IT Curriculum Guide Grade 9

8/2/2019 IT Curriculum Guide Grade 9

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MINISTRY OF EDUCATION

SECONDARY SCHOOL

GRADE 9

Information TechnoloC i l G id


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C i l G id


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PREFACE

Information Technology Curriculum Guides, Grades 7 to 11, were produced in 1999. These Curriculum designed to make all students computer literate and allow teachers to use the computer as a tool for tea

the school curriculum. The documents covered three major aspects of Information Technology: (i) Inf

Theory, (ii) Word Processing, and (iii) Spread Sheet.

The Guyana Education Access Project (GEAP) with the help of the Secondary School Reform Project (SS

Centre for Educational Resource Development (NCERD) have collaborated to supervise the revisio

Curriculum Guides produced in 1999. Since these Guides have been in use for more than three yearsupdate 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 Techno

(ITAs) taken from Regions 6 and 10. These ITAs are still teachers of Information Technology in Se

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 (

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

the world of work.

Ingrid Barker

H d ( )


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ACKNOWLEDGEMENTS

The Ministry of Education is grateful to the following persons whose tireless work has

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 SchoolMona 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 Overs

Poranee (Pam) Kingpetcharat, IT Trainer, National Centre for Educational Resource Development, Pe

Richard Ramnarine, IT Teacher Trainer, Guyana Education Access Project

Rosaline Garrett, Head of Centre, Cyril Potter College of Education, New Amsterdam

Sh n G rd n B n IT T ch r Lind n F und ti n S c nd r Sch l


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Content Rationale for Grade 9 IT Curriculum Guide

Priority Grade 9 Topics Objective/Reason

7 Formatting and Printing Spreadsheets Use the computer to format, layout, and preview the items from a spreadsheet th

Use print preview to ensure that print outs are in a presentable format and do not

8 Advanced Word - Printing envelopes and

labels, Mail-merging

Recognising that students will be required to perform some level of office admin

printing envelopes and labels using Word Processing software is introduced. To

software integration, mail merging or document merging encourages the use of t

produce time saving documents, labels, or envelopes to mail. Students should fe

use of mail or document merging in order to save time on typically repetitive tas

9 Binary Number System Provides a basic introduction to the Binary Number System which forms part of

requirements.

10 Compilation of Terms used in Grade 9 Building upon the lists from Grade 7 and 8, students should try to keep a list of a

been introduced to during the course of Grade 9. The instructor may take some

the terms introduced and their definitions to ensure that students understand the

use. The emphasis here should be on the understanding and application of the

learning of complicated definitions.


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INFORMATION TECHNOLOGY CURRICULUM GUIDE

GRADE 9

Page 1

TopicLearning Objectives

Content Evaluation

Skills Knowledge Understanding Attitude

Methods / Strategies /

Materials

Areas of

IntegrationComputers in

Society

Differentiate

between thepositive andnegativeimpacts of

technology onemployment.

Identify the ways

in whichtechnology isimproving theway we work.

Identify thepositive andnegative effectstechnology has on

employment.

Technology

impacts society indifferent ways.

Each can have a

positive or anegative influencee.g. employmenthas been bothcreated and

eliminated, certain

jobs and job roleshave been maderedundant, the

places from whichpeople work, andthe number of

work hours havechanged.

Appreciate that

technologyimpacts societyboth positivelyand negatively.

Willingness tocontinuouslyeducate oneself onpositive and

negative impacts

of technology andidentify actionspeople can take to

minimize some ofthe more negativeaspects.

Organisations are

increasingly relying ontechnology to increaseefficiency in theworkplace and improve

standards of work.

Some jobs have beenmade redundant due totechnology replacing

human labour. Others

have been created in thefield of IT andcommunications due to

advances in technology.

Many jobs have changed

in their roles andresponsibilities. People

are working from home,working more hours,and can work from

anywhere in the world.This has retraining andeducational impacts onsociety.

Name and identify some

recent technologicaldevelopments. Discusshow they have impactedemployment.

Make a list of some of thenegatives and positivesthat advances intechnology could cause.

Discuss and/or debatethem to determine ifexperiencing these

positives and negativesare eventually positive ornegative experiences for

society as a whole.

Visits to corporations(where possible) toobserve how they rely on

technology and identifysome new jobs that werecreated, and existing jobsthat have changed as a

result of the introductionof IT.

Do students

understand thatthere are pros andcons to the waytechnology has

changed workinglife?

Do studentsunderstand that

these pros and cons

can influenceemployment trendsin society?

Social Studies,

Economics:Employment trendsand job roles.

English: Role play,written reports,group discussions.

Guidance: Skills

required in the world

of work.


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GRADE 9

Page 2


Content Evaluation



Materials

Areas of

IntegrationComputers in

Societycontinued.

Differentiate

between thepositive andnegativeimpacts of

technology oninformation.

Understand thatdata and

information ismore accessibleand more people

are able to makedata and

information easilyavailable.

Recognise that

more data doesnot mean betterquality.

Recognise that

technologyimpacts society indifferent ways.

Each can have apositive or anegativeinfluence.

Appreciate that

technology doesnot always bringpositive benefitsto a society.

Data is collected and

stored in vast quantitiesfor various reasons.

Organisations haveaccess to more databasesof information.

Databases can be sold to

organisations formarketing purposes.

Name and identify some

recent technologicaldevelopments.

Discuss how they have

impacted on thetransmission, availability,and quantity ofinformation.

Do students

understand thatthere are positivesand negatives to theway technology has

changed theavailability andsecurity ofinformation?

Social Studies:

Freedom andprivacy ofinformation, healthand safety,

surveillance andfreedom, policeinteraction,communications,media, and impact of

availability of

information onsociety.


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GRADE 9

Page 3


Content Evaluation



Materials

Areas of

IntegrationAs a result,

security,confidentiality,and the ability toverify or validate

the reliability ofthe data orinformation beingpresented is key.

Students should

have an awarenessof the impact oftechnology onfreedom of

information,privacy, security,andconfidentiality.

Students should be

aware of some ofthe negativeaspects and realisesome of the

actions we cantake to minimisethem.

The privacy of

individuals' data is beingeroded. Ascommunicationstechnology increases,

access to private databecomes easier andsecurity needs to beincreased. Use ofpasswords and

authorised personal

access is necessary.

