Ip LP Computing Y5 U3

iPrimary Computing Year 5 Term: 3 Weeks: 11–15 Duration: 5 weeks: 10 lessons
Unit 3: Networks and Internet
About this unit:

Students will find out about networks – school and business, and the various components associated with them. They will learn about simple binary coding through
studying and using Morse code, then learn that network devices follow a set of rules to ensure data/information gets to the right place. Students consider the range
of services available through the Internet and develop skills and understanding of how web searches work.
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Finding out about physical Learning about major Learning about and using Finding out about networks Making a model network
networks communication Morse code
developments
(Students at the computer –
optional) (Students at the computer)
Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10
Role playing how a network Role playing how the Internet Looking at services provided Learning how search Learning about and using an
performs works by the Internet engines work advanced search method
Comparing search engines (Students at the computer)
(Students at the computer)
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© Pearson Education Ltd, 2019. Copying permitted for purchasing institution only. This material is not copyright free.
Year 5, Unit 3: Networks and Internet, Lesson 1
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Finding out about Students should have experience of network, networking, CO5.1A Know about three types of network which are used to connect
physical networks using a bus or train network infrastructure users to the Internet: mobile phone network, Wired phone network, cable
and TV network
Teaching Summary
Students find out about different types of physical networks and look at the characteristics of each. They are introduced to the term ‘networking’ in relation to
people interacting with each other.
Display the following on the board:

Answer: A group or system of interconnected people or things.
Ask students to work out the question that would give this answer.
Prompt with a range of images taken from the following (or similar, appropriate, local examples):
 https://www.nationalrail.co.uk/static/documents/content/OfficialNationalRailmaplarge.pdf (UK train network)
 https://www.firstgroup.com/uploads/maps/Bristol_Night_Col-Coded_Map_WEB.pdf (Bristol UK bus network)
 http://www.geni.org/globalenergy/library/national_energy_grid/switzerland/swissnationalelectricitygrid.shtml (Swiss electricity network)
 https://www.eia.gov/energyexplained/images/charts/ngpipelines_map_small.png (US gas network)
 http://muhaz.org/water-supply-and-the-settlement-of-rural-and-regional-south-au/80811_html_m7a5f3dba.png (South Australian water pipe network)
 https://news.files.bbci.co.uk/include/newsspec/20420/assets/app-project-assets/royal_family_tree-v2_976-nc.jpg (British Royal family tree)
 https://upload.wikimedia.org/wikipedia/commons/thumb/a/a5/1901_Eastern_Telegraph_cables.png/1024px-1901_Eastern_Telegraph_cables.png
(undersea telephone cable – wired network – Atlantic Ocean)
Explain that each of the displays is an example of a network (Question: What is a network?).
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Main Activity
Hand out Worksheet 1 and, working in mixed-ability pairs, ask students to complete the worksheet (each student must have their own completed worksheet).
Explain that infrastructure is the physical things they might see, e.g. in a gas network – pipes, valves, burners, storage tanks.
With the whole class, choose pairs to feedback one cell from the worksheet, and ask others to comment or provide additional entries.
Answers:
Network What moves around the network? What ‘infrastructure’ would you find in the network?
Family Information, conversations, news People
Gas pipelines Gas Gas pipelines, gas pumps, gas storage vessels, ovens and boilers
Water pipelines Water, chemicals added to water (fluorine for teeth, Water pipes, taps, pumps, reservoir, sinks, drains
chlorine for bacteria killing...)
Electricity cables Electrons (accept electricity) –actually electrons drift Substations, generation station, pylons, cables, plugs, appliances
very, very slowly in an electric current; it is not a ‘flow’
like water
Bus network Buses with people/luggage Roads, bus stations, bus stops, garages
Train network Trains with people, luggage/goods Stations, railway sheds, rail tracks, crossings
Telephone cable Information (using data services), voice calls Telephone exchanges, telephone cables and wires, telephones
(wired) network
Plenary
Explain that this unit is all about networks. Students may have a group of friends who exchange information in a network, or they may communicate with family as
a network.
Display the following: Answer = Interacting with others to exchange information. Ask students what the question might be this time – Question: What is
networking? Explain that this is quite a modern term that has been taken from computing networks in which computers are linked together to exchange
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information.
Additional Activity
If Worksheet 1 is made available electronically, guide students towards inserting an image to illustrate each network.
Digital Resources
Hardware: Additional Resources

