SSS 1 Information Technology Scheme of work. Unified Schemes of Work Information Technology for Senior Secondary Schools Schemeofwork.com
SSS 1 Information Technology Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Overview of Computer System Definition of Computer Three constituent parts. of computer (i) Hardware (ii)Software (iii) Human ware Characteristics of computer (i)Electronic nature (ii) Accuracy (iii) Speed (iv) Interactive (v) Automation (v) Programmability etc. | By the end of the lesson, students should be able to: (i) Explain the term computer (ii) list and identify the three constituents of computer (iii)Relate other machines to computer using the relevant characteristics | Whole class discussion: Students brainstorm to bring out the mean; of computer. Group work: In small groups, the learners will be provided with different charts of the constituents of computer and real computer system and they will come up with the names of all the parts on the charts Think— pair— share Students pair up to discuss the characteristics of computer and share their ideas with the class Students are to watch a short video that explains the meaning of computer, characteristics of computer and its constituent parts on this site: https://www.yoatube.ocm/watch?vFwN7tdEXNSw | Creativity and imagination Collaboration and communication Leadership | Audio Visual: – Charts Computer set Projectors-multimedia Board Sound system and Resources https://www.yoatube.ocm/watch?vFwN7tdEXNSw Documents: 1.https://www.tutorialspoint.com/computerconcept/computerconcepts characteriticsofcomputersystem.htm 2.https://turbofuture.com/computers/Componentsof-Computer |
| 2 | Historical Development of Computing Devices I (Pre- computing age to 19th century) (i) Abacus (ii) Slide Rule (iii) Napier bone (iv) Pascaline (v) Multiplier wheel (vi)Charles Babbage Analytical Engine etc. Historical Development of Computing Devices (Computing devices from 20th Century to date) (i)ABC (ii) ENIAC (iii) EDVAC (iv) EDSAC (v) UNIVAC (vi) DESKTOPPC (vii) LABTOP/ NOTEBOOK (viii) PALMTOP/PDA EMBEDDED SYSTEM ETC. | By the end of the lesson, students should be able to i. Explain the term computing device and state some examples ii. Name the inventors of each computing device and dates of inventions iii. Do a comparison or the different computing devices iv. Evaluate the relative functions of the computing Device | Gallery walk: students go round to view and take notes of different computing devices as displayed in the wall in the class room Prompt for questioning: Students respond to prompts as given by the teacher on invention Small group discussion: Students are divided into small groups to compare the features and functions/ uses of each computing device and Leaders of each groups make a presentation. | Creativity and imagination Collaboration and communication Leadership | Audio Visual Charts Computer set Projectors Sound System Available pre-computing age devices e.g.abacus web Resources: video sites https://study.com/academy/lesson/history-of-computers-timelime-evolution.html https://youtu.be/igmx3lTrCU https://youtubeVcom/user/ComputerHistory/Playlists Document site: www.computerhistory.org |
| 3 | HARDWARE • Classification of hardware: (i)system unit (ii) peripherals (b) Output devices (c) Storage devices EXAMPLES OF COMPUTER PERIPHERALS • Input devices: Keyboard, Mouse ODR, Light pen, densors, Webcams, Remote control etc. devices: Monitor (VDU), Printer, Plotter:, Projector, Speaker, COM etc.Storage devices, Hard disk Floppy disk, Compact disk etc. | By the end of the lesson, students should be able to: (i) Explain system unit (ii) identify components of the system unit (iii) Explain the term peripherals and classify computer , peripherals into type | Gallery walk: Students work round the laboratory to identify the system unit and different components of the. system unit, Whole class discussion: Students engage in discussion in the class and write down some points an peripherals and classification of peripherals. | Collaboration and communication Critical thinking | Audio Visual Charts Videos (sourced from Youtube) Projectors multimedia Board sound system different hardware components Nab Resources: https://en.m.wikipedia:org/wiki/computer_hardware |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | INPUT DEVICES • Definition of keyboard, mouse, scanner etc.. • Structure and functions of keyboard -Classification of keys on the keyboard e.g. Function