As more and more data

is stored, there isincreased risk ofinaccuracy. Verification

checks take time and arenot always carried out.

Identify measures that can

be taken to ensureconfidentiality andsecurity of data.

Visits to corporations(where possible) toobserve how they rely ontechnology and identifysome new jobs that were

created, and existing jobs

that have changed as aresult of the introductionof IT.

Observations/discussionsof what security measures

they take.

Do students

understand howthese positives andnegatives impacttheir daily lives?

English: Role play,

written reports,group discussions.

Computers inSociety

continued.

Differentiatebetween the

positive and

negativeimpacts oftechnology on

society.

List and explainhow the

introduction of

technology hassocial impacts onhow society

functions.

Recognise thattechnology

impacts society in

different ways.

Appreciate thattechnology does

not always bring

positive benefitsto a society.

Health and safety issuese.g. repetitive stress

injury, back problems,

eye strain.

Unsupervised use of theinternet e.g. childrenhaving access topornographic sites.

Name and identify somerecent technological

developments.

Discuss how they haveimpacted on society.

Do studentsunderstand that

there are pros and

cons to the waytechnology haschanged society?

English: Role play,written reports,

group discussions.


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GRADE 9

Page 4


Content Evaluation



Materials

Areas of

IntegrationIdentify some

examples of areasof society wheretechnology has apositive or

negative impact.These couldincludehealthcare, safetyand security,

government, and

economics.

Each can have a

positive or anegativeinfluence.

Students should be

aware of some ofthe negativeaspects and realisesome of the

actions we cantake to minimisethem.

Police use of technology

e.g. networked databasesand electronicfingerprinting canensure that knowledge

of criminals is notlocalised. The use ofsurveillance cameras canbe said to impinge uponan individual's freedom.

E-commerce can enablesmall local businesses tosell directly to foreign

consumers andbusinesses. E-government can improve

efficiency and reducecost for administration.

Make a list of some of the

negatives and positivesthat technologicaladvancements couldincur.

Role play a scenario ofone positive aspect inimproved communicatione.g. like police catching

bandits.

Identify measures that canbe taken to ensure

confidentiality andsecurity of data.Observations/ discussions

of current securitymeasures taken by

businesses, governments,and various organisationsin the community and

internationally.

Do students

understand howthese pros and consimpact their dailylives?

Social Studies,

Economics: Discusshow technology haschanged interactionsbetween groups of

people, society,government,economics, and lifeas we know it.


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GRADE 9

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Content Evaluation



Materials

Areas of

IntegrationInformation

and Commun-icationsTechnology(ICT)

Identify the

differentpurposes ofelectronicdevices e.g.

oral commun-ication requiresa telephone orcell phone.

Definition and

uses of electroniccommunicationdevices.

Technology is

constantlychanging andimproving ourmethods of

communication.

Appreciate that

technology isconstantlychanging and weneed to keep up to

date with thosechanges.

Technology used to

communicate: Electronicdevices such asfacsimile (fax), pager,computer, telephone,

satellitecommunications, PDA(personal data assistant).

Discussion of types of

electronic communicationdevices, where possibleteachers should show thedevices.

Students make a list ofsome of the devices foundwithin their communityand give a presentation on

what they are used for.

Discussion on how theuse and availability of

these devices haveimpacted their family,community, and their own

ability to communicatewith others.

Can students

identify thedifferent purposesof electronicdevices used for

communicationpurposes?

Can studentsevaluate the positive

and negative

impacts of theavailability and useof these devices?

Social Studies,

Economics:Discussion on howcommunication insociety has changed

because ofinformation andcommunicationstechnology.


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GRADE 9

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Content Evaluation



Materials

Areas of

IntegrationIdentify devices

or resourcesused forresearching andexchanging

information.

Definition and

uses of researchand informationresources.

Information is

becoming moreeasily accessibledue to theimprovements

made intechnology.

Appreciate that

information isconstantlychanging and weneed to keep up to

date with thosechanges.

Technology used as a

source of information:web sites, CDRoms,databases, files availableon the Intranet.

If students have access toeducational CDRoms and

the internet, encouragethem to accessinformation.

Discuss the source of the

information focusing onevaluating its validity andpossible bias.

Do students know

how to access ITdevices for researchpurposes?

Do students knowhow to conductresearch using thesedevices?

Social Studies:

Evaluation andreliability of sourceinformation.

Language: Oralpresentations,reports, comparisons

Informationand Commun-ications

Technology(ICT)continued.

Evaluatesources ofinformation and

determinewhetherinformation is

reliable.

Record

bibliographicsource of

information inthe proper

manner forfuture

reference.

Some researchand informationresources are

better than others.

Using traditional

indicators likeauthor, title,publisher, date of

publication, andawards or merits

can help studentsdetermine

whetherinformation they

find is reliable.

Recognise thatsome devicesprovide source

information whilstothers allowexchange of

information.

All information

gathered must beevaluated for

validity. Thesource of that

information mustbe recorded for

future reference.

Appreciate thatnot all informationis accurate or

reliable, but has tobe validated withother sources,

especially if it isfrom a biasedsource.

Source information: websites, CDRoms,databases.

Indicators to be used forvalidation and recorded

as source ofinformation: author,title, publisher, and date

of publication.

Observing the type ofinformation each sourcemay provide e.g. visual,

audio, written notes andbe able to identify throughdiscussions the limitations

of each source.

Students should have

access to CDRoms andthe internet (if available).

A discussion of the sourceof the information should

focus on the bias, if any.

Can students usesource informationefficiently for

research purposes?

Can students record

the bibliographicsource ofinformation in the

proper manner forfuture reference?

Social Studies:Evaluation andreliability of source

information.

English: Record

bibliographicinformation fromsource of

information.


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GRADE 9

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Content Evaluation



Materials

Areas of

IntegrationIdentify how

the differenttechnologicaldevicescommunicate

with each other.

Describe local and

wide areanetworks.

Use these

networks toresearch, access,exchange, andcommunicateinformation.

Recognise that

some devicesprovide sourceinformation whileothers allow

exchange ofinformation.

How devices worktogether to

provide

communicationnetworks in orderto source and

exchangeinformation.

Appreciate the

complexity andsimplicity of thepower ofnetworks.

How technology

communicates: cables,satellite, radio andmicrowaves.

Networks: Local Area -within an organisatione.g. a computer lab in aschool (intranet) andWide Area Networks -

outside the local area

e.g. a banking system,the internet.

