Computing · Year 11

Active learning ideas

IP Addressing and DNS

Active learning helps students grasp IP addressing and DNS because these concepts are abstract and layered. Hands-on simulations and role-plays make invisible processes visible, turning confusing terminology into concrete understanding through doing, not just listening.

• National Curriculum Attainment Targets
• GCSE: Computing - Computer Networks
• GCSE: Computing - Network Protocols

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Document Mystery
• 30 min · Whole Class

Role-Play: DNS Resolution Chain

Assign roles as client, recursive resolver, root server, TLD server, and authoritative server. Students pass cards with domain names and IPs around the room, simulating query responses. Debrief on caching and failure points. Conclude with students drawing the full process.

Differentiate between an IP address and a MAC address in network communication.

Facilitation Tip

During the Role-Play: DNS Resolution Chain, assign each student a server role and have them pass query cards to simulate real DNS hierarchy steps.

What to look for

Present students with a list of network identifiers. Ask them to label each as either an IPv4 address, an IPv6 address, or a MAC address. Follow up by asking them to explain the primary difference in notation for IPv4 and MAC addresses.

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Activity 02

• Document Mystery
• 20 min · Pairs

Pairs Challenge: IP vs MAC Sorting

Provide cards labeling network scenarios, IPs, and MACs. Pairs sort them into layer 2 or layer 3 categories, then justify choices. Extend by simulating ARP requests to match MAC to IP. Share one insight per pair.

Explain the critical role of the Domain Name System (DNS) in accessing websites.

Facilitation Tip

In the Pairs Challenge: IP vs MAC Sorting, provide printed cards with addresses and ask pairs to physically group them while explaining their choices aloud.

What to look for

Pose the question: 'Imagine the internet without DNS. How would you find your favorite website?' Facilitate a class discussion where students describe the manual process and highlight why DNS is essential for the modern web.

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Activity 03

• Document Mystery
• 35 min · Small Groups

Small Groups: IPv6 Address Builder

Groups generate valid IPv6 addresses using online generators or templates, compare to IPv4 limits, and debate transition benefits. Test addresses in a simple ping simulation app. Present one pro and con for class vote.

Analyze the implications of running out of IPv4 addresses and the transition to IPv6.

Facilitation Tip

For the IPv6 Address Builder, give small groups hexadecimal dice and subnet masks to physically construct valid addresses before comparing to real-world examples.

What to look for

Provide each student with a scenario: 'A new device is connecting to your home network.' Ask them to write down: 1. What type of address is unique to this specific network card? 2. What type of address will the router assign to allow it to communicate on the internet? 3. What system helps the device find other devices on the internet by name?

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Activity 04

• Document Mystery
• 25 min · Individual

Individual: Network Tracer Hunt

Students use command line tools like nslookup or tracert on school network to resolve a domain and trace route. Log IPs, MACs if visible, and DNS steps in a template. Pair up to compare results.

Differentiate between an IP address and a MAC address in network communication.

What to look for

Present students with a list of network identifiers. Ask them to label each as either an IPv4 address, an IPv6 address, or a MAC address. Follow up by asking them to explain the primary difference in notation for IPv4 and MAC addresses.

• Analyze
• Evaluate
• Self-Management
• Decision-Making

A few notes on teaching this unit

Teachers should avoid starting with definitions alone. Begin with a relatable problem, like why a website won’t load, then use activities to uncover the underlying systems. Research shows students retain layered concepts better when they experience the process first, rather than memorizing facts. Emphasize the practical role of each address type: MAC for local delivery, IP for routing, DNS for user convenience.

Students will confidently explain the differences between IPv4, IPv6, and MAC addresses, trace how DNS resolves domain names, and justify the need for each addressing system in network communication. Success looks like clear articulation with accurate examples.

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Watch Out for These Misconceptions

• During the Pairs Challenge: IP vs MAC Sorting, watch for students who group addresses purely by format (dotted decimal vs hex) without understanding purpose.

  During the Pairs Challenge, ask students to explain why the address format matters for its role: use the printed device types (e.g., router, laptop) to link MAC to local delivery and IP to network routing.

• During the Role-Play: DNS Resolution Chain, watch for students who assume the local DNS server knows the final IP immediately.

  During the role-play, have the root server pass the query down with a deliberate pause, mimicking real iterative queries and highlighting caching and hierarchy.

• During the IPv6 Address Builder, watch for students who treat IPv6 as just a longer IPv4 address without recognizing its structural differences.

  During the activity, direct students to compare subnet masks and hextet grouping in IPv6 to IPv4’s octet system, using printed comparison charts.

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Methods used in this brief

• Document Mystery