Grade 9 - Process

PRESCRIBED LEARNING OUTCOMES

• demonstrate the use of a variety of software and appropriate information technology tools to solve problems
• demonstrate the ability to use a variety of software to access, capture, and store information from the Internet
• evaluate the suitability of information for use in specific contexts
• analyse electronically organized information for authenticity, bias, timeliness, and usefulness

To view the prescribed learning outcomes for Process in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• In English, encourage students to investigate an international current-affairs issue that has been the focus of an editorial in a local or provincial newspaper. Suggest that students:
  • use the Internet to access editorial opinions on the topic in newspapers in other countries, including English-language newspapers in non-English-speaking countries
  • use information technology tools to capture, store, and modify the information obtained
  • compare foreign viewpoints with Canadian editorial opinions
  • find and record examples of bias (e.g., related to gender, culture, or politics) and identify the reasoning used to support the biassed arguments
  • use information technology tools to prepare a chart that lists bias statements and explains why they have been identified as such
• In social studies, have students use information technology tools to research the impact of the Industrial Revolution on the lives of people in the late 1700s. Then encourage students to use the same tools (e.g., the Internet, periodical indices on CD-ROMs) to investigate the impact of information technology on today's society. Have them capture, store, and modify the information. Challenge them to use information technology to present the information to the class (e.g., by creating a graphic representation comparing the two time periods).

SUGGESTED ASSESSMENT STRATEGIES

• Provide students with a specific task or problem to solve using information technology tools. While students are working, note the extent to which they:
  • brainstorm a list of possible information technology tools
  • choose the appropriate tools and resources
  • explain their choices
  • use the tools and resources successfully
  • determine the effectiveness of their solutions
• Have students set up portfolios (in hardcopy or electronic form) to store selected assignments for which they have used computer software. Examine their portfolios and look for evidence that they:
  • used a variety of applications (e.g., text, graphics, video, hypertext)
  • produced a variety of types of documents (e.g., graphs, spreadsheets, databases, text)
  • integrated a variety of types of documents in their work
  • used information technology skills in a variety of subject areas
• Conference informally with individual students about the information each has collected on a controversial issue. To assess students' abilties to analyse the data critically, note the extent to which they are able to:
  • recognize the authors' viewpoints or bias
  • recognize and gather alternative viewpoints
  • consider the publication dates of information (for relevancy)

RECOMMENDED LEARNING RESOURCES

• Computers Illustrated
• Desktop Publishing: Design Basics and Applications
• How the Internet Works
• How to Use THE INTERNET
• The Internet by E-Mail
• Microsoft Press Computer Dictionary: The Comprehensive Standard for Business, School, Library and Home, Second Edition
• More Data Processing Applications

• Computer Integrated Manufacturing
• How To Make Great Videos-With Just a Camcorder
• Virtual Reality

• All the Right Type
• The Cruncher
• Digital Chisel
• HyperStudio
• UltraKey

• How Multimedia Computers Work
• The Multimedia Workshop

Previous Organizer Next Organizer

  BC Ministry of Education Home Page