Information Technology Scheme of work for SSS 2. Lagos State Schemes of Work SS2 Computer Science for Senior Secondary School Schemeofwork
SSS 2 Information Technology Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test/ Introduction to Units of Storage: • Bits • Nibble • Byte UNIT OF STORAGE • Kilobyte (KB) • Megabyte (MB) • Gigabyte (GB) • Terabyte (TB) Conversion from one unit to the other • Bits to byte and vice versa • Nibble to byte and vice versa • byte to kilobyte and vice versa • Kilobyte to megabyte and vice versa • Megabyte to gigabyte and vice versa | By the end of the lesson, students should be able to: i. Describe the concept of unit of storage in computer and list them ii. Differentiate among the different units of storage iii. Convert from smaller unit to the larger units and From larger units to smaller units | Think-pair-share: students think about the concept of unit storage, pair up with seat mate to discuss their ideas and share with the class. Brainstorming: students brainstorm on the value of each unit Class discussion: the class engage in depth analyse of each storage unit to determine the value. | 1. Critical Thinking 2. Collaboration | Audio Visual: Chart showing the units Web Resources Document site: https://en.wikipedia.org/crchcs://bgnotes.com Chart showing the units i.https://www.mconvertme.com 2.https://www.unitchefs.com |
| 2 | World Wide Web, Web structure, genesis, its evolution (1) | By the end of the lesson, students should be able to: • Become familiar with World Wide Web • Become familiar with Web structure and how the Web works | 1. Exploratory: The students engage in a deep and constructive discussions backed with facts they have learnt during research of the topic on WWW 2. Share their findings: the Learners share what they could gather from both the discussion and research with a slide presentation | Collaboration Critical thinking | Audio Visual: Chart showing the units Web Resources Document site: https://en.wikipedia.org/crchcs://bgnotes.com Chart showing the units i.https://www.mconvertme.com 2.https://www.unitchefs.com |
| 3 | SPREADSHEET PACKAGES 1.Application areas of spreadsheet package i.Accounting ii.Statistics iii.Calculation iv.Student’s result etc 2.Features of MS-Excel the Environment Status bar Menu bar | By the end of the lesson, students should be able to: I. explain what spreadsheet package is ii. State some examples of spreadsheet packages iii. Describe the features of spreadsheet packages | 1. Whole Class discussion: Learners express their view on what they know about spreadsheet package 2. Think pair and share: Students pair up to identify the features of spreadsheet as displayed in a chat or viewed on the system | 1. Citizenship 2. Critical thinking 3. Digital Literacy | Audio Visual: 1.Computer system installed with MS-Excel charts Web Resources Video sites: 1.https://youtube.explaining.com Document site: 2https://en.wikipedia..com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Formula bar Definition of Basic terms in ms-excel Worksheet Workbook Cell cell ranges • Data Types in MS Excel Number Label Formula • Basic operations in of basic MS Excel Data entry Save Retrieve Copy etc. Arithmetic calculation using formula and built in functions: • Additional operations in MS Excel Edit Format Print Drawing chart etc. | IV. State the application areas of spreadsheet package V. Explain the basic terms in Excel and identify the Label data types in Excel operations in ix. demonstrate the basic operations in Excel | 3. Whole class discussion: learners express their view on what they know about data type excel spreadsheet 4. Demonstration and practice: students practice the basic operations in excel following the teacher’s demonstration | org 3.www.tipandarticles.com Audio Visual Computer systems installed with MS-Excel Projector Web Resources Document Sites https://en.m.wikipedia.org www.tipandarticles.com | ||
| 4 | EXCEL: FORMULAES AND FUNCT1ONS | 1 Explain what Formula and Functions are 2. Use: a. Common function b. Numeric Functions c String functions d. Date Time functions e Lockup function | Investigative: Students are to Watch an online video on Excel Formulas and Functions Think-Pair-share: Students are to write a report on the video watched and share their thoughts with the class Brainstorming: Students are to be given a task to do as a class project | I. Digital Literacy2. Critical Thinking 3. Collaboration 4. Problem Solving 6. Creativity | Audio Visual: Charts, Printed materials etc. system Web Resources: https://corporatefinanceinstitute.com/resources/excel/study/basic-excel-for-beginners/ https://support.microsoft.com/en-us/office-overviewof-formulas-in-excel-ecfdc-708-9-49e8-b993-11f47173 https://www.youtube.com/watch?vJlQQk63z2ZY |
