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This
planning is an older version. The latest planning revised in 2014 can be
found here
Year 5 Computer Science Planning
latest revision 9th September 2012 Produced by Phil Bagge
@baggiepr
Main Planning
Page
Notes
- Sessions 1-4 are
about how Cyberspace works
- Sessions 5-8 are
about creating and uploading web pages
- Session 9 is
about what Cyberspace could become
- Many words have
computer science meanings and common meanings, I have tried to use correct
terminology where possible although in the interests of building on
pupil initial understanding I initially use the term Internet to denote
the whole of cyberspace as most of the population does.
- Unlike my
previous planning, this is written for me to teach but much of it could
be adapted for non subject specialists.
- Some aspects of
this I have taught before and some I haven’t. I expect lessons like the
Internet Game in Lesson 2 to need revision after game testing.
- Comments on this
planning welcome of the blog
- Anyone is
welcome to link to this plan and adapt it for their own use.
- It is not to be
sold for commercial use
- This is a work
in progress
Pupil Extension Materials for this module can
be found here My delivery system can be found here (liable to
change)
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Learning
Objective Session 1
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Lesson
Plan
You
can find a blog post on teaching this lesson here
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To
know that:
People use lots of services provided by companies and individuals that use
the Internet
These
services are hosted on a computer or computers called Internet servers
Internet
servers are connected by a web of wires carrying information called data
Routers
help users find the right path to the service they want to use
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Pre
Lesson Preparation
The
week before this lesson give pupils this sheet and ask them to list what they
and family members use the Internet for
Introduction
Explain that in this lesson we are going to recreate how we and our family
and friends use the Internet
Use
the Interactive Whiteboard to explain how you connect to a web service.
For example start from a user device PC, IPad etc
connecting through a router to find You Tube. Explain that this is simplified
as this web service may be in another country and need to be routed along
lots of wires via lots of routers
Setting
up the task
Briefly
demo how to create their Internet use using webconnection Smart Notebook.
Write in the names of the Internet services and connect them via routers to
their computing devices. Wires can be represented by lines and wireless
connections by dashed lines.
Split pupils into groups of three.
Explain that each group is a family in a country.
Give out a country sticker to each group.
Hand out an A3 sheets to each group.
Give out Internet sticker sheet(14) to each group.
They now need to recreate their Internet use trying not to use all the same
resources as everyone else.
During
the task
As you work with pupils make sure you explain that the routers need to
connect to each other so data can be routed to the right service. Note where
some services are located in the class so you can use these to demonstrate
routing and connecting.
Near
the end of the task
Let
pupils choose a country sticker from the sheet. Explain that households
everywhere around the world use the same Internet.
Lay
the sheets out in rough geographical order on the floor and gather the class
around. Lay out string between all the countries and explain about fibre
optic cables being laid across the sea bed or between regions and countries.
Use
your knowledge of their networks to explain how a user in one country might
connect to a web service in another country. Explain how the system has
redundancy built in as if a cable breaks data can often be routed another
way.
Finally
Explain
that just as we use a common language to communicate in our country the
Internet computers need a common language to communicate. This language is
called TCP/IP IP
stands for Internet protocol and TCP stands for Transmission Control
Protocol. In our next lesson we will try and understand how this works.
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Cross
Curricular Links
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Able
& SEN Support
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Notes
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Resources
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Writing
an explanation
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More
able
Pupils could annotate their model to explain how it works.
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Easier
to do this lesson in a classroom
Photograph
their connected networks and publish to your blog (Check photo permissions if
pupils are in the picture)
1969
Two American Universities connected via a telephone line.
“We
typed the L and we asked on the phone,
“Do
you see the L?”
“Yes,
we see the L,” came the response.
“We
typed the O, and we asked, “Do you see the O.”
“Yes,
we see the O.”
