MINISTRY OF EDUCATION

SECONDARY SCHOOL GRADE 9

Information Technology Curriculum Guide

CONTENTS

Preface ..............................................................................................................................................................................................................i Introduction.................................................................................................................................................................................................... ii Acknowledgements ........................................................................................................................................................................................iii Content Rationale for Grade 9 Information Technology Curriculum Guide.....................................................................................iv Computers and Society................................................................................................................................................................................. 1 Information and Communications Technology......................................................................................................................................... 4 File management............................................................................................................................................................................................. 6 Introduction to and Creating Simple Databases.................................................................................................................................... 9 Introduction to Presentation and Slide Show Software .................................................................................................................... 10 Software Integration - Multi-tasking ..................................................................................................................................................... 12 Formatting and printing Spreadsheets.................................................................................................................................................... 13 Advanced Word - Printing envelopes and labels.................................................................................................................................... 16 Advanced Word - Mail-merging................................................................................................................................................................. 17 Binary Number System................................................................................................................................................................................20 Compilation of Terms used in Level 9 ......................................................................................................................................................23

PREFACE
Information Technology Curriculum Guides, Grades 7 to 11, were produced in 1999. These Curriculum Guides (draft) were designed to make all students computer literate and allow teachers to use the computer as a tool for teaching any subject of the school curriculum. The documents covered three major aspects of Information Technology: (i) Information Technology Theory, (ii) Word Processing, and (iii) Spread Sheet. The Guyana Education Access Project (GEAP) with the help of the Secondary School Reform Project (SSRP) and the National Centre for Educational Resource Development (NCERD) have collaborated to supervise the revision of the draft IT Curriculum Guides produced in 1999. Since these Guides have been in use for more than three years, it is imperative to update them and keep them within the new developments that have since occurred. Other key contributors in the revision process were a number of GEAP trained Information Technology Administrators (ITAs) taken from Regions 6 and 10. These ITAs are still teachers of Information Technology in Secondary Schools and Schools with Primary Tops. The Objectives of the Revised National Information Technology Guides are to: 1. Guide the teaching of Information Technology in schools. 2. Help teachers improve their Information Technology skills. 3. Help to prepare students for Information Technology at the Caribbean Examination Council (CXC) and Caribbean Advanced Proficiency Examination (CAPE). 4. Serve as a tool for students who choose not to write IT CXC or CAPE but need to have a working knowledge of IT for the world of work.

Ingrid Barker Head (ag) Curriculum Development and Implementation Unit (CDIU) National Centre for educational Resource Development (NCERD) March 2003
i

INTRODUCTION
It is our understanding that Information Technology requires immediate practical application on a computer in order to ensure a students understanding and retention of the material. Without quality time spent practicing on a computer, a student cannot be qualified as literate in Information Technology. This Curriculum Guide has been developed based on this understanding and encourages those educational professionals who choose to institute the IT Curriculum in their schools to have adequate computer facilities to do so. For example, if your school does not have power and/or computer labs, then you do not have to institute the IT Curriculum. If on the other hand, your school does have computers, you might consider the following suggestions for integrating IT into the school curriculum with a limited number of computers:

Administrative Uses Teachers could be encouraged or required to use word-processing, spreadsheet, and educational software to develop their lesson plans, type up their class lists, keep their students grades and attendance records, and submit all their other administrative work to the Headmaster or Principal. This would allow for the development of a solid foundation of basic IT skills among the teaching staff and perhaps later contribute to the full integration of IT into regular subject areas or the eventual implementation of the IT Curriculum at the school. Teaching Teachers could use the computers as a presentation and demonstration tool to teach another subject or to show how a practitioner of that field (e.g. Scientist, Mathematician, Social Scientist, Artist, Academic, Poet, Writer, etc.) would use the computer to solve a particular problem, complete research, or achieve their objective. Word-processing Students could be encouraged or required to type up and submit their school assignments using wordprocessing software available on the computer. Spreadsheet Students could be encouraged or required to create tables, graphs, and complete their Maths or Science assignments or supplement their research assignments with capabilities available on spreadsheet software. Educational Software Students could be encouraged or required to use encyclopaedias, typing programs, and other educational software to supplement and complete their assignments from other subjects.

In these cases, the computers would be made available on a timetable basis to teachers and students who have been given a basic introduction to the facilities and their care and maintenance. The IT Curriculum Guide should be used as a guide only. It should not be adhered to slavishly if it is inappropriate for the technical and human resources available to the school. If the entire curriculum cannot be covered in the course of a year, then it is up to the instructor to determine the most important topics for review.

ii

ACKNOWLEDGEMENTS The Ministry of Education is grateful to the following persons whose tireless work has resulted in the production of this revised Information Technology Grade 9 Curriculum Guide:
Alan Wood, IT Teacher, Bartica Secondary School, Voluntary Services Overseas Camille Caesar, Deputy Headmistress (ag), St. Aidans Primary School Gem Carryl, Assistant Mistress, Wismar Hill Primary School Gomattie Dubaria, IT Lecturer, Cyril Potter College of Education, Rose Hall Kim Spencer, IT Teacher Trainer, Guyana Education Access Project Leonie Peters, Assistant Mistress, Wisburg Secondary School Loralina Roberts, Assistant Mistress, Linden Foundation Secondary School Marlon Pearson, Assistant Master, Wismar Christianburg Multilaterial School Mona Campbell, Assistant Mistress, St. Aidans Primary School Odetta Johnson, IT Administrator, Tagore Memoral Secondary School Penny Hunt David, IT Department Head, Cyril Potter College of Education, Voluntary Services Overseas Poranee (Pam) Kingpetcharat, IT Trainer, National Centre for Educational Resource Development, Peace Corps Guyana Richard Ramnarine, IT Teacher Trainer, Guyana Education Access Project Rosaline Garrett, Head of Centre, Cyril Potter College of Education, New Amsterdam Sheon Gordon-Bynoe, IT Teacher, Linden Foundation Secondary School Shirmattie Dass, IT Administrator, Skeldon Line Path School Suzanne Dorsette Head of Department (Business), Linden Foundation Secondary School. Tiffany Favourite, IT Administrator, Tagore Memorial Secondary School iii

Content Rationale for Grade 9 IT Curriculum Guide Building on Grade 7 and Grade 8, the overall objective of the Grade 9 IT Curriculum Guide is to achieve functional computer user literacy. The topics chosen and the order they are placed in were therefore chosen with care and precision to enable the attainment of this goal. The rationale for each topic and the order of their importance are explained below to give teachers and instructors an overall view of what this curriculum guide is attempting to accomplish
Priority Grade 9 Topics 1 Computers and Society Objective/Reason Students should think about all the implications and impacts that new technology has on various aspects of society. Not all impacts are positive and not all are negative. General discussions and scenarios provided should provoke student thought about weighing the advantages and disadvantages of introducing new technologies into society in an effort to understand world discussions on topics such as globalisation. Build on students knowledge of every day technology e.g. telephone, TV, radio, computers, to analyse how technology has positively impacted communications. Students should begin to grasp on a basic level how these various technologies work together to improve local and global communications.

