iLowerSecondary Computing Year 8 Term: 2 Weeks: 11–15 Duration: 5 weeks: 10 lessons

Unit 3: Processing data

About this unit:

This unit looks at the impact of technology on the environment whilst building skills using spreadsheet software to process data. By the end of this unit, students will
have an understanding of how to model real-world problems and physical systems as well as being able to apply IT. The skills the students will build up over this unit
include:
 how to format a worksheet
 basic formulas, including the use of operators ( -, +, /, *)
 basic functions of a spreadsheet including MIN, MAX, AVERAGE, and SUM
 advanced spreadsheet functions including what-if analysis and goal seek.

The students will start this unit by designing a piece of wearable technology. They will then work out a pricing strategy for their wearable technology using
spreadsheets to model real-world situations. Students will then look at the impact of technology on the environment to understand how the manufacture, use and
disposal of the product has an impact. This will then be used to help students think of ways in which they can make their products more environmentally friendly.

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Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Know what computer Create a name for a Know what a spreadsheet is Know the different types of Know what a function is
hardware is wearable device used for data for formatting
Know what SUM, MIN, MAX
Decide on an idea for a new Know the design concepts of Consider the needs of the Format information in a and AVERAGE are
piece of wearable technology a logo user when formatting a spreadsheet to make it
Work out the formulae and
spreadsheet easier to interpret
Select hardware from Create a logo functions needed to calculate
shopping list to create a Use formula and functions the selling price for a product
(Students at the computer)
wearable device to calculate development
costs
(Students at the computer)

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Enter data into a worksheet Understand the effects of Explore and identify the Understand how to write a Enter data into a worksheet
technology on the impact of technology on the good question
Use formula and functions in Use formula and functions
environment environment
a spreadsheet to calculate Create a questionnaire to such as COUNT and
the selling price Link solutions to problems Use a spreadsheet to record collect data COUNTIF to analyse results
caused by technology data on the environmental
Conduct a ‘what-if-analysis’ Represent data and findings
impact of technology
to assess profitability Consider strategies to make in a user-friendly and efficient
technology more Represent findings in the format
Use multipage spreadsheets,
environmentally friendly format of a chart
using cell referencing (Students at the computer)
(Students at the computer)
(Students at the computer)

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Year 8, Unit 3: Processing data, Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Know what computer Students should be familiar touchscreen, display, PS8.2A Use computational abstractions that model the state and
hardware is with the concept of portable power supply unit (PSU), behaviour of real-world problems and physical systems
electronics/portable digital motherboard, storage,
Decide on an idea for a PS8.2B Be able to program abstractions of real-world examples
technology processor (CPU),
new piece of wearable
wearable technology
technology Students should be familiar
with the basic components
Select hardware from
that make up a computer,
shopping list to create a
such as motherboard,
wearable device
processor and power supply
unit

Teaching Summary

 Explain to the students that, in this unit, they have been challenged to come up with an idea for a new wearable invention. As well as creating a design for
their invention, they will also work out the cost of making their device and investigate if they can make a profit from selling it.
 In this lesson, their challenge is to come up with an idea for a new wearable device.
 Put the students into small groups and hand out copies of Year 8, Unit 3, Lesson 1, Worksheet 1 (A ‘shopping list’ containing all the parts they will need to
make their wearable device) and Year 8, Unit 3, Lesson 1, Worksheet 2 (A list of different types of wearable technologies). Explain that their task is to agree
on an idea for a new wearable invention and list what components they need to make their device.
 Before the students begin working on the main activity, introduce them to Year 8, Unit 3, Lesson 1, Worksheet 3, which shows the different parts of a
wearable device. Spend some time looking through this with the class and use this as an opportunity to introduce/recap key ideas and vocabulary.
Note: It is not essential that the students know what every item on the shopping list is/does, nor do they have to include every item in their wearable device. The
list is there purely to add a level of authenticity/realism and to help the students with their costings later in the unit.

Main Activity

Core: In small groups, the students use Year 8, Unit 3, Lesson 1, Worksheet 2 as a starting point and agree on an idea for a new wearable device. They choose
the items from the shopping list (Year 8, Unit 3, Lesson 1, Worksheet 1) that are needed to make their invention.
Support: Students can use the example shopping list and the glossary of terms contained in Year 8, Unit 3, Lesson 1, Worksheet 1 to help them decide what
components to use in their wearable invention, and to remind themselves of some of the key vocabulary.
Extend: In small groups, the students discuss what other features they could add to their wearable invention.

