Unit 8.1: Environmental Tourists Lesson 1 –Information systems
Curriculum links
Learningobjectives / Find out about common public information systems for different audiences and
purposes.
Understand the Input – Process – Output system in connection with information
systems.
Key processes
2.1 Finding
information / a Consider systematically the information needed tosolve a problem, complete a task or answer aquestion, and explore how it will be used
2.2 Developing
ideas / a Select and use ICT tools and techniques
appropriately, safely and efficiently
Substrands and learning objectives
Substrand / 1.1 Using data andinformation sources / 1.3 Organising and
investigating / 2.2 Models and
modelling
Year 8 objectives / Use information fromprimary or secondarysources and know when tochoose the different types / Identify examples of automated data collectionand recognise the impact ofelectronic databases onlearning, everyday life andemployment / Recognise that the rules
contained within a model
determine its output
Year 9 objectives / Collect data systematically
from sources for an identified purpose / Describe the impact of
electronic databases onlearning, everyday life and
employment, and the potential
for misuse of personal data
Curriculum opportunities
d Apply ICT to real-world situations when solving problems and carrying out a range of tasks and enquiries
More in-depth work with weather information systems could be done. For example, students could research upcomingor current weather, accessing data, satellite images, webcam pictures, etc and create a ‘weather report’ presentationwith maps and symbols on the IWB. More sophisticated presentations could involve the use of blue/green screeningtechniques.
Cross-curricular links
Geography – Key process 2.1 Geographical enquirya Ask geographical questions, thinking critically, constructively and creatively.
Unit 8.1: Environmental Tourists Lesson 1 – Information systems
ResourcesStudent’s Book:Unit 8.1: Tutorial 1 (pages 1–2)
CD Resources
CD Resource 1a– Information systems
CD Resource 1b– Where would you find …?
CD Resource 1c– Where would you find …? (teacher sheet)
CD Resource 1d– Inputs, processes and outputs
CD Resource 1e– Predicting the Great British Weather / Other resources:
_movies/ global_cams_mosaic.html
Teaching progression
Starter
Open CD Resource 1aand play the presentation. Ask students to tell you what system each slide shows, and ask for
their initial ideas about the different ways of presenting data. As a class, discuss the different display types from the
presentation and why they might suit each situation.
Main/development
1. Instruct students to set up a folder in their areas, entitled Unit 8.1 – Environmental Tourists.
2. Introduce students to the unit theme – The Go Green Travel Company, which promotes environmentally-friendly
tourism. Students should read the introduction in the Student’s Book (page 1). Students should, in pairs, complete
Tutorial 1, Step 1.1 (page 2) listing the information people might need when planning a holiday, and possible
sources.
3. As a class, complete the first row of CD Resource 1b, which focuses on the presentation of different types of tourist
information, and on how up-to-date it is. Students should then complete the sheet, either working on their own or
in pairs.
4. Read through Steps 1.2–1.4. Then hand out CD Resource 1d, which looks at ‘IPO’ (Input – Process – Output).
Explain that all systems follow this sequence, and that once you know the outputs you want from a system, you
need to establish what data will be needed to make those outputs possible.
Tip: For more able students you may wish to remove the examples.
5. Give students copies of CD Resource 1eand explain briefly what the Met Office does. Students should then access
the Met Office website and complete the worksheets.
Plenary
Ask several students to explain one of the data collection methods they examined. Encourage them to refer to inputs
and outputs, and ask them to suggest people to whom this information is important.
Homework
Look at Step 1.4. Students could take their completed copies of CD Resource 1dhome, and write what might happen in
each scenario if the data input into the system is wrong.
All students are able to…
Name a public information system.Understand how systems are broken
into inputs, processes and outputs.
Identify whether data is sufficiently
up-to-date. /
Most students are able to …
Name several public information systemsand discuss IPO in some detail.Comment on output types suited to
different audiences. /
Some students are able to…
Discuss in detail public information systemsalready encountered, and suggest IPOssuitable for new situations.Understand when up-to-date information isrequired.
Unit 8.1: Environmental Tourists Lesson 2 – Sensors and datalogging
Curriculum links
Learningobjectives / Understand that sensors can be analogue and digital.Understand the stages in datalogging.Use some statistical functions to analyse logged data.
Key processes
2.1 Finding
information / d Analyse and evaluate information, judgingits value, accuracy, plausibility and bias
2.2 Developing
ideas / b Solve problems by developing, exploringand structuring information, and derivingnew information for a particular purpose
c Test predictions and discover patterns andrelationships, exploring, evaluating anddeveloping models by changing theirrules and values
Substrands and learning objectives
Substrand / 1.3 Organising and investigating / 2.2 Models and modellingYear 8 objectives / Represent information in graphs, charts or tables; justify the formof representation and check the plausibility of their conclusions
Produce or adapt a data structure, enter data into this and checkthat data is reasonable and accurate / Amend existing simplemodels by changingvariables and formulae
Year 9 objectives / Represent information in different forms and integrate informationfrom different ICT tools to produce a solution
Curriculum opportunities
f Use ICT in other subjects and areas of learning with contexts that are relevant and interesting to them
An interesting cross-curricular project could be arranged between Geography, Science and ICT. Use a GPS enabledhandheld device and mediascape software (). Build a mediascape of a local environmentand capture appropriate data using datalogging equipment. Populate the various areas of the mediascape with therecorded data.
