Handling Data |
| Objectives Pupils were taught to use a prepared database on birds to answer questions which relied on more than one variable. They presented data in graphical form, printing their graphs to help them answer questions relating to the data. Pupils thoroughly enjoyed searching the database and quickly picked up the techniques for one step searches. Searches that required more than one step were very difficult, particularly with the software available. They used the graphical representations of the data as best they could, again there were limitations in what was available. They researched information on planets, using the Nine Planets website and a CD ROM encyclopaedia. The next stage was to create their own database from which to answer questions. What have children achieved? They have managed to search a prepared database using simple search criteria and graphs. They have collected data and prepared a simple database within the limitations already mentioned, coping independently once they had been shown the method of creating databases. They worked in mixed ability groups throughout but that they all achieved the main objectives of the unit. They were able to verbally recount how to find information on a database; they also had a very good understanding of how they could used a database. They found this an incredibly demanding unit of work. Limitations of the software prevented them from achieving to their full potential. The example below shows the problems they experienced with entering large numbers into the database. Units such as 'million km' could not be entered. This resulted in the database being a lot less detailed than originally planned, limiting the range of questions.
The examples show children's attainment at three levels. The first assessment task involves questions based on the prepared database, and was worked on in mixed ability groups. The second example is a printout of one record from their own database; again this was worked on in mixed ability groups. The third example shows questions based on pupils' own databases. These were worked on individually and are differentiated accordingly. Level 2+ (Lower Ability)
Children had some previous experience of exploring a pre-prepared database on birds. They enjoyed the freedom to navigate this program before having to answer any questions on it. They were shown how to use the search tools to find information. They were quite able to cope with this activity, as there was the freedom to look at whatever they wanted. They particularly enjoyed looking at the pictures that went with the records on the birds. They found it harder to use the database to answer specific questions, especially when the questions were not straightforward, such as "How many birds are brown?" The data file had birds that were both light and dark brown.
Children enjoyed researching information on the planets, using both the Internet and CD encyclopaedia, but found entering the data difficult. This was no reflection on their ability, rather the inadequacies of the software. The work reflects high Level Two attainment as they have used ICT to organise and classify information and to present their findings. Level 3 (Middle Ability) This pupil enjoyed accessing the bird pictures to verify the colourings listed in the record. He found answering questions a challenge, particularly those which required more than one step, or use of graphs. He was able to create the graphs, but not as sure how to interpret the information shown.
He researched the information on the planets in some detail, again using both the Internet and a CD Rom encyclopaedia. He moved quickly on to trying to create his own database. He picked up the process well but, as with others, struggled with the limitations of the software.
Although we had originally agreed on nine fields for our database, he was only able to use four fields. He found this quite frustrating, as he wanted to put his hard work into the database to show what he had found. The pupil has attained Level 3 as he has found and used appropriate stored information, following straightforward lines of enquiry. Level 3+ (Higher Ability) This pupil quickly picked up how to navigate the prepared database on birds, and answer questions. I felt his work doesn't fully represent his ability. He didn't take his time to think enough about how best to find some of the answers. For example, he had dificulty in reading the graph to find numbers of migrant and non-migrant birds. He is quite able to read and interpret graphs and his answer baffled me.
He thoroughly researched the information on the planets and was instrumental in deciding on the original nine fields for his own database. However, due to the limitations of the program his work does not reflect the work he put into this, as he was unable to save the work he did. He was able to explain how we might use databases and ways to search for information using these. I feel that he is very close to a level 4 but his work does not fully reflect what he is able to do.
For all pupils to move on, they need opportunities to design and create databases in a wider variety of contexts, and answer questions that involve searches using two or more criteria. I feel that now they have had the experience, and a greater understanding of the need for particular criteria to create fieldnames, they would cope better with the task. It would also be useful for the children to plan out their work on paper, with clear aims and objectives prior to starting their database on the computer. Z.Amos (29.11.01) | |||||
