GRADE 2

LESSON PLANNING Grade: 2 Term: 1 PAGE

UNIT 1: - 2a communicating information using text. UNIT 2: - 2b Creating Pictures. Project

2 4 5

Term: 2

UNIT3 - 2c Finding Information. Project

6 7

Term: 3

UNIT 4 : - 1f understanding instruction and making things happens UNIT5 - 2d Routes-Controlling a floor turtle. Project

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GRADE 2

UNIT 1: - communicating information using text

WHERE THE UNIT FITS IN This unit assumes that children: can enter text using a word bank or concept keyboard can use the correct mouse buttons can write simple sentences can spell their own frequently used words can use full stops and capital letters

TECHNICAL VOCABULARY shift spacebar return/enter insert backspace delete

RESOURCES word processor examples of older childrens word processing text files printed sheets showing pictures with empty speech bubbles

Lesson 1:
Objective:
Understanding that there is difference between hand written and word processed text.

Activities:
Show the children examples of work created by older children using a word processor. Ask the class to discuss how the work is different from handwritten work, e.g. it is easy to read, there are no spelling mistakes, the corrections cannot be seen, the author cant be identified just by looking at it. Discuss which is easier to read. Discuss who reads their work, e.g. teachers, peers, parents.

Learning outcome:
Recognize some of the features of word-processed text.

GRADE 2

Lesson 2:
Objective:
Understanding that:

That text can be entered and corrected The difference between running text (text wrap) and text with line breaks That ICT can be used to rearrange text to make it easier to read That ICT can be used to improve text and make a message clearer

Activities:
Ask them to correct any mistakes as they type, using the backspace key. Demonstrate how to use the return/enter key to insert line breaks (e.g. a shopping list)-discuss the difference between running text and text with line breaks. Read out sentences but leave out the pauses between words. Demonstrate to the class how to use the spacebar to create a space and how to use the shift key to make a capital letter. Give the children an opportunity to write a simple sentence and ask them to type the sentence.

Learning outcome:
Enter and correct text. Understand that spaces need to be placed between words. Press the spacebar once to create spaces and do not hold it down. Identify where the return/enter key has been used in text and why. Use the return/enter key where appropriate. Recognise that text can be edited to improve it. Recognise that changes can be made at a later stage. Develop their text on screen. Use appropriate techniques to ensure that their writing is clear, well presented and error-free.

GRADE 2

UNIT 2

: --

Creating Pictures.

WHERE THE UNIT FITS IN To select and use simple mark making tools To use save as To select and use the straight line, geometric shapes and flood fill tools To select and use the spray tool

TECHNICAL VOCABULARY graphics icon pencil tool brush tool spray tool flood fill line texture save as

RESOURCES

a graphics package with a range of tools and edit features books showing the work of artists

Lesson 3:
Objective:
Understanding that ICT can be used to create pictures.

Activities:
Show the class examples of pictures created by older children using ICT, including print outs and images on screen. Discuss some of the features of the pictures and discuss how they are different from pictures produced using traditional methods.

Learning outcome:
Recognize that ICT can be used to create pictures
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GRADE 2

Lesson 4:
Objective:
ICT makes easy to correct mistakes and explore alternatives.

Activities:
Demonstrate how to select the brush and pen tools and how they can create different lines and textures. Show how the undo command can fix a mistake or a mark that does not work. Demonstrate how a black line can be taken for a walk around the screen. Compare the effects created by flowing lines and angular lines. Show the children how to choose and use the flood fill tool to make coloured islands within a picture. Demonstrate the use of the straight line and geometric shapes tools. Show how colours can be used to fill the shapes. Demonstrate how to use the spray tool to select colours and patterns.

Learning outcome:
Select and use appropriate tools. Select and use appropriate tools. Control the pen and use the flood fill tool to create visual effects. Recognise that work can be saved using the save as command. Use the straight line, geometric shapes and flood fill tools to match their purposes. Use the spray tool. Choose colours and patterns to match their purposes.

TERM 1 -INTEGRATED PROJECT

Homes Project -:
Children will create pictures of different homes using a painting package. They will be encouraged to use a variety of technique and tools. They will write a few sentences about the pictures using word processor. The teacher will help the children to import their pictures into word processing package. The children will save and print their work.
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GRADE 2

UNIT 3
WHERE THE UNIT FITS IN To use buttons to navigate a CD-ROM To search using menus To search using the index To search using key words To use hot links or hyperlinks to navigate a CD-ROM

: -- Finding information.
TECHNICAL VOCABULARY search CD-ROM menu index key word hot links hyperlinks

RESOURCES a CD-ROM encyclopaedia that can be searched by menu, index and key word

Lesson 5:
Objective:
Understanding that CD-ROMs contain large amounts of information

Activities:
Remind the class how they use books to find information and that longer books have indexes to help them find information. Show the class that a CD-ROM contains as much information as several large books by using the buttons to navigate through pages. Discuss ways of finding information on a CD-ROM.

Learning outcome:
Recognise that CD-ROMs hold large amounts of information Recognise the need to use search tools

GRADE 2

TERM 2 -INTEGRATED PROJECT

Teddy Bear Project -:

Ask the children to think of a stuffed animal toy that they have, such as teddy bear. Children will use a CD-ROM encyclopedia to do search on that type of animal. Help the children to copy the information into word processor and ask them to write sentences about the animal they found. The sentence should include the keyword they used.