Cross-curricular links
Science – Key process 2.2 Critical understanding of evidencea Obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, anduse their findings to provide evidence for scientific explanations.
Key process 2.1 Practical and enquiry skills
c Plan and carry out practical and investigative activities, both individually and in groups.
Maths – Key process 2.2 Analysing
f Explore the effects of varying values and look for invariance and covariance.
Geography – Key process 2.2 Fieldwork and out-of-class learning
a Select and use fieldwork tools and techniques appropriately, safely and efficiently.
Unit 8.1: Environmental Tourists Lesson 2 – Sensors and datalogging
ResourcesStudent’s Book:Unit 8.1: Tutorial 2 (pages 3–4)
CD Resources
CD Resource 2a– Human senses
CD Resource 2b– Organise, analyse and chart data
CD Resource 2c– How green is your house?
CD Resource 2d – Go Green sample data
CD Resource 2e– Online datalogging resource links / Other resources:
Teaching progression
Preparation
Set up the datalogging equipment ready to log either sound, temperature of a cup of coffee/water, or light.
Starter
Ask students to name the five human senses. Then ask them to complete CD Resource 2a, matching the sense with the
situation. As a class, read ‘Computers can be people too!’ at the bottom of the sheet, and ask students if they can think
of any computer systems that can mimic these senses (for example, a smoke alarm would detect burning dinner!).
Main/development
1. Question students to find out what they know about analogue and digital sensors. Discuss the benefits of each.
Read Tutorial 2, Steps 2.1–2.4 in the Student’s Book (page 3) with students and ask if they can think of other
examples of analogue and digital devices.
2. Demonstrate setting up the datalogging equipment. Plan a sequence so that the results will show variation over a
short period. Two or three minutes of logged data should be plenty if a frequent sampling rate is used. You could
also vary the sampling rate, and compare the charts created. Some ideas include:
• Sound sensor – students could stand up and sit down, hum, or drum fingers.
• Temperature sensor – measure the cooling rate of a cup of coffee or water.
• Light sensor – turn lights on and off, and move sensor closer to and further away from the window.
3. Save the logged data and the chart to a network area where students can access the data. Students will then need
to save a version to their folder – tell them to name it datalog1. Using the data, either demonstrate some of the
tasks from CD Resource 2b, or direct students to follow the sheet independently, using Steps 2.5–2.8 as support.
Note:CD Resource 2dprovides data if collected data is unavailable. CD Resource 2eprovides some useful
datalogging links.
Plenary
In small groups, students should write six steps required to carry out a datalogging experiment to record sound
levels in the school playground, from setting up the equipment to charting the data. If there is less time, this could
be carried out as a whole class activity.
Homework
Students should complete CD Resource 2c, asking parents or carers the questions, and complete the second sheet to
suggest further ways they could be greener in the home. Alternatively, an analysis of a household’s carbon footprint
can be accessed at or
All students are able to …
Distinguish between some analogueand digital sensors.
Recall some of the steps required in
datalogging.
With support, analyse logged data
using some statistical functions. /
Most students are able to …
Recognise various analogue and digitalsensors and understand the differencebetween them.Recall and discuss steps in setting updatalogging systems. /
Some students are able to …
Understand how sensors work, and thedifference between analogue and digitaldevices.
Independently organise, analyse and chartdata, drawing useful conclusions.
Unit 8.1: Environmental Tourists Lesson 3 – Automatic data capture
Curriculum links
Learningobjectives / Import data from a web page into a spreadsheet.Understand the advantages and disadvantages of different data capture methods.
Key processes
2.1 Finding
information / c Collect and enter quantitative and qualitative
information, checking its accuracy
d Analyse and evaluate information, judging its
value, accuracy, plausibility and bias
2.2 Developing
ideas / b Solve problems by developing, exploring and
structuring information, and deriving new
information for a particular purpose
Substrands and learning objectives
Substrand / 1.1 Using data andinformation sources / 1.3 Organising and
investigating / 2.1 Analysing and
automating processes
Year 8 objectives / Use information from
primary or secondary
sources and know when to
choose the different types / Identify examples of automated data collection and recognise the impact of electronic databases on learning, everyday life and
employment / Automate simple processes
by harnessing software tools
Year 9 objectives / Collect data systematically
from sources for an
identified purpose / Refine existing systems and make them more efficient through automation
Curriculum opportunities
f Use ICT in other subjects and areas of learning with contexts that are relevant and interesting to them
Work with the Geography department on a project to create a web page or mini-website that automatically collectsweather data from various parts of the world. Different classes could focus on different countries and create chartsand graphs based on their findings, or give more able students two countries to compare.