For student use: computers with Internet access (optional for additional activity) Year 5, Unit 3, Lesson 1, Worksheet 1
Recommended software:
Web browser (optional)
Word processor (optional)
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Main Focus Prior Knowledge Key Curriculum Objectives

Vocabulary
Learning about Students will have experience or communication, CO5.1A Know about three types of network which are used to connect users to
major awareness of WWW and social media. global the Internet: mobile phone network, wired phone network, cable and TV network
communication
CN5.1A Understand why computers are connected using a network, including the
developments
Internet and how they can provide multiple services, such as the World Wide Web,
video sharing, telephone services, etc.
CN5.1B Know digital devices communicate with each other by transferring data
and that this can be sent wired or wirelessly
Teaching Summary
Students will find out how communications have changed since the early 19th century. They will research one of these developments and illustrate it on a timeline
display in the class.
Introduce the history of communication networks through Handout 1.
Main Activity
Inform the class that they are to make a timeline display of important inventions or developments in communications. Explain the task: students to research and
illustrate one key development in the history of communication from the worksheet (you can add to this if additional examples are required).
Give each student a date and ask them to research the topic summarised, including an illustration. They should use blank A4 paper to make a simple information
sheet with corresponding illustrations. Students should aim to present their key event to the class (including what the event is and why it is important in the history
and development of communications).
Arrange a ‘washing line’ display across the classroom, onto which students hang their work. Encourage students to talk about what they found out as they hang
their work on the line. Teachers might find it useful to make some large format dates to hang on the line at key points (see Handout 1).
Good resources for further information include:
● http://telecom.alexwiddowson.co.uk/
● https://www.computerhistory.org
Plenary
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As a class, place a date on the timeline equivalent to students’ birth year(s). Ask students to explain anything surprising about when things were
developed/invented. For example, they might be surprised at the way that telephones have been around for over 100 years, but a mobile phone for only three
decades or so (bearing in mind 100 years and 30 years are quite long timeframes for younger students).
Additional Activity
Using the links above, encourage students to research and add further dates and events to the class communication history timeline.
Digital Resources
Hardware: Additional resources:

For student use: computers with Internet access Year 5, Unit 3, Lesson 2, Handout 1
Recommended software: A4 paper/pens
Web browser Washing line materials/paperclips
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Learning about and Students should be familiar with the Morse, code, encode, CO5.1A Know about three types of network which are used to connect
using Morse code term ‘SOS’ decode users to the Internet: mobile phone network, wired phone network, cable
and TV network
Teaching Summary
Students initially find out about and use Morse code, sending and receiving messages. They develop a learning/understanding that Morse is a type of binary
(on/off) system and is a very basic system of coding.
Start today’s lesson by playing some Morse code, using the Morse code translator here: https://morsecode.scphillips.com/translator.html. Play the message. Ask
students if they understand the message. Ask: What do you think it is? What do you need to know to understand it? (Answer: the code method).
Explain that in this lesson, students are going to make a model communication system invented in the 1800s. Use a short video to provide background information
and a history of Morse code: https://www.youtube.com/watch?v=bNoOYeS0gs0
Main Activity
You should copy a set of Morse code/letters for students in handout format. For example, https://morsecode.scphillips.com/morse2.html. Using this Morse code
handout, ask students to transcribe their names in Morse code.
Next, working in mixed-ability pairs, ask students to either:
1. create a simple Morse code sender using a battery, a lamp and two wires (connecting wires together makes the light shine and can be used to send
Morse messages) – see http://tiny.cc/osyt5y for ideas
2. use torches to send Morse signals to one another.
Encourage students to send and receive messages to each other. They could send messages in ‘text speak’, e.g. LOL (laugh out loud), 2N8 (tonight). Explain that
a Morse sender is a binary device (the light is either on or off).
Plenary
Discuss problems with the Morse communication system and why it fell out of fashion. For example, radio signals can be intercepted; they required good radio or
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cable connections; slow wires can only send one message at a time (modern telephone cables handle many calls at one time); signals on cables get weaker over
distance and have to be boosted; people need special training to encode and decode messages.
Additional Activity
If time, suggest students try to find out about Morse code at sea (how is it transmitted visually).
Digital Resources

