Go to the website http://www.bbc.co.uk/cbbc

What audience is this website for?

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What is it about the website that makes you feel it is for that audience?

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List 6 things that your website must have to attract a teenage audience

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Task One In this task you are going to continue to create your website on your chosen issue taking into account

your teenage audience. Look back at the starter activity if you are not sure what to do.

Remember the 3 headings that you must find information for are:

• Information about my chosen issue

• The effects my issue has on the person; and finally

• Help – what can I do and who can I ask for help?


Continue to enter the information as you did in lesson 2 and remember to write the addresses of any

websites you visit into the table on page 33.

Plenary Swap seats with the person at the computer next to you. Look at their website so far and think about

how well it attracts your attention. Do you think it is a good website for teenagers? Use the box on the

next page to make any notes.

This box is for the person checking your website to write in some ideas or tips you could use to make

your website more teenage friendly.

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Lesson Five Adding Extra Content

Lesson Objectives

� Add images into your website

� Hyperlink to active websites

� Add multimedia content

Starter Go to http://www.google.co.uk

Click on images

Find a selection of images for use on your website. The next step depends upon which browser you are

using and will change as planned developments are introduced. What you need to do is to make sure

you get the full size picture and not just the small ‘thumbnail’ image you are shown in the search results.

Click on the picture you are interested in and then click the message

about seeing the full size image

When you find a suitable image right click and “Save Picture As”.

Put the image into the same folder as your web pages.


Task One In this task you are going to try adding some creative touches to your website by adding extra content.

Drag this icon onto your pages to add individual pictures

Drag this icon onto your pages to add a collection of pictures

Drag this icon onto your pages to add a collection of pictures

Use this set of icons if you want to add a google map,

a video or some sounds.

Task Two Spend the remainder of this lesson working to complete your website. Remember you must have:

• 3 web pages

– Information about my chosen issue,

– The effects my issue has on the person and finally

– Help – what can I do and who can I ask for help?

• A navigation bar on each page

• Working hyperlinks

• Good information

• Relevant images

• The website suitable for a teenage audience

Plenary What do I still need to complete before my website is assessed?

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Lesson Six Peer Assessment

Lesson Objectives

� Complete a peer assessment task grading each other’s work

� Complete a self assessment task grading their own work

Starter

Look back at your notes made in the plenary in Lesson Four.

Spend 10 minutes completing any finishing touches to your website.

Task One

Peer Assessment

Yes No Comment

Are there 3 web pages?

Has each got a navigation bar?

Is the design and layout of each page consistent?

Is the information relevant to the topic?

Are the images relevant?

Is the website suitable for a teenage audience?

Have the information sources been recorded?

Do all the links work?

What do you like about my website?

What improvements could I make to the

website?


Task Two

Self Assessment

Yes No Comment

Are there 3 web pages?

Has each got a navigation bar?

Have I got a consistent design?

Is the information relevant to the topic?

Are the images relevant?

Is the website suitable for my teenage audience?

Have I kept track of my information sources?

Have I tested my website to make sure all the

links work?

Grades Tick One National Curriculum Level

A I have completed a 3 page website, which I can

navigate by hyperlinks, suits my audience and I

have kept track of all my sources of information.

6

B

I have completed a 3 page website, which I can

navigate by hyperlinks, mostly suits my audience

and I have kept track of most of my sources of

information.

5+

C I have completed most of the website, I have

hyperlinks to the different pages and I have filled

in most of my information sources.

5

D I have made a website with some working links,

some information and tracked some of my sources. 4+

E I have made 2 web pages with some information

on them.

4


Task Three

Have a look at a selection of other students’ websites. Spend time looking at their information especially

those on topics which are different to yours. This will help with your PSHE by making you more aware

of issues and where help is available.

Plenary Having seen examples of other students’ work what would you do differently if you were to do this

project again?

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Computer Simulations can represent real or imaginary situations. They allow users to study or try

things that would be difficult or impossible to do in real life. Watch http://goo.gl/Ql0y or https://sites.google.com/site/hulmehallgrammarvle/Home/ict/learning-resources/year-7-spreadsheets/modelling-the-real-world-with-a-spreadsheet

Simulations are used by people everyday to make and

explore predictions and to identify patterns and

relationships. They work by changing variables to see

what will happen.