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Plenary

Students works in pairs to complete Year 8, Unit 3, Lesson 1, Worksheet 4 (a ‘fill-in the gaps’ exercise where students have to correctly identify the different parts
of a wearable device).
At the end of the challenge, go through the answers with the class.
Answers: 1. Touchscreen, 2. Display, 3. Power Supply Unit (PSU)/battery, 4. Motherboard, 5. Storage, 6. Processor (CPU).

Additional Activity

In small groups, the students think of a name and/or slogan for their wearable invention.

Digital Resources

Hardware Additional resources:

N/A Year 8, Unit 3, Lesson 1, Worksheet 1
Recommended software Year 8, Unit 3, Lesson 1, Worksheet 2
N/A Year 8, Unit 3, Lesson 1, Worksheet 3
Year 8, Unit 3, Lesson 1, Worksheet 4

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Year 8, Unit 3: Processing data, Lesson 2

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Create a name for a Students should be able to logo, brand, image, IT8.1A Be able to select, use, and combine multiple applications
wearable device draw from memory popular vector, bitmap, marketing
IT8.1E Be able to produce digital products that are well designed and
logos and identify the key
Know the design consider usability
features
concepts of a logo
IT8.1F Be able to enter, organise, develop, refine and format
Students should be able to
Create a logo information, applying editing techniques to meet needs
share ideas and talk about
their understanding of logos

Teaching Summary

Introduce the lesson by asking the students to draw two popular logos from memory. Ask the students to identify features of these logos, drawing out answers
such as simple design, very few colours, etc.
 Display Year 8, Unit 3, Lesson ,2 Worksheet 2 (which shows the difference between vector and bitmap images). Explain the difference between a ‘vector’
and a ‘bitmap’ image:
o Bitmap (or raster) images are stored as a series of tiny dots called pixels. Bitmaps lose their quality when scaled up. Bitmaps are best for
images that need to have a wide range of colour gradations, such as photographs.
o Vector images are made up lines, curves and geometric shapes. Vector images do not lose their quality when they are scaled up. Vectors
are best suited for images that consist of few solid colours, such as logos.

 Explain to the students that, in this lesson, they will decide on a name for their wearable invention. Suggest to the students that one way to come up with a
name for their device is to list all the words that describe the product and join some of them together. They will also design and create a logo to accompany
any marketing material for their wearable invention.
 Put the students into their groups (from Lesson 1), and hand out copies of Year 8, Unit 3, Lesson 2, Worksheet 1 and Year 8, Unit 3, Lesson 2, Worksheet 2.
Challenge the students to come up with two logo designs. Explain to the students that when designing their logo, they must follow the five basic logo design
rules:
1 use three colours or less
2 have a standout name
3 use an easy to read font
4 use simple shapes

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 5 be a vector.
(NB: these rules are featured on page 1 of Year 8, Unit 3, Lesson 2, Worksheet 1 for students to refer to)

Main Activity

Core: In small groups, using Year 8, Unit 3, Lesson 2, Worksheet 1, the students work through Tasks 1, 2 and 3, creating two logo designs before choosing their
favourite design. Once the students have agreed on their final design, they complete Task 6 by recreating their logo as a vector image using the drawing
software available to them.
Support: In Task 2 of Year 8, Unit 3, Lesson 2, Worksheet 1, students could produce only two designs, then if necessary, they could omit Task 3 and move
straight on to Task 4.
Extend: In small groups, the students create variations of their logo, e.g. a ‘black and white version’ suitable for different types of packaging.

Plenary

Ask a sample of students to share their finalised logo design with the class and explain what influenced their design choices. Ask students to think about: What
were the challenges faced when designing their logos? What factors did they have to consider when making their design choices? How did they address these?

Additional Activity

In small groups, the students come up with a slogan or strapline for their design.

Digital Resources

Hardware Additional resources:

PC / laptop Year 8, Unit 3, Lesson 2, Worksheet 1
Recommended software: Year 8, Unit 3, Lesson 2, Worksheet 2
Drawing software (capable of producing vector graphics) Pens / pencils / colouring pencils

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Year 8 Unit 3: Processing data, Lesson 3

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Know what a Students should be familiar row, column, spreadsheet, SS8.1D Understand and use multiple worksheets
spreadsheet is used for with tables worksheet, workbook, cell,
IT8.1E Be able to produce digital products that are well designed
formula, data, label, values,
Consider the needs of Students should be familiar and consider usability
graph, modelling, formatting
the user when with different data types
formatting a such as text and number
spreadsheet

Teaching Summary

Explain to the students that spreadsheets are used to store information and data. Lots of people, including businesses, use spreadsheets every day for a
variety of tasks, such as making powerful calculations, graphs and charts and modelling real-world scenarios such as forecasting the weather or making sales
predictions, etc.
 In pairs, students will be carrying out a series of activities to help them become familiar with the features of spreadsheets, the vocabulary associated with
spreadsheets and some of the tasks that spreadsheets can perform. They will also think about what makes an effective spreadsheet (i.e. clear, user
friendly, etc.) and begin to consider how data can be formatted to make it easier to interpret.