Information and Communications Technology

File management - creating/re-naming, copy, Students should be confident in managing their own folders in an organised way so they can recognise paste, move, and deleting folders and files the filenames and determine a file or folder's content. Students should be using appropriate naming guidelines for their files and folders and be able to copy, paste, move and delete files and folders without either losing files or accidentally deleting them. Introduction to and creating simple Databases The primary objective in this topic should be the development of planning skills to plan how information can be organized, stored, and manipulated. Students should then be able to execute that plan by creating a one table, single dimension database to record and store the information collected.

Introduction to Presentation and Slide Show Encourage students to use technology to present information. The emphasis in this topic should not be Software on all the features of the software but rather on the creative way in which a student uses the software to present information. Design concepts from Grade 8's Introduction to Desktop Publishing should be revisited and used to aide in evaluation of the presentations. Software Integration - Multi-tasking Introduce to students the computer's ability to perform more than one task or run more than one program at a time. Students should be able to switch between several programs running on their machine. Use students knowledge of various programs and develop an understanding of how parts of one document can be integrated with another to produce effective results e.g. a graph in spreadsheet software can be cut and pasted into a word processing document.

Content Rationale for Grade 9 IT Curriculum Guide

Priority Grade 9 Topics 7 Formatting and Printing Spreadsheets Objective/Reason Use the computer to format, layout, and preview the items from a spreadsheet that need to be printed. Use print preview to ensure that print outs are in a presentable format and do not waste paper. Recognising that students will be required to perform some level of office administration, the basics of printing envelopes and labels using Word Processing software is introduced. To further the practice of software integration, mail merging or document merging encourages the use of two programs to produce time saving documents, labels, or envelopes to mail. Students should feel comfortable with the use of mail or document merging in order to save time on typically repetitive tasks. Provides a basic introduction to the Binary Number System which forms part of the IT CXC requirements. Building upon the lists from Grade 7 and 8, students should try to keep a list of all the terms they have been introduced to during the course of Grade 9. The instructor may take some time to review of all the terms introduced and their definitions to ensure that students understand the definitions and their use. The emphasis here should be on the understanding and application of the terms, not on the rote learning of complicated definitions.

Advanced Word - Printing envelopes and labels, Mail-merging

9 10

Binary Number System Compilation of Terms used in Grade 9

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic Computers in Society

Skills Differentiate between the positive and negative impacts of technology on employment.

Learning Objectives Knowledge Understanding Identify the ways Technology in which impacts society in technology is different ways. improving the way we work. Each can have a positive or a Identify the negative influence positive and e.g. employment negative effects has been both technology has on created and employment. eliminated, certain jobs and job roles have been made redundant, the places from which people work, and the number of work hours have changed.

Attitude Appreciate that technology impacts society both positively and negatively. Willingness to continuously educate oneself on positive and negative impacts of technology and identify actions people can take to minimize some of the more negative aspects.

Methods / Strategies / Materials Organisations are Name and identify some increasingly relying on recent technological technology to increase developments. Discuss efficiency in the how they have impacted workplace and improve employment. standards of work. Make a list of some of the Some jobs have been negatives and positives made redundant due to that advances in technology replacing technology could cause. human labour. Others have been created in the Discuss and/or debate field of IT and them to determine if communications due to experiencing these advances in technology. positives and negatives are eventually positive or Many jobs have changed negative experiences for in their roles and society as a whole. responsibilities. People are working from home, Visits to corporations working more hours, (where possible) to and can work from observe how they rely on anywhere in the world. technology and identify This has retraining and some new jobs that were educational impacts on created, and existing jobs society. that have changed as a result of the introduction of IT. Content

Evaluation Do students understand that there are pros and cons to the way technology has changed working life?

Areas of Integration Social Studies, Economics: Employment trends and job roles. English: Role play, written reports, group discussions.

Do students understand that Guidance: Skills these pros and cons required in the world can influence of work. employment trends in society?

Page 1

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic Computers in Society continued.

Skills Differentiate between the positive and negative impacts of technology on information.

Learning Objectives Knowledge Understanding Understand that Recognise that data and technology information is impacts society in more accessible different ways. and more people are able to make Each can have a data and positive or a information easily negative available. influence. Recognise that more data does not mean better quality.

Attitude Appreciate that technology does not always bring positive benefits to a society.

Methods / Strategies / Evaluation Materials Data is collected and Name and identify some Do students stored in vast quantities recent technological understand that for various reasons. developments. there are positives and negatives to the Discuss how they have way technology has Organisations have impacted on the changed the access to more databases transmission, availability, availability and of information. and quantity of security of information. information? Content Databases can be sold to organisations for marketing purposes.

Areas of Integration Social Studies: Freedom and privacy of information, health and safety, surveillance and freedom, police interaction, communications, media, and impact of availability of information on society.

Page 2

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Skills

Learning Objectives Knowledge Understanding As a result, Students should security, have an awareness confidentiality, of the impact of and the ability to technology on verify or validate freedom of the reliability of information, the data or privacy, security, information being and presented is key. confidentiality.

Content Attitude Students should be The privacy of aware of some of individuals' data is being the negative eroded. As aspects and realise communications some of the technology increases, actions we can access to private data take to minimise becomes easier and them. security needs to be increased. Use of passwords and authorised personal access is necessary.

Methods / Strategies / Materials Identify measures that can be taken to ensure confidentiality and security of data.

Areas of Integration Do students English: Role play, understand how written reports, these positives and group discussions. negatives impact their daily lives? Evaluation

Visits to corporations (where possible) to observe how they rely on technology and identify some new jobs that were created, and existing jobs that have changed as a result of the introduction As more and more data of IT. is stored, there is increased risk of Observations/discussions inaccuracy. Verification of what security measures checks take time and are they take. not always carried out. Health and safety issues Name and identify some e.g. repetitive stress recent technological injury, back problems, developments. eye strain. Discuss how they have Unsupervised use of the impacted on society. internet e.g. children having access to pornographic sites. Do students understand that there are pros and cons to the way technology has changed society? English: Role play, written reports, group discussions.

Computers in Society continued.

Differentiate between the positive and negative impacts of technology on society.

List and explain how the introduction of technology has social impacts on how society functions.

Recognise that technology impacts society in different ways.

Appreciate that technology does not always bring positive benefits to a society.

Page 3

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Skills

Learning Objectives Knowledge Understanding Identify some Each can have a examples of areas positive or a of society where negative technology has a influence. positive or negative impact. These could include healthcare, safety and security, government, and economics.

Methods / Strategies / Content Materials Attitude Students should be Police use of technology Make a list of some of the aware of some of e.g. networked databases negatives and positives the negative and electronic that technological aspects and realise fingerprinting can advancements could some of the ensure that knowledge incur. actions we can of criminals is not take to minimise localised. The use of Role play a scenario of them. surveillance cameras can one positive aspect in be said to impinge upon improved communication an individual's freedom. e.g. like police catching bandits. E-commerce can enable small local businesses to Identify measures that can sell directly to foreign be taken to ensure consumers and confidentiality and businesses. Esecurity of data. government can improve Observations/ discussions efficiency and reduce of current security cost for administration. measures taken by businesses, governments, and various organisations in the community and internationally.