Lesson Seven Investigating Models and Simulations

Lesson Objectives

� Understand what a variable is

� Make predictions based on changing variables

� Understand what a simulation is

� Understand what a computer model is

� Understand the use of models and simulations in every day Internet use

Starter

Can you think of some things you couldn’t do in real life but that are OK to do on computer? Why?

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Task One

Take a look at the following simulation:

http://ngfl.northumberland.gov.uk/ict/qca/ks2/unit3D/colins%20coffee/colins%20coffee.html

Then answer the questions on the next page.

A variable is something that can

be changed in the model or

simulation and which affects the

outcome.


Computer Models are a way of representing something in real life. They help us to learn more

about the object we are trying to model. They are essentially simpler versions of the real thing which

allow us to understand something more complex.

What is this game simulating?

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Can you list the variables?

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Choose one of the variables and think about how changing this variable will change the outcome of the

game. Make notes.

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Change the variable you identified above and carry out the simulation. Were your predictions correct?

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Task Two

Take a look at the following website:

http://www.easyjet.com/en/book/index.asp

This is essentially a computer model which allows you to book flights on line.


The difference between a model and a simulation is:

A model is the actual software, the program, whereas a simulation is using the model to find out

what will happen.

Alice would like to fly from Liverpool to Geneva. She would prefer to travel in June and stay for 1 week.

She will be travelling with another adult and an infant.

List the variables in the above paragraph.

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Make a note of the flights times and prices that Alice could possibly have.

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Change one of the variables you listed above and see how this affects the flight times and prices. Make

some notes.

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Plenary

S R D A N G E R U Q

O I Z R E A L P P T

F F M L F E S V R Y

T H O U I G R T E O

W B D R L H T S D M

A I E R G A M E I U

R O L S N H T S C R

E E U V E I L I T T

C S K Y J E K L O M

V A R I A B L E S N

Simulation

Game

Model

Real

Life

Variables

Software

Predict

Danger


Lesson Eight Formulae for Modelling

Lesson Objectives

� Use basic formula to construct a computer model

� Use a computer model to make predictions

Starter

Open the file Exercise Model found in the year 8 resources.

Fill in your information in the tan coloured cells of the Exercise Model. Are you getting enough exercise?

Task One Open a new Excel Spreadsheet.

Using the Exercise Model as a template try to recreate the models structure. All is done using:

Merge and Centre

Colouring in the cells

Task Two Can you remember how to add cells together? We want to add cells B9 down to B22 together. Any

ideas? Put the answer into cell B23.

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And how about Cells B23, E16 and H13? We want to put the answer into cell H18.

Unsure……….


Try these:

Click in Cell B23 Type in =SUM(B9:B22)

Click in Cell E16 Type in =SUM(E9:E15)

Click in Cell H13 Go on you can do the formula

Trickier now...

Click in Cell H18 You want to add together cells B23 + E16 + H13

How does it start?

In Cell E4 enter 60

In Cell H17 enter =E4 Ummm… What does this do?

Extension Task Have you ever heard of an If statement? It is a very useful tool when creating computer models. It works

like this:

= IF ( Something is true then “Do this” Otherwise “Do this”) Easy right?

So on the spreadsheet, to tell people if they are doing enough exercise or not, click in Cell H20 and enter:

=IF (H17<H18,”You are getting enough exercise”,”Do more exercise”)

Plenary Think about your own daily diet and exercise. Would you say you are healthy or unhealthy? Jot down

some ideas about things you could do to improve your general health.

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=SUM(B5:B9)

Lesson Nine Nutritional Model

Lesson Objectives

� Fill in a computer model and understand its functioning

� Use a computer model to help in making decisions

Starter

Open the file Nutritional Information found in the year 8 resources.

Use the information on the spreadsheet to fill in the table.

Food Serving Size Calories Fat (g) Carb (g) Prot (g)

Apples 1 small 0.4 16

Orange Juice 110 25 2

Bread, White, Toasted 1 slice 64 0.9 2

Rice Krispies 30g 0.4 28

Butter 10g 42.4 4.753 0.086 0.02

Blueberry Pancakes 100g 9.2 29 6.1

Whole Milk 1 glass 145 0 3.42

Toast / Bread 1 slice 70 1 13

Banana 1 medium 89 0.33 1.09

Sarah’s Breakfast Model Sarah is 13 years old. Her daily food requirements are:

Calories 1845

Protein 42g

Fat 72g

For breakfast this morning Sarah had a bowl of Rice Krispies with milk, a glass of orange juice and a

slice of toast with butter.

