Grade 3

LESSON PLANNING Grade: 3 Term: 1 page no

UNIT 1 -1e -Representing information graphically UNIT 2 - 1c- The information around us. Integrated Project

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Term: 2

UNIT3 UNIT 4

: - 3e Email : 3a- Combining text and graphic

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Integrated Project

Term: 3

UNIT 5 UNIT 6

: 2e- Questions and answers : 3c- Introduction to database

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Integrated Project

Grade 3

UNIT 1: - Representing information graphically.

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children: To create pictogram To use pictograms to answer simple questions.

pictogram icons collect sort classify

pictures showing modes of transport A picture of a street scene. Graphing package for creating pictograms. A collection of shapes.

Lesson 1:
Objective:
Understanding that data can be collected and presented as pictograms. Understanding that data represented graphically can be easier to understand than textual data.

Activities:
Collect pictures showing modes of transport. Ask the class to select the pictures that show how they travel to school. Arrange the pictures on the wall to build up a pictogram. Show the class a picture of a street scene. Ask them how many people they can see travelling by bicycle, car, bus, or walking. Use the pictures of modes of transport to
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produce a pictogram. Discuss how pictograms show information at a glance. Ask the class to use the pictogram to answer questions, e.g. what is the most/least common way of travelling?

Learning outcome:
Recognise that there is a connection between data collected, sorted and classified, and a pictogram Recognise that data can be represented by pictograms and that the longer the column in a pictogram the higher the number Use a pictogram to help answer simple questions.

Lesson 2:
Objective:
Understanding that that ICT can be used to create pictograms.

Activities:
Ask each child to choose his/her favourite colour from the colours of the spectrum. Demonstrate to the class how to enter data and show them the icons which will produce a pictogram of data entered. Ask each child to enter their favourite colour and to choose the icons that will create a pictogram. Print the pictogram and ask the class to answer simple questions about the pictogram, e.g. which colours are the most/least popular? Give children Opportunity to make different pictogram

Learning outcome:
Enter data into a graphing package to create a pictogram and use it to find answers to simple questions.

Grade 3

Integrated project

Shapes Label and Pictogram

Children are going to create a display for shapes in the classroom. Provide the children with collection of shapes, Provide a word bank containing their names, size and colour of the shapes. They will use the word bank to make label for the shapes. They will then classify the shapes into the groups based on different properties-by number of sides, size, colour etc. They will then use a graphic package to select the appropriate icon to present the data they have collected and to present what they have learned from their program.

Grade 3

UNIT 2: - Information around us.

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children: To create pictogram To use pictograms to answer simple questions.

pictogram icons collect sort classify

pictures showing modes of transport A picture of a street scene. Graphing package for creating pictograms. A collection of shapes.

Lesson 3:
Objective:
Understanding that information can be presented in a variety of forms Understandingthat information comes from a variety of sources

Activities:
Discuss with the children that materials tell us things, eg pictures show us what things look like, maps show where things are, labels describe what things are, sounds, such as bells and whistles, can tell us that something is about to happen. Discuss with the children where we might find things out and introduce the idea of a variety of sources, e.g. asking questions, books, television, and people.

Grade 3

Learning outcome:
Recognize that different materials can provide information Know that they can find information from various sources

Lesson 4:
Objective:
Understanding that sounds convey information Understanding that pictures provide information

Activities:
Prepare a tape recording of sounds that carry information, e.g. a bell indicating the end of playtime, a television theme tune indicating that a program is about to start, a baby crying indicating it is hungry, a police car or ambulance siren. Ask the children to close their eyes, listen to the sounds and describe what the sounds are telling them. Show the class a selection of poster-sized pictures, including photographs, representational drawings, abstract pictures, signs and maps. Ask the children to describe what each picture is telling them

Learning outcome:
Recognize that sounds convey information. Use a cassette recorder to collect and store information as sound. explain what information a picture provides

Grade 3

Lesson 5:
Objective:
Understanding that computers use icons to provide information and instructions Understanding that certain rules (or conventions) are applied in communicating and presenting information

Activities:
Introduce the children to a multimedia program such as a talking book or an adventure game. Ask them to look at the icons on the screen and to suggest what information or instruction they might provide. Encourage the children to check and see if they were right. Collect paper-based samples of text that are used for different purposes. Discuss why different styles and sizes of text or font are used, e.g. a label in the classroom needs to be large so that everyone can see it this might be the date on the board or the list of who is responsible for specific tasks. Children might notice that a newspaper uses different sizes of writing on a page. They should be encouraged to express their ideas about why this might be. Some children may notice that colour is used to convey meaning, e.g. red for stop or danger and green for go. If drawers are labeled in the classroom and all of the labels are the same size, children might be asked why they have been prepared in such a way.