Areas of Integration Do students Social Studies, understand how Economics: Discuss these pros and cons how technology has impact their daily changed interactions lives? between groups of people, society, government, economics, and life as we know it. Evaluation

Page 4

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Skills Information Identify the and Commun- different ications purposes of Technology electronic (ICT) devices e.g. oral communication requires a telephone or cell phone.

Topic

Learning Objectives Knowledge Understanding Definition and Technology is uses of electronic constantly communication changing and devices. improving our methods of communication.

Attitude Appreciate that technology is constantly changing and we need to keep up to date with those changes.

Methods / Strategies / Materials Technology used to Discussion of types of communicate: Electronic electronic communication devices such as devices, where possible facsimile (fax), pager, teachers should show the computer, telephone, devices. satellite communications, PDA Students make a list of (personal data assistant). some of the devices found within their community and give a presentation on what they are used for. Content Discussion on how the use and availability of these devices have impacted their family, community, and their own ability to communicate with others.

Evaluation Can students identify the different purposes of electronic devices used for communication purposes? Can students evaluate the positive and negative impacts of the availability and use of these devices?

Areas of Integration Social Studies, Economics: Discussion on how communication in society has changed because of information and communications technology.

Page 5

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Learning Objectives Skills Knowledge Understanding Identify devices Definition and Information is or resources uses of research becoming more used for and information easily accessible researching and resources. due to the exchanging improvements information. made in technology.

Attitude Appreciate that information is constantly changing and we need to keep up to date with those changes.

Methods / Strategies / Materials If students have access to Technology used as a source of information: educational CDRoms and the internet, encourage web sites, CDRoms, databases, files available them to access on the Intranet. information. Content

Areas of Integration Do students know Social Studies: how to access IT Evaluation and devices for research reliability of source purposes? information. Evaluation

Do students know Language: Oral Discuss the source of the how to conduct presentations, information focusing on research using these reports, comparisons evaluating its validity and devices? possible bias. Source information: web Observing the type of Can students use sites, CDRoms, information each source source information databases. may provide e.g. visual, efficiently for audio, written notes and research purposes? Indicators to be used for be able to identify through validation and recorded discussions the limitations Can students record as source of of each source. the bibliographic information: author, source of title, publisher, and date Students should have information in the of publication. access to CDRoms and proper manner for the internet (if available). future reference? A discussion of the source of the information should focus on the bias, if any. Social Studies: Evaluation and reliability of source information. English: Record bibliographic information from source of information.

Information and Communications Technology (ICT) continued.

Evaluate Some research sources of and information information and resources are determine better than others. whether information is Using traditional reliable. indicators like author, title, Record publisher, date of bibliographic publication, and source of awards or merits information in can help students the proper determine manner for whether future information they reference. find is reliable.

Recognise that some devices provide source information whilst others allow exchange of information. All information gathered must be evaluated for validity. The source of that information must be recorded for future reference.

Appreciate that not all information is accurate or reliable, but has to be validated with other sources, especially if it is from a biased source.

Page 6

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Learning Objectives Skills Knowledge Understanding Identify how Describe local and Recognise that the different wide area some devices technological networks. provide source devices information while communicate Use these others allow with each other. networks to exchange of research, access, information. exchange, and communicate How devices work information. together to provide communication networks in order to source and exchange information.

Attitude Appreciate the complexity and simplicity of the power of networks.

Content How technology communicates: cables, satellite, radio and microwaves. Networks: Local Area within an organisation e.g. a computer lab in a school (intranet) and Wide Area Networks outside the local area e.g. a banking system, the internet.

Methods / Strategies / Materials Use drawings to help students understand how technology communicates through cables, telephone networks and via satellite. Discuss the difference between LAN & WAN. Have students use the school's LAN and internet connection to perform research, access, exchange, and communicate information.

Areas of Integration Do students Geography: understand how Effective communications communication and information can relating to distance be transmitted over and location. local and wide area networks? Evaluation

Page 7

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic File Management

Skills Create folders

Learning Objectives Knowledge Understanding Create new Understand that folders using the all data and appropriate programs on the operating system computer are program or tool. stored as files and that folders are an easy way to organise files. Files can be grouped in one folder and related folders can be grouped in one general folder.

Attitude Willingness to keep items on the computer in order by using folders and descriptively naming files and folders.

Move files and Organise new and folders existing files and folders by moving them from one place to another using the appropriate operating system tool.

Students can discuss topics such as knowledge sharing, organisational structure, home organisation, time keeping, or The purpose of Willingness to Group related files in a Students organise their Can students move government having folders is keep items on the folder by moving them existing files and folders their files and organisation. to use them to computer in order using the appropriate by moving them to the folders effectively? organise files and by using folders operating system tool. folders they created in the other folders. and descriptively previous skill set. Can students naming files and Group related folders in organise their files Using these folders. a folder by moving them Students draw a directory and folders logically available tools using the appropriate structure of how they by moving them makes finding operating system tool. have organised their files into their files much easier. and folders. appropriate place?

Methods / Strategies / Materials Discuss the directory Show and explain the tree (organisation of directory structure of the folders, sub-folders and computer using the files on the computer). appropriate operating system tool e.g. Windows Create a folder. Explorer, My Computer. Demonstrate how to Practice using good create a folder with descriptive file and students' name on it. folder names to describe file and folder contents. Students practice creating a folder with their name Practice saving files to and then sub-folders the correct folder so they organised by subject or can easily be retrieved at topic. a later date. Students practice saving files to the correct folder. Content

Evaluation Can students create folders effectively? Can students name their folders descriptively? Can students organise these folders in a logical manner?

Areas of Integration Home Economics, Business, Economics, Government: The value of organisation and how it improves or impacts an individual's, business', or government's efficiency.

Page 8

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic File Management continued.

Skills Rename files and folders

Learning Objectives Knowledge Understanding Attitude Renaming Files and folders Willingness to existing files and can be renamed to keep items on the folders provides make them more computer in order for more descriptive of their by descriptively flexibility. contents. naming files and folders based on their content.

Content Rename files using the appropriate operating system tool. Rename folders using the appropriate operating system tool.

Methods / Strategies / Areas of Evaluation Materials Integration Students identify a folder Can students Home Economics, or file that they have rename files and Business, named incorrectly. folders effectively? Economics, Government: Students use the The value of appropriate operating organisation and system tool to rename that how it improves or file or folder. impacts an individual's, business', or government's efficiency. Students can discuss topics such as knowledge sharing, organisational structure, home organisation, time keeping, or government organisation.