None Materials to make Morse code senders (battery, wires, bulb) or torches
Recommended software: Teacher-prepared Morse code handout
None
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Finding out about Students should have experience RJ45, TCP/IP, wireless, CO5.1A Know about three types of network which are used to connect
networks of wired and wireless devices network, server switch, users to the Internet: mobile phone network, wired phone network,
hub, desktop, laptop, cable and TV network
router, printer, scanner,
CN5.1A Understand why computers are connected using a network,
device, signal
including the Internet and how they can provide multiple services, such
as the World Wide Web, video sharing, telephone services, etc.
CN5.1B Know digital devices communicate with each other by
transferring data and that this can be sent wired or wirelessly
Teaching Summary
Students look at and find out about local area networks (school or business) and the components that you might find on that network and what they do. They learn
about cable connections and the protocols used to connect devices together.
Check students’ understanding of a simple network. If possible, arrange for students to view a simple network – either in school or at a local business. Remind
students when networks came about (if the timeline from Lesson 2 is still on display, highlight when this was).
With students, show each component of a network (if available) with a simple explanation.
Main Activity
Hand out Worksheet 1 and ask students to complete both tasks.

Answers:
Task 1
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User devices are desktops, laptops, mobile, printer and scanner. The other devices are involved in transmitting information around the network.
Answers:
Task 2
● Desktop – to work on files (wired connection).
● Laptop – to work on files (probably a wireless connection).
● Mobile – to make calls, send and receive messages/emails, browse the web.
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● Switch – to connect computers to other devices in the network.
● File server – stores programs and files, checks users are authorised (student work is saved on a file server).
● Wireless hub – connects wireless devices to the network.
● Router – connect the network to the Internet.
● Printer – make paper copies of files.
● Scanner – scan in images and documents to save or work on.
Demonstrate the connecting cables used in networks – an RJ45 cable stripped back (use a broken one). Open it up prior to the lesson so that students can see
that there are wires inside. Explain that:
● there are eight wires
● only four are used
● two wires send information TO a device or computer and two wires receive data FROM other devices
● wires are twisted in pairs (a pair of receiving and a pair of transmitting wires). You might mention, if appropriate, that wires are twisted together to help the
computer signals stay clean
Explain that computers send and receive data as pulses of electricity in the cables. Like Morse code in Lesson 3, there is special code that computers use that
helps them send and receive information and that allows the information to be sent to the correct device. We call that set of ‘rules’ TCP/IP. Networks cannot work
without these rules.
Teachers may find the following resource useful as background reading (if needing support): https://community.computingatschool.org.uk/files/8223/original.pdf
Plenary
Ask students to think-pair-share the advantages of wireless devices (e.g. portability, work anywhere, no wires, fewer trip hazards, etc.).
Additional Activity
None.
Digital Resources