Main Activity

Core: As a starter exercise, students work in pairs to complete Year 8, Unit 3, Lesson 3, Worksheet 1, an activity which highlights the main features of a
spreadsheet. Answers: 1. Worksheet, 2. Column, 3. Row, 4. Cell, 5. Formula, 6. Label, 7. Values.
In their pairs, students label an example spreadsheet to identify some of the tasks a spreadsheet can help with (Year 8, Unit 3, Lesson 3, Worksheet 2).
Answers: 1. Calculating number, 2. Organising information, 3. Working out profit (modelling), 4. Using graphs, 5. Sorting data from biggest to smallest.
Students, in pairs, complete Year 8, Unit 3, Lesson 3, Worksheet 3, which requires them to spot the differences between two sample spreadsheets and
consider what makes a spreadsheet easy to make sense of. Answer = Spreadsheet B, because:
 Headings are bold.
 Numbers in price column are set up to be in £.
 Numbers in price column have 2 decimal places (same as £s).
 Dates in the date column are all the same format e.g. 01/02/2019.
 Percentage column is formatted to be a percent not a decimal.

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Students, in pairs, fill in the blanks in Year 8, Unit 3, Lesson 3, Worksheet 4: this activity provides students with the chance to think about the formatting of data
within a spreadsheet.
Answers:

Unformatted data Formatting Formatted data Use

12 9 19 Date 12/09/2019 Display a date

Hello Text Hello Write text

0.5 Percent 50% Show a number as a percentage

12.2 Currency £12.20 Show a number with a £ and 2 decimal places

50% Decimal point 0.50 Put a decimal point in

1 2 13 Date 01/02/2013 Display a date

Blah Text Blah Write text

0.2 Percent 20% Show a number as a percentage

9 Currency $9.00 Show a number with a $ and 2 decimal places

25% Decimal point 0.25 Put a decimal point in

1-1-19 Date 01/01/2019 Display a date

0.25 Percent 25% Show a number as a percentage

12.5 Currency £12.50 Show a number with a £ and 2 decimal places

Support: As students work through the tasks in their pairs, support individuals as necessary by dealing with misunderstandings, or pair students accordingly so
they can support each other.

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Plenary

Nominate students to explain their answers to Year 8, Unit 3, Lesson 3, Worksheet 3 and suggest ways in which Spreadsheet B can be improved further.
Suggested questions: Why is it useful to make spreadsheet headings bold? Why is it useful to show data in the same format? Encourage the students to review
what they have learned about spreadsheets during the lesson.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 3, Lesson 3, Worksheet 1
Recommended software: Year 8, Unit 3, Lesson 3, Worksheet 2
N/A Year 8, Unit 3, Lesson 3, Worksheet 3
Year 8, Unit 3, Lesson 3, Worksheet 4
Pens / pencils

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Year 8, Unit 3: Processing data, Lesson 4

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Know the different types Students should be able to cell, cell reference, cell, SS8.1A Format a worksheet
of data for formatting draw on work done in the column, row, worksheet,
PS8.2B Be able to program abstractions of real-world examples
previous lesson about formula, formatting,
Format information in a
formatting a spreadsheet merge, shade, bold, IT8.1E Be able to produce digital products that are well designed and
spreadsheet to make it
border, currency, consider usability
easier to interpret
development cost,
IT8.1F Be able to enter, organise, develop, refine and format
Use formulas and production cost,
information, applying editing techniques to meet needs
functions to calculate wholesale price, retail
development costs price