Learning outcome:
know what information is conveyed by some of the icons used in computer software know that large writing is needed if the information needs to be seen by everyone and that some colours are used for particular purposes, e.g. red is used to warn us of danger know that a computer can manipulate the appearance of text for a particular purpose

Grade 3

Term 1 Integrated project

Project 1-Gathering Information

Children to work in groups to collect information about the topic-where will they find the information how will they collect and present it.Encourage them to collect information in variety of forms-pictures, interviews, books and photograph. Children to make the display of material they collected

Project 2-Directing around the room

Children will be writing instruction to get to different places in the classroom using an agreed format. Other children will predict where the instruction go and test their prediction. Children will be given the chance to amend their instruction if necessary.

Grade 3

UNIT 3: - E-mail

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children:

To read e-mail To read, annotate and reply to email To send an e-mail using an address book To add an attachment to an email

e-mail attachment address address book

E-mail with address book.

Lesson 6:
Objective:
Understanding that e-mail can be used to send messages over distances

Activities:
Discuss ways of sending messages over distances, e.g. letter, radio, telephone. Describe some earlier methods of communication, e.g. signalling flags, bonfires, Morse code. Ask the class to think about the advantages and disadvantages of these methods, e.g. speed, confidentiality, permanence. Tell the class they are going to use e-mail to send messages to another school. Ask teachers at another school to get their class to send you a number of e-mails

containing simple messages. Show the class how to open the mail box and read the messages. Have children read and reply to the message
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Learning outcome:

Understand that messages can be sent over distances Read and respond to e-mails

Lesson 7:
Objective:
Understanding that e-mails are sent to addresses.

Activities:
Discuss ways of sending messages over distances, e.g. letter, radio, telephone. Describe some earlier methods of communication, e.g. signalling flags, bonfires, Morse code. Ask the class to think about the advantages and disadvantages of these methods, e.g. speed, confidentiality, permanence. Tell the class they are going to use e-mail to send messages to another school. Ask teachers at another school to get their class to send you a number of e-mails containing simple messages. Show the class how to open the mail box and read the messages. Have children read and reply to the message

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Prepare an address book with a number of e-mail addresses. Explain that addresses make sure that e-mails are received by the correct person. Demonstrate how to send a message by selecting an e-mail address from the address book. Remind the class how to send e-mails. Show them how to attach a picture or text file to an e-mail. Ask the children to attach work that they have done in another unit to an e-mail and to send it to someone for comment

Learning outcome:

send e-mails attach files to e-mails create and respond to e-mails to gather information and communicate with others

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Grade 3

UNIT 4: - Combining text and graphic

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children: To alter font type, size and colour for emphasis and effect To amend text and save changes To combine graphics and text To use the shift key to type characters, such as question marks

font size/type/colour highlight select all frame copy paste insert align left align right centre re-size/scale graphics

graphics package word processor a range of greeting cards a CD-ROM with pictures or a clip art file.

Lesson 8:
Objective:
Understanding that text and graphics can be combined to communicate information

Activities:
Show the class a range of greeting cards. Discuss the designs and point out elements, such as pictures, fonts, captions and messages. Divide the class into groups and ask each group to examine one card. Ask them to produce an annotated poster identifying the cards key features. Show the class font editing features, such as how to change font type, size and colour. Ask the children to change the look of each word so that it reflects its meaning, eg placing each letter of rainbow in a different colour, increasing the font size of each letter in grow.
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Grade 3

Learning outcome:
Recognize key features of layout. Alter the look of text to create an effect.

Lesson 9:
Objective:
Understanding that ICT can be used to improve text

Activities:
Type in a piece of text with an error. Show how to edit text by highlighting words and over-typing them. Demonstrate how to save work and give it a sensible name. Ask the children to edit and save their work. Prepare examples of text which would benefit from illustrations e.g. a description of a pyramid. Demonstrate to the class how to locate, retrieve, insert and add a graphic into a piece of text. Show the class how to re-size a graphic so that it fits on the page. Ask the children to search a clip art file or a CD-ROM to locate graphics and copy them into a piece of text. Discuss how authors use punctuation marks for effect and remind the class how to use the shift key to type upper case letters. Show them how the key can be used to type other characters.

Learning outcome:
amend text and save their work combine graphics and text amend text using the correct key combinations .

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Grade 3

Term 2 Integrated projects

School Booklet
In groups children will produce a short booklet or sheet about the school to send to children to another school. They will pick the topic such as location, plays time etc. to write about. They will find the appropriate graphic to include in their booklet. The completes booklets will be send as attachments to e-mails explaining the project to children to other school.

