Data Processing Scheme of work for SSS1. Computer Studies SS 1 Syllabus, Data Processing for Senior Secondary School –Schemeofwork.com
SSS 1 Data Processing Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| History of computing Concrete device in computing Numbering system in pre-computing age(decimal, whole number, tally ….) | By the end of the lesson, student should be able to : Identify concrete device used for computing in pre-computing age Discuss the concept of numbering system in pre-computing age | Brainstorming: using library as a guide, students are made to rearrange a set of mixed-up books using tags, tally and numbering.Hands-on-computer (where it is possible): students are given access to the internet to research on numbering in pre computer age | Critical thinking and problem solving. Digital literacy, creativity and imagination | Audio Visual Toes & fingers, stone, pebbles, couriers, Tally stick, Rope, Charts Web Resources Video site https://slideplayer.com/slide/5962048048/  document site https://study.com/academy/lesson/basics-of-ancient-number-systems.html  | |
| 2. | History of computer Early country device.Abacus, Napier bone, Punch card. Analytical engine, Pascal calculator, Jacquard loom. | By the end of the lesson, student should be able to: List some early computing devices. Mention name of investor of early computing device. State some of the use of the early computing device. | Exploratory Talk: Students engage critically but constructively with each other sharing ideas on early computing devices Think-pair share: Students are allowed to individually pen down what they know about inventors of early computing devices and uses, later paired up with a group is to discuss and share their work with the class | Collaboration and communication critical thinking | Audio visual Charts, Abacus, Slide rule, Napier bone, punch card, Jacquard loom  Web Resources Video site http://slideplayer.com/slide/4887428/  |
| 3 | Classification of computer (1) By generation 1st generation2nd generation3rd generation4th generation5th generation | By the end of the lesson, students should be able to: Classify computer according to generation. State the features of each generation computer Differentiate between each generation of computer | Group work: students are divided into groups. Each group are to assume the roles of different generations of computer.Short Drama: Short play are presented by each groups on what each generations of computer is. | Collaboration and communication Critical thinking | Audio visual Chart, Computer system  Web Resources Document site http://turbofuture.com/computers/classification-of-computers-by-generation  https://www.slideshare.net/samyig/classification-of-computers-by-generation  |
| 4. | Classification of computer (2) By size Super computerMainframe computerMini computerMicro computer | By the end of the lesson, student should be able to: Classify computer by size, type and mode of operation | Group work: Students are divided into group, each group are to assume the roles of different computer by sizes.Short drama: short play are presented by each groups on what each of computer is | Collaboration and communication Critical thinking | Audi visual Charts, Computer system, wall clock Web Resources Document site https://turbofuture.com/computers/classification-of-computers-according-to-size https://www.kullabs.com/classes/subjects/units/lesson/notes/notedetails/436 |
| 5. | Classification of computer (2) By type Analog computer Digital computer Hybrid computer By mode of operation Special purpose General purpose. Â | By the end of the lesson students should be able to: Define each type of computer.Give example of each type of computer.State the characteristics of each type of computer. | 1. Group work: Students are divided into groups. Each group is to assume the roles of different computer by sizes. 2. Short drama: Short plays are presented by each group on what each of the computer is. | Collaboration and communication. | https://www.youtube.com/watch/v=6-7tns1biLU Â Charts Thermometer Wrist watch, Smart phone, Laptop, Desktop |
| 6. | Components of computer Definition of computer Computer as a system Hardware and software | By the end of the lesson, student should be able to: Â Define computer. Justify the function of each component of the computer | Buzz session: Students are arranged together in session groups that focus on a Components of computer, within each group, every student contributes thoughts and ideas on how data are represented; Encourage, discussion and collaboration among the students within each group. Everyone should learn from each others input and experiences. | Collaboration and communication Digital Literacy, Leadership Digital literacy, imagination and Communication | Audio Visual Charts, Computer, Keyboard, Monitor Web Resources Video site http://edu.qcfglobal.org/en/computerbasics/basic-parts-of-a-computer/1/ https://turbofuture.com/computer-Components-of-Computer |
| 7. | PROJECT/MID TERM BREAK | ||||
| 8. | Components of computer Input,output | By the end of the lesson, student should be able to: differentiate between input and output (I/O) device, list example of input and output (1/0)state the type of computer storage devices | Brainstorming: Students are asked to make contributions to the topic the way they understand it.Research: individual student research and come out with pictures of inputs and outputs devices. | Problem solving and critical thinking Digital literacy Creativity Collaboration and communication  | Audio Visual Printer, Speaker, Micro phone, Projector Web Resources Video site https://www.youtube.com/water=izwa-Heglk4 |
