Finding Things Out

Handling Data- Introduction to Spreadsheets - Possible Scheme of Work

In order to solve a problem use ICT to collect and process data and present their findings. Be able to create a database and compare graphical data.

 

Year Group some children will not have made so much progress and will most children will some children will have progressed further and will
Y5 Be able to develop a database, or create a yes/no branching database to identify something. Will need help interpreting data presented graphically.

In order to solve a problem use ICT to collect and process data and present their findings. Be able to create a database and compare graphical data.

E.g. Children investigate the difference between the life expectancy of children in Victorian and modern times.

Generate, process, interpret and store and present data, understanding the need for accuracy.
 
  • I know how databases can be used in everyday life.
  • I can follow a web quest to find information from the internet
  • I know that information from the internet can be inaccurate or biased.
  • I understand the care needed in framing questions.
  • I know how to use > < when searching a database.
  • I understand the need for sensible key words when searching
  • I know how to search a database using ‘AND’ to narrow my search.
  • I know how to search a database using ‘OR’ to widen my search.
  • I know that all information from the internet must be questioned for accuracy
  • I am able to identify unreliable results.
  • I am confident in directing others to my sources of information

 

Year Group some children will not have made so much progress and will most children will some children will have progressed further and will
Y5 Use a pre-prepared spreadsheet model to explore the effects of changes. Use a provided graphical model to test spatial theories.

Use ICT based models to explore variables to solve problems. Some will understand the principles behind spreadsheet formulae and start to create their own.

e.g. Use a pre-prepared spreadsheet to calculate costs of ingredients for biscuits, or supplying an event. Pupils answer questions about price or quality changes

Create their own spreadsheet model with formulae, which they can explain and adjust if necessary. Be able to review rules and variables and make predictions about the consequences of decisions.
 
  • I know how to enter data in a spreadsheet
    I know how to identify specific cells by using a cell reference.
    I know how to use SUM to add up numbers in column and row.
    I know how to highlight more than one cell at a time.
    I know that altering the content of a cell will effect the total.

  • I know how to enter +, -, / and x formulae in a spreadsheet..
    I know how to copy formulae to create tables of results.
    I know how to select an area of the sheet and produce a graph.

  • I know how to enter formulae, change data and predict the results.
    I know how to edit formulae.
    I know how to format cells to fix the number of decimal places.
    I know how to set up a spreadsheet to model a mathematical investigation.

 

Linked Planning Linked Resources

Introduction to Spreadsheets

wwwMAPE Greenfield Road The 19th Century database    

excel Cost of bread ingredients

excelMore formula

smartboardFormulae

excel Party Planning

excel Example Formula

 

Introduction to Spreadsheets

wordClick here to download the planning seen below


Week

Area of study (From NC PoS)

Learning Objectives

Activities

Key Vocabulary

Resources

Assessment Outcomes

 

1

Enter and store information …. think about what might happen if there were any errors …

To enter information into a spreadsheet.

Demonstrate how to enter the results of a science investigation into a spreadsheet.  Pupils create their own table.   

Spreadsheet
Rows & Columns
Cells

Spreadsheet e.g. Excel / Number Magic / Textease Spreadsheet

Level 4:
I can interpret my findings, check that my results make sense and recognise that poor quality information leads to unreliable results.

Level 5:
I can select only the information that is needed for a particular purpose.

I can check it is accurate and organise this information so that it is ready for processing.

 

2

Interpret information, to check it is relevant and reasonable.

To create charts and graphs using a spreadsheet.

Pupils use the spreadsheet to create a line graph, pie chart & bar chart.  Which type is most helpful? Interpret the chart / graph.

Spreadsheet
Rows & Columns
Cells
Charts & graphs

Spreadsheet e.g. Excel / Number Magic / Textease Spreadsheet

 

3

Interpret information …. think about what might happen if there were any errors …

To create charts and graphs using a spreadsheet.

Pupils enter a list of the ingredients to make bread & their costs into a spreadsheet.  Pupils create a chart to show the costs of each item.

Spreadsheet
Rows & Columns
Cells
Charts & graphs

Spreadsheet e.g. Excel / Number Magic / Textease Spreadsheet

 

4

Interpret information …. think about what might happen if there were any errors …

To use formula within a spreadsheet.

Pupils enter formula into a spreadsheet to find out the total cost.  Pupils explore changing the costs and using other formula.

Spreadsheet
Rows & Columns
Cells
Formula
SUM

Spreadsheet e.g. Excel / Number Magic / Textease Spreadsheet

 

5

Interpret information …. think about what might happen if there were any errors …

To use a spreadsheet to record the costs of planning an event.

Pupils are given a budget & create a spreadsheet to record the costings for a party.  Pupils create charts to show these costs and use formula to calculate total.

Spreadsheet
Rows & Columns
Cells
Charts & graphs
Formula
SUM

Spreadsheet e.g. Excel / Number Magic / Textease Spreadsheet