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Grade 3

UNIT 5: - Question and answers

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children: To use the search tool to find the answers to simple questions

information key words collect sort classify pictogram graph binary tree re-size/scale graphics

a graphing program to create pictograms with a selection of prepared picture sets. a binary tree program with a selection of

prepared data files a database with a prepared data filefor demonstration purposes

Lesson 10:
Objective:
Understanding that information can be represented as graphs but that this can only provide limited answers to questions

Activities:

Using a topic such as pets- make a list of questions to ask about the pets, eg:how many pets you have? What kind of pets do they have? Make a class pictogram using a prepared set of pictures. Using the pictogram, answer some simple questions.eg: How many people have dogs, Do more people have cats or hamsters? Ask more questions, eg.who has dog? Does the pictogram or graph provide the information?

Learning outcome:
Understand that a simple graphing program has limitations in the features that it provides and it cannot answer some specific questions
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Lesson 11:
Objective:
Understanding that there are different types of questions which can be answered in different ways. Understanding that some questions have only yes/no answers and have to be phrased carefully. Understanding that some questions can have only one possible answer from a selection and others can have more than one answer from a selection. Discuss with the children the kind of information that might be useful when looking at.

Activities:

Discuss the kind of information that might be useful when looking at pets. Record the different type of question. If the question is what is the name of the pet? The answer would be the name. But if the question is do you have pet? The answer would be yes/no. Look at the binary tree using set of object such as fruits focus on yes or no question. Discuss the other type of question where a number is the answer or answer is limited to a choice of answers.

Learning outcome:
Understand what is meant by information. Construct questions. Suggest plausible answers. Understand the difference between questions and answers. Ask questions that comply with the rule that it can only have a yes or no answer. know that this type of program is called a database and it can be used to find out the answers to questions use the search tool to find answers to simple questions

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Lesson 12:
Objective:
Understanding that some questions can have only one possible answer from a selection and others can have more than one answer from a selection Understanding that a database provides a means of storing information and can be searched

Activities:
o Show children a simple database and demonstrate search tool. Prepare a sheet of questions that can be answered and some cannot be. Discuss data might need to add.

Learning outcome:
Understand that if data has not been entered it cannot be used to provide the answers to questions.

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Grade 3

UNIT 6: -Introduction to Database

WHERE THE UNIT FITS IN

TECHNICAL VOCABULARY

RESOURCES

This unit assumes that children:

To add a record to a file in a computer database To answer simple questions by matching the contents of a single field To answer simple questions by ordering records by a key field and then taking the top or bottom record To use a database to produce bar charts

database field record file sort classify order bar chart

a computer database

Lesson 13:
Objective:
Understanding that collecting and storing information in an organised way helps them find answers to questions

Activities:
Take a random selection of papers and books and discuss how difficult it is to find information when it is not organised. Explain that information can be structured and discuss how this can help them find information more easily.

Introduce the class to a set of paper-based record cards containing information on a

particular subject, such as mini-beasts. Explain how the information is structured into fields with all the information on one object held on a single card called a record. Discuss the possible advantages this might have for finding information quickly.
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Grade 3

Learning outcome:
Understand the need to structure information.

Lesson 14:
Objective:
Understanding that information on record cards is divided into fields and that a set of record cards is called a file Understanding that information can be held as numbers, choices (such as yes/no) or words Understanding that information can be taken from pictures or text

Activities:
Divide the class into small groups and give each group a set of numbered record cards. Ask the children to use the record cards to answer questions such as: what information is on the fifth record card in the field legs; which record contains the animal called woodlouse in its name field; how many records are in the file; how many fields are in each record?
explain how to add information to a record card and point out where the information should be entered as numbers eg the number of legs, text eg colour or as a choice eg yes or no in the wings field . Ask them to extract the relevant information and add three new record cards to the file.

Learning outcome:
use fields correctly to answer questions identify appropriate information for specific fields within a textual or visual description add new records to a file and place information in the correct fields using the correct conventions
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Grade 3

Lesson 15:
Objective:
Understanding that ICT can be used to store and sort information

Activities:
Prepare a database containing information on particular subject. Demonstrate how to enter program and select the correct file. Show how to move through records and out the features that the computer database shares with the paper-based record cards. Demonstrate how to add a record to the database. Show the class how to turn questions, such as which animals are green?; which animal has the most legs?, into appropriate search criteria, (.Discuss the advantages and disadvantages of using the computer for this). Show how to produce a bar charts using record cards and using the computer.

Learning outcome:
Recognize the similarities between the computer and paper-based systems and add records to a database. Translate questions into search criteria that can be used to find answers from a database. Use a database to generate bar charts and interpret data.

Term 3 Integrated projects

Researched Database Children will create an animal database based on information that they have researched. The class will decide what type of information they will be gathering and the teacher will create a database based on the children criteria. Children will use the CD-ROM, paper based encyclopaedias and specific website address to their research. They will enter their data into the database and create questions that could be translated into simple search criteria. They will create and produce bar chart to answer some simple question based on their research.
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