About the ICT Sample Teaching Units for Key Stage 34

Contents

About the ICT sample teaching units for Key Stage 34

Unit 7.6 Control and monitoring5

ICT Framework objectives5

Timing5

Task5

Resources6

Prior learning6

Subject knowledge needed by teachers7

Lesson outlines7

Lesson plans

Lesson 1 Understanding control in everyday life9

Lesson 2 Using flowchart symbols and writing instructions15

Lesson 3 Using a sensor as a switch in a control model22

Lesson 4 Creating and testing control models30

Lesson 5 Creating an efficient system to monitor an event37

Resources

Teacher resource 3 Slide presentation for lesson 245

Teacher resource 4 Flowchart planning sheet (a demonstration version of

Pupil resource 3)46

Teacher resource 5 Slide presentation for lesson 347

Teacher resource 6 Slide presentation for lesson 449

Teacher resource 7 Slide presentation for lesson 551

Pupil resource 1 Sequencing cards54

Pupil resource 2 Sequencing of traffic lights55

Pupil resource 3 Flowchart planning sheet56

Pupil resource 4 Decisions (a flowchart to complete)57

Pupil resource 5 More decisions (blank flowcharts to complete)58

Pupil resource 6 Three flowcharts59

Pupil resource 7 Decision table60

Pupil resource 8 Task sheet61

7.6 homework tasks62

7.6 vocabulary cards Flash cards of the key vocabulary used in this unit63

Control and monitoring

ICT Framework objectives

DEVELOPING IDEAS AND MAKING THINGS HAPPEN

Analysing and automating processes

Represent simple processes as diagrams, showing:

-how a task can be broken down into smaller ones;

-the sequence of operations, and any conditions or decisions that affect it;

-the initial information needed.

Control and monitoring

Implement a system to carry out a simple control task, including some that involve sensed physical data, by:

-compiling sets of instructions, identifying those which can be grouped to form procedures or loops;

-testing and refining the instructions.

Timing

Unit 7.6 is expected to take five lessons of 60 minutes. Each activity has a guide time so that you can alter the number and duration of lessons to suit your own timetable.

Task

The unit helps pupils to understand that technology is used to control many everyday events, such as the operation of traffic lights and the raising of car park barriers. Pupils use software to simulate a range of familiar scenarios and to develop and refine flowcharts for control programs. The efficiency of the programs is enhanced through loops and subroutines. In the final lesson of the unit, pupils consider how the systems controlling a lighthouse could be adapted to help, for example, a person with impaired hearing at home.

The lessons are designed for pupils working at levels 4 and 5, with extension work for pupils working at higher levels. Adaptations and extra material are suggested for less experienced pupils or for pupils working at lower levels.

Resources

Computer and large display
Movie-playing software, such as Windows Media Player
Software, such as Microsoft Office, for wordprocessing and presentations
A control and monitoring package that allows onscreen simulations, for example, Flowol, Logicator or Crocodile Clips, or any suitable control software
Whiteboard or flipchart
Printer
A webcam with movement sensor software
A control box
A few stopwatches
Teacher resources from the CD-ROM for the unit

-7.6 vocab cards.pdfFlashcards of the key vocabulary used in this unit

-Teacher resource 1.wmvA video of traffic flow at traffic lights

-Teacher resource 2.wmvA video of reverse flow of traffic

-Teacher resource 3.pptSlide presentation for lesson 2

-Teacher resource 4.docFlowchart planning sheet (a demonstration version of Pupil resource 3.doc)

-Teacher resource 5.pptSlide presentation for lesson 3

-Teacher resource 6.pptSlide presentation for lesson 4

-Teacher resource 7.pptSlide presentation for lesson 5

-7.6 homework tasks.docHomework tasks

Pupil resources from the CD-ROM for the unit

-Pupil resource 1.pdfSequencing cards

-Pupil resource 2.pdfSequencing of traffic lights

-Pupil resource 3.pdfFlowchart planning sheet

-Pupil resource 4.pdfDecisions (a flowchart to complete)

-Pupil resource 5.pdfMore decisions (blank flowcharts to complete)

-Pupil resource 6.pdfThree flowcharts

-Pupil resource 7.pdfDecision table

-Pupil resource 8.pdfTask sheet

Prior learning

Pupils should already know how to:

program a floor turtle;
test and modify a series of instructions to solve a problem;
write simple procedures;
link output devices together.