keys, Numeric key pad, Cursor control keys, Alphanumeric keys etc. • Features, Functions and operations of the mouse • Types of mouse – Mechanical mouse – Optical mouse (Cable & Cordless) Differences between keyboard and mouse. | By the end of the lesson, students should be able to (i) Explain input device (ii)Identify and itemize examples of input devices (iii) Demonstrate on how to use the keyboard a operate computer with the mouse(iv) Differentiate between the mouse Keyboard | Investigative: View extensive images of input devices and their names from a chart or a slideshow Presentation prepared by the teacher. Group Work: The learners a bar: 4ped and each input devices based on their functions. Hands-on activities The earners will use the keyboard and mouse to input data into the system | Collaboration Critical thinking Creativity and imagination. Digital literacy | Audio Visual: Charts Videos (sourced from YouTube) Projectors Multimedia Board Sound System Input devices: mouse, keyboard; keyboard, scanners, game pads, etc. Web Resources: https://en.m.wikipedia.org/wiki/Comuter-hardware http://www.youtube.com/watchDKDV |
| 5 | OUTPUT DEVICES • Definition and examples e.g Monitor (VDU) Printers plotterse.tc. • Printers • Definition types • Features and uses printers • Types of printers • impact printers e.g. dot-matrix, daisy-wheel, and line printers • Non- impact printers e.g. ink-jet, laser, and Thermal printers Differences between impact non-impact printers | By the end of the lesson, students should be able to: (i) Explain the term output device and list examples of output devices (ii) Classify printers into impact and non-impact and compare the two (iii) Differentiate between printer and monitor | Investigative: Learners view extensive images of output devices and their names from a chart or a slideshow Presentation prepared by the teacher and thereby deduce what an output device is, Group Work: The learners will be grouped and each group the categorize output devices based on their functions. Hands-on activities The learners will print out copies of work done and make comparison. | Collaboration Critical thinking Creativity and imagination Digital literacy | Audio Visual: Charts Videos (sourced from YouTube) Projectors Multimedia Board Sound System Output devices: monitors, Printers, audio and video output devices etc. Web Researches: https://enm.wikipedia.org/wiki/comuter/hardware |
| 6 | COMPUTER SOFTWARE • Definition of software Types of software (i) System Software (ii) Application Software System Software • Definition System Software • Categories of System Software (i) Operating System e.g. Windows, Android etc. (ii) Translators e.g. computers, interprets, assemblers (iii) utilities e.g. antivirus, editors etc. (iv) Device drivers e.g. printers, Drivers linkers APPLICATION SOFTWARE • Definition • The two types of Application Software • Application packages (i) Word Process (ii) Spreadsheet packages (iii) Graphic packages (iv) Database packages (v) Presentation packages User Application Programs (i) Payroll (ii) Accounting (iii) Statistical package. (iv) Hospital Management Software (v) Education Management Software etc | By the end of the lesson, students should be able to: (i) Explain the term Software (ii) Explain and differentiate between two types of software (iii) Categorize and give examples of each types of software. | Whole Class discussion: Students brainstorm on the meaning of the term software and bring out the differences between the two types of software s Group work: using Jigsaw strategy to group students Learners fall into 2 groups, learners to choose a category of System and application software from a box, thosewith same topic from each group meet and discuss then return to group to share knowledge and learners complete any other activities set by the teacher, Students are watch and learn more with this video https://www.youtube.com/watch?v=HkQKTkw6-Rw | Digital literacy Communication and collaboration • Critical Thinking | Audio Visual Computers with Windows, Linux, and Macintosh O.S Installed Software package (Microsoft Office 2016, Avast Pro-Software e.t.c) Video (sourced from YouTube) Web url: https://en.m.wikipedia.org/wiki/Software |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 7 | PROJECT/ MID TERM BREAK | ||||