“Then
we typed the G, and the system crashed”…
From
Roads and Crossroads of the Internet History by Gregory Gromov
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Internet Use Homework Sheet
webconnectionsmart9
webconnectionsmart8
webconnectionsmart10
webconnection pdf
Empty Internet sticker sheet(30)
Internet sticker sheet(14)
Countries Sticker Sheet(14)
Internet sticker sheets(30)
A3 Home Connection Template
A3 paper
1meter
pieces of string
Cut
up sticky labels to stick string to A3 paper
Ball
of string
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Learning
Objective Lesson 2 or 3
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Lesson
Plan
You can
find a blog post on teaching this lesson here
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To
know that:
The
Internet cuts data up into packets to transport it
The
Internet can still work if some parts of it fail
The
Internet has a method of stopping lost data clogging up the system
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Introduction
Code
Language of the Internet
Explain that people in the same country all understand each other because
they all speak the same language. Computers plugged into the Internet can all
understand each other because they can use the same code language called TCP/IP
(Transmission Control Protocol/Internet Protocol)
Email Example
Let’s say you want to send an e-mail to a friend you met on holiday in Spain.
You write the e-mail and tell the computer what address to send it to by
using the email address e.g. hosea.santiago@espainnet.com. Your
computer uses fibre optic cables, wireless signals or copper phone lines to
transport your message to your friend. The wires carry the words, pictures,
videos and sounds you typed or attached to your e-mail. Your friend’s
computer gets your message. It can understand the e-mail because it speaks
the same code language called TCP/IP. Seconds after you have sent your e-mail
your friend in Spain could be reading it.
Show
pupils this video
Setting
up the game
Explain
that we are going to play a game to simulate how this works
Give
each child a dice and a pile of message cards.
Explain
that they are all sending an email to a friend in the class.
The
Internet Game
Use
the
InternetgameorderPowerPoint to help you cycle through the phases.
The aim of the game is to send as many different emails to as many different
people as possible.
The
game follows this loop
Decide who you are going to send your
message to.
Fill in the to and from boxes.
Write a message on the packet card
(You are limited to one box per letter, space or number) If you are going to
send a long message you will need to number your packets and create a second
packet of data next turn.
Fill in the number of packets as
1/1 for only one packet 1/3 or 2/3 for the second packet or 3/3 for final
packet of a three packet message.
Roll your die to determine how many
lives your data packet has. When you first introduce
this you can explain that all packets have a TTL (Time to live) number. This
represents how many hops the data can make before being destroyed. The
Internet does this so that data that can’t reach its destination doesn’t clog
up the web. Computer operating systems set the TTL number and in reality it
is not random
Teacher rolls for random events
which take place straight away (If you have any sort of random chooser you
could use these to determine who is affected)
War disrupts Internet in two locations (Two children can’t send any packets that
turn
No effect
Earthquake disrupts three children (Three children can’t send any packets that turn)
Massive virus disrupts some packets (Three children have to rip their packets in
half, screw up half and hand on half)
New superfast fibre optic cable installed two children can pass data packets not
meant for them directly through to the next person, they must still reduce
the TTL
Hand your packet to a router directly
next to you
(You can’t leave your seat)
Reduce the TTL number by 1 on every packet you have in front of you
Keep any messages that have arrived at their destinations
At
this point go back to number 1 and repeat the whole process.
Offer children the chance to carry on the process independently using the help sheet.
Plenary
When
you stop explain that the model is not a perfect one.
Operating
systems set the time to live. Windows sets 200 hops before the packet is
destroyed but that wouldn’t make a good game.
Explain
that in our model packets lost are not replaced. In the real world if packets
are missing from a message the receiving mail server asks the sending mail
server to resend a range of packets.
Packets
without a name are an opportunity to talk about spam email and how avoiding
signing up to things using your email reduces your spam.
If
you have had a random virus attack you can discuss viruses. Children will
often have virus stories. Many children don’t realise that viruses are
programs coded by people for a bad purpose.