Page 9

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Learning Objectives Skills Knowledge Understanding Copy and paste Use the correct Files and folders files and operating system can be copied and folders tool to copy and pasted from one paste files and folder to another folders from one or from one folder to another storage device to or from one another. storage device to another. Copy and pasting files from floppy Copying and to hard disk and pasting files and back can be useful folders can save as a method for time by allowing backing up, for quick duplicating, replication of working from and needed files and storing important folders or quick files. transfer of files and folders from one storage device to another e.g. floppy to hard disk.

Attitude Willingness to save time by using copy and paste functions to transfer or replicate files or folders from one location to another.

Methods / Strategies / Evaluation Materials Copy and paste files and Students identify a file or Can students copy folders from one place folder they wish to and paste files and to another using the transfer from hard disk to folders from one appropriate operating floppy disk. folder to another? system tool. Demonstrate to the Can students copy Process would include: students the process of and paste files and 1. Choose folder or file copying and pasting those folders from one by clicking once to files or folders from the storage device to highlight it. hard disk to the floppy another? 2. Choose the copy disk using the appropriate option. operating system tool. 3. Go to the place where you want to paste the Students practice copying folder or file by clicking and pasting their folders on it once to highlight it. and files from hard disk to 4. Choose the paste floppy disk and from option. floppy to hard disk. 5. Wait. Be patient. Students watch and read the screen to see what the computer is doing. Content

Home Economics, Business, Economics, Government: The value of organisation and how it improves or Areas impacts an of Integration individual's, business', or government's efficiency. Students can discuss topics such as knowledge sharing, organisational structure, home organisation, time keeping, or government organisation.

Page 10

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic File Management continued.

Learning Objectives Skills Knowledge Understanding Delete and Deleting files and Cleaning out restore files and folders helps to storage devices folders. clean unwanted or frees up storage unused files and space and makes folders from work less storage devices. cumbersome. In some cases, files and folders can be restored using the appropriate operating system tool. A clean and organized hard disk drive makes files and folders easier to find.

Attitude Willingness to keep storage devices clear of unnecessary files and folders.

Methods / Strategies / Areas of Evaluation Materials Integration Delete files and folders Students identify a file or Can students Home economics, using the appropriate folder they wish to delete identify files and Business, operating system tool. from hard disk to floppy folders to be Economics, disk. deleted? Government: Process would include: The value of 1. Choose folder or file Demonstrate to the Can students delete organisation and by clicking once to students the process of appropriate files and how it improves or highlight it. deleting files or folders folders? impacts an 2. Choose the delete from the hard disk or individual's, option. floppy disk using the If the appropriate business', or 3. Students watch, read appropriate operating operating system government's the screen, and provide system tool. tool is available, can efficiency. the appropriate answer students use it to when prompted. Students set up empty recover deleted files Students can discuss files and folders and and folders? topics such as (If available) Restore practice deleting these knowledge sharing, files and folders using from the hard disk or organisational the appropriate floppy disk. structure, home operating system tools. organisation, time Teachers need to be aware keeping, or of the security of all government student's files and folders. organisation. Content

Page 11

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Skills Introduction to Design a Database simple Database

Topic

Learning Objectives Knowledge Understanding A database should Using descriptive be named names for the appropriately for database and easy major fields helps identification. other computer users to easily Identify the names navigate through a of the major fields database. for the database. Forms enhance Use these fields to presentation and plan a form for make the users' the database. work less cumbersome.

Attitude Willingness to design and plan a database that is easy to use, clear, concise, and easy to navigate. Recognition that 90-95% of good computer work happens in the planning phase.

Methods / Strategies / Materials Identify the subject of Have students identify a the database, how it will way to use a database. be used, and who it will Some examples include most likely be used by. cataloguing a library, CDs Identify fields for the and music, videos, and database. students in the school. Sketch a design for the form of the database. Have students write up a Identify the Primary Key detailed plan of what their field of the database. database will be used for, what type of data will go into their database, their key fields, and a design of the form they will create for their database. Content

Areas of Integration Can students show Economics, Social step-by-step how Studies, Library they designed their Science, Biology: database? Students can build a database for one of Did students take these subject areas into account how either as an example their database will of the way records be used? should be kept or as a way to categorize Are the plans for existing and the student's available data. database clear and concise? Evaluation

Page 12

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Learning Objectives Skills Knowledge Understanding Build a simple Create and name a Constructing a Database new database. database in a database program Organize the takes planning, database so that it persistence, is easy to use, patience, and easy to navigate, foresight. easy to enter data, concise, and clear.

Attitude Willingness to spend as much time as necessary to construct and perfect a database that is easy to use, clear, concise, and easy to navigate.

Methods / Strategies / Materials Create a new database. Based on the plan Name that database. students drafted in the Create field names, previous skill set, have descriptions of that field, students build their and choose the type of database and enter data data that will be into it. contained in that field. Design and create a Have fellow classmates form for the database. evaluate the design, ease Create and assign the of use, clarity, and Primary Key field for conciseness of the the database. student's database. Enter data using the datasheet view and Have students incorporate forms. feedback into the final draft of their database. Content

Evaluation Can students execute their drafted plans to construct their database? Can students give and receive constructive criticism on their database? Is the final draft of a student's database easy to navigate, easy to use, concise, and clear?

Areas of Integration

Page 13

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Skills Presentation Plan a Software presentation by ----------------- summarising NOTE: information Requires at using images, least 6-9 text and lessons. animation. Students need a lot of practice to become confident with their Presentation Software Skills.

Topic

Learning Objectives Knowledge Understanding Understand that Information can presentations can be presented be used to through a range of communicate sources. One of information which is effectively, e.g. in Presentation a face to face Software e.g. presentation or PowerPoint. over the internet. Realise that the Identify where audience and time presentation available should software would be be taken into appropriate and consideration effective when planning a presentation.

Content Attitude Appreciate that Choose a topic. Decide information can be how long the presented in a presentation is going to number of ways. be (time). The presentation of information depends upon the needs of the audience and the purpose of the message. Make a rough outline of main points of presentation. Decide number of slides it will take. Make a rough sketch on several sheets of paper for each main point. Plan the speech for each slide. Using ideas from presentations shown by teacher, project and evaluate what the presentation may look like.

Methods / Strategies / Evaluation Materials Students choose from a Can students range of topics. They will effectively use a need to plan and prepare step-by-step the content of their approach when presentation. This will designing and include activities on organizing a summarising information presentation? for presentation purposes. Can students clearly Teachers should and effectively demonstrate a number of explain why they different slide shows so like or dislike that students can identify certain aspects of a what a presentation is and presentation? how it can be used to display information. Are students aware of the positives and Encourage a group negatives of using a discussion on how slide slide show shows can be used in presentation to school and in business. promote a topic or teach a subject?

Areas of Integration English: Audience, purpose of communication, oral presentations, evaluating effectiveness of communication All: The topics used for presentation purposes could be integrated with any area of the curriculum.

Page 14

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Skills Presentation Create a slide Software presentation to continued. communicate a ----------------- message or NOTE: information on Requires at a topic least 6-9 lessons. Students need a lot of practice to become confident with their Presentation Software Skills.