Cross-curricular links
Science – Key process 2.2 Critical understanding of evidencea Obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and usetheir findings to provide evidence for scientific explanations.
Geography – Key process 2.1 Geographical enquiry
b Collect, record and display information.
Unit 8.1: Environmental Tourists Lesson 3 – Automatic data capture
ResourcesStudent’s Book:Unit 8.1: Tutorial 3 (pages 5–6)
CD Resources
CD Resource 3a– Data capture methods
CD Resource 3b– Data capture systems in industry / Other resources:
Teaching progression
Starter
Look at the homework from the previous lesson and discuss the ways in which students decided they could make
their homes greener.
Referring to the introduction of Tutorial 3 in the Student’s Book (page 5), explain that The Go Green Travel
Company wants to create a dynamic window display that shows up-to-date weather information from holiday
destinations in Europe. Ask students to suggest the types of data they might need to collect, and ways in which they
could collect it (draw out different types of sensors, processes, and ways of presenting collected data).
Main/development
1. Explain that one way of gathering up-to-date data when it is not feasible to gather one’s own, is to use the
internet (stress that they must use reliable websites). Explain that a web query is an automated function that a
spreadsheet can perform, and demonstrate creating a web query using a spreadsheet.
2. Students should work through Tutorial 3, Steps 3.1–3.3 in the Student’s Book (page 5), which will guide them
through the steps to create a web query. Make sure they save this to their folders as webquery1 (you could direct
them to the Met Office website – see the weblink in ‘Other resources’ at the top of this lesson plan).
3. Ask students to suggest how often the data should update. Demonstrate how to adapt the query so that it
updates (point out that Excel refers to updates as ‘refreshes‘) at specific intervals. Students should then do this for
their own query, and refresh their spreadsheet to ensure this function is working correctly. (Step 3.4)
4. As a class, look at CD Resource 3b, which shows examples of uses of data capture systems in industry. Encourage
them to suggest how often the data should update, methods of data capture and how to present outputs in a
useful format (for example, what should the system do if a patient’s heartbeat suddenly speeds up or slows down?
How would it best alert medical staff?).
Plenary
Ask students, in pairs, to think of at least one advantage and one disadvantage of either using sensors to capture
data, or using a web query. Encourage them to use their own experience of each method to help them with ideas.
Homework
Students should complete CD Resource 3a, examining the advantages and disadvantages of the two listed data
capture methods.
All students are able to …
With support, create a web query.Understand that there are different
methods of data capture and be able
to suggest at least one advantage of
using each. /
Most students are able to …
Create a web query with minimalsupport.
Recognise at least one advantage anddisadvantage of using each data capturemethod.
Contribute some ideas about data
capture methods in industrial settings. /
Some students are able to …
Independently create a web query, usingtheir own found source.Name various advantages and
disadvantages of data capture methods.
Suggest best methods of data capture andpresentation in industrial settings.
Unit 8.1: Environmental Tourists Lesson 4 – Using RSS feeds
Curriculum links
Learningobjectives / Know how RSS feeds are used in everyday life to keep users up-to-date with
information.
Subscribe to an RSS feed.
Set up a simple RSS feed.
Key processes
2.1 Finding
information / a Consider systematically the information needed tosolve a problem, complete a task or answer a question,and explore how it will be used
2.2 Developing
ideas / a Select and use ICT tools and techniques appropriately,safely and efficiently
b Solve problems by developing, exploring and
structuring information, and deriving new informationfor a particular purpose
Substrands and learning objectives
Substrand / 1.1 Using data andinformation sources / 1.3 Organising and
investigating / 2.1 Analysing and
automating processes
Year 8 objectives / Use information from
primary or secondary
sources and know when to
choose the different types / Identify examples of automated
data collection and recognise
the impact of electronic
databases on learning,everyday life and employment
Identify the essential data and
ICT tools required to solve a
problem / Automate simple processes
by harnessing software tools
Year 9 objectives / Collect data systematically
from sources for an
identified purpose / Describe the impact of
electronic databases on
learning, everyday life and
employment / Refine existing systems and
make them more efficient
through automation
Curriculum opportunities
f Use ICT in other subjects and areas of learning with contexts that are relevant and interesting to them
Ask students to find and set up RSS feeds that relate to specific curriculum areas on their personal homepages, oralternatively ask students to help other subject departments to set up feeds in their own areas on the school intranetor VLE. The Geography, Science or Design and Technology departments would be particularly good to work with, asthere are quite a few feeds relating to these areas.
Cross-curricular links
Geography – Key process 2.1 Geographical enquiryd Collect, record and display information.
Science – Key process 2.2 Critical understanding of evidence
a Obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and usetheir findings to provide evidence for scientific explanations.
Unit 8.1: Environmental Tourists Lesson 4 – Using RSS feeds
ResourcesStudent’s Book:Unit 8.1: Tutorial 4 (pages 7–8)
CD Resources
CD Resource 4a– Examples of RSS feeds / Other resources:
Teaching progression
Preparation
Ensure permissions on the VLE enable students to set up an RSS feed on their homepage. If the VLE will not allow