Computing · Secondary 4

Active learning ideas

IP Addressing and DNS

IP addressing and DNS are abstract concepts that become concrete when students manipulate real network data and tools. Active learning transforms these topics from abstract theory into hands-on problem-solving where students see immediate cause and effect, which research shows deepens understanding and retention of networking fundamentals.

• MOE Syllabus Outcomes
• MOE: Computer Networks - S4
• MOE: Network Infrastructure - S4

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Problem-Based Learning
• 30 min · Pairs

Simulation Lab: IPv4 Subnetting Challenge

Provide students with a class C network address. In pairs, they calculate subnets for different departments, assign host ranges, and verify with online calculators. Discuss validity as a group.

Explain the necessity of IP addresses for identifying devices on a network.

Facilitation Tip

During the IPv4 Subnetting Challenge, circulate with a subnet mask cheat sheet to help students debug misplaced network and host bits.

What to look for

Present students with a list of IP addresses (e.g., 192.168.1.10, 2001:0db8:85a3:0000:0000:8a2e:0370:7334). Ask them to identify which is an IPv4 address and which is an IPv6 address, and to briefly state one reason for their choice.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 02

• Problem-Based Learning
• 45 min · Small Groups

DNS Trace Activity: Packet Capture

Use Wireshark to capture DNS queries for school websites. Students identify query types, response times, and IP mappings in small groups. Compare IPv4 and IPv6 resolutions.

Differentiate between IPv4 and IPv6 and the reasons for the transition.

Facilitation Tip

For the DNS Trace Activity, model the first two query steps with Wireshark before letting students work in pairs to avoid overwhelm.

What to look for

Pose the question: 'Imagine the internet without DNS. Describe in two to three sentences the challenges users would face when trying to visit websites.' Facilitate a brief class discussion on their responses.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 03

• Problem-Based Learning
• 35 min · Small Groups

Role-Play: Network Device Assignment

Assign roles as routers, clients, and DNS servers. Groups simulate IP requests and resolutions using printed cards. Whole class debriefs transition challenges from IPv4 to IPv6.

Analyze how DNS translates human-readable domain names into IP addresses.

Facilitation Tip

In the Role-Play activity, assign one student to document the network topology on the board while the others simulate traffic to reinforce spatial awareness.

What to look for

On a slip of paper, ask students to write down: 1) One key difference between IPv4 and IPv6. 2) The primary role of a DNS authoritative name server. 3) One step in the DNS lookup process.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 04

• Problem-Based Learning
• 40 min · Individual

IPv6 Configuration Drill

In individual setups with Cisco Packet Tracer, students enable IPv6 on virtual routers and pings devices. Note auto-configuration advantages over IPv4 DHCP.

Explain the necessity of IP addresses for identifying devices on a network.

What to look for

Present students with a list of IP addresses (e.g., 192.168.1.10, 2001:0db8:85a3:0000:0000:8a2e:0370:7334). Ask them to identify which is an IPv4 address and which is an IPv6 address, and to briefly state one reason for their choice.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by balancing direct instruction with guided discovery. Start with a 10-minute mini-lecture on address formats, then immediately shift to simulation tools where students break and fix configurations. Avoid spending too much time on historical protocols like IPv4 headers; focus instead on why subnetting matters today. Research shows that students remember features like IPsec in IPv6 better when they configure it themselves than when they only hear about it.

By the end of these activities, students will confidently configure subnets, trace DNS queries, and analyze address structures. Success looks like students explaining why subnetting reduces network congestion or describing the path a DNS request takes from browser to root server with accurate terminology.

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Watch Out for These Misconceptions

• During IPv6 Configuration Drill, watch for students assuming IPv6 is just a longer IPv4 address with the same header format.

  Use the IPv6 Configuration Drill to compare packet captures from IPv4 and IPv6, highlighting simplified headers and mandatory IPsec negotiation. Have students modify a dual-stack router configuration to observe how both protocols coexist.

• During DNS Trace Activity: Packet Capture, watch for students believing DNS queries resolve in a single step.

  In the DNS Trace Activity, ask students to map each query response in their capture to a step in the DNS hierarchy. Use the captured packets to draw the delegation path on the board, contrasting it with the student’s initial flat model.

• During Role-Play: Network Device Assignment, watch for students thinking public IP addresses change every time a device connects.

  During the Role-Play activity, assign both static and dynamic IP scenarios to different groups. Have students test continuity by pinging devices before and after simulated disconnections to observe lease behavior.

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Methods used in this brief

• Problem-Based Learning