None Year 5, Unit 3, Lesson 4, Worksheet 1
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None
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Making a model Students should be familiar with network, wireless CO5.1A Know about three types of network which are used to connect
network components on a network (from users to the Internet: mobile phone network, wired phone network,
previous lessons) cable and TV network
including the Internet and how they can provide multiple services, such
as the World Wide Web, video sharing, telephone services, etc.
CN5.1B Know digital devices communicate with each other by
transferring data and that this can be sent wired or wirelessly
Teaching Summary
Students create models of network rooms or a network and then join these together to create an overall network model. They learn about how data flows around a
network during operations.
Remind students of work in previous lessons in this unit:
● A computer network is where various components are linked together to share information.
● These can be linked by cables (wired) or be wireless.
● To send and receive information, a set of rules is followed.
● The wires in wired connections are arranged in pairs – to send and to receive – and are twisted to help information pass along them.
Main Activity
In this follow-up lesson, students are to make models of a network, using either 2D flat symbols or making card blocks to represent network devices. They can
work in pairs to create a room. Creating the models will help them to better understand how computers are linked and how they might be planned when designing
them to enable the cables (for example) to run sensibly around the room.
Students need to have (or create) a map of the room they are planning out. You might wish to prepare these ahead of the lesson, depending on the local situation.
You should supply a set of suitable images for students to use. There are many websites that have images that would be appropriate:
● https://pixabay.com/images/search/router/
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● https://www.shutterstock.com/search/network+switch
Students can draw lines to represent network connections (cables). Once completed, they should link up each model to represent the entire network. (If only a
small network is available, then pairs can produce models of the same network.)
Give students a list of the key components to include in their models (where using a real room to model, include a list of what is in the room).
Support: Provide maps for those students who may find that aspect challenging so they do not spend too much time making a map and not adding features.
Plenary
Using one of the models, demonstrate how data might flow around the network and on or off the Internet. Use examples such as (if applicable):
● loading work from file server to workstation
● requesting a web page from the Internet
● printing a file
● scanning a file
● saving work to the file server
Encourage students to talk through their models, demonstrating their understanding and allowing you to assess if any of the key learning needs revisiting to
consolidate and embed the learning objectives.
Additional Activity
None.
Digital Resources

None Teacher-prepared icons of main network components
Recommended software: Paper/card to create maps and/or models of the network devices and plans
None If applicable, prepared maps for less-able students
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Year 5 Unit 3: Networks and Internet, Lesson 6
Role playing Students should be familiar with network, LAN, data, CO5.1A Know about three types of network which are used to connect
how a network network devices and layouts, network protocol users to the Internet: mobile phone network, wired phone network, cable
performs connections, protocols. and TV network
including the Internet and how they can provide multiple services, such as
the World Wide Web, video sharing, telephone services, etc.
CN5.1B Know digital devices communicate with each other by transferring
data and that this can be sent wired or wirelessly
Teaching Summary
Students model the flow of data/information around a network, modelling devices and data.
Use the network plan from the previous lesson to remind students how information flows around the network (have the combined model made in the final part of
the previous lesson ready to use).
Main Activity
Organise a roleplay of the network, with students representing servers, switches, workstation, printers, routers and a computer on the Internet, in order to mimic
the workings of a local area network.
There are various ways to run such a role play. Consult the following good descriptions for various examples and options of how to run this activity:
● network roleplay: http://code-it.co.uk/wp-content/uploads/2015/05/schoolsnetwork_planning.pdf
● communications and networks unplugged: https://www.stem.org.uk/resources/elibrary/resource/362215/communications-and-networks-unplugged
● video of network roleplay: https://www.youtube.com/watch?v=H1ZB6rjeiUg
● roleplay of network problems, including how networks work: https://classic.csunplugged.org/routing-and-deadlock/
The key feature of the roleplay is to ensure students understand how data and information flows. They should understand the use of network rules (protocols) to
ensure data/information flows correctly, and the way various devices either receive or send data and information.
Alternatively, you can divide the class into small groups and ask them to model one of the examples in the links above.
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Plenary
This is the last lesson in the unit on local networks; prompt students with the following questions to see if they can explain the key features learned during the role
play(s):
● How do data flows follow a set of rules? (protocols)
● What are the two main groups of devices? (user devices [desktops, printers] and network devices [switches, hubs, servers])
● How can devices be connected? (wired [cables] or wirelessly)
Additional Activity
None.
Digital Resources

