unit 1e - Pictograms

QCA Scheme of Work - Unit 1E representing information graphically: pictograms
In this unit children learn to use ICT to represent information graphically. They will use a graphing package to create their work, learn how to enter data correctly and use icons. They will learn how to create tables and pictograms and how to answer simple questions on the data shown in a pictogram.

Subject link – ICT and Numeracy/Geography
With thanks to St Aloysius Primary School

Overview

Introduction
Context Planning
Preparatory work
Session 1 – Introduction to pictograms
Session 2 – Travel Survey
Session 3 – Answering questions
Assessment - Measured against QCA learning objectives and the NC level descriptors

Introduction

The project was carried out during the spring term by reception and year one children in St Aloysius and St Barnabas Schools. The children had no previous experience of using graphing packages. For this project the software used was RM Starting Graph.

Context

This project was carried out using two stand alone computers in a classroom in one school, with the children working in pairs or threes at the computer. At the second school the children worked individually or in pairs in an ICT suite with an interactive whiteboard. Each session in the ICT suite lasted 45 minutes and in the classroom after initial demonstration of 15-20 minutes children worked at the computer for between 20 minutes and half an hour.

The work was linked to data handling in numeracy and to transport topics in geography.

Medium Term Plan

NC ref	Learning Objective	Activities	Assessment Opportunities
KS1 1a	To recognise collected data can be recorded in a pictogram and use it to answer simple questions To create a simple pictogram	Children to make a post-it picture of the way they came to school to stick on paper pictogram.	None
1b, 3a, 5a	To be able to use a graphing package to enter data and use it to answer questions	To use paper pictogram from previous lesson to enter data into a table, print graph and discuss pictogram produced	Are the children able to enter information into a table?
1a	To be able to create a table and enter information	Survey different ways children travel to school in different classes and create a table to record information on. Create a graph from the table and print	Can the children select appropriate icons to enter into table? Can they create a pictogram?
5a	To use pictograms to answer simple questions	Complete a report using information from pictograms Extension: compare information on pictograms/designing own questions	Can they answer questions on the information collected and complete a report?

Preparatory work

Additional pictures can be added to tables for children to use. Information about how to do this can be found in the help section of Starting Graph under adding your own pictures to a table.

The teacher made new questions for the report sheet about the graphs the children created based on their travel survey. (See the report sheet below)

In preparation for the first session the class worked initially on paper. Before the session the teacher had prepared a drawn out pictogram on sugar paper. The teacher had a discussion with the children about the way they came to school that morning. Each child then drew a picture of the way they had come to school on a post-it, which they then stuck on the prepared paper pictogram. The class discussed as they worked where the correct place for their picture was. This was followed by a discussion about which was the most popular way to come to school in the class. This information was used as the basis for the first computer based session.

Back to the top

Session 1 Introduction to pictograms

Ensure when the children open a new table they are working on Green level which allows them to edit their table.

The class was initially reminded about the research they had done concerning how they had come to school and the paper pictogram they had created. The teacher showed the children how to open RM Starting Graph and access the prepared table called travel. The children were then shown how to enter figures into the table and change the format of the graph to a pictogram. The children, individually or in pairs entered the information from the paper into the prepared table. Once the information was entered the children changed the type of graph created from a bar chart to a pictogram.

In the ICT suite all the children worked on this at the same time for about 20 minutes. The teacher demonstrated how to save and the children saved their work. On the computers in the classroom the children worked in pairs over the course of a week. (This could be linked with several numeracy lessons on data handling.)

Table produced by year one children

Session 2 Travel Survey

In preparation for this computer based session the children carried out a survey of how children in other classes in the school travelled to school on a particular day. In the year one class the children designed their own survey sheet in the reception/year one class the children used a survey sheet designed by the teacher.

The teacher demonstrated how to open the empty travel survey file she had designed which contained the report sheet she had created. The children were then shown how to insert new icons and words into the empty table. Each pair or group of three opened the file and inserted the information from the class they had surveyed. This meant that each group of children was working on different information that they had collected. They changed the graph to a pictogram. Children who finished quickly were able to experiment with making different types of graph to see how else they could present their data.

Children were shown how to save their work using their name or the name of the class they had surveyed, so if they hadn’t finish they could complete their work the following session and access the same file to complete a report.

Session 3 Answering questions

The introduction to the session was to discuss one of the graphs the children had produced and try to answer the questions

· Which was the most popular way that children came to school?

· How many children came by bus?

· How many more children came by car than by bus?

The teacher then demonstrated to the children how to open their file, open the report and enter answers into it. The children then either completed their work from the previous week or tried to answer the questions about their graph. The children were given support to read the questions.

If the children completed their report they were then shown how to print out their table, graph and report. Some children were able to do this using their knowledge of printing from word processing or graphics packages.

As an extension in small groups the children were shown how to change and make up their own questions to answer.

Continuing activities.

An additional session could be done initially to introduce the graphing package to the children, based on session one, but looking at either the colour of a car in the children’s family or their favourite car colour. The format of the session would be the same as that for session one and allow session one to be a reinforcement of initial teaching.

As a further extension you could copy the children’s graph into a word processing program for them to write some sentences about what they had discovered.

Assessment - measure against the QCA learning outcomes and NC level descriptors

most children have:

Used a graphing package to select appropriate icons and create a pictogram. They have also saved, printed and retrieved their work with help.

NC level 2c

some children have not made so much progress and have:

Entered information into a graphing package

NC level 1

some children have progressed further and have:

Used a graphing package to select appropriate icons, created a pictogram and used the pictogram to answer and create simple questions.

NC level 2a

Subject link – ICT and Numeracy/Geography With thanks to St Aloysius Primary School