| 5 | LOGIC CIRCUIT (I) | By the end of the lesson, students should be able to: (i) Explain the term logic gate and Itemize the standard logic gates (ii) Identify the symbol of each logic Gate With their respective Truth Table (iii) Construct the truth table of and write the Boolen expression for each of the standard Logic gates. (iv) State the uses of logic gates as building blocks for hardware electric components in real life application | 1 Exploratory talk on definition of logic, and logic gate 2. Think-pair and share: student engage in thinking about the sub-topics, share their thoughts with partners and present it to the larger class3. Whole class discussion of the meaning of truth table 4. Whole class activity on the construction of the truth table and Boolen algebra for NOT, OR and AND gate iii. Brainstorming on the uses of logic gates in real life situation | 1 Critical thinking 2. Collaboration 3. Digital literacy | Audio Visual: Chart. Web Resources: Video Sites: 1 www.tutorialspoint.com 2.youtube-practical Ninjas 3.youtube-CashCourse 4.www.tutorialspoint.com/video 1. Charts 2.https://electronictutorials.ws 3.youtube.vedupro |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 6 | LOGIC CIRCUIT (II) i. Description of alternative logic gates ii. Types of alternative logic gates l. NOR 2.NAND 3.XOR 4.XNOR iii. Symbol of each alternative logic gate Truth table for each alternative logic gate | By the end of the lesson, students should be able to: (i) Explain the term alternative logic gates (ii) List and identify the alternative logic gate ii. Identify and construct truth table for the alternative logic gates Construct a simple comparator using XOR gate. | 1. Exploratory talk on description of alternate logic gates 2. Think-pair and share: student engage in thinking about the sub-topics, share their thoughts with partners and present it to the larger class 3. Whole class activity on the construction of the truth table for alternative logic gates Brainstorming on the uses of logic gates in real life situation | 1. Citizenship 2. Collaboration and 3. Leadership | 1. Charts Web resources: 2.https://www.quora.com 1.Youtube.tutorialspoint https://waeconline.org |
| 7 | Review of works done from weeks 1-6. | Mid Term project: make a model of the basic logic gates | |||
| 8 : | JAVA Introduction | By the end of the lesson students should be able to: i. Describe Java as an Object-oriented programming language (OOP) ii. Evaluate the relative advantage of Java compared to other programming languages Mention the uses of Java | Whole class discussion Learners express their views on what Java programming language is. Think pair share: students pair up to brainstorm on the advantages of Java over other programming languages and share with the class Prompt for questioning: Student resend to Prompt from the teacher sounds of Java | Critical Thinking Collaboration and communication | Audio Visual: Chart Computers with Java installed compiler Web Resources: Video Sites: https://www.youtube.com/watch?vzGoXwlVyNvXO https://www.youtue.com/watch?vr2dZiMBwX Document site: Download Free Java Textbooks https://www.pdfdrive.com/java-for-dummies-6th-ed-e33408809.html https://index-of.co.ukTutorials/Beginning%2OJava%2OProgramming%2OFor%2ODummies.pdf |
| 9 | Getting Started with JAVA | By the end of the lesson students should be able to: 1. Identify and use Java Development Kit — JDK 2. Write and explain first Java program 3.Use a Java IDE | Hands-on activities The teacher will guide the learners into downloading and using JAVA JDK. Investigative: Students are to Watch an online video on JAVA: Data types, functions and strings Think-Pair-share: Students are allowed to write a simple program on their own after a brief introduction to the use of JAVA IDE | 1. Digital Literacy 2. Critical Thinking 3. Collaboration | https://www.youtube.com/watch?vyXqG2Ooqzk https://developer.ibm.com/techhologies/java/ https://developer.ibm.com/technologies/java/tutorials/j-introtojava1/ https://www.youtube.com/watch?vr59xYe3Vyks&Hst=PLS1QuIWo1RvTd’8Y64R7q-Al |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | JAVA Variables and Data Types 1.Variables 2. Mathematical Operators 