| 8 | OPERATING SYSTEMS • Definitions • Types of operating system (i) Graphic User interface (GUI) e.g. Window (ii) Command Line Interface (CLI) e.g. Unix, Ms-Dos etc. • Differences between CLI and GUI O.S Functions of Operating Systems | By the end of the lesson students should be able to: (i) Explain Operating System (ii) Classify Operating System according to user interface (iii) Differentiae as CLI and GUI (iv) State the functions of an O.S Operate available Operating System in the computer (Windows, Linux, Macintosh e.t.c) | Whole Class Discussion: Students brainstorm on themeaning of the term opera: Group work: Learners fall into 4 groups, learners to choose a category of operating system from a box, same, those with same topic from each group meet and discuss then return to group to share knowledge and learners complete any other activities set by the teacher. Students are watch and learn more with this video link: https://whatis.techtarget.com/definition/operating-system-OS | Digital literacy Communication and collaboration Critical Thinking | Computers with Windows, Linux, and Macintosh 0.S Installed Suggestion: PC (with Windows 7/windows 10 installed, PC With command Prompt loaded, IOS device (e.g. iPad or Pad mini) and or Android device iMac(with OSX Mountain Lion.or above installed, Raspberry Pi or PC (with Linux installed) PC with a Blackberry Emulator loaded Video (sourced from YouTube) Web url: https://www.youtube.com/watch?vr5AjReRMoG3 https://ww.bbc.com.ukIschoolslgcsebitesize/ict!softwarel4operatingsystemsrevi.shtml https://www.youtube.com/watch?v=2LWIJyZEaAM |
| 9 | The future of computing Robotics and Artificial Intelligence | By the end of the lesson, students should be able to: i. Explain the term computing ii. Identify the various computing activities iii. Evaluate what the future holds for computing | Exploratory talk: Students presents their views on meaning of computing to the class individually. Small Group work: In small groups, the learners fall into groups to identify various computing activities and group leader presents views to the class. Whole Class Discussion: students share their views on the future of computing. Students state the application of Artificial intelligence in-line with career opportunities. | Critical Thinking Leadership and Citizenship Communication and collaboration | Audio Visual Resources: Charts Computer set Projectors Multimedia Board Sound System Web Resources; Video Site https://www.youtube.corn/watch?vSf3zlXmKWc4 https://vimeo.com/channels/nisenet/19828920 Document Site https://www.weforum.org/agenda/2016/12/by-2030-this-is-what- computers-will-do/ |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | Introduction to Python – Meaning – Data Types and (Floats, Division, Mixed Types) Strings, String concentration: – Variables and Assignment – Functions (Input and Output, print etc) | By. the end of the lesson, students should be able to i. Describe Python as a programming language ii. Whirlwind Introduction to Data Types and Functions iii, Effectively use the Python Interpreter and Idle. | Whole class discussion: Learners express their views on what python programming language is, Think pair share: students pair up to brainstorm on data types and functions in python Hands-on activities Students follow teachers guide to download and use the python interpreter. | 1.Digital Literacy 2. Critical Thinking and problem solving. 3. Collaboration and communication | Audio Visual: Charts Computer set Projectors Sound System Web resources: Video site https://realpython.com/lessons/overviewpython-interpreter/ https://.youtube.com/watch?vNSbOtYzlQl0 https://pythonprogram,ming.net/python-tutorial-print-funtion-strips/ Document Site: download Free Textbook https://www.os-cetvrta-vz.skole.hr/informatika/wp-content/uploads/201610/python_for_dummies_2006.pdf |
| 11 | Introduction to Python II i. Definition function of your Own ii. Dictionaries Simple calculations using in Python(addition. subtraction, division and multiplication) | By the end of the lesson, students should be able to: i. Identify and use the basic functions in python programming. ii. Make use of the python embedded dictionary iii. Write Simple Python programs to do simple calculation | Demonstration and practice: Students practice the use o’ functions and python dictionary based on teachers demonstration, Small group: Students in small groups are to write a simple program. | 1.Digital Literacy 2. Critical Thinking and problem solving. 3. Collaboration and communication 4. Problem solving and Critical Thinking | Audio Visual: Charts Computer set Projectors Sound System Web Resources: https://youtube.com/watch?vXCcpzCl4 https://www.youtube.com/watOh?vo1CGZ9YDCeWg https://pythonprogramming.net/dictionaries-tutorial-python-3/ |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