| 9 | System Unit and Storage Devices | By the end of the lesson, student should be able to: Differentiate between system unit and storage devices. List example of system unit devices and storage devices | Brainstorming: Students are guided by the teacher to differentiate between system unit and storage devices  Interactive Challenge: Let students list examples of system unit and storage devices | Collaboration and communication Critical thinking and problem solving | Audio Visual Printer, Speaker, Micrphone, Projector  Audio Visual Charts, Motherboard, RAM,and ROM, Hard disk drive  Web Resources Video site https://stud.com/academy/lesson/what-is a-computer-system-unit-function-components-definition.html  https://study.com/academy/lesson/externsl-snd-internal-storage-devices-optical-magnetic-semiconductor-storaage.html  |
| 10 | Data and information (i) -way of handing data -electronic -non-electronic Information Definition of information Uses of information | By the end of the lesson, students should be able to: Define data State type of data with examples Demonstrate how data can be collected Define information Mention characteristics of information | Brainstorming: students are guided by the teacher to form a definition of data and information Group work: Divide the students into groups Interactive challenge: let each group debate on electronic and non-electronic data | Collaboration and communication Critical thinking and problem solving | Audio Visual  Charts, Newspaper, Class register, Broadsheet, Computer  Web Resources  https://www.tutorialspoint.com/computerfundamentals/computerdata.html  |
| 11 | Data and information (ii) -way of handing data -Electronic -Non-electronic | By the end of the lesson, students should be able to: Differentiate between data and information Mention way of handing data. Differentiate between electronic and non-electronic way of handing data | Brainstorming: students are guided by the teacher on ways of handling data Group work: Divide the students into groups. Interactive challenge: let each group debate on electronic and non-electronic data | Collaboration and communication Critical thinking and problem solving | Audio Visual  Charts, Newspaper, Class register, Broadsheet, Computer  Web Resources  https://www.youtube.com/wat?v=phVa6xX8ZfQ |
| 12 | Revision | ||||
| 13 | Examination | ||||
| 14 | Examination |
Data Processing Scheme of work for SSS1. Computer Studies SS 1 Syllabus, Data Processing for Senior Secondary School –Schemeofwork.com
Data Processing Scheme of Work SSS1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | REVISION/WELCOME TEST Introduction to ICT | By the end of the lesson, students should be able to: Outline the concept of ICT | Explorative Talk: students engage critically but constructively with each other sharing ideas on concepts of ICT | Collaboration and communication Critical thinking and problem solving | Audio visual Charts, radio Web Resources http://www.youtube.com/watch?v8k1EhtynC0 |
| 2 | Application of ICT | By the end of the lesson, students should be able to: 1.State the full meaning of ICT 2.state types of ICT 3.identify the impact of ICT in society | 3. Group work: students are divided into groups. Each group are to discuss on what they understand by ICT converting types and impact of ICT in society 4. Short drama: Short play are presented by each groups on the roles of ICT in the society Group Work: The students are set up in the computer laboratory to explore ICT gadget present | 1. Collaboration and communication 2. Critical thinking and problem solving 3. Digital Literacy | Audio visual Charts, radio Web Resources http://www.youtube.com/watch?v8k1EhtynC0 |
| 3 | Information processing (i) -Definition of information processing -Procedures for information processing | By the end of the lesson, students should be able to: 1. Define information processing 2. list the procedures for information processing | Think-Pair-Share: Students are allowed to individually pen down their knowledge on information processing and later paired up with students sitting beside him/her. | 1. Collaboration and communication | Audio visual Charts, radio Web Resources |
| -Collation of information -Organization of information | Group work: students are divided into group and elect a group leader, they will work out procedures involved in information processing | 2. Critical thinking and problem solving 3. Digital Literacy | https://study.com/academy/lesshat-is-information-processing-definition-stages.html https://lo.unisa.edu.au/mod/book.w.php?id=610988&chapterid=19 |
| 4 | Information processing (ii) -Analysis -Interpretation of Information | By the end of the lesson, students should be able to: 1.Explain procedures for information processing 2. Differentiate between the procedures for information processing | Hands on practical: Students are taken to the computer Lab to have hands on experience information processing simulation Investigative: students are given access to use the internet to make researches when need be | 1.Digital literacy  2. Critical thinking and problem solving   | Audio visual Charts, Computer Web Resources https://study.com/academy/lesshat-is-information-processing-definition-stages.html#-text=These%2s%2in%0order%20include%20and%20long%Dterm%2ory |
| https://study.com/academy/lesshat-is-information-processing-definition-stages.html https://lo.unisa.edu.au/mod/book.w.php?id=610988&chapterid=19 | |||||
| 5 | Processing of information transmission (i) -Definition of information transmission -Method of information transmission -ancient and modern | By the end of the lesson, students should be able to: 1. Define information transmission 2. state methods of information transmission 3. differentiate between ancient and modern method of transmitting information | Think-pair-share: Students are allowed to individually pen down their knowledge on information transmission Group work: students are divided into a group and elect a group leader. Investigative: students are given access to use the internet to make researches on the differences between modern and ancient methods of transmitting information | 1. Collaboration and communication 2. Critical thinking and problem solving . Digital Literacy | Audio visual  Charts, Smartphones, Telephones  Web Resources https://www.youtube.com/wall8hhoU-OY1Fg  https://study.com/academy/lesson/methods-of-communication-in-ancient-times.html  |