Teaching Summary

Hand out Year 8, Unit 3, Lesson 4, Worksheet 1, and challenge students to find the spreadsheet-related words using the cell references. After 5 minutes, ask the
students to reveal their answers and provide a definition for each word. This will provide an opportunity for students to reinforce some of the learning from the
previous lesson about spreadsheet features. Answers: 1. Cell, 2. Column, 3. Row, 4. Worksheet, 5. Formula.
Explain to the students that, in this lesson, they will be applying what they learnt in the previous lesson to create a spreadsheet to work out the costs of developing
their wearable invention.
 Put the students into their groups and hand out copies of Year 8, Unit 3, Lesson 4, Worksheet 2 and Year 8, Unit 3, Lesson 4, Worksheet 3.
 Before the students begin working, use Year 8, Unit 3, Lesson 4, Worksheet 3 to give students an overview of the key things they will be considering in this
lesson (development and production costs, formatting their spreadsheet). Direct the students to each of the tasks on this worksheet and give an overview of
each (Task 1 – set up a spreadsheet and enter some example development costs; Task 2 – work out production costs or enter a set of example costs; Task 3
– format the data they have entered). This is the focus of the lesson.
Note: The main focus of the lesson is for the students to format the information in their spreadsheets so that it is easier to read and easier to interpret. The
exercise in Task 2 is designed to provide context for the students and add a level of authenticity. With this in mind, it is not essential that the students work out the
costs of making their wearable invention for themselves. Where appropriate, students can enter the example costs provided into their spreadsheet rather than
work out the costs themselves.

Main Activity

Core: In small groups, the students complete Year 8, Unit 3, Lesson 4, Worksheet 2 and identify the differences between the two sample spreadsheets. The
purpose of this exercise is to recap how to format spreadsheets to make them easy to read and easy to interpret. Answer: Spreadsheet A is more user friendly
than Spreadsheet B because:
 The colours make it easier to see the important figures.

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  The boxes around groups of data make it clearer that the data is linked / related.
 The data has been given a % or £ character to make it easier to see what the data represents.
 Borders make the data stand out more and easier to read.
 The title is clearer because the cells are merged and centred.
Still working in their groups, the students follow the instructions in Year 8, Unit 3, Lesson 4, Worksheet 3 to build a spreadsheet which features the development
and production costs for their wearable invention. When working out the cost of making their wearable invention, students can use the shopping list from Lesson 1
(Year 8, Unit 3, Lesson 1, Worksheet 1) to inform them of the costs involved in making their device.
Support: Students complete Year 8, Unit 3, Lesson 4, Worksheet 2 as described above. When working through Year 8, Unit 3, Lesson 4, Worksheet 3, students
enter the example production costs found in Task 2 into their spreadsheet, rather than working out the costs themselves. Guide students through the worksheets
and support them as necessary to ensure that they are then able to focus on the key task – formatting their spreadsheet.
Extend: Students add suitable images to their spreadsheet.

Plenary

Students think-pair-share the question: ‘What makes a good spreadsheet design?’ Use questioning to encourage the students to think about what makes a good
spreadsheet, e.g. How can you make important figures stand out? How can you make it clearer what data is linked? Time permitting, ask some more confident
students to explain what they discussed with their partner.

Additional Activity

None.

Digital Resources

Hardware Additional resources:

PC / laptop / tablet Year 8, Unit 3, Lesson 4, Worksheet 1
Recommended software: Year 8, Unit 3, Lesson 4, Worksheet 2
Spreadsheet software, for example, Excel, Google Sheets, Numbers, Year 8, Unit 3, Lesson 4, Worksheet 3
LibreOffice Calc
Year 8, Unit 3, Lesson 1, Worksheet 1

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Year 8, Unit 3: Processing data, Lesson 5

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Know what a function is Students should be cell reference, calculation, SS8.1C Understand and use functions
familiar with the terms formula, function, equals sign,
Know what SUM, MIN, MAX PD8.2B Understand and use subprograms
‘Sum’, ‘Average’, Sum, Minimum, Maximum,
and AVERAGE are
‘Minimum’, and Average, Count, production cost, PS8.2A Use computational abstractions that model the state
Work out the formulas and ‘Maximum’ wholesale, price, retail price, and behaviour of real-world problems and physical systems
functions needed to pricing strategy, selling price,
Students should be
calculate the selling price for profit, loss
familiar with the concept
a product
of profit and loss

Teaching Summary

Begin the lesson with an activity to recap cell references and the notion of calculations within spreadsheets.
 Hand out Year 8, Unit 3, Lesson 5, Worksheet 1 and ask the students to answer the questions. Answers: 1. E12, 2. E5, 3. E10, 4. E14. Tell the students
that every cell in a spreadsheet has a unique cell reference. Explain that each cell reference is made up of a letter, which refers to the column, and a
number, which refers to the row.
 Hand out Year 8, Unit 3, Lesson 5, Worksheet 2. Before they begin working, go through page 1 of this worksheet and explain to the students that a
formula is a simple calculation, e.g. adding or subtracting two or more numbers, and that a function is used for more complex calculations, such as
working out averages, e.g. working out the average mark for a class test.
 Tell students that all formulas and functions in a spreadsheet must start with an equals ‘=’ sign.
 Direct the students to the three tasks in this worksheet and explain to them that they will work through these in pairs. The purpose of these tasks is to help
students become more familiar with identifying the formula or function that is needed for a particular calculation/purpose.
 Finally, explain to the students that, in the next lesson, they will use formulas and functions to work out the selling price for their wearable invention but,
before they can start thinking about their selling price, they need to know which formulas and functions to use. Explain that they will be doing this in the
second part of the lesson (using Year 8, Unit 3, Lesson 5, Worksheet 3).