Use drawings to help

students understand howtechnology communicatesthrough cables, telephonenetworks and via satellite.

Discuss the differencebetween LAN & WAN.Have students use theschool's LAN and internet

connection to perform

research, access,exchange, andcommunicate information.

Do students

understand howcommunicationsand information canbe transmitted over

local and wide areanetworks?

Geography:

Effectivecommunicationrelating to distanceand location.


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GRADE 9

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Content Evaluation



Materials

Areas of

IntegrationCreate foldersFile

Management

Create new

folders using theappropriateoperating systemprogram or tool.

Understand that

all data andprograms on thecomputer arestored as files and

that folders are aneasy way toorganise files.

Files can be

grouped in one

folder and relatedfolders can begrouped in one

general folder.

Willingness to

keep items on thecomputer in orderby using foldersand descriptively

naming files andfolders.

Discuss the directory

tree (organisation offolders, sub-folders andfiles on the computer).

Create a folder.

Practice using gooddescriptive file andfolder names to describe

file and folder contents.

Practice saving files tothe correct folder so they

can easily be retrieved ata later date.

Show and explain the

directory structure of thecomputer using theappropriate operatingsystem tool e.g. Windows

Explorer, My Computer.Demonstrate how tocreate a folder withstudents' name on it.

Students practice creating

a folder with their nameand then sub-foldersorganised by subject or

topic.

Students practice saving

files to the correct folder.

Can students create

folders effectively?

Can students nametheir folders

descriptively?

Can studentsorganise thesefolders in a logical

manner?

Home Economics,

Business,Economics,Government:The value of

organisation andhow it improves orimpacts anindividual's,business', or

government's

efficiency.

Students can discuss

topics such asknowledge sharing,organisational

structure, homeorganisation, time

keeping, orgovernmentorganisation.

Move files and

folders

Organise new and

existing files andfolders by movingthem from one

place to anotherusing theappropriateoperating system

tool.

The purpose of

having folders isto use them toorganise files and

other folders.

Using theseavailable tools

makes findingfiles much easier.

Willingness to

keep items on thecomputer in orderby using folders

and descriptivelynaming files andfolders.

Group related files in a

folder by moving themusing the appropriateoperating system tool.

Group related folders ina folder by moving themusing the appropriate

operating system tool.

Students organise their

existing files and foldersby moving them to thefolders they created in the

previous skill set.

Students draw a directorystructure of how they

have organised their filesand folders.

Can students move

their files andfolders effectively?

Can studentsorganise their filesand folders logicallyby moving them

into theirappropriate place?


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GRADE 9

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Content Evaluation



Materials

Areas of

IntegrationFile

Managementcontinued.

Rename files

and folders

Renaming

existing files andfolders providesfor moreflexibility.

Files and folders

can be renamed tomake them moredescriptive of theircontents.

Willingness to

keep items on thecomputer in orderby descriptivelynaming files and

folders based ontheir content.

Rename files using the

appropriate operatingsystem tool.

Rename folders using

the appropriateoperating system tool.

Students identify a folderor file that they have

named incorrectly.

Students use the

appropriate operatingsystem tool to rename that

file or folder.

Can students

rename files andfolders effectively?

Home Economics,


organisation andhow it improves orimpacts anindividual's,


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GRADE 9

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Content Evaluation



Materials

Areas of

Integration

business', orgovernment'sefficiency.

Students can discusstopics such asknowledge sharing,

organisationalstructure, homeorganisation, time

keeping, orgovernment

organisation.

Copy and paste

files andfolders

Use the correct

operating systemtool to copy andpaste files andfolders from one

folder to anotheror from onestorage device toanother.

Copying and

pasting files andfolders can savetime by allowing

for quickreplication ofneeded files and

folders or quicktransfer of files

and folders fromone storagedevice to another

e.g. floppy to harddisk.

Files and folders

can be copied andpasted from onefolder to anotheror from one

storage device toanother.

Copy and pastingfiles from floppy

to hard disk and

back can be usefulas a method forbacking up,

duplicating,working from andstoring important

files.

Willingness to

save time by usingcopy and pastefunctions totransfer or

replicate files orfolders from onelocation toanother.

Copy and paste files and

folders from one placeto another using theappropriate operatingsystem tool.

Process would include:1. Choose folder or fileby clicking once tohighlight it.

2. Choose the copy

option.3. Go to the place whereyou want to paste the

folder or file by clickingon it once to highlight it.4. Choose the paste

option.5. Wait. Be patient.

Students watch and readthe screen to see whatthe computer is doing.

Students identify a file or

folder they wish totransfer from hard disk tofloppy disk.

Demonstrate to thestudents the process ofcopying and pasting thosefiles or folders from thehard disk to the floppy

disk using the appropriate

operating system tool.

Students practice copying

and pasting their foldersand files from hard disk tofloppy disk and from

floppy to hard disk.

Can students copy

and paste files andfolders from onefolder to another?

Can students copyand paste files andfolders from onestorage device toanother?


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GRADE 9

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Content Evaluation



Materials

Areas of

IntegrationFile

Managementcontinued.

Delete and

restore files andfolders.

Deleting files and

folders helps toclean unwanted orunused files andfolders from

storage devices.

In some cases,files and folderscan be restored

using the

appropriateoperating systemtool.

Cleaning out

storage devicesfrees up storagespace and makeswork less

cumbersome.

A clean andorganized harddisk drive makes

files and folders

easier to find.

Willingness to

keep storagedevices clear ofunnecessary filesand folders.

Delete files and folders

using the appropriateoperating system tool.

Process would include:

1. Choose folder or fileby clicking once tohighlight it.2. Choose the deleteoption.

3. Students watch, read

the screen, and providethe appropriate answerwhen prompted.

(If available) Restorefiles and folders using

the appropriateoperating system tools.

Students identify a file or

folder they wish to deletefrom hard disk to floppydisk.

Demonstrate to thestudents the process ofdeleting files or foldersfrom the hard disk orfloppy disk using the

appropriate operating

system tool.

Students set up empty

files and folders andpractice deleting thesefrom the hard disk or

floppy disk.

Teachers need to be awareof the security of allstudent's files and folders.

Can students

identify files andfolders to bedeleted?

Can students deleteappropriate files andfolders?