| 6 | Process of information transmission (ii) -medium of information transmission -Classification of means of Information -Type of Information transmission | By the End Of The Lesson, Student Should Be Able To: 1.State Medium Of Information 2.Classify means of information transmission 3. List type of information | Think-Pair Share: Student are allowed to Individual pen down their knowledge of medium information transmission Group Work: Students are divided into a group and classify the processes they listed. Investigative: Student are given access to use the internet to make researches on types of information | 1.Collaboration and communication 2.Critical thinking and problem solving 3.Digital Literacy | Audio Visual Chart, Chart, Television, Radio, Computer System Web Resources  http://schoolportalng.com/inform ation -transmission/ http://patent.google.com/patent /US7257282B2/en#:~:text=An%20process%20is,in%20optical%20circult%20device   |
| 7 | MID TERM BREAK |
| 8 | Software [1] -Definition of Software -Types of Software | By the end of the lesson, student should be able: 1. Define Software 2. List type types of Software 3. Mention type of application software 4. Give examples of application software | Brain Storming: Students are guided by the teacher to form a definition of software Group Work: Divided the students into groups Interactive Challenge: Let the students match each types of software to their examples. | 1. Problem Solving and Critical thinking 2. Digital Literacy 3. Creativity and Imagination 4. Collaboration and communication | https://searchapparchitecture.techtarget.com/definition/software  https://www.youtube.com/watch?v=gj6AnD9RJY  chats  computer system  window operating system disk |
| 9 | Software (II) -Application software and -System software | By the end of the lesson, students should be able to: 1. List examples of system software 2. differentiate between system and application system | Investigative: students are given access to use the internet to make researches on the examples of system software and differentiate between system and application software | 1. Collaboration and communication 2. communication Critical thinking 3. Problem solving | Audio Visual  Charts, system disk, computer system  Web Resources  https://www.youtube.com/watch?v=HkQTw6-Rw   |
| 10 | Operating system (1) -Definition of operating system -State the types of operating system -Mention examples of operating system | By the end of the lesson, students should be able to: 1. Define operating system 2.List the types of operating system 3. Mention examples of operating system that follows each type | Brainstorming: students are guided by the teacher to form a definition of operating system Group Work: Divide the students into groups Interactive challenge: Let the students match each examples to each types of operating system | 1. Collaboration and communication 2. Critical thinking and problem solving |  Audio Visual  Charts, computer system  Web Resources  https://edu.gcglobal.org/en/computerbasics/understanding-operating-system/1/  https://www.youtube .com/watch rozoeWZT7IM |
| 11 | Operating system (2) Describe the function of operating system Analysis the features of operating system | By the end of the lesson, student should be able to : Explain the function of an operative system List the function of operative system | Investigative: student are given access to use the internet to make researches of functions and features of os Interactive challenge: let the student make a write up to be presented to the class | Creativity Critical thinking Problems solving | https://www.guru99.com/operating system – tutorial html http://www.educba.com/features-of-operative system charts computer system windows operative system disc |
| 12 | Revision | ||||
| 13 | Examination | ||||
| 14 | Examination |
Data Processing Scheme of work for SSS1. Computer Studies SS 1 Syllabus, Data Processing for Senior Secondary School –Schemeofwork.com
Data Processing Scheme of Work SSS1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision / welcome test Introduction | Students should be able to: Differentiate between soft and hard copy | Exploratory talk: students engage critically but constructively with each other sharing ideas on differences between soft and hard copy | Collaboration and communication Critical thinking and problem solving | Audio visual Charts, computer system Web resource |
| 2 | Digitalization of data Definition of digitalization data and information Analog to digital | By the end of the lesson, students should be able to Define digitalization Identify way of digitalizing data and information Demonstrate digitalization of data and information | Think-pair-share: Students discusses the definition of digitalizing ways digitalizing Write small essay on it and share with the class Group Work: Students are divided into a group and elect a group leader Investigative: students are given access to use the internet to make researches on digitalization of data and information | Collaboration and communication 2. critical thinking and problem solving 3. digital literacy | Audio visual Charts, computer system, voice recorder , scanner Web resources |