Subject knowledge needed by teachers

To teach this unit, teachers will need to know how to:

log on to the network;
load and save work in a shared area;
use a large screen display, such as an interactive whiteboard;
use presentation and wordprocessing software;
use a control box and sensors to model simple control scenarios;
use programming software to control simple events, using decisions, loops and procedures.

Lesson outlines

LESSON 1

Understanding control in everyday life

1Starter: Checking pupils’ knowledge and understanding

2Everyday control: traffic lights

3Using instructions to control events

4Improving sequences

5Plenary: Merits of using ICT to control events

Homework: Comparing manual and automated road crossings

LESSON 2

Using flowchart symbols and writing instructions

1Starter: Sequencing instructions

2Flowchart symbols

3Writing efficient instructions

4Using software to control events

5Plenary: Matching instructions to actions

Homework: Creating a flowchart

LESSON 3

Using a sensor as a switch in a control model

1Starter: Using a webcam to sense and log movement

2Loops

3Using software to control events

4Plenary: How a loop can improve the efficiency of a system

Homework: Control systems that use a loop

LESSON 4

Creating and testing control models

1Starter: Linking flowcharts to systems

2More complex systems

3Using control software for a simulation involving more than one variable

4Monitoring two variables at once

5Plenary: Advantages of using a computer for control

Homework: Controlling greenhouse conditions

LESSON 5

Creating an efficient system to monitor an event

1Starter: Identifying the characteristics of a model

2Developing the model and the use of the software

3Using procedures to build a program

4Plenary: Understanding a system

Homework: Using control in different environments

Understanding control in everyday life

ICT Framework objectives

DEVELOPING IDEAS AND MAKING THINGS HAPPEN

Control and monitoring

Implement a system to carry out a simple control task by:

-compiling sets of instructions, identifying those that can be grouped to form procedures or loops.

Key vocabulary

From Year 6:control, procedure, sequence of instructions

From Year 7:automatic, program, repeated process

Other: precise, programmer

Preparation and planning

Clarify from pupils’ records the types of control activities they have experienced in Key Stage 2. If necessary, modify the questions at the beginning of the lesson.
Make sure that you are able to show Teacher resource 1.wmv, a video clip of traffic flow at traffic lights, and Teacher resource 2.wmv, a video clip of traffic flow in the opposite direction. Have the first clip loaded, ready to show the class after the lesson starter.
Use Pupil resource 1.pdf to prepare sets of sequencing cards for activity 3. Each pair of pupils should have enough cards to complete sequences for two sets of traffic lights at a crossing.
Prepare copies of Pupil resource 2.pdf for any pupils who may need a simplified task in activity 3 (optional).
Create a wall display of key vocabulary for the unit, which can be added to each week. If you wish, you could create a complete set of vocabulary cards from the file 7.6 vocab cards.pdf.
Display the lesson’s objectives in a prominent position, phrased in a way that pupils will understand.
Prepare copies of the appropriate part of 7.6 homework tasks.doc, one for each pupil. Modify if appropriate.