Task 1. Open the Nutritional Information spreadsheet and go to Sarah’s Breakfast.

2. Fill in Sarah’s Breakfast spreadsheet with the information from the Nutritional Information Sheet.

3. Use the sum formula to find the totals for her calorie, fat, protein and carbohydrate intake.


4. Once Sarah has eaten breakfast how many calories, grams of fat and protein has she left to eat during the

day?

Calories

Fat

Protein

5. Sarah gets to school and realises she is still hungry and so eats a Nutri-grain bar. Fill in the breakfast

spreadsheet with this information. How many calories, grams of fat and protein has she now left to eat

during the day?

Calories

Fat

Protein

6. Plan a menu for lunch for Sarah of approximately 500 calories. Write in the table below what she will

have for lunch.

7. Take the information from the table in part 6 and add it into the table for lunch on Sarah’s Breakfast

spreadsheet.

8. Make the formula work for the totals. Now how many calories, grams of fat and protein has she now left

to eat during the day?

Calories

Fat

Protein

9. Sarah is unsure of what to eat for the rest of the day to ensure she gets the correct number of calories and

approximately the correct amount of fat and protein. Can you plan her food for the rest of the day? Use

the information on the Nutritional Information Spreadsheet. Take into account dinner and any snacks.


Extension Material 10. Can you extend Sarah’s Breakfast model to include dinner and snacks? Try and do this on Sarah’s

Breakfast Model.

11. Overall, at the end of the day, how many calories, grams of fat and grams of protein has Sarah got

left over?

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Plenary Think about your own daily diet. Would you say it is healthy and you are getting everything you need

to stay healthy?

What could you change to make your diet better?

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Lesson Ten Using Goal Seek

Lesson Objectives

� Use the Goal Seek method to answer ‘what if’ questions

� Use a computer model to help in making decisions

Starter

Open the file Nutritional Information found in the year 8 resources.

Find out the daily requirements of

Calories, Fats and Proteins for both

teenage boys and teenage girls.

Why is there a difference in daily requirements for boys and girls?

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Modelling using Goal Seek Models can be used to make predictions and to help answer ‘what if’

questions. For example, how many calories would I eat if I ate 6

Wispa bars along with my normal daily food intake?

Task 1. Open the Nutritional Information spreadsheet and go to the Goal Seek tab.

2. Begin by entering the formula needed to add up all the calories eaten.

What is the total number of calories in this meal plan?

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3. Jane is 14.

How many calories should she aim to eat each day?

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Will this meal plan work for Jane?

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Daily Requirements Teen Girls Teen Boys

Calories

Fat

Protein

Hint: =SUM


4. Suggest some changes to this meal plan to make it more suitable for Jane.

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5. Jack’s recommended daily intake of calories is 2220.

Make changes to the number of servings of different foods to find a menu that will work well for

Jack. Describe the changes you have made.

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6. Describe the way in which you made the changes to make the meal plan more suitable for Jack.

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Use the Goal Seek Method demonstrated by at the front to carry out the following investigations.

Watch this video (http://goo.gl/ZyC4) if you need to recap.

* Remember Tools�Goal Seek

7. How many extra Nutri-grain Elevenses bars will Jack need to eat to get his daily total number of

calories?

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8. Change the number of bananas Jack eats to 2 and the number of apples to 2. Now how many

servings of Ben and Jerry’s will he need to eat?

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Plenary Explain in detail how to use the Goal Seek method to help find answers to the previous questions.

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Project Two Glossary

Bibliography – This is a list of books or websites

that you have used information from.

Goal Seek – This is a tool used in Excel when you

know the answer you want but not the figures

that are needed to get it. The computer looks at

the answer you want and works out the other

values.

Model – A computer program that represents

something in real life and allows you to test

‘what if’ questions.

Navigation Tables – This is a table on a web page

that contains hyperlinks to other web pages.