If the appropriate

operating system

tool is available, canstudents use it torecover deleted files

and folders?

Home economics,


organisation andhow it improves orimpacts anindividual's,business', or

government's

efficiency.

Students can discuss

topics such asknowledge sharing,organisational

structure, homeorganisation, time

keeping, orgovernmentorganisation.


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GRADE 9

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Content Evaluation



Materials

Areas of

IntegrationIntroduction to

Database

Design a

simpleDatabase

A database should

be namedappropriately foreasyidentification.

Identify the namesof the major fieldsfor the database.

Use these fields toplan a form forthe database.

Using descriptive

names for thedatabase andmajor fields helpsother computer

users to easilynavigate through adatabase.

Forms enhance

presentation andmake the users'work lesscumbersome.

Willingness to

design and plan adatabase that iseasy to use, clear,concise, and easy

to navigate.

Recognition that90-95% of goodcomputer work

happens in theplanning phase.

Identify the subject of

the database, how it willbe used, and who it willmost likely be used by.Identify fields for the

database.Sketch a design for theform of the database.Identify the Primary Keyfield of the database.

Have students identify a

way to use a database.Some examples includecataloguing a library, CDsand music, videos, and

students in the school.

Have students write up adetailed plan of what theirdatabase will be used for,

what type of data will gointo their database, theirkey fields, and a design ofthe form they will create

for their database.

Can students show

step-by-step howthey designed theirdatabase?

Did students takeinto account howtheir database willbe used?

Are the plans forthe student'sdatabase clear andconcise?

Economics, Social

Studies, LibraryScience, Biology:Students can build adatabase for one of

these subject areaseither as an exampleof the way recordsshould be kept or asa way to categorize

existing andavailable data.


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GRADE 9

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Content Evaluation



Materials

Areas of

IntegrationBuild a simple

Database

Create and name a

new database.

Organize thedatabase so that it

is easy to use,easy to navigate,easy to enter data,concise, and clear.

Constructing a

database in adatabase programtakes planning,persistence,

patience, andforesight.

Willingness to

spend as muchtime as necessaryto construct andperfect a database

that is easy to use,clear, concise, andeasy to navigate.

Create a new database.

Name that database.Create field names,descriptions of that field,and choose the type of

data that will becontained in that field.Design and create aform for the database.Create and assign the

Primary Key field forthe database.Enter data using thedatasheet view and

forms.

Based on the plan

students drafted in theprevious skill set, havestudents build theirdatabase and enter data

into it.

Have fellow classmatesevaluate the design, easeof use, clarity, and

conciseness of thestudent's database.

Have students incorporate

feedback into the finaldraft of their database.

Can students

execute their draftedplans to constructtheir database?

Can students giveand receiveconstructivecriticism on theirdatabase?

Is the final draft of astudent's databaseeasy to navigate,

easy to use, concise,and clear?


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GRADE 9

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Content Evaluation



Materials

Areas of

Integration

Presentation

Software-----------------NOTE:Requires at

least 6-9lessons.Students need alot of practiceto become

confident withtheirPresentationSoftware Skills.

Plan a

presentation bysummarisinginformationusing images,

text andanimation.

Understand that

presentations canbe used tocommunicateinformation

effectively, e.g. ina face to facepresentation orover the internet.

Identify wherepresentationsoftware would beappropriate and

effective

Information can

be presentedthrough a range ofsources. One ofwhich is

PresentationSoftware e.g.PowerPoint.

Realise that the

audience and timeavailable shouldbe taken intoconsideration

when planning apresentation.

Appreciate that

information can bepresented in anumber of ways.

The presentationof informationdepends upon theneeds of theaudience and the

purpose of themessage.

Choose a topic. Decide

how long thepresentation is going tobe (time).

Make a rough outline ofmain points ofpresentation.

Decide number of slides

it will take.

Make a rough sketch onseveral sheets of paper

for each main point.

Plan the speech for each

slide.

Using ideas frompresentations shown byteacher, project and

evaluate what thepresentation may look

like.

Students choose from a

range of topics. They willneed to plan and preparethe content of theirpresentation. This will

include activities onsummarising informationfor presentation purposes.

Teachers should

demonstrate a number ofdifferent slide shows sothat students can identifywhat a presentation is and

how it can be used todisplay information.

Encourage a groupdiscussion on how slide

shows can be used inschool and in business.

Can students

effectively use astep-by-stepapproach whendesigning and

organizing apresentation?

Can students clearlyand effectively

explain why theylike or dislikecertain aspects of apresentation?

Are students awareof the positives and

negatives of using aslide show

presentation topromote a topic orteach a subject?

English: Audience,

purpose ofcommunication, oralpresentations,evaluating

effectiveness ofcommunication

All: The topics usedfor presentation

purposes could beintegrated with anyarea of thecurriculum.


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GRADE 9

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Content Evaluation



Materials

Areas of

Integration

Presentation

Softwarecontinued.-----------------NOTE:

Requires atleast 6-9lessons.Students need alot of practice

to becomeconfident withtheirPresentation

Software Skills.

Create a slide

presentation tocommunicate amessage orinformation on

a topic

Start up

presentationsoftware andcreate each slide.

In the process ofcreating a slideshow, studentsbecome familiarand comfortable

with the tools ofpresentationsoftware.

The use of

presentationsoftware is likesitting down at adrafting table and

cutting, pasting,and designingeach slide fromscratch.

Instead of worktools being indrawers, they arein menus and

toolbar buttons.

Appreciate the

time and effort ittakes to produce agood slidepresentation.

Recognize thatanything worthlearning well takespatience, practice,

and persistence.

Start up presentation

software.Insert a new slide.Insert text.Insert graphics from

Clip Art, Spreadsheetgraphs, or CDRoms.Insert sound fromgallery, file or CD.Edit text and graphics

(cut, copy, paste).Resize and move text/graphics boxes.Format background and

template designs.Use animation tools.

Teachers need to

demonstrate the activitiesidentified in the content.

Using their outlines,

students create their slidepresentations usingcreative clip art,animation, sound, charts,and word art.

Students evaluate eachother's slide presentationsand provide

comments/feedback.

Can students start

up the presentationsoftware?

Can students work

independently toinsert a new slide,text, graphics, clipart, sounds, edittext, graphics, add

animation, andformatbackgrounds?

All: The topics used

for presentationpurposes could beintegrated with anyarea of the

curriculum.