Main Activity

Core: In pairs, the students complete the tasks in Year 8, Unit 3, Lesson 5, Worksheet 2 to develop their understanding of formula and functions in spreadsheets.
Answers:
 Task 1: E3 = C3 * D3, E4 = C4 * D4, E14 = E13 – E12
 Task 2: C11 = AVERAGE(C2:C10), C12 = MIN(C2:C10), C13 = MAX(C2:C10)

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  Task 3: 1A, 2E, 3H, 4K, 5B, 6C, 7D, 8F, 9G, 10J, 11I.
In pairs, the students then complete the tasks in Year 8, Unit 3, Lesson 5, Worksheet 3 . This will help them work out the formula to use to calculate the production
costs and selling price for their wearable invention and demonstrate how spreadsheets can be used to model real-world problems.
Answers:
 Task 1: B14 =SUM(B4:B13), E13 =SUM(E4:E12), E16 =E13+E15
 Task 2: C5 =C3+C4, C9 =C5*C8, C10 =C5+C9, C12 =C10*C11, C13 =C10+C12

Support: Encourage students re-read page 1 of Year 8, Unit 3, Lesson 5, Worksheet 2 to recap the different formulas and functions. As students work through
the tasks in their pairs, support individuals as necessary by dealing with misunderstandings, or pair students accordingly so they can support each other.

Plenary

Ask the students to share what they have learnt. For example, Did any group find the tasks challenging? What challenges did they face? How did they address
these? What have they learned from the activity?

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 3, Lesson 5, Worksheet 1
Recommended software: Year 8, Unit 3, Lesson 5, Worksheet 2
N/A Year 8, Unit 3, Lesson 5, Worksheet 3
Paper
Pencils / pens

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Year 8 Unit 3: Processing data, Lesson 6

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Enter data into a worksheet Students should be able to Minimum, Maximum, Average, PS8.2B Be able to program abstractions of real-world
draw on work done in the Sum, formula, function, equals examples
Use formula and functions
previous lesson about sign, profit, profit margin,
in a spreadsheet to PD8.2B Understand and use subprograms
formula & functions and development cost, production cost,
calculate the selling price
cell referencing wholesale price, retail price, mark- PS8.2A Use computational abstractions that model the state
Conduct a ‘what-if-analysis’ up, pricing strategy, selling price, and behaviour of real-world problems and physical systems
to assess profitability percentage, what-if analysis
IT8.1F Be able to enter, organise, develop, refine and format
Use multipage information, applying editing techniques to meet needs
spreadsheets, using cell
SS8.1C Understand and use functions
referencing

Teaching Summary

Hand out Year 8, Unit 3, Lesson 6, Worksheet 1 to groups of up to 6 students

 Read out the ‘Rules’ to the students.
 The purpose of this activity is to reinforce the learning from the previous lesson on formulas and functions.
 Display each question in turn on the whiteboard.
Answers: Q1. =SUM(B2:B11), Q2. =AVERAGE(B3:B11), Q3. =MAX(C2:C10)
At the end of the activity ask students if they spotted any patterns in their answers. Draw out answers such as: ‘functions always start with an equals sign’, ‘all
functions follow the same rule (start with = followed by function name followed by open bracket followed by cell reference followed by close bracket).
Explain to the students that, in this lesson, they will work in their groups and use their spreadsheet to calculate the wholesale price (cost to retailer) and retail price
(cost to customer) for their wearable invention. Hand out Year 8, Unit 3, Lesson 6, Worksheet 2, which consists of a series of tasks taking students through the
costings and pricing process.

Main Activity

Core: In small groups, the students use Year 8, Unit 3, Lesson 6, Worksheet 2 to work out the total production costs and the wholesale and retail price for their
wearable invention. They should work through Tasks 1 and 2 carefully and in the order in which they are presented. Students then complete Task 3: ‘What-if
analysis’ to work out how many devices they need to sell in order to make a profit.
Support: As students work through the tasks in Year 8, Unit 3, Lesson 6, Worksheet 2, offer support and guidance as necessary. Students can use the cards
from Year 8, Unit 3, Lesson 6, Worksheet 1 to help them construct their formulas and functions.