None Completed network plan from the end of Lesson 5
None
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Role playing how Students should know how a LAN web server, client, CO5.1A Know about three types of network which are used to connect
the Internet works works traceroute, IP address, users to the Internet: mobile phone network, wired phone network, cable
node and TV network
Teaching Summary
In this and the following lessons, students extend their understanding of networks to include the network of all networks – the Internet. They model sending
packages of information around the Internet. A visual traceroute app is used to show how data moves around the Internet.
Explain that the next section of this unit is about the global network of computers we call the Internet and some of its features.
Introduce the lesson by demonstrating a traceroute web app, which shows the route taken by data from a web server to the user
(https://www.ip2location.com/free/traceroute is reliable but you should preferably use an IP address).
Explain that:
● what students are seeing is the route taken by a web page requested from a web server
● each line is a different node (a computer that picks up the information and transfers it onwards)
● the time displayed is the time taken for each leg or jump from node to node
● the time taken varies (i.e. jumping from node to node is not done in set times).
Main Activity
With students, complete an unplugged activity to model data packets being sent over the Internet (links to the first demonstration).
The following websites are all good examples of unplugged activities – in all, students model web servers, clients and nodes. Through the roleplays students will
see what was outlined by traceroute – data travels many and varied paths over the Internet, passing through various computer nodes on its way from a web
server. Nodes simply redirect data, so if a node is turned off (as can happen from time to time), the data just finds a new route to follow using different nodes.
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● https://studio.code.org/unplugged/unplug10.pdf
● https://www.stem.org.uk/resources/elibrary/resource/374447/how-Internet-works-practical-task
Alternatively, divide the class into three groups and ask each group to reproduce each roleplay from the videos and then present to the whole class.
Plenary
Link the first and second half of the lesson by running traceroute again and asking students to describe what is happening at each location shown.
Additional Activity
None.
Digital Resources