Some exampletopics include:HIV/AIDS, life

skills - prejudice,racism, how to get aob, how to start a

business, abuse,

social studies,economics, business,and history.


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GRADE 9

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Content Evaluation



Materials

Areas of

Integration

Edit and perfect

a slidepresentation toincorporatesuggested

changes

Incorporate

constructivefeedback fromfellow studentsinto slide

presentation.

Edit, spell check,and proof readslide presentation

to improve it.

Doing several

drafts of apresentation canhelp to improvethe presentation

by correctingmistakes andincorporatingconstructivefeedback.

Appreciate the

importance ofincorporatingfeedback anddoing several

drafts of apresentation.

Willingness tostrive for high

qualitypresentations.

Use Spell Check.

Sort slides into order.Time a presentation andrun a slide show.

Students take evaluations

from fellow students anddo a second draft of theirpresentation.

Students present theirslide shows to the class.

Have fellow studentscomment and critique

their classmate's slideshow.

Can students give

and receiveconstructivecriticism?

Can students usespell check andslide sortereffectively?

Can studentspresent an effectiveand interesting slideshow?

Software

integration -multitasking

Recognize that

you can havemore than oneprogram orpiece ofsoftware

running at onetime

Computers can

run more than oneprogram at a time.

Running morethan one program

at a time is calledmulti-tasking.

There are times

when it will bemore efficient torun more than oneprogram at a timeto complete a task

on the computer.

Multi-tasking cansave you time,

effort, and energy.

Appreciate the

efficiency ofdoing more thanone thing at a timeon the computer.

Startup multiple

programs such aswordprocessing,spreadsheet, andencyclopaedia programsat once.

Examine the task bar or

multi-task menu toidentify and keep track

of all programs running

on the computer.

Students come up with a

research topic.

Students start up theprograms they plan onusing to fulfil what is

needed for their researchtopic.

Students identify these

programs in the task bar

or multi-task menu.

Can the student start

more than oneprogram at a time?

Can the studentdetermine how

many and whichprograms are

running at onetime?

All: The topics used

for researchpurposes could beintegrated with anyarea of thecurriculum.


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Content Evaluation



Materials

Areas of

Integration

Move between

two or morerunningsoftwarepackages or

programs

How to use the

appropriateoperating systemtool to switchbetween two or

more programsthat are alreadyrunning.

Just because you

do not see aprogram orsoftware packagedirectly on the

screen, does notmean that it is notrunning.

Appreciate the

simplicity ofmoving betweentwo or moreprograms or

softwarepackages.

Differentiate between

and active and aninactive window.

Use the task manager to

actively switch betweenor among the multipleprograms running on thecomputer.

Students type a letter,

spell check, play a game,start a search, and performother tasks at the sametime by switching back

and forth betweenprograms using the taskbar or multi-task menu.

Can the student

switch betweenmultiple programsthat are all runningon the computer at

the same time?

Copy, cut, andpaste from oneprogram into

another openprogram orsoftware

package

How to use thecut and copyoption in one

program to pasteinformation intoanother.

Copy, cut, andpaste can functionbetween software

packages andprograms.

Appreciate theeconomy of timeand effort that

comes fromcopying, cutting,and pasting from

one program toanother.

Copy, cut, and pastefunctions along with thetask manager to copy,

cut, and paste betweenmore than one program.

Students copy and cutinformation and picturesfrom one program

(encyclopaedia, internet,or spreadsheet) and pasteinto their wordprocessing

document.

Can the student cutand copyinformation from

one program andpaste it in another?


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Page 18


Content Evaluation



Materials

Areas of

Integration

Formatting &

PrintingSpreadsheets

Add and format

headers,footers, andpage numbersto spread-

sheets.

Headers and

footers are thewords ornotations that runat the top and

bottom of a page.

They can beadded, edited,formatted, and

can contain pagenumbers andother detailsrelated to the set

of spreadsheetpages beingprinted out.

Headers and

footers are used todenote that aparticular page ofa document

belongs to a set ofother pages.

For example,many textbooks

will use headers tomark Chapters in abook and whenChapters change,

the headerchanges.

Willingness to use

clear andconsistent headers,footers, and pagenumbers to guide

a reader through aspreadsheet,explain thepurpose of thespreadsheet, or

denote individualpages of a set ofspreadsheetprintouts.

Use View, Header and

Footer option to firstdisplay the areas wheredescriptive titles andpage numbers will be

added.

Use the available toolbar to switch betweenheader and footer, add

and format text, and addand format pagenumbers.

Demonstrate the use of

headers and footers.Demonstrate how to addheaders, footers, and pagenumbers to an already

existing document.Demonstrate how toformat headers, footers,and page numbers alreadyadded.

Students use aspreadsheet that they havealready created or have

them put one togetherfrom data they'vecollected for a project.

Have students then addheaders, footers, and page

numbers, and formatthem.

Did the student use

the appropriate toolsto view, add, andformat headers,footers, and page

numbers?

Is the final printedmaterial clear,concise, easy to

read, and easy tofollow?

Is it obvious which

pages belong towhich set ofspreadsheet

printouts?

Maths, Science,

Social Studies,Economics: Thedata collected for thespreadsheet can be

plant, animal, bug,colour, species,statistics, dollarprices for certaingoods, etc. that are

found in thatcommunity.

The student can then

manipulate this datato describe theenvironment of their

town.


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Page 19


Content Evaluation



Materials

Areas of

Integration

Classmates critique andgive constructive criticism

on the clarity,consistency, andformatting of their

classmate's work andincorporate these

comments into their finaldraft to submit to theteacher.

Formatting &PrintingSpreadsheets

continued.

View andmanage pagelayout and print

preview ofspread-sheets

Use thecapabilitiesavailable on the

program to perfectthe format, layout,and look of a

document beforeprinting it out.

Time, paper andmoney can besaved by using

Print Preview andperfecting theformat and layout

of a spreadsheetbefore printing itout.

Willingness to usethe available toolson the computer to

save time, paper,and money.

File, Page Set Up.Examine and be able touse any tab necessary.

File, Print Preview.Examine and be able to

use all availableoptions/buttons whennecessary.

View, Page Break

Preview.

Add, delete, and movepage breaks.

Demonstrate thecapabilities of Page SetUp, Print Preview, Page

Break Preview, andmanipulating page breaksto perfect the look of a

document before printingit out.