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Extend: In small groups, students form a hypothesis, e.g. By decreasing the profit margin for the retailer by 2%, we think that this will increase the total amount of
money earned from selling our device, and test their hypothesis to see if they are correct.

Plenary

Ask the students to explain the difference between ‘retail price’ and ‘wholesale price’ and to discuss why they think it costs so much more to buy a wearable
device than it costs to make.

Additional Activity

If the software allows it, students can perform a ‘What-If-Analysis’ using ‘Goal Seek’ to work out exactly how many devices they will need to sell in order to make a
profit. The instructions for this are on the last page of Year 8, Unit 3, Lesson 6, Worksheet 2, Extension task.

Digital Resources

Hardware: Additional resources:

PC / laptop / tablet Year 8, Unit 3, Lesson 6, Worksheet 1
Recommended software: Year 8, Unit 3, Lesson 6, Worksheet 2
Spreadsheet software, for example, Excel, Google Sheets, Numbers,
LibreOffice Calc

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Year 8, Unit 3: Processing data, Lesson 7

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Understand the effects of Students should be familiar recycling, e-waste, SR8.2A Understand the environmental impact of the manufacture,
technology on the with the concept of portable environment, toxic, use and disposal of technology
environment electronics/portable digital hazardous, landfill,
technology hibernate, upgradeable
Link solutions to
parts, expandable memory,
problems caused by Students should be aware of
lead, cadmium, mercury,
technology the impact of harmful waste,
environmentally friendly
such as plastics, on the
Consider strategies to
environment
make technology more
environmentally friendly

Teaching Summary

Introduce the lesson by asking the students if they can think of ways in which the increased use of technology impacts on the environment. Draw out answers
such as: ‘Increased use in energy caused by charging devices’, ‘harmful chemicals leaking into the environment from technology disposed in landfills’, etc.
 Explain to the students that metals and plastics are used to manufacture computer components, while energy is consumed in making and using them. Inform
the students that some computer components contain toxic materials, such as lead, that are harmful to environment, and some components are difficult to
recycle. Explain that all of these can have a negative impact on the environment.
 Ask the students what they think the term ‘e-waste’ means. Draw out answers such as: ‘Electronic waste’ or ‘waste generated by electronic devices that have
been thrown away / sent to landfill’. Ask the students: Why should we recycle e-waste and not dump it in landfill sites? Draw out answers such as: ‘Electronic
devices can contain toxic substances that can be released into the surrounding soil and water’ or ‘Electronic components can be recycled and used to make
new electronic devices’.
 Put the students into pairs and challenge them to come up with a number of strategies to make their wearable device more environmentally friendly.
Suggestions: Use a bigger battery so the device needs less charging, use recycled materials, offer a trade-in option to get money off for trading in old devices,
make the device upgradable so as to extend the life of the device, etc.

Main Activity

Core: In pairs, the students complete Year 8, Unit 3, Lesson 7, Worksheet 1 (a matching exercise focusing on solutions for tackling e-waste) and then discuss
what strategies they can employ to make their wearable device more environmentally friendly. The students create a list of strategies and explain what effects
each strategy will have on the environment.
(Answers to worksheet: 1C, 2A, 3D, 4B)
In pairs, the students come up with a slogan or strapline for their wearable device which informs potential customers of the environmentally friendly features of

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their device.
Support: In small groups, students complete Year 8, Unit 3, Lesson 7, Worksheet 1 and then come up with a small number of strategies to make their wearable
device more environmentally friendly.
Extend: In small groups, students design a poster or write a persuasive letter highlighting the devastating affects e-waste has on the environment and suggesting
ways to tackle this global issue.

Plenary

Select students at random to explain the impact that technology has on the environment. Use Pose, Pause, Pounce and Bounce. Example:
Pose a question to the whole class, e.g. Explain why people should recycle their old technology.
Pause to give students time to digest the question and think of their answer. If the students are engaged, try holding the pause for a little while longer to
build up the tension.
Pounce: Quickly, select a student to answer the question, i.e. insist the answer to the question comes from student A and possibly student B, directly and
fast! Plan in your mind who you are going to direct the questions to beforehand.
Bounce the question or student's response on to another student (immediately after the pounce). Ask them if they agree with the student’s previous
answer and to explain why.