Predictions – These state what you think is going

to happen when you do or change something.

Simulation – A computer program that can

represent real or imaginary situations. Simulations

allow users to study or try things that would be

difficult or impossible to do in real life.

Spreadsheet Modelling – This is changing

formulae and variables in a spreadsheet to see

the results.

URL – Uniform Resource Locator, also known

as a website address.

Variable – This is something you change in a

model or simulation to see what happens.


Project Three - Multimedia

Overview In this project you are going to be looking at multimedia. Multimedia is about presenting information in

different ways taking into account text, graphics, video, audio and animation.

You are going to spend the first ten lessons looking at different software packages relating to

multimedia. You will look at PowerPoint and Excel in a new light.

The second part of this project requires you to work on a personal project and create your own piece of

multimedia based on one or more of the packages you have studied.

Project Lessons

Lesson Theme

1 Basic Animation using AniBoom

4 Scratch – Sequencing Events

5 Scratch – Controlling Events

2 Using PowerPoint for Quizzes

3 Using Excel for Quizzes

6 Creating a Flash Banner

7 Individual Project – Planning / Development

8 Individual Project Development

9 Individual Project Development

10 Individual Project Evaluation


What is a frame?

A frame is basically a copy of your page on which you can make a few changes to your image. For

example a ball can be at the top of the screen on the first frame, then move to the middle of the

screen on the second frame and be at the bottom of the screen on the third frame. When you make

this animation play it will look like the ball is falling.

Lesson One Basic Animation using AniBoom

Lesson Objectives

� Understand what multimedia is

� Understand how animation works

� Understand frames in animation

Starter

This term you are focusing on multimedia but what is it?

Go onto the Internet and find a definition for the term “multimedia” that you understand. Write it into

the box below.

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Task One Go to the year 8 ICT Resources area and find the folder AniBoom.

Watch the Bouncing Ball video tutorial.

Interested? Let’s try it out.

Task Two Animation is a step by step process. It is not quick and requires you to be patient but the results are

worth it.

Step One is about setting up the first scene of the animation.

Step Two is thinking about how you would like your animation to end.

Step Three is setting up each frame or scene between the first and last.


Make a

new frame Frame you are on /

total number of

frames in the

animation

The Program

https://sites.google.com/site/hulmehallgrammarvle/Home/ict/learning-resources/animation

or http://goo.gl/TJcE

Replay the video tutorial pausing it in places to allow you to

copy what is happening on screen.

The reason we do the shape and then make two more frames is

so that we set the second frame that we will make changes to and

the final frame where the animation will end.

Extension Task Try playing around with the program and see if you can create your own animation.

Plenary Animation is not magic. The things do not just move on screen by themselves. Explain simply how

animation works.

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Lesson Two Scratch – Sequencing Events

Lesson Objectives

� Sequence instructions to make something happen

Starter

Write down step-by-step instructions to get from your current classroom to your next lesson.

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Task One Open the program Scratch on the desktop.

Work your way through the tutorial given over the next four pages.


Scratch Tutorial

Opening screen

�� 3 columns

�� Sprite – Character to move around

�� Stage – Where things happen

�� Scripts – What the sprite will do

�� Actions – Things you can make the sprite do

Decide from these buttons what you would like the

sprite to do, e.g. move, look, sound, etc.

To make the sprite do something you simply drag

and drop the actions into the Scripts column

For it to work you must also drag one of the top 2

actions from the Orange Control Tab.

Click the pieces together.

You can add as many actions as you want.

Then click on the Green Flag to see your sprite moving. The Sprite will complete the actions ONCE.

If you would like the sprite to repeat an action you must add a repeat control action as shown.

You can set the number of times the actions repeat.


Changing your background

Below the stage you will see Stage and Sprite 1 tabs.

The one with the blue box around it is the one you are working on at the

minute.

Click on the Stage tab.

Your script area will change. Select Backgrounds then Import.

Choose one of the 4 folders and decide on which background you would like for your sprite.

Click OK and the blank white background changes immediately.


Changing the sprite

Select your sprite so you can change him.

In the scripts column select costumes if it does not

appear.

Click on Import and choose a costume you really like. Then click OK.

You will notice your sprite changes appearance straight away.

Give your sprite a friend

Click this button to add a second sprite.