Information Technology Scheme of Work SSS 1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | WELCOME TEST/ Introduction to 21st century digital skills Graphics Animation Data Analysis Programming Al and Robotics Content Creation | By the end of the lesson, students should be able to• (i) Explain and identify the use of the 21st century skills and (ii) its application to individual career path | Think pair share: Students divided n groups based on their skill preference, brainstorm on the 21st Century skill used for their chosen skill and presented by a representative. | Critical Thinking collaboration, personal development, student leadership | Audio Visual: Charts, Printed materials e.t.c Web resources: https://www.youtube.com/wach?v=dFSILZI4Y https://searchenterpriseai.techtaret.com/definition/Al-ArtificialIntelligence https://www.besanttechnologoies.com/artificial-intelligence-tutorial |
| 2 | DATA & INFORMATION • Definition of data and information • Differences between data and information • Examples of data and information | By the end of the lesson, students should be able to: (i) Explain data and information of Different data (ii) Differentiate between data and information | Exploratory Talk: Students engage critically but constructively with each other sharing ideas of what Data and Information is. Think-Pair-share: students are allowed to individually pen down their knowledge of difference between Data and information, paired up with a group, each group is to discuss and share their work with the class. | 1. Collaboration and communication 2. Critical thinking m | Audio Visual: Charts, Printed materials etc. Web resources: https://youtube.com/watch?v=SUqKuCOl https://www.dffen.com/difference/Datavslnformation https://revsionworld.com/gcse-revision/ict/computers-data-and-information. |
| 3 | COMMUNICATION SYSTEMS • Meaning of CT • Importance/Benefits of ICT • Types of [CT • Broadcasting (i) Radio (ii)Television Satellite | By the end of the lesson, students should be able to: (i) State the full meaning of CT (ii) Mention FOUR types of ICT (iii) Give the THREE types of broadcasting List types of telecommunication | 1. Brainstorming: Students are asked to think of what ICT is and coin a meaning from their findings. 2. Research: They will make individual research and to give the different types of ICT with types of broadcasting. 3. Exploratory Talk: They discuss about pictures displayed by the teacher and relate it with telecommunication in a brief write up. | Problem Solving 2, Digital Literacy 3. Creativity. 4. Collaboration and communication | Audio Visual: Charts, Printed materials e.t.c Charts, ‘Computer, radio, TV Model, Internet facilities, Mobile phones etc. Web resources: https://searchio.teachtarget.com/definition/ICT-information-and-comunitions-technlogy-or-technologies |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Telecommunication Telephone Network PSTN) • Mobile Phone System (GSM) • Circuit Switched Telephone System CSTS) •Satellite Telephone System. Fixed Wireless Telephone System | By the end of the lesson, students should be able to: i. Compare the different telecommunication systems with each other ii. Justify the importance of telecommunication with respect to ICT | Exploratory Talk: Students engage critically but constructively with each other sharing ideas and comparing different telecommunication systems and importance of communication 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. | 1 Collaboration and communication Critical thinking | Audio Visual: Charts, Printed materials e,t.c Charts, Videos, Multimedia projector, computer system |
| 5 | • Data Network (i) Personal Area Network (PAN) (ii) Local Area Network (LAN) (iii) Metropolitan Area Network (MAN) (iv) Wide Area Network (WAN) | By the end of the lesson, students should be able to: (i) Identify each data network (ii)Compare MAN and WAN (ii) identify specific areas of application of each data network types Justify the Importance of GPS | 1. Group Work: Students are divided into groups Each group are to make a research on each of the Data Networks 2. Short Drama: Short play are presented by each groups on their roles in the society and how each Data network works and what it entails Group Work: The Students are set up in the computer laboratory to explore all features of each Data network using a simulator | 1. Collaboration and communication 2. Critical thinking 3 Digital Literacy | Audio Visual: Charts, Printed materials e.t.c Videos, Multimedia project, computer system Web resources: https://www.youtube.com/watch?vO3LOc-YMthE |