Additional Activity

In pairs, the students design an infographic, using pen and paper, highlighting the issues related to e-waste and the impact on the environment. This activity will
help to prepare them for Lesson 8.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 3, Lesson 7, Worksheet 1
Recommended software: Paper
N/A Pens / pencils

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Year 8, Unit 3: Processing data, Lesson 8

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Explore and identify the Students are able to draw chart, graph, infographic, title, IT8.1F Be able to enter, organise, develop, refine and format
impact of technology on on work done in the label, data, recycling, e-waste, information, applying editing techniques to meet needs
the environment previous lesson about the environment, hazardous
IT8.1E Be able to produce digital products that are well designed
impact technology has on waste, lead, cadmium,
Use a spreadsheet to and consider usability
the environment mercury
record data on the
PS8.2B Be able to program abstractions of real-world examples
environmental impact of
technology PS8.2A Use computational abstractions that model the state and
behaviour of real-world problems and physical systems
Represent findings in the
format of a chart SS8.1B Understand and use formulae that include multiple
arithmetic operators, percentage

Teaching Summary

Hand out Year 8, Unit 3, Lesson 8, Worksheet 1 and ask the students, in pairs, to discuss which is better: Chart A or Chart B.
 After a few minutes ask the students to explain which is the better chart and why. Draw out answers such as ‘Chart B is better because it has sensible
titles and labels that make the data easier to understand’ and ‘Chart B is better because the colours used in the chart closely match the colours of the
precious metals represented by the data’. Explain to the students that, when creating charts, they must use sensible titles and labels and should think
carefully about their colour scheme.
Share Year 8, Unit 3, Lesson 8, Worksheet 2 with the students:
 Ask them to explore the facts and figures contained inside the infographic. As well as making students aware of the issues surrounding e-waste, the
infographic will also provide some data for them to include in their spreadsheets (see ‘Main Activity’).
 Ask the students to tell you which facts or figures stand out or shock them. Explain that, in 2018, it is estimated that almost 50 million metric tonnes of e-
waste was disposed of worldwide and that hazardous waste from these electronic devices, such as lead, cadmium and mercury, have a devastating effect
on the surrounding environment (including animals and humans).
Explain to the students that, in their groups, they are going to conduct some research on the environmental impact of electronic devices and enter any statistical
information they find in a new worksheet in their spreadsheet. When they have done this, their challenge is to create a chart (with appropriate titles and labels)
representing their findings.
Talk through Year 8, Unit 3, Lesson 8, Worksheet 3 with the students, and explain that this gives them some examples of the kind of chart they might create.

Main Activity

Core: In small groups, the students use the Internet to find statistical information on e-waste and its effects on the environment. They can also make use of the
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data in Year 8, Unit 3, Lesson 8, Worksheet 2. The students then enter the results of their findings in a new worksheet and create a chart (with appropriate titles
and labels) from the data they have found. Students can use Year 8, Unit 3, Lesson 8, Worksheet 1 and Year 8, Unit 3, Lesson 8, Worksheet 3 to help them with
their chart designs.
Support: Support students when carrying out their Internet research by suggesting some search criteria, e.g. ‘e-waste statistics 2019’, ‘global e-waste facts &
figures’, ‘e-waste infographics’, etc. Encourage students to use image searches to find existing graphs and charts from the Internet. Students should also use the
data in Year 8, Unit 3, Lesson 8, Worksheet 2 if this is of help.
Extend: Students to add suitable images to their charts to make it clearer what the data in the chart represents (See doughnut graph in Year 8, Unit 3, Lesson 8,
Worksheet 3).

Plenary

Ask the students to share some of their findings and discuss the effects of these findings on the environment. Explore with the class how to mitigate the negative
impact of their findings.

Additional Activity

Students to explore other effects their product may have on the environment, such as the plastics contained in their packaging.

Digital Resources

Hardware: Additional resources:

PC / laptop / tablet Year 8, Unit 3, Lesson 8, Worksheet 1
Recommended software: Year 8, Unit 3, Lesson 8, Worksheet 2
Spreadsheet software for example, Excel, Google Sheets, Numbers, Year 8, Unit 3, Lesson 8, Worksheet 3
LibreOffice Calc

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Year 8, Unit 3: Processing data, Lesson 9

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Understand how to write Students should be familiar bias, unbiased, SR8.2A Understand the environmental impact of the manufacture,
a good question with questionnaires questionnaire, leading use and disposal of technology
question, reliability,
Create a questionnaire to IT8.1C Be able to collect data
unreliable
collect data