Students practice toperfect a spreadsheet

printout. To ensure thatstudents understand and

can exercise these skills,limit each student to 1-2

pieces of paper forprinting their final projectfor submission.

Can the student usePage Setup, PrintPreview, and Page

Break Previeweffectively?

Can the student add,delete, and movepage breaks?

Math, Science,Social Studies,Economics: The

data collected for thespreadsheet can beplant, animal, bug,

colour, species,statistics, or dollarprices for certain

goods that are foundin that community.

The student can then

manipulate this datato describe the

environment of theirtown/village/community.


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Page 20


Content Evaluation



Materials

Areas of

Integration

Print spread-

sheets

How to efficiently

and effectivelyprint aspreadsheet.

Printing a

spreadsheet is thefinal stage ofwork. Therefore itis done after spell

checking, proofreading,formatting, andPrint Previewingthe work on

screen.

Willingness to

practice printeretiquette: checkwith others beforeprinting, clean up

and unclog printerof debris ifnecessary, andkeep the lab freeof trash by

discarding usedpaper.

File, Print. Choose

printer, print range andnumber of copies.Examine and be able touse other options when

necessary.

Printer quick button ontoolbar.

Demonstrate the File,

Print and Print fromtoolbar button options.Show where to chooseprinter, print range, and

designate the number ofcopies. Print.

Students print their finalspreadsheet project for

submission to the teacher.

Can the studentprint a clear,

concise, orderlylookingspreadsheet?

Did the student

conserve paper byusing Print Previewand other tools toperfect the

document on-screenbefore printing itout?

Formatting &Printing

Spread-sheetscontinued.

Format, resize,and make

adjustments tocharts

How tomanipulate:

- the display ofinformation- thecommunication of

information and- the affect ofinformation on the

readerusing charts and

chart formatting.

By changing theformat and layout

of a chart, thesame informationcan be presentedin different ways.

Different formatsand layouts can

impact andinfluence the

reader in differentways.

Willingness toexplore and

harness the use ofcharts to displayinformation.

Appreciation forthe ability thatcharts and chart

formatting have tocommunicate to

and affect thereader.

Click on Chart tohighlight for formatting.

Review contents ofChart menu: Chart type,Source Data, Chart

Options, etc.

Resize chart area, resize

chart, change seriescolours, chart title, fonts,

font size, legend details,line or grid types, andmove the chart.

Demonstrate how tochange chart types, source

data, line colours, labels,font, etc. in an alreadyexisting chart.

Using charts studentshave previously created,have students practice

what they sawdemonstrated using the

same data for differenttypes of charts.

Students arrange various

charts all on one page andrint the a e of charts.

Can the studentmanipulate chart

type, source data,and chart options?

Can the student use

all the formattingfeatures available toperfect the impact

and view of thechart?

Does the printedchart communicatethe information

clearly and in aneas to read format?

Reading, Literature,Social Studies,

Economics: Thedata collected for thespreadsheet andcharts can be names,

types, cost, anddescriptions ofbooks, magazines,

movies, and musicavailable in the

library, communitycenter, or market ofthe town. It can alsobe statistics on

family, race,children, and other


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Content Evaluation



Materials

Areas of

Integration

Print charts To ensure the use of Print

Preview, allow eachstudent only 1-2 pages ofpaper for printing.

Students evaluate andcompare charts for clarityand impact.

Encourage students tocritique, ask questions,

and evaluate theirclassmate's presentation

of information.

Does the printedchart address thequestion that thestudent was

attempting toanswer?

members of the

community.

The students canthen manipulate the

data into chartformat to compareprices for various

goods found in thecommunity, numberof men vs. women,

or number of peoplewith jobs vs. those

without.

How to print an

individual chart.

How to print apage of charts.

Printing a chart is

the final stage ofwork. Therefore itis done afterperfecting,

formatting, andPrint Previewingthe work onscreen.

Willingness to use

Page BreakPreview and PrintPreview to savetime, paper, and

money.

Appreciation forthe challenge ofproducing a

finished productwith limitedresources.

File, Page Setup, Print

Preview, Print option orprint using the toolbarbutton or quick printoption.

Print a single chart:highlight chart byclicking on it; chooseFile, Print.

Print multiple charts onone page: arrange chartson a sheet; use Print

Preview to make surethey all fit on one page;Click on a spreadsheet

cell; choose File, Print.


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Page 22


Content Evaluation



Materials

Areas of

Integration

Advanced

WordProcessing -Printingenvelopes and

labels

Address and

print anenvelope usinga wordprocessor

How to use

correct addressformats.

How to put an

envelope into theprinter.

Using the

computer to printan envelope canaffect how it isreceived.

Willingness to use

the computer tocreate clearaddresses forenvelopes.

Tools, Envelopes andLabels. Choose

Envelopes tab.

Enter Delivery and

Return address.Examine the preview

and feed suggestions.Choose options andexamine the envelopeand print options.

Each printer feeds alittle differently.

Examine the printer andfollow the pictures onthe manual feed tray of

the printer.

Demonstrate the creation

of Delivery and Returnaddress using the Tools,Envelopes and Labelsoption from the menu.

Also demonstrateenvelope options, printingoptions, and how tocorrectly read pictures onthe manual feed tray of a

printer.

Each student attempts toprint out a Delivery and

Return address on anenvelope.

Can students

address and print anenvelope using aword processorclearly, efficiently

and effectively?

Home Economics,

Business,Economics: Impactof presentation,business etiquette,

and organisation onsociety, workrelations,governmentrelations, and

business relations.

Examples includebusiness cards,

address and shippinglabels, name badges,and other items used

for a formalbusiness.


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GRADE 9

Page 23


Content Evaluation



Materials

Areas of

Integration

Discuss how the

ability to createthese items on ahome computer canimpact the

effectiveness ofsmall business,medium sizebusinesses, andhome businesses.

Create and

print labelsusing a wordprocessor

How to use

available wordprocessing toolsto print labels.

Word processing

programs comewith severaltemplates forcomputer labels

that can bepurchased in astore. Thesetemplates, oncefilled in, are

organised so theyprint out perfectlyonce the labels arefed into the printer

properly.

Willingness and

appreciation forthe economy ofusing thecomputer to create

clear labels.

Willingness to usethe availabletemplates without

the availability ofthe correspondinglabel sheets.