Resources

Computer and large display screen
Movie-playing software, such as Windows Media Player
Whiteboard or flipchart
Stopwatches
Teacher resources from the CD-ROM for the unit

-7.6 vocab cards.pdfFlashcards of the key vocabulary used in this unit

-Teacher resource 1.wmvA video of traffic flow at traffic lights

-Teacher resource 2.wmvA video of reverse flow of traffic

-7.6 homework tasks.docHomework tasks

Pupil resources from the CD-ROM for the unit

-Pupil resource 1.pdfSequencing cards

-Pupil resource 2.pdfSequencing of traffic lights

Lesson outline60 minutes

1Starter: Checking pupils’ Whole class10 minutes

knowledge and
understanding

2Everyday control:Individual work 10 minutes

traffic lights

3 Using instructions to Whole class20 minutes

control eventsPaired work

4Improving sequences Whole class 10 minutes

5Plenary: Merits of using Whole class10 minutes

ICT to control events

Homework: Comparing Individual work

manual and automated

road crossings

Activities

1 Starter: Checking pupils’ knowledge and understanding

Tell pupils that during the next few lessons they will be developing their skills in using computers to control things. Ask pupils to tell you briefly about their previous experience of using control equipment. Ask them:

Have you used a floor turtle? What did you make it do? What did you find out?
Have you used a control box? What kind of models did you control? Did you make the models?
Have you controlled a Lego® motor from a computer? How was the motor used in your model?

Say that in this lesson pupils will watch a video clip of traffic at a set of traffic lights. They will create a set of instructions to describe exactly what is happening. Refer them to the displayed objectives for the lesson.

2 Everyday control: traffic lights

Show pupils Teacher resource 1.wmv, a video clip of 53 seconds of traffic flow at lights. Tell them to watch carefully and think about these two questions.

What is causing the traffic to move into two lanes?

Road markings, and no entry ahead – the traffic can turn left or right only.

What is controlling the flow of traffic?

The traffic lights.

Say that while they are watching they might jot down what is going on. After the clip is finished give the class a little thinking time, then ask individual pupils to describe what they saw.

3 Using instructions to control events

Say that you will now show the clip in short sections so that pupils can identify the different parts of the sequence of traffic moving through the lights. This will also allow them to refine their jottings.

Show the clip again in sections, allowing time for pupils to make notes each time, before you move on to the next section. Prompt their thinking by asking:

Section 1 (0–25 seconds)

Why is the oncoming traffic (going in the opposite direction) moving through the lights?

Section 2 (26–27 seconds)

What is happening to the lights opposite?
What will happen next to the lights you can see?

Section 3 ( 28–44 seconds)

How does one set of traffic light signals control the flow?

Pause on 44 seconds

What will happen next to the light sequence?

Finish playing the clip, then gather a set of statements from pupils to describe the sequence of events. Write examples of these on the whiteboard or flipchart.

Discuss and identify words in each statement that could be omitted to summarise the statement. For example, a statement: ‘at first, the cars move through lights because they are green’, could become: ‘to start, lights green’. Stress that the wording of the summary should be clear, unambiguous and precise but does not have to be grammatically correct.

Ask pupils to work in pairs for 3 or 4 minutes and to write down, as precisely as possible, some numbered steps for the traffic light sequence on the video, using their jottings to help them. You could provide less confident pupils with a writing frame, or give them a ready-made sequence and ask them to reorder it. Alternatively, group together any pupils who are likely to find the task difficult so that you can give them some direct help.

Take feedback from one or two pairs, replaying the video clip to verify their sequences.

Now write the sequence (red, red amber, green, amber, red) on the whiteboard or flipchart. Ask pupils:

What further instructions do the traffic lights need?

‘Start’, ‘Stop’, ‘Wait’.

What else might be needed to make sure that the traffic continues to flow throughout the day and that long queues don’t build up?

Having a delay sequence that takes the flow of traffic into consideration, or a longer green light for traffic going into town in the morning and coming out in the evening.

How can time delays be built in?

With an instruction such as ‘Wait 100 seconds’.

Add pupils’ suggested timings to the sequence on the class display, making sure that they understand that the timings cannot be equal. Then ask:

What happens at the end of the whole sequence?

The sequence is repeated over and over again so that the lights continue working continuously until they are switched off.