| 6 | APPLICATION AREAS OF ICT Definition and brief description of (i) Teleconferencing (i) video conference (iii) Telecommuting (iv) Telecomputing (v) Messaging Information search, retrieval and archival e.t.c | By the end bf the lesson, students should be able to: (I) Distinguish the different application of ICT from one another (ii) Identify areas each application is best suited. | Exploratory Talk: Student engage critically but constructively on Teleconferencing, video Conferencing, Telecommunication and Telecomputing 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. | 1. Collaboration and Critical thinking communication | Audio Visual: Computer, Videos, Internet facilities, Mobile phones Web resources: https://www.youtube.com/watch?vDPhnObeYJcw |
| 7 | MIDWEEK BREAK/PROJECT |
| 8 | Programming Language • Definition • Levels Of Programming Language (i) Machine Language (Ml) – Advantages – Disadvantages (ii) Low Level Language (LLL) – Advantages – Disadvantages (iii) High Level Language (HLL) – Features Of Each Level Of Programming Language – Examples Of – Programming Language E.G. BASIC, FORTRAN, COBOL, Python, Java, Oracle etc. | By the end of the lesson, students should be able to: (i) Explain Programming Language (ii) List levels of programming language (iii) Give examples of programming language (iv) Compare various levels of programming language (v) Criticize ML and LLL in respect to | Hands on Practical: Student are given to the Complete Lab to have hands on programming Investigate: Students are given access the use researches on ML, LLL, HLL. | 1. Digital Literacy 2. Critical Thinking | Audio Visual: Charts, Printed, materials e.t.c Debating,Computer with QBASIC program installed Web resources: https://study.com/academy/lesson/machine-code-and-high-level-languages-using-interpretess-and-compilers.html https://youtube.com/watch?v=bUWCD45qniA&vl=en https://study,com/academy/lesson/what-is-programming-language-types-examples-quiz.html |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | BASIC PROGRAMMING LANGUAGE 1 • Meaning of BASIC (Beginners All purpose symbolic instruction code) • Character set Numeric e.g. A,B,C, a,b,c. etc. • Types of Data (i) Variable (ii) Constant Basic Statements (i) INPUT (ii) CLS (iii) LET (iv) END (v) PRINT (vi) READ/DATA (vii) REM e.t.c Basic Arithmetic Operations (i) Arithmetic E.G: +, -, x, Etc… (ii) Relational E.G: <, >, <=>= < > (iii) Logical E.G: Not, Or, And •Basic expression/Notation + (+) x (*) (/) etc •Write Simple BASIC program (i) Program to calculate area of rectangle (ii) Program to calculate average of 3 numbers Program to calculate area of triangle | By the end of the lesson students should be able to: (i) State the full meaning of BASIC (ii) Itemize the character sets (iii) Differentiate between variable data and constant data (iv) List BASIC statements (v) Write the function of each BASIC statements (vi) Match different arithmetic operator to their respective BASIC operators (vii) Develop BASIC expression from mathematical expression Write and RUN Simple BASIC program to compute the area of rectangle, triangle etc | Brainstorm: students are asked to think of a problem they can solve in the school, with a computer program written on them. Exploratory Talk: They discuss with their teacher their understanding of BASIC, character sets, BASIC STMT Hands on Practical: Student are given to the Complete Lab to write a simple program. Brainstorm: students are asked to think of a problem they can solve in the school, with a computer program written on them. Think-Pair-share: Students are allowed to individually match different arithmetic operator to their respective BASIC operator using card boards. Hands on Practical: Student are given to the Complete Lab to have hands on programming | 1. Problem Solving 2. Digital Literacy 3. Creativity Collaboration and. communication 4: Critical thinking | Audio Visual: Charts, Printed materials e.t.c Charts, Computer with QBASIC installed Web resources: https://wwwtechterms.com/definition/basic https://www.youtub.atch?v=U5m30hsgNc https://www.youtube.con/watch?vzJmQ79hPeA https://study.com/academy/lesson/basic-arithmetic-rulesconcepts.html |