For teacher use: computer with Internet access (for traceroute demo)
Web browser
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Year 5 Unit 3: Networks and Internet, Lesson 8
Looking at Students will have used the Internet to service, Telnet, FTP CO5.1A Know about three types of network which are used to connect
services email, browse, send/receive files, users to the Internet: mobile phone network, wired phone network, cable
provided by stream films/music. and TV network
the Internet
Teaching Summary
Students look at the range of services available on the Internet and compare them to physical services such as the rail service. They rank uses of the Internet by
which ones they feel are the most important to them and discuss/compare their rankings.
Start today’s lesson by displaying a list of locally appropriate services; these might include the following (leave out the examples at this stage):
● police service: a victim of a crime, someone who has lost something
● fire service: help with putting out a fire, rescue someone in trouble
● water: supply water to homes and business, deal with wastewater
● electricity: make and distribute electricity to homes and businesses, repair broken cables, fit meters in homes
● postal service: deliver letters and parcels, take payments, apply for a passport
● bus service: supply bus transport, publish timetables, place bus stops in streets
● rail service: supply train transport, run stations, provide timetables
● ambulance service: take injured or sick people to hospital or home after treatment.
Show a definition of the word ‘service’. For example, ‘the action of helping or doing work for someone, a system supplying a public need such as transport,
communications, or utilities’ (https://en.oxforddictionaries.com/definition/service). Ensure students understand the concept of a service.
In mixed-ability pairs, ask students to work out who would need the services listed or what the service provides to people/businesses, and write down their
answers. When ready, ask students to share what they wrote (see examples in above list if prompts are needed). The idea is to get students to think about what a
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service is, how they work and how they differ. The task also helps to contextualise how ‘unplugged’ services relate to ‘plugged’ services for the coming activities.
Next, expand the rail service example. Display a locally appropriate map, similar to this map of a rail network in Poland:
http://www.bueker.net/trainspotting/maps/poland/poland.gif.
Explain key features:
● There are stations marked.
● Each station is linked to at least one other station by railway tracks (the lines).
● There are a variety of ways to get from one station to another (taking different routes); if a line is closed for repair, you can usually take a different route.
● Trains run along the lines carrying people and goods (including letters and parcels).
● The rail network supplies a variety of services – transporting people, delivering goods, delivering post.
Explain that this is similar to the way the Internet is built and works, which students studied in the previous lesson:
● web servers/nodes = stations
● cables and connections between computers/servers = train tracks
● information/data = goods, letters, parcels, people
● network of computers = rail network.
Main Activity
Explain that students will be looking at what services the Internet provides (like the services provided by the rail network).
Hand out Worksheet 1 and ask students to work in mixed-ability pairs to complete the table. It might be helpful for you to copy and edit information from the WWW
that explains some of these services (for example, students may not be familiar with Telnet) as additional support for this activity or allow students to use the
Internet for research (www.howstuffworks.com is good, but you will have to edit and simplify to make it appropriate for Year 5 students).
Answers:
Internet service What does the service let users do? Example Who might use this service? Why might they use it?
provider
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Email Allows you to send text and images, including sending People who want to contact someone who has an email address. It is
files as attachments. Example providers: Gmail®️, quick and cheap, although you need access to an Internet connection.
Outlook®️, Hotmail®️
World Wide Web Locate information, use a range of web-based services Anyone who needs to find things out/research things
(including webmail). Example providers: Chrome®️,
Firefox®️ (web browsers)
File sharing Share files between computers. Example providers: Anyone who needs to send large files (email attachments are often limited
(FTP/BitTorrent) Filezilla®️, FireFTP®️ in size). It is also used by those involved in Internet piracy.
Internet telephony Makes voice calls over the Internet. Example providers: Anyone without a mobile phone signal. If a phone is enabled, it will use
(VoIP) Vonage®️, Berry®️ the Wi-Fi connection instead. It is usually free.
Instant messaging Send text messages. Example providers: MSN®️, Yahoo®️ Anyone wanting to send text messages and multimedia messages
Messenger®️
Telnet Remotely handle a computer. Example providers: Someone needing their computer fixed. A technician can log onto the
PuTTy®️, Netrunner®️ computer from anywhere in the world and take control of it.
Video Make voice and video meetings. Example providers: People can talk with family and friends, and business users might use it to
conferencing Skype®️, FaceTime®️ have a meeting that involves no travelling (saving time and money)
Video/music Stream music or videos. Example providers: Netflix®️, Someone who wants to watch a film but is unable/not willing to go to the
streaming BBC iPlayer, Spotify®️, Deezer®️ cinema
Either display a list of services or ask students to mind map ‘What can you use the Internet for?’ (Use Worksheet 2 as a guide to prompt students.)
End with a ‘diamond nine’ exercise (or the ranking exercise in Worksheet 2) by getting students to work in groups to construct an agreed list of what is
important/less important to them when using the Internet, and why. The idea is to stimulate discussion (students may not all agree). For an explanation and some
alternative ways to conduct this activity, see: http://www.classtools.net/_SEARCH/index.php?template=diamond9.
Plenary
Discuss the diamond nines. Ask: Why did you place items where you did? Take alternative views from different groups and lead a discussion about why they
ranked the services as they did. Draw out answers to ensure the students are confident with their understanding of a ‘service’ and how this term is applied online.
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Additional Activity
None.
Digital Resources