Choose the sprite you would like and click OK.


At the moment, if you make your animation run by clicking on the Green Flag only, the Ghost (Sprite1)

will move. So…..

Select Sprite2.

Then drag in the actions you want him to do into the Scripts area.

Note: You still need a command to make him work. By using the same

command as is used for Sprite 1 they will go at the same time.

So now you have the basics lets play!

Extension Task Play around with Scratch by yourself and see what you can create.

Plenary Help I am stuck.

a. How do I change the background?

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b. Why won’t my sprite move?

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c. My sprite needs a friend. How can I add one?

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Lesson Three Scratch – Controlling Events

Lesson Objectives

� Use ICT to make things happen

� Plan, test and modify sequences of instructions

Starter

Using the command scripts above, create a script to:

Make your sprite move 10 steps, rotate 15 degrees clockwise and change costume every time the space

key is pressed.

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Task One You are going to create an underwater themed animation.

You should include 4 sprites as shown in the image.

You must decide what you want your animation to do. Do

you want a chase when you press a key? Or, how about a

sprite changing into something else when the shark gets

close?

Investigate the underwater sprites found in the animal’s

folder.

Decide on what you want your animation to be.


My animation will be:

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Task Two Using your knowledge from the previous lesson (worksheets from lesson 2) and your animation ideas

above go ahead and create your Scratch Underwater Animation.

Plenary Self Evaluation

Does your animation work with the way you wanted it to?

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What did you find the most difficult to get working? Did you have to make changes to your

original idea?

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If you were given this project to do again what would you do differently?

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Lesson Four Using PowerPoint for Quizzes

Lesson Objectives

� Use presentation software to present an educational multimedia quiz

Starter

You are going to create an educational quiz game based on the world. You will need to have 3 questions

along with the correct answers.

For example:

What is the highest mountain in the world? Everest

In which continent would you find China? Asia

My questions are:

Q1: .......................................................................................................................................................................

Correct Answer:.................................................................................................................................................

Q2: .......................................................................................................................................................................

Correct Answer:.................................................................................................................................................

Q3: .......................................................................................................................................................................

Correct Answer..................................................................................................................................................

Main Task Go to the Powerpoint Game page on the VLE at

First open the Game Example, press F5 and have a play.

Time to do it yourself!

Open the HTML Quiz file.

Watch the video once the whole way through so you find out exactly what you are going to do.

Watch the video a second time but this time pause the video in different places and try to make the quiz

using PowerPoint. Keep the browser open and use Alt-Tab to switch between the video instructions and

powerpoint.

Remember to use your questions from the starter activity!

Smileys can be found at:

http://www.33smiley.com

☺ �


Plenary

Explain how to hyperlink one slide to another using PowerPoint?

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start a

formula

the writing in Cell A5

says Mickey Mouse

then write

“Correct”

otherwise write

“Incorrect”

Lesson Five Using Excel for Quizzes

Lesson Objectives

� Use ICT in a purposeful way to create ideas

� Using software in a creative way to inspire students

Starter

Go onto http://www.google.co.uk and find 5 images of famous cartoon characters.

Copy and paste the images into MS EXCEL.

Task One Find the Cartoon folder in the year 8 shared resources area of your school network.

Open the video Cartoon Characters and watch it the whole way through.

What do you think =IF(A5="Mickey Mouse", "Correct", "Incorrect") means?

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IF Statements

An IF statement looks to see if something is true or false and then carries out an action based on the

result.

= IF (A5=”Mickey Mouse” , “Correct” , “Incorrect”)


Task Two Use the video and your new knowledge of IF statements to create a simple game using EXCEL.

Task Three Watch the video Countif. This shows you how to create a simple game score.

Basically the Countif formula will add up all the cells that contain the word “Correct”.

Use the video to create a score panel for your game.

Extension Task Try adding in some more images.

Can you write the formula to test the answers?

Plenary

G K L S Q R U D L Z

Y I O T P F K L C S

S F R A L U M R O F

L T P T T I O A U E

E U D E X C E L N D

C S A M U T J E T F

G A M E H H G O I Y

K B B N C E A N F M

J L R T A N S H X O

O T H E R W I S E I

If

Excel

Formula

Statement

Countif

Game

Otherwise

Then


Lesson Six Creating a Flash Banner

Lesson Objectives

� Become familiar with animation program

� Use frame by frame animation to create a simple animation series

� Create scrolling text and image effects.