Topic

Learning Objectives Knowledge Understanding Start up The use of presentation presentation software and software is like create each slide. sitting down at a drafting table and In the process of cutting, pasting, creating a slide and designing show, students each slide from become familiar scratch. and comfortable with the tools of Instead of work presentation tools being in software. drawers, they are in menus and toolbar buttons.

Methods / Strategies / Areas of Evaluation Materials Integration Start up presentation Teachers need to Can students start All: The topics used software. demonstrate the activities up the presentation for presentation Insert a new slide. identified in the content. software? purposes could be Insert text. integrated with any Insert graphics from Using their outlines, Can students work area of the Clip Art, Spreadsheet students create their slide independently to curriculum. Recognize that graphs, or CDRoms. presentations using insert a new slide, anything worth Insert sound from creative clip art, text, graphics, clip Some example learning well takes gallery, file or CD. animation, sound, charts, art, sounds, edit topics include: patience, practice, Edit text and graphics and word art. text, graphics, add HIV/AIDS, life and persistence. (cut, copy, paste). animation, and skills - prejudice, Resize and move text/ Students evaluate each format racism, how to get a graphics boxes. other's slide presentations backgrounds? job, how to start a Format background and and provide business, abuse, template designs. comments/feedback. social studies, Use animation tools. economics, business, and history. Attitude Appreciate the time and effort it takes to produce a good slide presentation. Content

Page 15

curriculum. Some example topics include: HIV/AIDS, life skills - prejudice, racism, how to get a job, how to start a business, abuse, social studies, economics, business, Areas and history. of Integration

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Learning Objectives Skills Knowledge Understanding Edit and perfect Incorporate Doing several a slide constructive drafts of a presentation to feedback from presentation can incorporate fellow students help to improve suggested into slide the presentation changes presentation. by correcting mistakes and Edit, spell check, incorporating and proof read constructive slide presentation feedback. to improve it.

Attitude Appreciate the importance of incorporating feedback and doing several drafts of a presentation. Willingness to strive for high quality presentations.

Methods / Strategies / Materials Use Spell Check. Students take evaluations Sort slides into order. from fellow students and Time a presentation and do a second draft of their run a slide show. presentation. Content Students present their slide shows to the class. Have fellow students comment and critique their classmate's slide show.

Evaluation Can students give and receive constructive criticism? Can students use spell check and slide sorter effectively? Can students present an effective and interesting slide show?

Software integration multitasking

Recognize that you can have more than one program or piece of software running at one time

Computers can There are times run more than one when it will be program at a time. more efficient to run more than one Running more program at a time than one program to complete a task at a time is called on the computer. multi-tasking. Multi-tasking can save you time, effort, and energy.

Appreciate the efficiency of doing more than one thing at a time on the computer.

Startup multiple programs such as wordprocessing, spreadsheet, and encyclopaedia programs at once.

Can the student start All: The topics used more than one for research program at a time? purposes could be Students start up the integrated with any programs they plan on Can the student area of the using to fulfil what is determine how curriculum. needed for their research many and which Examine the task bar or topic. programs are multi-task menu to running at one identify and keep track Students identify these time? of all programs running programs in the task bar on the computer. or multi-task menu.

Students come up with a research topic.

Page 16

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Skills Move between two or more running software packages or programs

Learning Objectives Knowledge Understanding How to use the Just because you appropriate do not see a operating system program or tool to switch software package between two or directly on the more programs screen, does not that are already mean that it is not running. running.

Attitude Appreciate the simplicity of moving between two or more programs or software packages.

Methods / Strategies / Evaluation Materials Differentiate between Students type a letter, Can the student and active and an spell check, play a game, switch between inactive window. start a search, and perform multiple programs other tasks at the same that are all running Use the task manager to time by switching back on the computer at actively switch between and forth between the same time? or among the multiple programs using the task programs running on the bar or multi-task menu. computer. Content Copy, cut, and paste functions along with the task manager to copy, cut, and paste between more than one program. Students copy and cut information and pictures from one program (encyclopaedia, internet, or spreadsheet) and paste into their wordprocessing document. Can the student cut and copy information from one program and paste it in another?

Areas of Integration

Copy, cut, and paste from one program into another open program or software package

How to use the cut and copy option in one program to paste information into another.

Copy, cut, and paste can function between software packages and programs.

Appreciate the economy of time and effort that comes from copying, cutting, and pasting from one program to another.

Page 17

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic Formatting & Printing Spreadsheets

Skills Add and format headers, footers, and page numbers to spreadsheets.

Learning Objectives Content Knowledge Understanding Attitude Headers and Headers and Willingness to use Use View, Header and footers are the footers are used to clear and Footer option to first words or denote that a consistent headers, display the areas where notations that run particular page of footers, and page descriptive titles and at the top and a document numbers to guide page numbers will be bottom of a page. belongs to a set of a reader through a added. other pages. spreadsheet, They can be explain the Use the available tool added, edited, For example, purpose of the bar to switch between formatted, and many textbooks spreadsheet, or header and footer, add can contain page will use headers to denote individual and format text, and add numbers and mark Chapters in a pages of a set of and format page other details book and when spreadsheet numbers. related to the set Chapters change, printouts. of spreadsheet the header pages being changes. printed out.

Methods / Strategies / Materials Demonstrate the use of headers and footers. Demonstrate how to add headers, footers, and page numbers to an already existing document. Demonstrate how to format headers, footers, and page numbers already added. Students use a spreadsheet that they have already created or have them put one together from data they've collected for a project. Have students then add headers, footers, and page numbers, and format them.

Areas of Integration Did the student use Maths, Science, the appropriate tools Social Studies, to view, add, and Economics: The format headers, data collected for the footers, and page spreadsheet can be numbers? plant, animal, bug, colour, species, Is the final printed statistics, dollar material clear, prices for certain concise, easy to goods, etc. that are read, and easy to found in that follow? community. Evaluation Is it obvious which pages belong to which set of spreadsheet printouts? The student can then manipulate this data to describe the environment of their town.

Page 18

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Skills

Learning Objectives Knowledge Understanding

Attitude

Content

Methods / Strategies / Materials Classmates critique and give constructive criticism on the clarity, consistency, and formatting of their classmate's work and incorporate these comments into their final draft to submit to the teacher.

Evaluation

Areas of Integration

Formatting & Printing Spreadsheets continued.

View and manage page layout and print preview of spread-sheets

Use the Time, paper and capabilities money can be available on the saved by using program to perfect Print Preview and the format, layout, perfecting the and look of a format and layout document before of a spreadsheet printing it out. before printing it out.

Willingness to use the available tools on the computer to save time, paper, and money.

File, Page Set Up. Demonstrate the Examine and be able to capabilities of Page Set use any tab necessary. Up, Print Preview, Page Break Preview, and File, Print Preview. manipulating page breaks Examine and be able to to perfect the look of a use all available document before printing options/buttons when it out. necessary. Students practice to View, Page Break perfect a spreadsheet Preview. printout. To ensure that students understand and Add, delete, and move can exercise these skills, page breaks. limit each student to 1-2 pieces of paper for printing their final project for submission.