| 3 | Computer ethics (1) Definition of computer ethics Computer laboratory management Laboratory rule and regulation | By the end of the lesson, students should be able to Define computer ethics Mention rule and regulation guiding the use of computer | Brainstorming: students are allowed to come up with what they think ethics is in relation to the use of computer Group work: divide the students into groups , to make a note on rules and regulation to guide the use of computer using the computer laboratory as example | Problem solving and critical thinking Digital literacy Creativity | Audio visual Charts, computer system Web resources |
| Computer ethic (II) Laboratory rule and regulation | By the end of the lesson, students should be able to Explain rule guiding the use of computer laboratory | Brainstorming students are allowed to come up with the think ethics is in relation to the use of computer | Problem solving and critical thinking 2. digital literacy | Audio Visual Charts , computer system Web resources |
| Apply the rule and regulation guiding the use of computer laboratory | Group work: divide the students into groups to make note on rules and regulation to guide the use of computer, using the computer laboratory as example | Creativity | |||
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | Safety measures (I) Definition of safety measures in computer laboratory Sitting arrangement Position | By the end of the lesson, students should be able to Discover the importance of safety measures in the laboratory 2] identify the precaution to the taken when setting up the computer | Brainstorming: students are allowed to come up with the safety measures using the laboratory Group work: divide the students into groups, to make a note on rules and regulation to guide the use of computer, using the computer laboratory as example Interactive challenge: let the students challenge each other to a debate on the topic | Problem solving and critical thinking Digital literacy Creativity | Audio Visual Charts, computer system Web resources |
| 6 | Safety measure (II) Maintaining a dust free environment -keep liquid away from the computer room | By the end of the lesson, students should be able to -discover the importance of safety measures in the laboratory -identify the precaution to be taken when setting up the computer | Brainstorming: students are allowed to come up with the safety measures to come up with the safety measures using the laboratory Group work: Divide the students into groups, to make a note on rules and regulation to guide the use of computer laboratory as example Interactive challenge: let the students challenge each other to a debate on this topic | -problem solving and critical thinking -digital literacy -creativity | Audio visual Charts, computer system Web resources |
| 7 | MID TERM BREAK/PROJECT | ||||
| 8 | Word processing (1) Definition of word processor Example of word processor Function of word processor | By the end of the lesson, students should be able to -define word processor -list example of word processor -3) differentiate between word processor and word processing | Exploratory talk: students engage critically but constructively with each other sharing ideas of what word processing is Think pair-share: Students are allowed to individually pen down their knowledge of text documents and later paired up with a group, each group is to discuss and share their work with the class | Collaboration and communication -critical thinking and problem solving | Audio visual Charts, computer system Web resources |
| 9 | Word processing (II) -loading and exiting MS-word (Microsoft word) Creating saving and retrieving files Practices | By the end of the lesson, students should be able to -launch MS-word -creating saving and retrieve files using MS-word -demonstrate the following practical skill -format text -print document using save As | Hands on practical: students are taken to the computer laboratory to have hands on knowledge of how to use world processor Investigative students are to create a story report of an activity in school, typed and printed | Creativity Digital literacy | Audio visual Charts, computer system Web resources |
| 10 | Spreadsheet (I) Definition of spreadsheet | By the end of the lesson, students should be able to -define spreadsheet State use of spreadsheet | Exploratory talk: student engage critically but constructively | Collaboration and communication | Audio visual Charts, computer system |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Use of spreadsheet Example of spreadsheet | 3] list example of spreadsheet 4] create document on spread sheet | With each other sharing ideas of what spreadsheet is: Think-pair-share Students are allowed to view what spread sheet is on computer, create a document and share with the class | Critical thinking and problem solving | Web resources |
| 11 | Spreadsheet (II) Loading and exiting MS-Excel -creating saving and retrieving files | By the end of the lesson, students should be able to Launch MS-Excel. Demonstrate the following practical Loading and exiting MA-Excel Creating saving and retrieving file Print out file | Hands on practical: students are taken to the computer laboratory to have hands on knowledge of how to use MS-Excel Investigative: students are to create a story report of an activity in school, typed and printed | Creativity Digital literacy | Audio Visual Charts, computer system Web resources |
| 12 | Revision | ||||
| 13 | Examination | ||||
| 14 | Examination |
Achievement Standard Data Processing SS1
At the end of the session students will be able to:
- Collect Data, demonstrate how data can be collected and differentiate between data and information
- Debate on electronic and non –electronic data
- Set up computer laboratory to explore ICT gadgets
- Access internet to make research and differentiate between –system and application software
- Had, exit create save & retrieve files using Ms word
- Create document on spreadsheet, retrieve file and print out file
- Launch MS-excel, load, exit, create save, retrieve file and print out file on Ms-excel