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Cross
Curricular Links
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Able
& SEN Support
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Notes
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Resources
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Digital
citizenship
e-safety
<![if !supportLineBreakNewLine]>
<![endif]>
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SEN
Pupils could work in pairs with more able
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This
is simplification of email as there are mail server involved
Having taught this
three times it works best if after the first round you allow pupils to work
at their own pace and just add random events randomly. You will have to
remind to reduce TTL.
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A
6 sided die for every child
A
pile of packet cards for
each user
InternetgameorderPowerPoint2010
InternetgameorderPowerPoint2003
Internetgameorderpdfversion
Help Sheet
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Learning
Objective Lesson 3 or 2
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Lesson
Plan
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To
know that:
We
can trace where web sites are hosted (computer they live on)
We can see how many routers the information goes through to get there.
We
can see which country they are hosted in.
ICT
Skills needed
copying
and pasting from the Internet
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Recap
Previous Learning
In
previous lessons we learnt that the Internet is made up of lots of computers
connected together through telephone wires and high speed fibre optic cables.
They
are connected by routers that route the traffic to the right computer.
Introduction
Explain
that in this lesson we will trace the routes to some Internet services and
find out where in the world they are. We can also find out how many routers
we had to go through to get to the web service/website.
Explain
that our start point will not be in school as that is blocked but on the west
coast of America.
Optional
Explanation
We
can do this because every Internet connected device has a unique number
called an Internet Protocol address. This unique number is bound/associated
with a unique Internet address. So my internet address www.videohelp.co.uk has
the current IP address 82.165.112.35
Introduce
the task
Tell
children they are going to become web detectives.
Hand
out Trace Route sheets or use online version to record their detections. Show
pupils where they can access the list of Internet services to trace.
Demonstrate
how to run a trace on yougetsignal
More
able can choose their own web addresses.
http://www.yougetsignal.com/tools/visual-tracert/
This one is based in the USA and has a map to show the route (Use host trace)
Give
pupils plenty of time to trace routes
If
they want to try sites that they use I would encourage this.
Plenary
What
have they learnt?
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Cross
Curricular Links
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Able
& SEN Support
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Notes
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Resources
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Geography
Understanding our place in a connected world
Finding
places on a map
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Able
Extension
If
you are able, you can show pupils how to do a trace route from a command
prompt.
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Other
trace route services
Visualware.com
This is based in the USA and has a Google map to show the routes.
http://www.81solutions.com/visual-traceroute.html
based in USA and also has a map.
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Trace route sheet
Trace route sheet complex
Trace route sheet complex pdf
Windows Trace route from a command prompt
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Learning
Objective Lesson 4
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Lesson
Plan
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To
know that:
The
Internet comprises all the connected servers and the web of webpages is just
one of these services that uses the Internet
Good
Web composing includes Web links where possible
To
know how to:
Create
links in MS Word
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Introduction
One
of the advantages of reading a page of text on the web is that it is not just
linear. In other words it doesn’t just go from the top of the page to the
bottom. It can leap off at any point to other web sources. These possible
leaps are called links. In this lesson we are going to create some Web text
with links. I like to think of this text as 3D as opposed to 2D print media.
Class
Demonstration
Hand
out the link cards to individuals or small groups (see info on the cards) and
give pupils a few minutes to read the cards and prepare their link.
Choose
one member of the class who can make a decision quickly to be the Web page
reader/browser.
Load
the web page and read it out loud. When you get to the first pseudo link ask
the volunteer if they want to open the link. If they do then it is over to
that class member to display the information. Continue on through the Web
page until you reach the bottom.
At
the end of the task ask pupils if they can spot the limitation with this
model (you can’t go off and browse other web pages from our links and pupils
are only showing a small part of the webpages)
Linking
Activity
Show
pupils how to create web links in MS Word.
There
are then numerous ways of approaching this:
- Have a set text
and a list of web addresses that pupils can fit into the text at the
right places. This approach is good for less able pupils but is a closed
un-creative approach although some pupils will find this best.
- Have a list of web
addresses that pupils can use but encourage pupils to write their own
sentences to go with these pre-prepared links. This approach if good for
pupils who can type a few sentences in 20 minutes.