3. Logical Operators 4. Character Escape Codes 5. Test your skills 6. Data Types | By the end of the lesson students should be able to: i. Explain data types and variables ii. Introduction to mathematical and logical operators in Java iii. Effectively use Java IDE to write a simple program | Brainstorming students are to express their knowledge and view of JAVA’ mathematical operators and expressions Logical operators. Hands-on activities: They code a simple program with integers and decimal numbers using mathematical formulas | Problem Solving Creativity Critical thinking | https://www.youtube.com/watch?viFzA43xRO4s https://www.youtube.com/watch?v=ss7BtLrbxp4 https://www.youtube.com/watch?vHBnB69yFf4 |
| introducing. JAVA Control Statements | 1. Blocks of Code 2. Test your skills 3. The Math Class 4. Scope and Lifetime of Variables 5.Type Casting and Conversions | Hands-on activities students are guided to explore the Block s of codes during a coding class and are introduced to maths, class Brainstorming: Students are asked to think of a problem they can solve in the school, with a computer program written by them with a program that will include the use of variable and Math Class 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 | https://intellipaat.com/blog/tutorial/java-tutorial/control-statements-inJava/ https://www.youtube.com/watch?vOi9PgOlSM https://www.youtube.com/watch?vzCLBZ7Q7ia8 | |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
Information Technology Scheme of Work SSS 2 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test/ Introduction to Computer Data Conversion • Definition of: Register Address Bus | By the end of the lesson, students should be able to: (i) Explain the terms ‘register’, ‘address’, ‘bus’, etc. | Brainstorming: through the help of teachers thought provoking questions, students are to figure out what Register, Address BUS are Prompts for questioning: Students are called to answer some questions after watching video on how registers and Address Bus works in a computer | – Critical thinking and Problem solving skill Leadership and Personal development skill | Ado Visual: Charts, Printed materials etc. Videos, Multimedia projector, computer system Web Resources: https://whastechtaret.com/definition/register. https://www.youtube.com/watch?v7mKHtlnOAjU https://en.wikipediaorg/wiki/Bus(computing) Chart, Video, Computer, Text materials |
| 2 | COMPUTER DATA CONVERSION • Types of Register (i)MDR (ii) CIR (iii) PC (iv)MAR (v) MB1 etc. • Functions of each type of register • Differences between register and main memory COMPUTER DATA CONVERSION (Contd.) • Steps involved in data- fetch-execute cycle in a simple form • Factors affecting speed of data transfer (i) Bus speed (ii) Bus width (iii) Register size. (iv) Clock speed etc. | By the end of the lesson, students should be able to: (i)List the types of register (ii) State the functions of each register (iii) Compare register to main memory (i) Outline the steps involved in data conversion by computer (ii) State factors affecting data transfer speed | Exploratory talk: Students are allow to express their opinion on Types of Register Teachers are to help them to drive their points home. Group Work: Students are to be grouped to put up a write up based on a research they made on Functions of register and differences between register and main memory. 1. Think-pair-share: students think about the Fetch — Execute cycle, pair up with seat mate to discuss their ideas. Group Work: Students are to be grouped and assign system to use in order to practice and collaborate among themselves with class activities given on the column TOPIC which they will present openly within another class period.. Teacher will give different project to different Group with each project reflecting different factors affecting data transfer | Collaboration and Communication. Creativity and Imagination. Digital literacy. Collaboration and Communication. Creativity and Imagination. | https://www.slideshare.netlkapildev2009/cpu-register https://ecomuternotes.com/fundamental/input-output-and-memory/what-is-registers-function-performed-by-register-types-of-reqisters https://www.youtube.com/watch?vxs5oq-irTc https://sciencerack.com/5-fctors-that-affect-the-processing-speed-of-a- Computer/ Chart, Picture, Text materials, Computer |