None Year 5, Unit 3, Lesson 8, Worksheet 1
Recommended software: Year 5, Unit 3, Lesson 8, Worksheet 2
None Scissors to cut up Worksheet 2
Edited/levelled text for students to use with Worksheet 1 (optional)
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Learning how search Students will have used a search URL, bot, spider, CO5.1A Know about three types of network which are used to connect
engines work engine interface, index users to the Internet: mobile phone network, wired phone network, cable
and TV network
Comparing search
engines CN5.1A Understand why computers are connected using a network,
Teaching Summary
Students find out how search engines developed and gain a basic understanding of how websites are spidered. They compare three search engines to see how
each one displays its results.
At the start of the lesson, display a list of search sites: Google, AskJeeves, Bing, Yahoo. Ask students what these are and expect:
● used for searching
● search engine
● search site.
Ask students how they would find, say, the BBC website if they could not use a search engine to locate it; they would have to know the website address
(www.bbc.com).
Explain that search engines have three very clever aspects to them:
1. Spiders: these are software tools that have been designed to automatically follow links in web pages and add keywords to the index.
2. Index: a catalogue of web page URLs and keywords – what you are actually searching when you use a search engine.
3. Search interface: what you use to do a search (a special web page on the WWW).
Demonstrate a web crawler tool such as https://robhammond.co/tools/seo-crawler. Show how it goes from the entered address, and then finds all linked pages
and lists them. If this site is not working, you can install a web crawler to demonstrate – see https://www.nichemarket.co.za/blog/nichemarket-advice/6-web-
crawling-tools for samples.
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With students, give a brief history of search engines (you may edit as appropriate):
● 1990: first search tool (Archie) released (when there were only a few hundred web pages in existence)
● 1993: a web ‘robot’ was created that gathered and listed web addresses (URLs)
● 1993: JumpStation, the World Wide Web Worm, and RBSE released. These listed titles and URLs of web pages.
● 1994: Yahoo directory released (a collection of the site’s favourite web pages)
● 1994: first web crawler released – it indexed whole pages (looking for keywords to save).
Main Activity
Ask students to try a simple search (in mixed-ability pairs), such as ‘How tall is the Eiffel Tower in Paris?’, using three different search engines to compare the
results.
Provide some locally appropriate searches (such as about their school, town, city, country, a famous personality) and ask students to look at results using different
search engines. They should decide which is the best search engine to use based on:
 how useful/interesting the results were
 how easy to use
 the display of adverts
 the general look of the search engine.
With the class, draw together their views on search engines.
Plenary
With the class, discuss how they search. Do they type in sentences like ‘How tall is the Eiffel Tower in Paris’ or single words, questions? Explain that in the next
lesson they will learn to use a few techniques that use their programming skills to improve their searching.
Additional Activity
None.
Digital Resources
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For student use: computers with Internet access
web browser with access to Ask, Yahoo, Google
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Learning about and Students will have experience of phrase search CN5.1A Understand why computers are connected using a network, including
using an advanced searching the WWW. the Internet and how they can provide multiple services, such as the World
search method Wide Web, video sharing, telephone services etc.
Teaching Summary
Students find out a simple way to improve their searches and practise it in order to find answers to some questions. They reflect on the learning in this unit.
At the start of the lesson, show a web search.
● Type in the keywords – pick up litter (this exercise works best in Google).
● Display the results.
● Show that there are many millions of hits.
● Change the search to “pick up litter” and display the new result (in Google this should mean many fewer sites).
With students, explain that placing words in inverted commas searches for stored phrases in Google (instead of looking for the keywords pick up and litter it
looks for the combined phrase instead).
Main Activity
Students to use this kind of search to complete an ‘Internet treasure hunt’ on Worksheet 1. You can set each search one at a time (and see who can find an
answer first), set groups of searches or set the entire worksheet in one go.
Plenary
In the final plenary, hand out Worksheet 2 and ask students to highlight a smiley that corresponds to their learning in the unit (this is ‘student speak’ versions of
the key learning objectives). They do this individually, then share and explain with a peer. Bring the class together to share charts and views.
Additional Activity
None.
26
Digital Resources

For student use: computers with Internet access Year 5, Unit 3, Lesson 10, Worksheet 1
Recommended software: Year 5, Unit 3, Lesson 10, Worksheet 2
Web browser
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iPrimary Computing Year 5 Term: 3 Weeks: 11–15 Duration: 5 weeks: 10 lessons

Unit 3: Networks and Internet

About this unit:

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Display the following on the board:

Family Information, conversations, news People

Hardware: Additional Resources

Main Focus Prior Knowledge Key Curriculum Objectives

Hardware: Additional resources:

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Hardware: Additional resources:

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Hand out Worksheet 1 and ask students to complete both tasks.

Hardware: Additional resources:

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Hardware: Additional resources:

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Hardware: Additional resources:

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Hardware: Additional resources:

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Hardware: Additional resources:

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Hardware: Additional resources:

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Hardware: Additional resources:

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