� Apply ‘fade-in’ transparency effects.

� Adjust the rate of change of an animation effect.

� Export to Flash SWF file format.

In this lesson, you’ll use basic keyframe animation tools and techniques to create a simple Flash banner for your website.

In this exercise, we’ll create a WebPlus Flash banner using a preset page size. Of course, if you want to create a different size banner, you can do so.

1 On the File menu, point to New and then click New Keyframe Animation.

2 On the Page context toolbar, set the following page options:

•••• In the Page Size drop-down list, click WebPlus Flash Banner

•••• Click landscape

3 On the Hint Line toolbar click Fit Page

4 On the drawing tool bar, on the Quickshape flyout, click the Quick rectangle and draw a large rectangle that almost fills the page.

5 With the rectangle selected do the following:

•••• Drag the left sliding node up to round the corners.

•••• On the Align tab, click Centre Horizontally and Centre Vertically


•••• On the Swatch tab, in the Gradient drop-down list, click Linear. Click the red to orange Linear 180 swatch.


Extension: • Change the text to suit your web site and add it to the master page on your web

site.

• Remove the flash banner on the master page and replace it with a different banner for each page (you could just change the text to match the title of the page)


The Project

Either

Keeping yourself and others safe

Or

Importance of regular exercise to today’s teens

Lesson Seven Individual Project Planning / Development

Lesson Objectives

� Use knowledge of multimedia to plan, execute and evaluate a project

Starter

When you first begin to do any task it is best to plan out what you are going to do. This is especially true

on computers. A good model to follow when doing a piece of work is:

Plan �� Do �� Review

Have a think about why planning is so important. Write down your reasons in the space below.

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Task One Over this past term you have been looking at ways of presenting information creatively so that it is more

interesting to the people who are reading it.

For the remainder of this term you are going to be set a project task in which you must make many of

the decisions. You will plan the project this lesson, spend time creating your final piece and the final

lesson evaluating the project.


Decide which project task you would like to complete. Write the title in the box below.

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Think carefully about the project you have chosen. Your biggest challenge is to present the information

in a way that will be interesting to teenagers today. Lots of pages to read is just boring and we all know

they won’t be read. So how will you get the information across?

An animation, a quiz in PowerPoint, maybe a quiz in Excel, or a website with sound- moving images

and videos. The choice is yours. Remember to think about the purpose (title) and the audience and keep

a record of your sources of information.

Spend 15 minutes now jotting down your ideas for the project. Be creative!

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Task Two Begin now to put your ideas from task one into practice. Take your time and try to create something

really good. Enjoy!

Plenary Explain why the process of planning is so important when starting a project?

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Lessons Eight to Nine Individual Project Development

Lesson Objectives


Starter

On your computer, open your project work begun in lesson 10.

Re-read your project plans so you know what you are working on today.

Main Task Continue on with your multimedia project. Remember ask if you can’t remember how to do something!

Plenary Ask the person sitting next to you to take a look at your project so far. Can they spot any little mistakes

or make any suggestions to make your project better? Ask them to make a few notes in the boxes below.

Suggestions after Lesson 11

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You should be writing

in someone else’s book

Lesson Ten Individual Project Evaluation

Lesson Objectives


Starter

Spend 10–15 minutes putting finishing touches to your project. Make sure you are happy with the end

results. Leave your project open on your computer screen with your book at your computer station.

Main Task Everyone stand behind their chairs and as a group move everybody 2 seats to the right. You should be at

someone else’s computer. Correct? Perfect. OK now go through their project and fill in the Peer

Assessment form.

Peer Assessment

Yes No Comment

Does my project look complete?

Have I made good use of the software?

Do you think my project appeals to teenagers?

What do you think of the information I have

included?

Is the information well presented?

Would you say that my project is educational? In

other words do you learn anything from using it?

What do you like about my project? What improvement could I make to my

multimedia project?


Once again everyone stand behind their chairs and as a group move everybody 2 seats to the right. You

should be at someone else’s computer. Correct? Perfect. OK now go through their project and fill in the

Peer Assessment form.

