Technologies · Year 10

Active learning ideas

IP Addressing and DNS

Active learning helps students grasp IP addressing and DNS because these concepts rely on visualizing abstract, hierarchical systems. When students manipulate IPs, trace DNS queries, and design subnets, they build mental models that static explanations cannot provide.

• ACARA Content Descriptions
• AC9DT10K02

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Simulation Game
• 30 min · Small Groups

Simulation Lab: DNS Resolution Trace

Students use online tools or command-line nslookup to query a domain name, recording each server response from root to authoritative. Discuss the hierarchical process in groups. Share findings on a class chart.

Explain the purpose of DNS in internet communication.

Facilitation Tip

During the DNS Resolution Trace simulation, have students physically move between labeled stations representing DNS servers to reinforce the hierarchical structure of queries.

What to look for

Present students with a list of IP addresses (e.g., 10.0.0.5, 172.16.30.10, 203.0.113.25, 192.168.100.1). Ask them to identify which are public and which are private, and to briefly explain their reasoning for one example of each.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Simulation Game
• 25 min · Pairs

Pairs Challenge: Subnetting Practice

Provide worksheets with IP ranges; pairs calculate subnets, hosts per subnet, and masks. Use calculators or apps for verification. Compete to solve fastest with accuracy.

Differentiate between public and private IP addresses.

Facilitation Tip

For the Subnetting Practice challenge, provide printed network diagrams with masked subnets so pairs must calculate and label the correct ranges collaboratively.

What to look for

Pose the question: 'Imagine a small office with 20 computers and 4 printers. How would you approach designing an IP addressing scheme using private IP addresses? What are the benefits of segmenting this network into smaller subnets?' Facilitate a class discussion where students share their ideas and justify their choices.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Simulation Game
• 45 min · Small Groups

Design Project: Office Network Scheme

Groups sketch a small office layout, assign private IPs with subnets for departments, and justify choices. Present schemes to class for peer feedback.

Design a simple IP addressing scheme for a small office network.

Facilitation Tip

In the Office Network Scheme project, supply a blank floor plan and color-coded sticky notes for devices, requiring students to justify their IP assignments to peers during design reviews.

What to look for

On a slip of paper, have students write: 1) One key difference between IPv4 and IPv6. 2) The primary role of DNS in internet communication. 3) One scenario where using private IP addresses is essential.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 04

• Simulation Game
• 20 min · Individual

Individual Quiz: IPv4 vs IPv6 Conversion

Students convert sample addresses between formats and identify public/private types. Follow with whole-class review of common errors.

Explain the purpose of DNS in internet communication.

Facilitation Tip

Use the IPv4 vs IPv6 Conversion Quiz as a timed drill to build automaticity, then allow students to check answers in small groups before revealing solutions.

What to look for

Present students with a list of IP addresses (e.g., 10.0.0.5, 172.16.30.10, 203.0.113.25, 192.168.100.1). Ask them to identify which are public and which are private, and to briefly explain their reasoning for one example of each.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

A few notes on teaching this unit

Teach this topic by starting with concrete, relatable examples, such as home networks or school devices, before introducing larger systems. Avoid overwhelming students with the full complexity of DNS hierarchy early; instead, scaffold from local queries to global resolution. Research shows that students retain more when they experience the consequences of misconfigurations, so design activities where errors lead to visible breakdowns in connectivity.

Students will confidently explain how IP addresses identify devices, how subnetting organizes networks, and how DNS translates names to addresses. They will apply this knowledge in practical scenarios, demonstrating both technical accuracy and problem-solving skills.

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Watch Out for These Misconceptions

• During the Subnetting Practice challenge, watch for students assuming all private IP ranges are interchangeable without considering network size.

  Ask pairs to justify their subnet choices by calculating the number of hosts needed for each segment, using the printed diagrams to visualize growth.

• During the DNS Resolution Trace simulation, watch for students believing DNS queries resolve in one step like a phonebook lookup.

  Have small groups trace a query step-by-step, recording each server’s role (root, TLD, authoritative) on a whiteboard to show delegation.

• During the IPv4 vs IPv6 Conversion Quiz, watch for students thinking IPv6 adoption means IPv4 is no longer used.

  Display dual-stack device connections from the simulation lab and ask students to explain why both versions coexist in modern networks.

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Methods used in this brief

• Simulation Game