- Adapt the
previous approach by preparing lists of web addresses around themes that
pupils can then choose to write about. This gives pupils choice but
scaffolds the activity so most pupils will achieve.
- Allow pupils to
choose their web links and topic. This is great from a creative approach
but only the most able will create much linked text.
- A graduated
approach where they start in a very closed
activity but are encouraged to move onto a more open creative approach
at the end.
After
pupils have created or adapted text use the shift to follow the links and
test if their links work.
Plenary
In
pairs or small groups, can pupils list pluses and minuses of web text.
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Cross
Curricular Links
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Able
& SEN Support
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Notes
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Resources
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Literacy
sentence construction
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See
numerous ways above
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You
could explain that most people use the word Web to mean all of cyberspace but
to Computer Scientists it means just the linked web pages.
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Link Cards
Web Page with Pseudo Links
<![if !supportLineBreakNewLine]>
<![endif]>
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Learning
Objective Lesson 5
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Lesson
Plan NOTE Next time I teach this I am going to use Coffee Cup Free HTML Editor
for lesson 5 & 6
This uses HTML but helps the children with the code and makes it easier to
setup a page.
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To
Know that:
Web
pages are written in HTML
We
can create our own web pages by using HTML code
Web
browsers like Internet Explorer and Firefox turn HLML code into Web pages
To
know how to:
Create
simple HTML formatting code
View
the HTML page in a browser
Success
Criteria for Lesson 5-8
I
can create and adapt my own web page with working links using HTML
I
can upload my own page using FTP
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Introduction
Explain
that in the next three or four weeks we will be making our own web pages and
uploading them ourselves to a web server.
Explain
that web pages are written in a code called HTML (Hyper Text Markup Language) This code is then read by a web browser
and turned into web pages. We will be using some of this code in the next few
weeks.
First
Activity
Remind
children of one of our programming principles It is always OK to go away and learn more in our own time.
Show pupils where they can increase their HTML skills in their own time
http://www.w3schools.com/html/
Show
them how they can use the site.
Main
Activity
Explain that in school we will create our code using notepad so we can upload
it to the web later in the module.
Open
our HTML page in notepad and show pupils where to start writing code that
will be displayed (underneath the <body> tag)
One of the key ideas when using HTML is adding an effect and then taking it
away at the end
Demonstrate
this with a title and other elements and show pupils how to view it in a
browser.
Now
show pupils where they can access HTML code sheet 1
Let
pupils experiment with some of these code ideas.
I
will demo this using an animal theme or theme from pupils’ current topic.
Now
draw pupils back and demo how we can save our work.
Go
over the idea of multiple effects on the same line of text
Give
pupils time to experiment
Plenary
In
the plenary remind pupils about the online HTML school and give a simple
challenge for anyone who wants to do it.
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Cross
Curricular Links
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Able
& SEN Support
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Notes
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Resources
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Lots
of possibility of linking to current topics whole school interests
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SEN
pupils may find it easier to copy and paste code from the resource sheet in a
Word document
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The
main errors will be typing errors and forgetting to close effects
It
would be nicer to create a notepad document and then save it as HTML but this
function is often blocked on a network.
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HTML code sheet 1
HTML page template
(Right
click on page and select view source, then file save)
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Learning
Objective Lesson 6
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Lesson
Plan
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To
know how to:
Create
links to other websites
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Introduction
Explain
to pupils that before we extend our skills from last week we are going to view
one of the earliest search engine pages on the web written by a man called
Tim Berners Lee. This page is just a list of all the web resources that there
were on the Internet at that time. Many of these sites are no longer on the
Internet but the page is preserved for historical purposes.
Notice
how he goes down the page with every element underneath each other we will
copy this simple style in our web pages.
Main
Activity
In
this lesson we are going to learn how to create links. Probably the most
important part of creating web pages.
Demonstrate
how to create a link by copying the code and adapting it.
Show
pupils where they can access HTML code sheet 2 which includes HTML resource
sheet 1 code.
Allow
pupils time to create.