Tools, Envelopes and

Labels. Choose Labelstab.

Choose options to pick

the type of label thestudent wants to create.Choose to create NewDocument.

Fill in the labels with theappropriate information.


of a New Document oflabels and examine itsformatting features - File,Page Setup, Print

Preview.

Students create their owndocument of labels. Allowstudents to print out 1

copy of these labels toshow that actual labelsheets are not needed tomake use of the templates.

Can students create

and print labelsusing a wordprocessor clearly,efficiently, and

effectively?


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GRADE 9

Page 24


Content EvaluationSkills Knowledge Understanding Attitude


Materials

Areas of

Integration

Advanced

WordProcessing -Mail merging

Conceptualise

the mail mergefeature

Merging requires

the use of twofiles: a maindocument and adata source.

Data from thedata source isinserted into themain document to

producepersonaliseddocuments.

Using the mail

merge feature, youcan produce alarge amount ofpersonalised form

letters, mailinglabels, and memoswithout having totype each oneindividually.

Appreciate that

mail merge can beused to save timewhen producingbulk mailings,

envelopes, orcreating labels.

Main document -

contains the fixedinformation and mergefields, which arepositioned at the points

where the informationfrom the data souce is tobe printed.

Data source - contains

the personalisedinformation that variesin each document

Merge process - Whenthe mail merge begins,the merge fields are

replaced with theinformation from the

data source.

Draw a picture of the

components of a mailmerge. Arrows shouldshow how the maindocument and data source

combine in the mergeprocess to create apersonalised document.

1. (main document) Have

students write a letter withbox cut out after Dear.2. (data source) Havestudents write a list of the

names of people theywant to send the letter to.3. (merge process) Place

the second sheet of paperunder the letter and move

it so that each nameshows in the Dear cut outbox. This final product is

the mail mergeddocument.

Do students

understand theconcept of mailmerging?

Can students draw adiagram showingthe process of mailmerging?

Home economics,



business relations.

Examples includeform letters, mass

mailings, labels, andenvelopes.

Discuss how theability to create

these items on ahome computer canimpact the

effectiveness ofsmall business,

medium sizebusinesses, and

home businesses.


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Materials

Areas of

Integration

Advanced

WordProcessing -Mail mergingcontinued.

Create a main

document

How to create

form letter withplace holders formerge fields

The form

document willprovide the formatfor the documentto be sent.

The merge fieldswill be thevariable data thatwill change with

each documentprinted.

Willingness to

create anappropriate formletter as a maindocument.

Willingness toexplore andinstitute the use ofmail merge to

automaterepetitive tasks.

Start up word processor.

Type the form letter. Inareas that merge fieldsare to be printed, type in

dummy field namesenclosed in doubleangle-brackets e.g..


of a main document suchas a form letter usingdummy field namesenclosed in double angle-

brackets as place holdersfor merge fields.

Students work on creatingtheir own form letter with

dummy field names asplace holders.

Can students create

a form letter withplace holders formerge fields?

Home Economics,



business relations.



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Page 26




Materials

Areas of

Integration


Discuss how theability to createthese items on a

home computer canimpact theeffectiveness ofsmall business,

medium sizebusinesses, andhome businesses.

Create data

source

How to organize

data orinformation intoan easy to importformat.

How well data is

organised canimpact on how itis imported into amail merge

document.

Willingness to

create, keep, andmaintain a wellordered source ofdata such as

names, addresses,and phonenumbers that canbe easily importedinto a mail merge

document.

Create a table in a

spreadsheet, wordprocessing, or databaseprogram.

The first row of the tableshould have theheadings describing thedata in the column e.g.Name, Address, City,

Country, etc.

Fill out the table withthe appropriate

information.


of a well ordered datasource in a spreadsheet orword processing program.The header row should be

clearly labeled with fieldnames such as Title,FirstName, LastName,Job Title, Company,Address1, Address2, City,

and Country.

Students create their owndata source in a

spreadsheet, wordprocessing, or databaseprogram.

Can students create

a well organised,easy to import, datasource?


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Page 27




Materials

Areas of

Integration

Advanced

WordProcessing -Mail mergingcontinued.

Insert merge

fields

How to insert

merge fields intomain document.

The creation of a

well organisedform letter withappropriatelyplaced dummy

field names,allows easyinsertion ofappropriate mergefields.

Willingness to

create, keep, andmaintain a wellordered source ofdata such as

names, addresses,and phonenumbers that canbe easily importedinto a mail merge

document.

Go to Tools, Mail

Merge. Step 1: Create,'Form Letter', ActiveWindow.Step 2: Get Data, 'Open

Data Source', navigate tothe file created as theData Source. Click onClose.Position insertion point

where the first mergefield is to be inserted.

Click on 'Insert MergeField' button in Mail

Merge Toolbar andselect the desired field.Place all other fields in

their respective positionsto replace dummy fields

in the main document.

Using the previously

created form letter,demonstrate the insertionof merge fields into theplaces previously

occupied by the dummyfield names.

Students insert mergefields in the place

previously occupied bythe dummy field names

using their previouslycreated form letters.

Can students place

merge fields in theirappropriate placeson the form letterthey previously

created?

Home Economics,



business relations.



Discuss how theability to create

these items on ahome computer canimpact the

effectiveness ofsmall business,

medium sizebusinesses, and

home businesses.

Mergedocuments

How to mailmerge a main

document with adata source

The creation ofwell organised and

well labeled maindocuments and

data sourcesmakes mailmerging simple.

Appreciation forthe time and effort

needed to buildfoundation

documents (maindocument, datasource) so thatmerging files iseasy.

Go to Tools, MailMerge. Step 3: Select

Merge, the 'Merge'dialog box appears, fill

out the information andclick on 'Merge.'

Using the previouslycreated form letter and

data source, demonstratethe mail merging of the

two items.

Students practice mergingtheir form letter and datasource.

Can students mailmerge their data

source with theform letter they

previously created?


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Page 28




Materials

Areas of

Integration

Binary Number

System

Define Binary

NumberSystem

A binary number

system uses twosymbols: 0 and 1.

0 represents OFF

and 1 representsON in electricalswitches.

Because there are

only two digits(also called bits),

the binary numbersystem is used in

computers.

The computer

stores data andinformation inseries or blocks ofdigits all

containing acertain sequenceof 0 and 1.