| 3 | SECURITY AND ETHICS • Meaning of computer security • Sources of computer security breaches: – Malware (virus worm, Trojan horses and spyware) – Poor implementation or lack of ICT | (i) State sources of security m breaches in computer network (ii) State preventive of measures against network security breaches Poor implementation (iii) State the legal issues to policy be considered when | Recognizes Computer security and ethics as an air encompassing term that refers to all activities needed to secure information and systems that support it in order to facilitate its ethical use. Also focus and evaluate on societal implications of information security and ethics, | Concept mapping and Real-time reactions • With Critical thinking Teamwork. Building requires a team effort in conversion of numbers • Digital literacy and applications of numbers in computing | https://www.researchgate.net/publication/237344283InformationSecurityandEthicsConceptMethodologiesTool Charts, Video |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| – Carelessness in giving out personal and vital information cybercrime • Preventive Measures: Use of reliable antivirus software (i) Exercising care in giving out personal and vital information (iii) Encryption (iv) Proper implementation of policy (v) Using sites with web certificates • Legal Issues: – Copyright – Ownership right to text, images, audio and video – Privacy of audio and video software Cyber crime such as identify theft, data diddling, hacking e.t.c | (iv) Explain cyber crime (v) Outline types of cyber crime Briefly explain each outlined cyber crime type | Students must develop skills with deeper insights to analyze information security from all aspects- policies and procedures designed to protect information from malicious external threats, and from internal acts of noncompliance with IT policies | |||
| 4 | CONCEPT OF COMPUTER FILES • Definition of some basic terms with respect to computer files (i)Computer file (ii) Record (iii) Field (iv) Data item IV few • Types of data item (i)Numeric (ii) Alphabetic (iii) Alphanumeric • Structure of computer file CONCEPT OF COMPUTER FILES (contd.) • Types of file organization method (i) Serial (ii) Sequential (iii) Indexed (iv) Random• Methods of accessing files (i) Serial access (ii) Sequential access (iii) Random access | By the end of the lesson, students should be able to: (i) Explain some basic. terms with respect to computer files (ii) List types of data items (iii) Construct a simple sketch of computer file. structure (i) Itemize four methods file organization (i) Describe the four file organization methods (iii) List the types of accessing file method (iv) Describe the types of accessing file methods | • Exploratory talk: Students are allow to express their opinion on the definition others with respect to computer files and teacher help them to drive their points home. Prompts for questioning: Calling on each student to participate, so as to feel belong and to build confidence in them 1. Brainstorming: Students are asked to think of ways to arrange a physical file and easily search for tern in the future, this will be used to explain types of file organization and methods of accessing files 2. Research: students will make individual research and on the topics 3. Exploratory Talk: They debate the research made | Critical thinking and Problem solving skill Leadership and Personal development skill 1. Problem Solving 2. Digital Literacy 3. Creativity 4. Collaboration and communication | Audio Visual: Charts, Printed materials etc Videos, Multimedia projector, computer system Web Resources: https://www.youtube.com/watch?vrNiahJEtz9uA Chart, Picture, Text materials, Computer https://www.youtube.com/watch?v9kSPORaol https://www.youtube.com/watch?vcC7yuaglslk Chart, Picture, Text materials, Computer |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | CONCEPT OF COMPUTER FILES (contd.) • Classification of computer files (i) Master file (ii) Transaction file (Movement file) (iii) Reference file (iv) Rack up file etc. • Criteria for classifying files (i) Nature of content (ii) Organization method (iii) Storage medium | By the end of the lesson, student should be able to: (i) List computer file classifications (ii) State the criteria for classifying computer files | 6. Research: students will make individual research and develop on computer file classification and criteria for file classification 2. Exploratory Talk: They debate with the research made. | 1. Creativity 2.Collaboration and communication | Audio Visual: Charts, Printed materials etc. Videos, Multimedia projector, computer system Web Resources. https://www.youtube.com/watch?v=9RUISPOR https://www.youtube.com/watch?v=jch?vzcC7ugjsjk |