Can the student use Page Setup, Print Preview, and Page Break Preview effectively?

Math, Science, Social Studies, Economics: The data collected for the spreadsheet can be plant, animal, bug, Can the student add, colour, species, delete, and move statistics, or dollar page breaks? prices for certain goods that are found in that community. The student can then manipulate this data to describe the environment of their town/village/commu nity.

Page 19

statistics, or dollar prices for certain goods that are found in that community.

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Skills Print spreadsheets

Learning Objectives Knowledge Understanding How to efficiently Printing a and effectively spreadsheet is the print a final stage of spreadsheet. work. Therefore it is done after spell checking, proof reading, formatting, and Print Previewing the work on screen.

Attitude Willingness to practice printer etiquette: check with others before printing, clean up and unclog printer of debris if necessary, and keep the lab free of trash by discarding used paper.

Methods / Strategies / Materials File, Print. Choose Demonstrate the File, printer, print range and Print and Print from number of copies. toolbar button options. Examine and be able to Show where to choose use other options when printer, print range, and necessary. designate the number of copies. Print. Printer quick button on toolbar. Students print their final spreadsheet project for submission to the teacher. Content

Evaluation Can the student print a clear, concise, orderly looking spreadsheet? Did the student conserve paper by using Print Preview and other tools to perfect the document on-screen before printing it out?

The student can then manipulate this data to describe the environment of their town/village/commu nity. Areas of Integration

Formatting & Printing Spread-sheets continued.

Format, resize, and make adjustments to charts

How to By changing the manipulate: format and layout - the display of of a chart, the information same information - the can be presented communication of in different ways. information and - the affect of Different formats information on the and layouts can reader impact and using charts and influence the chart formatting. reader in different ways.

Willingness to explore and harness the use of charts to display information.

Click on Chart to Demonstrate how to Can the student highlight for formatting. change chart types, source manipulate chart data, line colours, labels, type, source data, Review contents of font, etc. in an already and chart options? Chart menu: Chart type, existing chart. Source Data, Chart Can the student use Appreciation for Options, etc. Using charts students all the formatting the ability that have previously created, features available to charts and chart Resize chart area, resize have students practice perfect the impact formatting have to chart, change series what they saw and view of the communicate to colours, chart title, fonts, demonstrated using the chart? and affect the font size, legend details, same data for different reader. line or grid types, and types of charts. Does the printed move the chart. chart communicate Students arrange various the information charts all on one page and clearly and in an print the page of charts. easy to read format? To ensure the use of Print Preview, allow each Does the printed student only 1-2 pages of chart address the paper for printing. question that the student was Students evaluate and attempting to compare charts for clarity answer? and impact.

Reading, Literature, Social Studies, Economics: The data collected for the spreadsheet and charts can be names, types, cost, and descriptions of books, magazines, movies, and music available in the library, community center, or market of the town. It can also be statistics on family, race, children, and other members of the community. The students can Page then manipulate the 20 data into chart format to compare prices for various goods found in the

Topic

Skills Print charts

spreadsheet and charts can be names, Using charts students types, cost, and have previously created, descriptions of have students practice books, magazines, what they saw movies, and music INFORMATION TECHNOLOGY CURRICULUM GUIDE demonstrated using the available in the GRADE 9 same data for different library, community types of charts. Does the printed center, or market of chart communicate the town. It can also Students arrange various the information be statistics on Methods / Strategies / Areas Learning Objectives charts all on one page and clearly and in an family, race, of Content Evaluation Materials Integration Knowledge Understanding Attitude print the page of charts. easy to read format? children, and other How to print an Printing a chart is Willingness to use File, Page Setup, Print To ensure the use of Print members of the individual chart. the final stage of Page Break Preview, Print option or Preview, allow each Does the printed community. work. Therefore it Preview and Print print using the toolbar student only 1-2 pages of chart address the How to print a is done after Preview to save button or quick print paper for printing. question that the The students can page of charts. perfecting, time, paper, and option. student was then manipulate the formatting, and money. Students evaluate and attempting to data into chart Print Previewing Print a single chart: compare charts for clarity answer? format to compare the work on Appreciation for highlight chart by and impact. prices for various screen. the challenge of clicking on it; choose goods found in the producing a File, Print. Encourage students to community, number finished product critique, ask questions, of men vs. women, with limited Print multiple charts on and evaluate their or number of people resources. one page: arrange charts classmate's presentation with jobs vs. those on a sheet; use Print of information. without. Preview to make sure they all fit on one page; Click on a spreadsheet cell; choose File, Print. Can the student use all the formatting features available to perfect the impact and view of the chart?

existing chart.

Page 21

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Skills Advanced Address and Word print an Processing envelope using Printing a word envelopes and processor labels

Topic

Learning Objectives Knowledge Understanding How to use Using the correct address computer to print formats. an envelope can affect how it is How to put an received. envelope into the printer.

Attitude Willingness to use the computer to create clear addresses for envelopes.

Content Tools, Envelopes and Labels. Choose Envelopes tab. Enter Delivery and Return address. Examine the preview and feed suggestions. Choose options and examine the envelope and print options. Each printer feeds a little differently. Examine the printer and follow the pictures on the manual feed tray of the printer.

Methods / Strategies / Materials Demonstrate the creation of Delivery and Return address using the Tools, Envelopes and Labels option from the menu. Also demonstrate envelope options, printing options, and how to correctly read pictures on the manual feed tray of a printer. Each student attempts to print out a Delivery and Return address on an envelope.

Areas of Integration Can students Home Economics, address and print an Business, envelope using a Economics: Impact word processor of presentation, clearly, efficiently business etiquette, and effectively? and organisation on society, work relations, government relations, and business relations. Evaluation Examples include business cards, address and shipping labels, name badges, and other items used for a formal business. Discuss how the ability to create these items on a home computer can impact the effectiveness of small business, medium size businesses, and home businesses.

Page 22

society, work relations, government relations, and business relations.

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic

Skills Create and print labels using a word processor

Learning Objectives Knowledge Understanding How to use Word processing available word programs come processing tools with several to print labels. templates for computer labels that can be purchased in a store. These templates, once filled in, are organised so they print out perfectly once the labels are fed into the printer properly.

Attitude Willingness and appreciation for the economy of using the computer to create clear labels.

Content Tools, Envelopes and Labels. Choose Labels tab.

Choose options to pick the type of label the student wants to create. Willingness to use Choose to create New Students create their own the available Document. document of labels. Allow templates without students to print out 1 the availability of Fill in the labels with the copy of these labels to the corresponding appropriate information. show that actual label label sheets. sheets are not needed to make use of the templates.

Methods / Strategies / Materials Demonstrate the creation of a New Document of labels and examine its formatting features - File, Page Setup, Print Preview.