| 10 | Python Basic 1 counting, summing, swapping flag variables, maxes and mins Comments, Simple debugging Example programs | By the end of the-lesson, students should be able to i. Create a simple program to perform simple mathematical calculations ii. Debug a written program | Hands-on activities let the students do some simple programming on addition, counting and maxes and min. let them debug themselves and tell their findings, corrections should be made by co students | 1. Critical thinking 2. Collaboration | Audio Visual: Charts, Printed materials e.t.c Web resources: https://www.edureka.cofblog/pythonprojects/ https://www.youtube.com/wach?vrNKVOlP1-IPSA https://www.artiflciallyintelligentclaire.com/beginner-pythonprogram/ |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 11 | Python Basics and loop 1. Getting help from Python >>>- import math >>> dir(rnath) 2.For Loop (The loop variable The range function), examples on For loop | At the end of the lesson students should be able to: 1. Get help from Python 2. Usethe python For Loop | Hands-on activities students are guided to explore the help features of python compiler Brainstorming: Students are asked to think of a problem they can solve in the school, with a computer program written by them with the For Loop embedded in it, Think-Pair-share: Students are allowed to-share their program and explain the program to the class | 1.Problem Solving 2. Digital Literacy 3. Creativity | Audio Visual: Charts, Printed materials etc. Web resources: https://www.youtube.com/watch?v=LjolQD71-zU https://www.youtube.com/watch?vzOnDr4J2UXSA |
| 12 | Python If statements 1. A Simple Example 2. Conditional operator 3. Common Mistakes: 4. elif | At the end of the lesson students should be able to: 1. Get help from Python 2. Use the python For Loop | Hands-on activities let the students do some simple programming with python If statements and let Them pinpoints major mistakes made with this conditional operators Exploratory Talk: They discuss with their teacher their understanding of Elif and teacher-makes necessary corrections were necessary | 1. Critical Thinking 2,- Collaboration | Audio Visual: Charts, Printed materials e.t.c Web resources: https://realpytthon.com/ilessons/introduction-andpythbh-ifstatement/ https://www.youtube.com/watch?v=42M3MSOZgD4 https://www.youtube.com/watch?v=MiDLarng5bw |
| 13 | REVISION | ||||
| 14 | EXAMINATION |
Information Technology Scheme of Work SSS 1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | WELCOME TEST APPLICATION AREA OF ICT | By the end of this lesson, student should be able to: (i) Distinguish the different application of ICT from one another (ii) Identify areas each application is best suited. | Brainstorming: through the help of teachers thought provoking questions, students are to figure out the different application of ICT | – Critical thinking and Problem solving skill Leadership skill and Personal development | Audio Visual: Charts, Printed materials e.t.c Videos, Multimedia, computer system Web resource https://olivetechnology.com/alberta/application-areas-ofinformation-and-communication-technology.php https://www.youtube.com/watch?v=Ph_nObeYJcw |
| 2 | ICT Based Gadgets and their operation Computer • Mobile phones • Fax Machine Automated Teller Machine (ATM) • Dispensing Machine (Vending Machine) Point of Sale (POS) Automated Cash Register (ACR) RadioSet Television etc. | By the end of this lesson, student should be able to: (I) Itemize CT based gadgets ii) operate CT based gadgets such as: (a) Point of Sale (POS) (h) ATM (c) Vending Machine etc. | Group Work: student are to be grouped to put up a write up based on their findings on each of the of ICT gadgets. | Collaboration and Communication. Creativity and Imagination. Digital literacy | Audio Visual: Charts, Printed materials e.t.c Videos, Multimedia, computer system e.t.c Web resource https://www.youtube.com/watch?v=NAbfms6xNr8 Computer, POS, ATM, Mobile phone |