These 0 and 1 can

be represented bythe positions of

on-off switches,by the presence or

absence of electriccurrent, or b

Willingness to

learn a newnumber system.

Appreciation for

the way acomputer might"remember" or"think" of data orinformation.

Decimal or Denary -Divided or counted by

tens.

Number Systems -

various systems used towrite quantities. A

number system isdefined by the numberof different symbols ituses. The decimal

system requires ten

different symbols, ordigits, and is a base-10

system.

Discuss the definition of

Number System.

Discuss the definition ofDecimal or Denary

Number System.

Discuss the definition ofBinary Number System.

Discuss the definition ofdigit.

Discuss the definition of

byte, kilobyte (KB),me ab te (MB), and

Do students

understand what aDecimal or DenaryNumber System is?

Do studentsunderstand what aBinary NumberSystem is?

Do studentsunderstand how

space on a storagedevice is described?

Mathematics:

Number systems,number theory,decimals, addition,subtraction,

multiplication, anddivision.

Language: Theassigning of

definitions toparticular terms and

the practice of usingthem in repetitive

contexts.


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GRADE 9

Page 29




Materials

Areas of

Integration

magnetized dotson a tape or disk.

gigabyte (GB).1 kilobyte = 1,000 bytes,

1 megabyte = 1,000,000bytes, 1 gigabyte =

1,000,000,000 bytes

The purpose of this

discussion is todemonstrate the origin ofcounting storage capacity

on a hard disk, floppydisk, CD-ROM, or

RAM/ROM by KB, MB,and GB in computer

advertisements [forexample].

Science: Metricsystem conversion.

Discuss how volumeor capacity in boxes,

bottles, or other

containers can bedescribed. Link this

to the description ofcapacity in harddisks, floppy disks,

CD-ROMs, andmemory.

Binary - Characterizedby or consisting of two

parts or components;twofold. A binarynumber system uses two

symbols: 0 and 1.

Digit - One of thecharacters used toindicate a whole number(unit) in a numbering

system. Since a digit

stored in the computercan take only two

values, it is a binarydigit. Eight digits makea byte.


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Page 30




Materials

Areas of

Integration

Binary Number

Systemcontinued.

Convert Binary

to decimal.

How to find the

decimalequivalent of abinary number.

Each bit

corresponds to atable of values thatincreases by amultiple of 2 from

right to left. Forexample, the tablewould have fromright to left: 1, 2,4, 8, 16, 32, 64,

128 and so on.

The conversionprocess involves

assigning and thenadding up thecorresponding

values.

Willingness to

learn how toconvert binary todecimal.

Respect the rulesgoverning theconversion ofbinary to decimal.

The position of the '1'

indicates whatcorresponding power oftwo the numberrepresents. For example:

10=2 - 1x211=3 - Take 10 and add1 to get 11 so take 2 andadd 1 to get 3.100=4 - 1x2x2

1000=8 - 1x2x2x2

Make a table with valuesstarting at 1, 2, 4 and so

on from right to left.

Match each bit with the

corresponding numberto convert binary to

decimal.

For example:

00110000 = (1x32)+(1x16) = 48.

00000011 = (1x1)+(1x2)= 3

Demonstrate and explain

conversion of binary todecimal to students:

Create charts with

conversion from binary todecimal.

Students completeworksheets with binary to

decimal conversionproblems.

Can students

explain the processor list the rules usedto convert binary todecimal?

Can studentsconvert binarynumbers todecimal?

Mathematics:


multiplication, anddivision.




contexts.

Science: Metric

system conversion.


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GRADE 9

Page 31




Materials

Areas of

Integration

Binary Number

Systemcontinued.

Convert

decimal toBinary.

Convert from

decimal to binarynumbers.

Using the table

created whenconverting binaryto decimal,subtract the next

smallest numberthat fits into thenumber beingconverted.

A 1 is entered foreach number taken

away and a 0 forthose in the chart

that were skipped.

Willingness to

learn how toconvert decimal tobinary.

Respect the rulesgoverning theconversion ofdecimal to binary.

Odd number = last

binary digit must be 1

Even number = lastbinary digit must be 0

Using the chart createdto convert binary todecimal, subtract thenext lowest number in

the chart from thedecimal number. Keep

subtracting the nextnumber that fits into the

remainder until there isno more remainder. A 1is placed for each

number taken away and0 for those that were

skipped in the chart.

Demonstrate conversion

using a table.

Example: Convert 170 tobinary

170 - 128 = 42: 164 ---------- 042 - 32 = 10: 116 ---------- 010 - 8 = 2: 1

1 ------------ 0so 170 converts to 101010

Students complete

worksheets with decimalto binary conversionproblems.

Can students

explain the processor list the rules usedto convert decimalto binary?

Can studentsconvert decimals tobinary accurately?

Mathematics:


multiplication,division etc.




contexts.


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Materials

Areas of

Integration

Adding Binary

Numbers

Rules governing

binary addition.

Binary is not

added in the sameway that we wouldadd decimalnumbers.

Willingness to

learn how to addbinary numbers.

Respect the rules

governing binaryaddition.

Rules:(a) 1 + 0 = 1

(b) 0 + 1 = 1(c) 0 + 0 = 0(d) 1 + 1 = 10

Note that (d) involves a

'carry' operation.Example:0101+0011

-------

1000

Demonstrate binary

addition using severaldifferent examples.Examples:0101+ 0101+

0010 0001------- --------0111 0110

Students complete

worksheets with severalbinary addition problems.

Can students list the

rules governing theaddition of binarynumbers?

Can students addthe binary numberscorrectly?

Compilation of

Terms used inGrade 9

Maintain

records ofterms anddefinitions for

future use.

The terms and

definitionsrelevant formaterial covered

in Grade 9.

The terms and

their definitionshave very specificand meaningful

uses.

Willingness to be

responsible forunderstanding theterms and

definitions used inIT.

Terms and definitions

introduced throughoutthe course of the terms.

Students maintain a

workbook throughout theyear writing down eachterm and looking up the

definition of terms thatthey do not understand.

Can students

understand some ofthe basic termsintroduced?

Can students takethe responsibility

for researching andteaching themselvesthe definitions of

certain terms?

Language: Use

these terms inwriting anassignment.

Social Studies:Identify the use of

these terms in localnewspapers andlocal news. Are

they being usedproperly?

Documents

IT Curriculum Guide Grade 9