GRADE 2

UNIT 4

: understanding instruction and making things happens

(Review).

WHERE THE UNIT FITS IN

To put activities into the correct order To use directional language to control someone elses actions To use unit lengths and a common language, eg repeat and stop To record a sequence of instructions in a common format To read a set of instructions, predict the result and follow the instructions to test their prediction

TECHNICAL VOCABULARY sequence order instruction

RESOURCES tape recorder

Lesson 6:
Objective:
Understanding: that machines and devices must be controlled. Understanding that machines and devices can be controlled by a sequence of physical actions.

Activities:
Discuss with the class the technology that they see or use, eg televisions, video recorders, microwaves, washing machines, toys, traffic lights, supermarket checkouts. Explain how this equipment is operated, e.g. by pressing on/off buttons, turning dials, remote control. Use a tape recorder, with the children, to record sounds. Show the children how the tape recorder buttons are used in the correct sequence to record and play back sound. Divide the
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GRADE 2

class into small groups, give them a simple diagram of a tape recorder and ask them to record some sounds. Ask them to label the buttons on the diagram and write down the order in which they are pressed.

Learning outcome:
Recognize that machines and devices have to be controlled Recognize that some machines and devices work by using a sequence of physical actions Recognize that the sequence affects outcome.

Lesson7:
Objective:
Understanding that instructions can be given using a common language. Understandingthat instructions can be recorded for replication and amendment.

Activities:
In PE lessons review simple directional language and use of units of numerical value. Explain how to write down a set of instructions to move someone from one place to another. Ask the children to write down their instructions. Initially, allow children to choose their own method of recording based on the language and units used in the previous lesson. Ask children to find a partner to carry out the written instructions and to report back on the result. Discuss ways of standardising the unit lengths and recording methods e.g. using cards with symbols such as F, or a red arrow, for forward. Ask the children to rewrite their instructions, including any amendments, using a new agreed method of recording.

Learning outcome:
give instructions in a common language write a sequence of instructions for others to carry out write instructions in an agreed format using standardised unit lengths.
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GRADE 2

UNIT 5

: Routes-Controlling a floor turtle.

WHERE THE UNIT FITS IN To use the appropriate keys to make the floor turtle go forward, backward, left and right by using instructions, such as forward 5, right 1 To enter a sequence of instructions To use the repeat key to produce symmetrical shapes

TECHNICAL VOCABULARY floor turtle control devices instructions data commands program

RESOURCES one, or more, floor turtles which follows instructions such as forward 10, right 5 a large map of an imaginary treasure island, marked with treasure spots .

Lesson 8:
Objective: Understanding: that control devices must be programmed.
Activities: Pre-program the floor turtle to follow a path through a set of obstacles placed on the classroom floor. Demonstrate the floor turtle following the route. Ask the class how it knows where to go. Explain that it is following instructions; this could be demonstrated by moving an obstacle into its path. Discuss with the class other devices which follow instructions, e.g. washing machines. Explain to the class that they will learn how to program the floor turtle to follow instructions.

Learning outcome:
Recognise control devices. Recognise that control devices follow instructions.
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GRADE 2

Lesson 9:
Objective:

Understanding that control devices follow instructions which can contain numerical data Understanding that instructions can be sequenced for more complicated tasks

Activities:
Discuss the basic instructions followed by the floor turtle and show the children how to enter these instructions. They will need to be shown how to clear the memory and how to enter instructions one at a time. Demonstrate how to enter sequences of instructions. Show the class some sequences which draw shapes, eg forward 10, right 1, forward 5, right 1, forward 5, right 1, forward 5 draws a letter P. Divide the class into small groups. Show them a sequence of instructions and ask them to draw the path they think the floor turtle will follow. Ask them to test their predictions by programming the floor turtle. Describe the devices that repeat instructions, eg photocopiers and robots. Discuss how devices are programmed to repeat instructions. Show the children two or three sequences of instructions that make the floor turtle move forward and backward or in a square or staircase movement. Write down the instructions and discuss which instructions are repeated. Show the children how the repeat button can be used to make the floor turtle repeat movements. Give the children a set of three repeat instructions to test with the floor turtle.

Learning outcome:
Enter instructions to control the floor turtle. Predict the results of different instructions. Check their predictions by programming the floor turtle. Predict the result of a sequence of instructions. Check their predictions by programming the floor turtle.
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GRADE 2

Lesson 10:
Objective:
Understanding that devices that carry out repeated actions follow stored instructions Understanding that instructions can be repeated

Activities:
Describe the devices that repeat instructions, eg photocopiers and robots. Discuss how devices are programmed to repeat instructions. Show the children two or three sequences of instructions that make the floor turtle move forward and backward or in a square or staircase movement. Write down the instructions and discuss which instructions are repeated. Show the children how the repeat button can be used to make the floor turtle repeat movements. Give the children a set of three repeat instructions to test with the floor turtle.

Learning outcome:
Recognise that instructions can be repeated Programme the floor turtle to repeat instructions

TERM 3 -INTEGRATED PROJECT

Treasure Map

The children will create treasure map to find the hidden treasure. Using the classroom as the island, the children will choose a starting point for the turtle and the location for the treasure. In groups the children will write the sequence of instruction to move the turtle to the treasure. They will create the treasure map based on their layout of the room.-if there is a desk to go around, it could become the volcano in the map. The group will gave their instructions to predict and test where the turtle will end up.
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