Plenary
In
the plenary ask if anyone learnt any code at home since last week? Blog about
anyone who has to encourage their efforts.
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Cross
Curricular Links
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Able
& SEN Support
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Notes
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Resources
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SEN
pupils will benefit from some pre-prepared links that they can use
Able
pupils can be shown how to include pictures (copyright issues as on the web)
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Stress
that it is important that we don’t include personal information as these web
pages will be published for everyone to see on the web.
Tim
Berners Lee didn’t invent HTML but he was the first to use it over the
Internet, creating the World Wide Web of connected web pages
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HTML code sheet 2
Old
Internet Search Page
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Learning
Objective Lesson 7
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Lesson
Plan
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To
Know that:
Web
pages can be uploaded/copied to a web server using FTP
That
it is very easy to delete a web page someone else created so we need to be
careful when using FTP
Computer
Scientists know that FTP is another Internet service like the Web or Email
To
know how to:
Connect
to a remote web server using a simple FTP client
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Introduction
Explain
that in this lesson we are going to learn how to upload our web pages using
an FTP client and finish our pages.
FTP
is one of the first services to use the Internet and was originally much more
popular than the Web.
We
can still use it to put web pages onto web servers.
Main
Activity
Demonstrate
how to do this using USB version of filezilla
Let
pupils upload their web pages and then show them how to access them on the
web.
Second
Activity
This
half of the session is to give pupils the chance to ask any more questions
about Cyberspace. These can be used to adapt and change the planning for next
year. I have left this session to the end as pupils need some background
understanding of the issues before they can ask useful questions.
I
will blog about the type of questions they want asked
Plenary
Introduce
the idea of how would they like the
Internet to develop? It would be good to have a brief recap of all the
things learnt and then explain that they are responsible for designing
Internet 3.0. What would they like to see the Internet do? Can they think of
any ways this could happen? Explain that the last lesson will focus on this
and that their ideas will be collated on the blog. (I like to give pupils a
week’s thinking time before something as creative as this)
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Cross
Curricular Links
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Able
& SEN Support
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Notes
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Resources
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Able
Extension
Could
a couple of your faster pupils create an index page to link all of pages
together?
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Create
a server side folder for each school to publish into and create an ftp username
and password before the lesson
Change the ftp password at the end of this lesson
This is the most technical lesson for the teacher and could be
left out if you don’t mind pupils not publishing their work.
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Filezilla
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Learning
Objective Lesson 8
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Lesson
Plan This is a simple but powerful lesson designed in collaboration with Dr
Les Carr from Southampton University
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To
ask the big question
Where could the web go from here
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Introduction
Remind
pupils that this week is their chance to predict what will happen in the
future of the Internet/web
Explain
that next week or the end of the lesson you are going to share/blog their
ideas.
Hand
out the sheet
Explain
how the first section is for filling in all the ways they use the web at the
moment.
The
second section is for describing all the ways they and their family don’t use
the web at the moment.
The
last section is for them to think how the web could be used in any activity
mentioned in the second section.
Conclusion
If you have a friendly web scientist the obvious follow up is a video
conference call/visit with them once they have received pupil ideas. Pupils
were inspired by Dr Carr when he visited Hiltingbury
Junior school but I doubt he could do this for all UK schoolsJ
Whether
you are able to secure a visit or not blogging pupils ideas or making them into
an online ebook values their creative thought.
In
your conclusion you could show pupils the Google Goggles Video as
an example of web technology which is almost here. If you do explain what is happening
alongside the video.
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Cross
Curricular Links
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Able
& SEN Support
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Notes
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Resources
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Their
ideas collated and blogged online
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Pupil Sheet 2010 Publisher Version
Pupil Sheet pdf version
Google Goggles Video
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If
you would like to learn more about this module I would be happy to run a
course on it via Elearn ETeach just ask
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Year 4 Computer Science Planning by Phil Bagge is licensed under a Creative Commons
Attribution-NonCommercial–ShareAlike
3.0 Unported License.
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