Teaching Summary

Start the lesson by handing out Year 8, Unit 3, Lesson 9, Worksheet 1 and ask the students to examine the sample questions. For each question, ask the
students to state which one is better and why. Answers: Question 1. B is the better question because A is not clear, as different people are likely to have differing
opinions on what is meant by ‘average’. Question 2. A is the better question. B is leading the respondent to answer ‘yes’ by asking whether they agree.
 Pose some examples of bad questions to the class to ensure they understand the effect of bad questioning. These can be directed to the whole class or to
individuals, e.g. ‘How often do you use your mobile phone?’ and ‘Do you agree that social media is a good thing?’ Challenge the students to turn the bad
questions into good questions.
Tell the students that in this lesson they are going to work in groups – their task is to design a questionnaire to find out the recycling habits of users of electrical
devices.
 Discuss with the students how the way in which a question is worded is very important and point out the fact that questionnaires need to be easy to
understand.
 Share Year 8, Unit 3, Lesson 9, Worksheet 2 with the students and use it to recap the key features of a good question, as well as to talk through some
different question types with the students. Ask the students whether they can explain the meaning of bias/unbiased, unreliable, etc., and ensure that they
are all familiar with what these terms mean.

Main Activity

Core: In small groups, the students brainstorm potential questions they could ask, and create a questionnaire to find out the recycling habits of users of electrical
devices.
Students can use Year 8, Unit 3, Lesson 9, Worksheet 1 to remind them of what makes a good question, and Year 8, Unit 3, Lesson 9, Worksheet 2, which gives
some ideas as to questions they could consider.
Students collect as many responses as possible to their questionnaire in order to improve the reliability of their results.

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Extend: In small groups, the students begin to consider the results of their questionnaire and identify any obvious trends in their data. (NB: students will carry out
a statistical analysis of their findings in Lesson 10, so the focus here should be simply on identifying any key findings that stand out to students).

Plenary

Discuss with the class: What makes a good question? Draw out answers such as: make the questions easy to understand, avoid leading / biased questions, don’t
use offensive and embarrassing questions, use a sensible order, etc.

Additional Activity

In small groups, the students discuss how they could improve the reliability of their results. Students to consider representation (age / gender), number of people
questioned, etc.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 3, Lesson 9, Worksheet 1
Recommended software: Year 8, Unit 3, Lesson 9, Worksheet 2
N/A Paper
Pens/Pencils

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Year 8, Unit 3: Processing data, Lesson 10

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Enter data into a worksheet Students are able to draw formula, function, Count, IT8.1F Be able to enter, organise, develop, refine and format
on work done previously CountIf, CountA, CountBlank, information, applying editing techniques to meet needs
Use formula and functions
about formula & functions pie chart, bar chart, trends,
such as COUNT and PS8.2B Be able to program abstractions of real-world examples
and cell referencing criteria
COUNTIF to analyse results
SS8.1C Understand and use functions
Students are able to draw
Represent data and findings
on work done previously
in a user-friendly and
about spreadsheet
efficient format
formatting

Teaching Summary

Hand out Year 8, Unit 3, Lesson 10, Worksheet 1.

 Ask the students to read through the information on advanced functions and to look at the two examples. Talk through this with the students to ensure that
they all understand the terms that have been introduced, and the way in which the functions can be used.
 Ask the students to Think-Pair-Share answers to question 1. Answer: =COUNTIF(D5:D15,“Y”)
Explain to the students that they are going to use advanced functions in a spreadsheet to analyse the results of their questionnaire from Lesson 9 and identify any
trends. Their challenge will then be to create a pie chart or bar chart to represent their results.

Main Activity

Core: In small groups, the students enter the data from their questionnaire in a new worksheet in their spreadsheet. They use COUNT and COUNTIF functions to
analyse the results. Remind the students that they can use the formatting skills learnt in previous lessons to make their worksheet easy for others to read.
Students then create a suitable pie chart or bar chart (including appropriate titles and labels) to represent their results and show any trends in their data.
Encourage students to consider how they can make their chart as clear and easy to interpret as possible.
Support: Students can use the cards from Year 8, Unit 3, Lesson 6, Worksheet 1 to help them construct their formula and functions and they can refer to Year 8,
Unit 3, Lesson 8, Worksheet 3 to help them create their charts.
Extend: In small groups, students to come up with an alternative pricing strategy for their wearable invention where customers can receive a discount if they
donate their old technology for recycling.

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Plenary

Ask a member from each group to discuss the results of their questionnaire. Ask questions such as: What trends did you see? What do your findings tell you
about the recycling habits of your classmates?

Additional Activity

Students to explore the costs of using recycled materials in the making of electronic devices.

Digital Resources

Hardware: Additional resources:

PC / laptop / tablet Year 8, Unit 3, Lesson 10, Worksheet 1
Recommended software: Year 8, Unit 3, Lesson 6, Worksheet 1
Spreadsheet software, for example, Excel, Google Sheets, Numbers, Year 8, Unit 3, Lesson 8, Worksheet 3
LibreOffice Calc

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