Peer Assessment

Yes No Comment

Does my project look complete?

Have I made good use of the software?

Do you think my project appeals to teenagers?

What do you think of the information I have

included?

Is the information well presented?

Would you say that my project is educational? In

other words do you learn anything from using it?

What do you like about my project? What improvement could I make to my

multimedia project?

You should now have two peer assessments done by different people in the class.

Move back now to your own PC and read through the comments left by your two assessors. Happy?


Self Evaluation

Are you happy with the overall project?

How well does your project educate other

young people as to the benefits of regular

exercise or how to keep themselves safe?

What methods have you used to present

the information in a way that will appeal to

other young people?

What bits of your project are you most

pleased about?

Reading the comments of your peer

assessors do you think they are fair?

What changes would you make if you were

given more time or the chance to do the

project over again?

What would you say are the main things

that you have learned from completing this

project?

Overall I think my project is: Excellent Good Satisfactory Unsatisfactory


Plenary Spend the last 10–15 mins walking around and taking a look at some of the other projects produced by

the students in your class.

Have you got a favourite?

Project Three Glossary

Animation – This is displaying a sequence of

images in such a way that they look as though

they are moving.

Export – Transfer of data out of a database or

document.

Formulae – Used in Excel these perform

mathematical or logical calculations for you. For

example, SUM is used to add together different

cells and the IF statement is used to test whether

something is true or false.

Frame – This is a moment in time in an

animation. Each animation is made up of

multiple frames, each one of which is slightly

different to the one before it. This creates the

illusion that image in the animation is moving.

Library – This is a feature in Flash which stores

all the files you are using in your current

animation in one place.

Multimedia – This is about presenting information

in a combination of different ways, for example by

using text, graphics, video, audio and animation.

Sequencing Events – Putting actions into an

order, so that one thing must happen before

something else can happen.

Tools – These are the different things available

in software packages to do different tasks. In

Flash some of the available tools are the Pen

tool, Paint Bucket tool and the Brush tool.


Staying Safe

Lesson One

Lesson Objectives

� Understand the risks involved in modern communication devices

� Understand how to stay safe when using online or mobile communication devices

Starter What methods do you use to communicate with your friends both inside and outside of school? Think

about your friends nearby and those who live far away.

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Task One In today’s rapidly changing technological world there are so many ways which we can use to

communicate with people who we know and those who we meet through social networking, both online

and through our mobiles.

But how safe are we really in using all this technology?

The website http://www.chatdanger.com highlights the dangers and gives us tips on staying safe.

Go onto http://www.chatdanger.com and click on Mobiles. Find the answers to the questions below.

What risks are involved in using a mobile phone?

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What things can you do to protect yourself and your friends when using a mobile phone?

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Task Two Using http://goo.gl/5SvD

or https://sites.google.com/site/hulmehallgrammarvle/Home/ict/learning-resources/year-8-e-safety

go onto the sections on Chat and Email.

Find the answers to the questions below.

What risks are involved in using the Internet to chat to friends?

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What things can you do when using the Internet to protect yourself when online?

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Plenary What advice would you give to a friend who was being cyber-bullied, either by mobile or online?

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Lesson two

Lesson Objectives

� Understand the risks involved in modern communication devices

� Understand how to stay safe when using online or mobile communication devices

� Highlight the risks involved and ways to protect yourself and other people

Starter What methods could you use to highlight the risks involved in using mobile phones and the Internet to

communicate with others?

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Task You are going to create a poster in Publisher highlighting the dangers of mobile and online

communication to teenagers. On this poster you should also include ways that they can protect

themselves.

Guidelines

It is a poster and so should:

• Attract the attention of people who are in the area

• Get a message across

• Persuade them to read the whole thing

To do this:

• Make sure it is eye-catching

• Use language suitable for the audience

• Don’t put in too much information

• Don’t worry about filling every space – it is not an essay!

Open Publisher and using the information gathered in the previous lesson design a poster for teenagers

highlighting dangers of mobile and online communication.

Plenary Ask a friend to look at your poster and give you some feedback on what they think of it and how you

could improve it. Make some notes below.

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2010 Yr 8 Workbook2

Documents

Transcript of 2010 Yr 8 Workbook2