Evaluation Can students create and print labels using a word processor clearly, efficiently, and effectively?

Examples include business cards, address and shipping labels, name badges, and other items used Areas for a formal of Integration business. Discuss how the ability to create these items on a home computer can impact the effectiveness of small business, medium size businesses, and home businesses.

Page 23

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic Advanced Word Processing Mail merging

Learning Objectives Skills Knowledge Understanding Conceptualise Merging requires Using the mail the mail merge the use of two merge feature, you feature files: a main can produce a document and a large amount of data source. personalised form letters, mailing Data from the labels, and memos data source is without having to inserted into the type each one main document to individually. produce personalised documents.

Attitude Appreciate that mail merge can be used to save time when producing bulk mailings, envelopes, or creating labels.

Methods / Strategies / Materials Main document Draw a picture of the contains the fixed components of a mail information and merge merge. Arrows should fields, which are show how the main positioned at the points document and data source where the information combine in the merge from the data souce is to process to create a be printed. personalised document. Content Data source - contains the personalised information that varies in each document Merge process - When the mail merge begins, the merge fields are replaced with the information from the data source.

Areas of Integration Do students Home economics, understand the Business, concept of mail Economics: Impact merging? of presentation, business etiquette, Can students draw a and organisation on diagram showing society, work the process of mail relations, merging? government 1. (main document) Have relations, and students write a letter with business relations. box cut out after Dear. 2. (data source) Have Examples include students write a list of the form letters, mass names of people they mailings, labels, and want to send the letter to. envelopes. 3. (merge process) Place the second sheet of paper Discuss how the under the letter and move ability to create it so that each name these items on a shows in the Dear cut out home computer can box. This final product is impact the the mail merged effectiveness of document. small business, medium size businesses, and home businesses. Evaluation

Page 24

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic Advanced Word Processing Mail merging continued.

Skills Create a main document

Learning Objectives Knowledge Understanding How to create The form form letter with document will place holders for provide the format merge fields for the document to be sent.

Methods / Strategies / Materials Start up word processor. Demonstrate the creation of a main document such Type the form letter. In as a form letter using areas that merge fields dummy field names are to be printed, type in enclosed in double angledummy field names brackets as place holders The merge fields Willingness to enclosed in double for merge fields. will be the explore and angle-brackets e.g. variable data that institute the use of <<Name>>. Students work on creating will change with mail merge to their own form letter with each document automate dummy field names as printed. repetitive tasks. place holders. Attitude Willingness to create an appropriate form letter as a main document. Content

Areas of Integration Can students create Home Economics, a form letter with Business, place holders for Economics: Impact merge fields? of presentation, business etiquette, and organisation on society, work relations, government relations, and business relations. Evaluation Examples include form letters, mass mailings, labels, and envelopes. Discuss how the ability to create these items on a home computer can impact the effectiveness of small business, medium size businesses, and home businesses.

Page 25

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Business, Economics: Impact of presentation, business etiquette, and organisation on society, work relations, government relations, and business relations. Evaluation

Topic

Skills Create data source

Learning Objectives Knowledge Understanding How to organize How well data is data or organised can information into impact on how it an easy to import is imported into a format. mail merge document.

Attitude Willingness to create, keep, and maintain a well ordered source of data such as names, addresses, and phone numbers that can be easily imported into a mail merge document.

Methods / Strategies / Materials Create a table in a Demonstrate the creation spreadsheet, word of a well ordered data processing, or database source in a spreadsheet or program. word processing program. The header row should be The first row of the table clearly labeled with field should have the names such as Title, headings describing the FirstName, LastName, data in the column e.g. Job Title, Company, Name, Address, City, Address1, Address2, City, Country, etc. and Country. Content Fill out the table with the appropriate information.

Areas of Examples include formIntegration letters, mass Can students create mailings, labels, and a well organised, envelopes. easy to import, data source? Discuss how the ability to create these items on a home computer can impact the effectiveness of small business, medium size businesses, and Students create their own home businesses. data source in a spreadsheet, word processing, or database program.

Page 26

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Topic Advanced Word Processing Mail merging continued.

Skills Insert merge fields

Learning Objectives Knowledge Understanding How to insert The creation of a merge fields into well organised main document. form letter with appropriately placed dummy field names, allows easy insertion of appropriate merge fields.

Attitude Willingness to create, keep, and maintain a well ordered source of data such as names, addresses, and phone numbers that can be easily imported into a mail merge document.

Merge documents

How to mail merge a main document with a data source

Discuss how the ability to create these items on a home computer can impact the The creation of Appreciation for Go to Tools, Mail Using the previously Can students mail effectiveness of well organised and the time and effort Merge. Step 3: Select created form letter and merge their data small business, well labeled main needed to build Merge, the 'Merge' data source, demonstrate source with the medium size documents and foundation dialog box appears, fill the mail merging of the form letter they businesses, and data sources documents (main out the information and two items. previously created? home businesses. makes mail document, data click on 'Merge.' merging simple. source) so that Students practice merging merging files is their form letter and data easy. source.

Methods / Strategies / Materials Go to Tools, Mail Using the previously Merge. Step 1: Create, created form letter, 'Form Letter', Active demonstrate the insertion Window. of merge fields into the Step 2: Get Data, 'Open places previously Data Source', navigate to occupied by the dummy the file created as the field names. Data Source. Click on Close. Students insert merge Position insertion point fields in the place where the first merge previously occupied by field is to be inserted. the dummy field names Click on 'Insert Merge using their previously Field' button in Mail created form letters. Merge Toolbar and select the desired field. Place all other fields in their respective positions to replace dummy fields in the main document. Content

Areas of Integration Can students place Home Economics, merge fields in their Business, appropriate places Economics: Impact on the form letter of presentation, they previously business etiquette, created? and organisation on society, work relations, government relations, and business relations. Evaluation Examples include form letters, mass mailings, labels, and envelopes.

Page 27

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Learning Objectives Skills Knowledge Understanding Binary Number Define Binary A binary number The computer System Number system uses two stores data and System symbols: 0 and 1. information in series or blocks of 0 represents OFF digits all and 1 represents containing a ON in electrical certain sequence switches. of 0 and 1. Topic Because there are only two digits (also called bits), the binary number system is used in computers. These 0 and 1 can be represented by the positions of on-off switches, by the presence or absence of electric current, or by magnetized dots on a tape or disk.

Methods / Strategies / Evaluation Materials Decimal or Denary Discuss the definition of Do students Divided or counted by Number System. understand what a tens. Decimal or Denary Discuss the definition of Number System is? Appreciation for Number Systems Decimal or Denary the way a various systems used to Number System. Do students computer might write quantities. A understand what a number system is "remember" or Discuss the definition of Binary Number "think" of data or defined by the number Binary Number System. System is? information. of different symbols it uses. The decimal Discuss the definition of Do students system requires ten digit. understand how different symbols, or space on a storage digits, and is a base-10 Discuss the definition of device is described? system. byte, kilobyte (KB), megabyte (MB), and gigabyte (GB). 1 kilobyte = 1,000 bytes, 1 megabyte = 1,000,000 bytes, 1 gigabyte = 1,000,000,000 bytes Attitude Willingness to learn a new number system. Content The purpose of this discussion is to demonstrate the origin of counting storage capacity on a hard disk, floppy disk, CD-ROM, or RAM/ROM by KB, MB, and GB in computer advertisements [for example].