| 3 | BASIC COMPUTER OPERATION • Description of booting process (Round• checking function of the BIOS should be mentioned) • Types of booting – Cold booting – Warm booting • Differences between cold booting and warm booting Components/ Features of Windows Desktop – Icons – Taskbar – background • running application • programme e.g. MS-Word process of shutting down e computer | By the end of this lesson, student should be able to: (i) describe the booting process (ii) list type of booting (iii) start-up computer (iv) identify components on the desktop (v) run application program (vi) shut down the computer | Hands on Practical: Student are taken to the computer lab to explore booting process; the checking BIOS is shown to them and they are asked to explain individually what they have observed Group Work: student are to be grouped and assign system to use in order to practice and collaborate among themselves. they are to Discuss what they observed when a computer is cold booted Investigative: student are given access a to use the internet to make researches when need be. | Videos, Multimedia, computer system Web resource https://www.youtube.com/watch?v=lhcaBGYTjn0 Computer System Charts etc.. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | MEMORY UNIT Types of Memory Primary (Main Memory) Secondary (Auxiliary Memory) • Description of primary memory • Types of primary memory – RAM: SDRAM, DRAM – ROM: PROM, EPROM; EEPROM – Cache Virtual | By the end of this lesson, students should be able to: State the two types of memory (ii) justify the importance of memory in a computer Give examples of primary memory | 1. Brainstorming: Students are engage and tasked by teacher to give types of Memory unit 2.Exploratory Talk: They discuss with each other and the teacher after wathing a video on Memory unit | Creativity Collaboration and communication Critical thinking | Audio Visual: Charts, Printed materials CPU chip, Charts, Memory chips etc. Web resource: https://Jearncomputerscienceonlirtecom/what-is-computer-memory https://www.youtube.com/watch?v=CVCyJrAruNI |
| 5 | Description Of Secondary Memory • Types (I) Optical e.g. CD, c: Blu-ray e.t.c (ii) Magnetic e.g. Ha: Disk, Floppy Disk Magnetic cards etc. • Comparison of auxiliary storage devices in terms of: (i) Speed (ii) Size (iii) Technology Differences between primary and secondary memory | By the end of this lesson, students should be able to: (i) Explain secondary memory (i) mention and categories examples of secondary memory into types (i) Justify the importance of primary memory in a computer (iv) secondary memory types in terms of Speed, Size and Technology | 1. Brainstorming: Students are engage and tasked by teacher to give types of Memory unit 2.Exploratory Talk: They discuss with each other and the teacher after watching a video on Memory unit | Creativity Collaboration and communication Critical thinking | Audio Visual: Charts, Printed materials CPU chip, Charts, Memory chips e.t.c Web resource: https://learncomputerscienceonlirtecom/what-is-computer-memory https://www.youtube.com/watch?v=CVCyJrAruNI Charts, Memory chips etc |
| 6 | CENTRAL PROCESSING UNIT: (CPU) . Definition Components of the CPU (i) Arithmetic and Logic Unit (ALU) (ii) Control Unit (iii) Register State the function of: – Arithmetic and Logic Unit (ALU) Control Unit | By the end of this lesson, students should be able to: (I) List the components of the CPU (ii) State the function of ALU State the function of the Control Unit component Unit | 1. Brainstorming: Students are and tasked by tea definition of the processing unit and what its functions are. 2.Exploratory Talk: They discuss component with each other and the teacher after watching a video on CPU and its components | Creativity Collaboration and communication Critical thinking | Audio Visual: Charts, Printed materials CPU chip, Video (Animation), Flash Card, Chart etc. e.t.c Videos, Multimedia projector, Web resources: https://study.com/academylesson/central-processing-Unit-cpu-parts-definition-function.html https://www.youtube.com/watch?v=F4jggr60 |
| 7 | PROJECT/ MIDTERM BREAK |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8 | WORD PROCESSING • Definition of Word processing • Definition of Word processor examples of word processor e.g MS-Word, Word star, Corel Word Perfect, Word Pad e.t.c • features of Word Processors • word processing Environment Using Word processor to: – Create – Edit – Forms: – Save – Retrieve – Print e.cc | By the end of this lesson, students should be able to: (i) Explain of Word processing Word processor (ii) outline common examples of word processor (iii) features of word processing environment (iv) Identify the features of word processing environment | 1. Exploratory Talk: Student engage critically but constructively with each each other sharing ideas of what word processing is 2. Think-Pair-Share: Student are allowed individually pen down their knowledge of text documents and later pair up with a group, each is to discuss and share their work with the class 3. Hands on practical: Students are taken to the Computer lab to have hands on experience on how graphic looks like 4. Investigate: Students are given to use the internet to make researches when need be | 1. Digital literacy 2.Critical thinking | Audio Visual: Charts, Printed materials etc. Videos, Multmedia projector, computer system https://www.youtube.com/watch?v=GzEmnu3VdT0 https://revision.world.com/gcserevision/ict/software/graphic-packages Charts, Computer Application system packages |