| 6 | HANDLING COMPUTER FILES • Basic operation on computer files (i) Creation (ii) Deletion (iii) Copy (iv) Update (v) View (vi) Open (vii) Close • Steps involved in creating sequential file e.g. EXAM FILE with Maths & Eng (HO-E) using BASIC file processing statement, HANDLING COMPUTER FILES (Contd ) • Steps involved in accessing sequential file using BASIC file processing statement • BASIC. file pro’cessir1ig statement to read and display EXAM FILE | By the end of the lesson, student should be able to: (ii) List basic operation on computer files (ii) State the steps involved in creating sequential files using BASIC processing statement (iii) State the steps involved in accessing sequential using BASIC processing statements (iv) Read and display content of file | 1. Hands on Practical: Students are taken to the Computer Lab to explore different things they can do with a computer file 2. Investigative: Students are given access to use the internet make researches when need be. 3; Hands on Practical: Students are taken to the Computer Lab to do a simple programming on sequential file access 4 Investigative: Students are given access to use the internet to make researches when need be | 1.Creativity 2 Digital Literacy 3. Digital Literacy | Audio Visual: Charts Printed materials e.t.c Videos, Multimedia projector, computer system Web Resources: https://www.slideshare.net/sampleig/handling-computer-files https://classhall.com/lesson/handling-computer-files-practical-guide/ https://manmrk.net/tutorial/basic/powerBASIC/pbcc/sequentialfile.htm https://hwiegman,home.xs4all.nl/gw-man/chapter%205.html |
| 8 | HANDLING COMPUT1ER FILES (Contd.) • Effects of file insecurity (i) Data loss and causes (ii) Data corruption (iii) Data become unreliable (iv) Over Writing Methods of file security (i)Use of back up (ii) Use of reliable antivirus (iii) Password (iv) Proper labeling storage devices (v) Encryption etc. HANDLING COMPUTER FILES (Contd.) • Differences between computer files and | By the end of the lesson student should be able to: (i) Describe file insecurity (ii) State the effects of file insecurity (iii) Highlight methods of file security (I) Distinguish between computer files and manual files (ii) Highlight the advantages of computerized files over manual files (iii) Briefly explain the limitations of computerized file system | Group Work: Students are divided into a group and elect a group leader. They will create some set of data(s) saved in a file and learn how to prevent/it from being corrupted ‘by virus by securing it. Think-Pair-share: Students are allowed to share with each other how they were able to achieve this task Exploratory talk: Students are allow to speak constructively while-the teacher guides them through file insecurity and ways to secure files Brainstorming: Students | 1 Problem Solving 2. Digital Literacy 3. Creativity 4. Collaboration and communication Digital Literacy Creativity Collaboration and communication | Audio Visual Charts, Printed mater lab e.t.c Videos, Multimedia projector, computer system Web Resources: https://deefuntech.blogs.com.comsui/2O1O3/cjas-zs2:week-pjg-filefecuity.tml#text=Folders%2Orngy%20a12Obe%2Osepg4Qnd%2boe%TcjSES%OF/52ODATA%2OLOSS%2O1Human%2gerror%202. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| manual files • Advantages of computerized file: (i) More secured (ii) Fast to access (iii) Les laborious (iv) Neatly modified Limitations (i) Expensive to set up irregular power supply etc. | comes up with a written material on differences between computer filed and manual files advantages end limitations of each Group Work: Divide the students into groups Interactive Challenge: Let the students match the come out in groups to lecture on their findings. | https://waeconline.org.ng/e-learninq/Comuter/Com224m2.html Hard disk, flash disk, antivirus program https://peda.net/kenya/csc/subjects/computer-studies/form-three/driac2/data-processing/computer-files Chart, Video, Computer, Text materials | |||
| 9 | JAVA Console Input I Using the Keyboard Class | By the end of the lesson, student should be able to: i. Explain the JAVA Keyboard Class ii. Use the Java keyboard class iii. Write a program involving the keyboard class. | Hands-on activities students are given access to – research on JAVA keyboard. class Brainstorming Students are to be given a task to do as a class project | 1. Problem Solving 2. Creativity | Audio Visual: Charts, Printed materials e.t.c Videos, Multimedia projector computer system Web Resources https://www.youtube.com/watch?vVs2ZR7-LJOO |
