Day trip planner

The pupils used a spreadsheet model to help plan a day trip to a tourist attraction.

As a class activity, the teacher and the pupils devised a spreadsheet model. The teacher asked the pupils to consider what information might be required to plan a day trip. The pupils suggested a variety of destinations and recognised that they would need to include the cost of entry and the cost of transport in the model. Pupils were taught how to enter labels and data into the spreadsheet. In order to introduce a number of variables, the teacher explained that coach hire involved a fixed cost and a variable cost depending on mileage. The teacher encouraged the pupils to help identify the formulas needed in the model.

In order to use real information, the teacher demonstrated the use of a search engine to find out the cost of entry to a popular theme park. Additionally, the pupils were shown how to use an on-line route planner to establish the mileage from the school to the park.

The pupils entered information into the spreadsheet. The class experimented with entering and editing data in the model and noted the changes on the cost for each pupil.

Later, the pupils were given opportunities to use the web to find the entry charges to other tourist attractions. They used the route-finding software to establish the distance to each venue.

They entered new data into the model. The teacher suggested a number of changes to the day trip plans so that pupils could explore different scenarios using the spreadsheet. Some pupils were asked to develop the spreadsheet to include additional information such as discounts for group bookings.

To use a spreadsheet model to help plan a day trip to a tourist attraction.

To search the web to find real information to use in the model.

To change information within a model to investigate different scenarios.

In this example, Chloe has used and refined search techniques to find appropriate information from the web. She has entered data into route-finding software to establish the distance from the school to a number of destinations.

She has combined and entered this information into the spreadsheet model to establish the cost of the trip for each pupil. Later, she changed data within the model to investigate a number of different scenarios, making predictions about the consequences of these changes.

This example illustrates aspects of work at level 3. Chloe is able to find and use information following straightforward lines of enquiry. She is able to use ICT-based models to help find things out and solve problems.

To make further progress, Chloe could be given opportunities to independently create a spreadsheet model, combining information from different sources to solve a problem.