Areas of Integration Mathematics: Number systems, number theory, decimals, addition, subtraction, multiplication, and division. Language: The assigning of definitions to particular terms and the practice of using them in repetitive contexts. Science: Metric system conversion. Discuss how volume or capacity in boxes, bottles, or other containers can be described. Link this to the description of capacity in hard disks, floppy disks, CD-ROMs, and memory.

Page 28

Topic

Skills

Number System is? decimals, addition, subtraction, Do students multiplication, and understand what a division. Discuss the definition of Binary Number Binary Number System. System is? Language: The INFORMATION TECHNOLOGY CURRICULUM GUIDE Because there are These 0 and 1 can assigning of GRADE 9 only two digits be represented by Discuss the definition of Do students definitions to (also called bits), the positions of digit. understand how particular terms and the binary number on-off switches, space on a storage the practice of using system is used in by the presence or Discuss the definition of device is described? them in repetitive Methods / Strategies / Areas of Learningabsence of electric Objectives computers. byte, kilobyte (KB), contexts. Content Evaluation Materials Integration Knowledge Understanding Attitude current, or by megabyte (MB), and Binary - Characterized gigabyte (GB). magnetized dots Science: Metric by or consisting of two 1 kilobyte = 1,000 bytes, on a tape or disk. system conversion. parts or components; 1 megabyte = 1,000,000 Discuss how volume twofold. A binary bytes, 1 gigabyte = or capacity in boxes, number system uses two 1,000,000,000 bytes bottles, or other symbols: 0 and 1. containers can be The purpose of this described. Link this Digit - One of the discussion is to to the description of characters used to demonstrate the origin of capacity in hard indicate a whole number counting storage capacity disks, floppy disks, (unit) in a numbering on a hard disk, floppy CD-ROMs, and system. Since a digit disk, CD-ROM, or memory. stored in the computer RAM/ROM by KB, MB, can take only two and GB in computer values, it is a binary advertisements [for digit. Eight digits make example]. a byte. 0 represents OFF and 1 represents ON in electrical switches.

series or blocks of digits all containing a certain sequence of 0 and 1.

Discuss the definition of Decimal or Denary Number System.

Page 29

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Learning Objectives Skills Knowledge Understanding Attitude Binary Number Convert Binary How to find the Each bit Willingness to System to decimal. decimal corresponds to a learn how to continued. equivalent of a table of values that convert binary to binary number. increases by a decimal. multiple of 2 from right to left. For Respect the rules example, the table governing the would have from conversion of right to left: 1, 2, binary to decimal. 4, 8, 16, 32, 64, 128 and so on. Topic The conversion process involves assigning and then adding up the corresponding values.

Methods / Strategies / Evaluation Materials The position of the '1' Demonstrate and explain Can students indicates what conversion of binary to explain the process corresponding power of decimal to students: or list the rules used two the number to convert binary to represents. For example: Create charts with decimal? 10=2 - 1x2 conversion from binary to 11=3 - Take 10 and add decimal. Can students 1 to get 11 so take 2 and convert binary add 1 to get 3. Students complete numbers to 100=4 - 1x2x2 worksheets with binary to decimal? 1000=8 - 1x2x2x2 decimal conversion problems. Make a table with values starting at 1, 2, 4 and so on from right to left. Content Match each bit with the corresponding number to convert binary to decimal. For example: 00110000 = (1x32)+ (1x16) = 48. 00000011 = (1x1)+(1x2) =3

Areas of Integration Mathematics: Number systems, number theory, decimals, addition, subtraction, multiplication, and division. Language: The assigning of definitions to particular terms and the practice of using them in repetitive contexts. Science: Metric system conversion.

Page 30

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Skills Binary Number Convert System decimal to continued. Binary.

Topic

Learning Objectives Knowledge Understanding Convert from Using the table decimal to binary created when numbers. converting binary to decimal, subtract the next smallest number that fits into the number being converted.

Content Attitude Willingness to Odd number = last learn how to binary digit must be 1 convert decimal to binary. Even number = last binary digit must be 0 Respect the rules governing the Using the chart created conversion of to convert binary to decimal to binary. decimal, subtract the next lowest number in A 1 is entered for the chart from the each number taken decimal number. Keep away and a 0 for subtracting the next those in the chart number that fits into the that were skipped. remainder until there is no more remainder. A 1 is placed for each number taken away and 0 for those that were skipped in the chart.

Methods / Strategies / Evaluation Materials Demonstrate conversion Can students using a table. explain the process or list the rules used Example: Convert 170 to to convert decimal binary to binary? 170 - 128 = 42: 1 64 ---------- 0 Can students 42 - 32 = 10: 1 convert decimals to 16 ---------- 0 binary accurately? 10 - 8 = 2: 1 1 ------------ 0 so 170 converts to 101010 Students complete worksheets with decimal to binary conversion problems.

Areas of Integration Mathematics: Number systems, number theory, decimals, addition, subtraction, multiplication, division etc. Language: The assigning of definitions to particular terms and the practice of using them in repetitive contexts.

Page 31

INFORMATION TECHNOLOGY CURRICULUM GUIDE GRADE 9

Language: The assigning of definitions to particular terms and the practice of using them in repetitive contexts.

Topic

Learning Objectives Skills Knowledge Understanding Attitude Adding Binary Rules governing Binary is not Willingness to Numbers binary addition. added in the same learn how to add way that we would binary numbers. add decimal numbers. Respect the rules governing binary addition.

Methods / Strategies / Materials Rules: Demonstrate binary (a) 1 + 0 = 1 addition using several (b) 0 + 1 = 1 different examples. (c) 0 + 0 = 0 Examples: (d) 1 + 1 = 10 0101+ 0101+ 0010 0001 Note that (d) involves a -------------'carry' operation. 0111 0110 Example: 0101+ Students complete 0011 worksheets with several ------binary addition problems. 1000 Content Students maintain a workbook throughout the year writing down each term and looking up the definition of terms that they do not understand.

Evaluation Can students list the rules governing the addition of binary numbers? Can students add the binary numbers correctly?

Areas of Integration

Compilation of Maintain Terms used in records of Grade 9 terms and definitions for future use.

The terms and definitions relevant for material covered in Grade 9.

The terms and their definitions have very specific and meaningful uses.

Willingness to be Terms and definitions responsible for introduced throughout understanding the the course of the terms. terms and definitions used in IT.

Can students understand some of the basic terms introduced? Can students take the responsibility for researching and teaching themselves the definitions of certain terms?

Language: Use these terms in writing an assignment. Social Studies: Identify the use of these terms in local newspapers and local news. Are they being used properly?

Page 32