| 9 | PRESENTATION PACKAGES • Definition • Examples e.g. MS-PowerPoint Adobe Reader, Corel Presentation, Google Slide e.t.c • Features of presentation packages -, Creation of slides – Insertion of pictures -Insertion of audio and video PRESENTATION PACKAGES contd Using PowerPoint to create • Animation • Transition of slides • Slide show Graphics Organizational and other charts e.t,c | By the end of this lesson, students should be able to: (i) Definition presentation packages (ii) Definition presentation packages (iii) State the features of presentation packages (iv) Launch MS-PowerPoint (v) Use MS-PowerPoint to: – Create new presentation – Insert slide content – Insert pictures text, graph e.t.c Use MS-PowerPoint to: (i) Create Transition of slides (i) Create slideshow save presentation | Hands on practical: Students are allowed to use computer and explore a presentation package in the Lab. Group: Students form groups to crate presentation on the PowerPoint Investigate: Students are given access to the internet to make researches when need be Hands on practical: Students are allowed to use computer and explore a presentation package in the Lab. Group work: Students form groups to document their findings. | 1. Collaboration and communication 2. Critical thinking 3. Problem solving | Audio Visual: Charts, Printed materials e.t.c Videos, Multmedia projector, computer system Computer with presentation packages (MS-Powerpoint) installed https://www. https://www.youtube.com/watch?v=vQ7sBP6bWhSY https://support.mcrosoft.com/en-us/office/video-what-is-powerpoint-5f9cc860-d199-4d85-018acf5b?uhen-Ls=enus&ad=us computer system s:ft power point presentation packages https://support.mcrosoft.com/en-us/office/video-what-is-powerpoint-5f9cc860-d199-4d85-018acf5b?uhen-Ls=enus&ad=us |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | Python While loops 1. Examples 2. Infinite loops 3. The break statement 4. The else statement 5. The guessing game, more nicely done | By the end of the lesson students shou1d be able to: 1. Write simple program with the while loop and Infinite loops 2. Use the python The break statement and the else statement 3. The guessing game, more nicely done | Watch A Video: Learners express their views on what python programming language is, Group work: The students are divide into groups to make research on python while loops, break statements. The while else statement Hands-on activities Students follow teachers guide to download and use the python interpreter. | 1. Critical Thinking 2. Collaboration | Audio Visual: Charts; Printed materials etc. Videos, Multimedia projector, computer system Web resources: https://www.w3schools.com/python/pythcn.while_loops.sasp https://www.youtube.com/watch?vjSs58VZVLw8 https://www.youtube.com/watch?vzFvoXxeoosl https://www.youtube.com/watch?vC4LUkwcXPWU |
| 11 | Python Strings 1. String Literal 2. Assign String to a Variable1 3. Multiline Strings 4. Strings are Arrays | By the end of the lesson students hou1d be able to: i. Apply the use of sting literals in python programming ii. Assign string to Variables iii. Use multiple strings and sting arrays | Hands-on activities: Students are guided on the use of strings there after write some codes using python strings. Brainstorming: Students are asked to think of a problem they can solve, with a computer program written by them with the using different string features Think-Pair-share: Students are allowed to share their program and explain the program to the class codes using python | 1. Problem Solving 2. Digital Literacy 3. Creativity | Audio Visual: Charts; Printed materials etc Videos, Multimedia projector, computer system Web resources: https://www.w3schools.com/python/pythcn.while_loops.sasp https://www.youtube.com/watch?vjQGLNQwfTO2w https://www.geeksforgeeks.org/python-strings/p |
| 12 | REVISION | ||||
| 13-14. | EXAMINATION |