| 10 | JAVA Console Input II | By the end of the lesson, student should be able to: 1. Using the Scanner Class 2. Using Swing Components | 1. Investigative: Students are to watch an online about video JAVA scanner Class and swing components 2 Think Pair share Students are allowed to write a report on the video watched on why JAVA Scanner class and swing components and share their thoughts with the class. Brainstorming: Students are- to be given a task to do as a class project . | 1 Digital Literacy 2 Critical Thinking 3 Collaboration 4 Problem Solving 5. Creativity | Audio Visual: Charts Printed materials etc. Videos Multimedia projector, computer system Web Resources https://www3schools.com/java/java_user_input.asp https://www.youtube.comiwatch?vluW-YheztVk https://www.youtube.com/watch?vniJ1tANWwFk |
| 11 | JAVA Control Statements I | By the end of the lesson, student should be able to: 1. The if Statement 2. Guessing Game (Guess.java) : (The program asks the player for a letter between A and Z. If the player presses the correct letter on the keyboard, the program responds by printing the message *Right **), | 1. Investigative: Students are to Watch an online video about JAVA If statement 2. Hands on Activities:. Students are to be given a task to do as a class work on Guessing Game | 1. Digital Literacy 2. Critical Thinking 3. Collaboration. 4. Problem Solving 5. Creativity | Audio Visbal:. .Qharts, Printed materials e.t.c Videos, Multimedia ,projector,computer system Web Resources: https://www.youitube.com/watch?vHlEomyY4icqi https://www.youitube.com/watch?vxOeYgzUVPY8 |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 12 | JAVA control Statements III | By the end of the lesson, student should be able to: 1. Switch Statement (case of) 2. Nested switch 3. Mini-Project — Java Help System (Help.java) | 1. Hands-on activities: students are given access to research on JAVA Switch statement and create a program with it 2. Brainstorming: Students are to be given a task to do as a class | 1. Problem Solving 2. Creativity project | Audio Visual: Charts, Printed materials e.t.c Videos, Multimedia projector, computer system Web Resources: https://www.youtube.com/watch?vRVRPmeccFTO https://marcusbiel.com/java-switchstatement/ |
| 13 | REVISION | ||||
| 14 | EXAMINATION |
Information Technology Scheme of work for SSS 2. Lagos State Schemes of Work SS2 Computer Science for Senior Secondary School Schemeofwork
Information Technology Scheme of Work SSS 2 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test/ Introduction to Word processing • Definition of word processing • Definition of word processor with examples • Definition of text document WORD PROCESSING • App1ication Areas (i) offices (ii) Publishing (iii) Journalism (iv) Education (v) Article etc. • Facilities available in a word processor (i) Type document (ii) Edit document (iii) Store document (iv) Move, copy and paste (v) Type using different font type (face) font sizes (v) insert, remove words • Features (i) Editing (ii) Formatting (iii) Justification (iv) Search and replace (v) Spell check/thesaurus (vi) File merging | By the end of the lesson, student should be able to: (i) Explain word processing and word processor (ii) Explain text document (iii) Mention examples of word processor (i) Mention application areas of word processing (ii) State the facilities available in word processor (iii) Use word processor to fine-tune text using its features | 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, 1. Group Work: Students are divided into groups Each group are to assume the roles of different work areas e.g Publishing, Education etc 2. Short Drama: Short play are presented by each groups on their roles in the society and how word processing issued in their job. 3. Group Work: The students ee se up in the computer laboratory to explore all features of word processing | 1. Collaboration and communication 2. Critical thinking 3. Digital Literacy | Audio Visual: Charts, Printed materials e.t.c Video, Multimedia projector, computer system Web Resources: https://www.youtube.com/watch?vr=GzEmnu3VdTO Computer with Microsoft Word installed https://www.youtube.com/watch?vGzEmnu3VdTO Computer with ,Microsoft Word installed |