Show Teacher resource 2.wmv, a video clip lasting 31 seconds, demonstrating flow from the opposite traffic light. Ask:

Why doesn’t the traffic collide with traffic coming from the opposite direction?

When the traffic in one direction is moving, the lights stop the traffic going in the opposite direction. The two sets of lights have to work together.

How would you describe in your own words how both sets of lights work concurrently so that traffic doesn’t collide?

Distribute sets of Pupil resource 1.pdf, sequencing cards. Ask pupils to work in pairs to arrange the cards to create two corresponding sets of statements, one for each set of lights, side by side. Allow 5 minutes for this task.

Differentiation

Pupils who complete the task easily should work in pairs, with a stopwatch, to agree appropriate delays. They should also identify any words that they think should be inserted between the coloured cards.

Less confident pupils could be given an alternative task, based on Pupil resource 2.pdf, which is already partly completed. Explain that they should concentrate on the lights controlling the traffic coming in the opposite direction, set 2. Prompt them to complete the table, and draw out their understanding by emphasising the same repeated pattern but with different phasing for the two sets of lights.

4 Improving sequences

Bring the whole class together. Discuss some of the sequences. Ask if these should be modified in any way to improve them. Use responses from the class to emphasise:

potential hazards with some sequences, for example, drivers jumping lights
on amber;
potential improvements, for example, longer delays at critical points of the sequence;
the potential to change timings to improve the efficiency of traffic flow, for example, traffic moving in and out of a city centre is sometimes controlled at peak times to allow different lanes to be used;
some ways in which the traffic light system could vary, for example, there could be a three-way junction or a pelican crossing.

5 Plenary: Merits of using ICT to control events

Ask pupils:

How do the traffic lights ‘know’ the set of instructions they are supposed to be carrying out?

They don’t ‘know’ – they are responding automatically to the instructions they are receiving.

Who told the traffic lights what to do?

The people who designed the set of instructions that the traffic lights are following – the programmers.

Who is able to change the instructions?

The people who are responsible for the traffic flow on roads, usually the town or borough council, can ask the programmers to change the instructions.

What happens if the traffic light system breaks down?

A manual alternative could include people operating stop/go signs, as happens at roadworks. This would be safe but may cause queues.

Draw out answers that reflect the significance and merits of using ICT to automate repeated processes.

Round off the lesson by reminding pupils that in this lesson they have written instructions to control the traffic lights. They have learned that it is important to make the instructions clear and precise.

Point out the key vocabulary chart, stressing the words that are new to pupils. Explain that you will add more words to the chart in later lessons.

Homework: Comparing manual and automated road crossings

Set this task.

Two types of crossing

Describe three differences between a school crossing control and a pelican crossing.

Give one advantage and one disadvantage for each of the two types of crossing.

Using flowchart symbols and writing instructions

ICT Framework objectives

DEVELOPING IDEAS AND MAKING THINGS HAPPEN

Analysing and automating processes

Represent simple processes as diagrams, showing:

-how a task can be broken down into smaller ones;

-the sequence of operations, and any conditions or decisions that affect it;

-the initial information needed.

Key vocabulary

From Year 6:input, output, process, sequence of instructions

From Year 7:efficient, flowchart, program

Other: decision, logic, start, stop

Preparation and planning

Make a copy for each pupil of Pupil resource 3.pdf, a flowchart planning sheet, for activity 3. Make a second copy for each pupil in readiness for the homework task.
Use your control and monitoring software to prepare an example for pupils to use in the simulation of the control of an event in activity 4. Put it in the network shared area.
Display the lesson’s objectives in a prominent position, phrased in a way that pupils will understand.
If necessary, have available guidance to help pupils to use your control and monitoring software.
Add new vocabulary to the wall display.
Prepare copies of the appropriate part of 7.6 homework tasks.doc, one for each pupil. Modify if appropriate.

Resources