| 2 | SYSTEM DEVELOPMENT CYCLE • Definition of system development cycle •. Description of system development cycle (I) Preliminary study (ii) Feasibility study (iii) Investigative study (iv) Analysis (v) Design (vi) Implementation (vii) Maintenance (viii) Study review SYSTEM DEVELOPMENT CYCLE (Contd.) | By the end of the lesson, student should be able to: (i) Explain system development cycle (ii) Describe system development cycle (iii) Outline the stages in system development cycle (I) Describe each stage of system development cycle (ii) Draw the SOLO diagram | 1. Brainstorming: Students are asked to think of a problem they can solve in the school, with a computer0 program written by them. 2. Exploratory Talk: They discuss the steps they will take in developing this program within themselves and their teacher leading them towards SDLC. | 1. Problem Solving 2. Digital Literacy 3. Creativity | https://wvwyoutube.com/watch?vXt5tBXRTtkM https://en.wikioedia.org/wiki/Systemsdevelopmentlifecycle https://www,youtube.com/watch?v’Xt5tBXRTtkM https://en.wikipedia.orgiwkii/Svstemsdevelopmentlifecycle |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 3 | PROGRAM DEVELOPMENT • Definition of a program • Characteristics of a good program (i) accuracy (ii) readability (iii) efficiency (iv) generality (v) clarity etc.. • Precautions (i) Do not hush, be stable, steady and patient during program writing (a) Not step skipping (Contd) • Steps involved in program development (ii) Problem definition (ii) Problem analysis (iii) Flowcharting (iv) Desk checking (v) Program coding (vi) Program compilation debugging (viii) Program documentation • Description of each stage above • Examples of (i) interpreted programs (BASIC, JavaScript, LISP, python e.t.c, (ii) Compiled program (COBOL, FORTRAN C, C++, e.t.c | By the end of the lesson, student should be able to: (i) Explain program (ii) State the Characteristics of a good program (iii) State the precautions to be taken when writing program (i) List the steps involves in program development (ii)Briefly describe each step in program development (iii) List examples of interpreted and compiled program (iv) Draw a flow diagram on how a (a) Compiler works (b) Interpreter works (c) Describe each of the stages above Examples of (a) interpreted programs (b) Compiled programs | Think-Pair-share: Student are allowed to individually pen down- their knowledge of what they understand by computer program and later paired u with students sitting beside him/her. Group Work: Students are divided into a group and elect a group leader. They will work what they think a good program should look like and what precautions they will take when writing a program 1. Brainstorming: Students are asked to think of a problem they can solve in their environment with a computer program written by them 2. Research: The will make individual research and Develop the program in groups. following the steps listed by teacher 2. Exploratory Talk: They discuss the steps they will take in developing this program within themselves | 1. Collaboration and communication 2. Critical thinking 3. Digital Literacy Problem Solving Creativity | Audio Visual; Charts Printed materials e.t.c Videos, Multimedia projector, computer system Web Resources; https://www.etutoniaIspoint.co/n/index.php/8-characteristics-of-a-good-computer-program https://en.wikipedia.org/wiki/Softwaredevelopment https://www.youtube.com/watch7v=88XgG8S5UU |
| 4 | Introduction to MS Excel & Basic Arithmetic Operators | By the end of the lesson, students should: be able to: 1 Explain the structure of Excel 2. Navigate the excel platform 3 Use simple editing tools Perform arithmetic operations like 1.Addition 2. Subtraction 3. Multiplication e.t.c | Brainstorming: students are divided into groups to observe MS excel opened on a projected screen, they are to write down their observations and share with their group members. Hands-on activities; Students are to be given a task that covers using some simple editing tears in excel. Hands-on activities: Students are to be given a task that covers Basic Arithmetic. Operators. Group Work: Students are divided into groups to showcase their work on a projected screen. | Collaboration and communication 2. Critical thinking | Audio Visual: Charts, Printed materials e.t.c Videos, Multimedia projector, computer system Web Resources: Downlo0d free Text Book https://training.itufi.edu/medifraiflihgitufiedLc/documents7ufexVExcel2O6-Beginnerspdf https://www.youtube.com/watch?v=rwbhoOCgAE https://chandoo.org/wp/excel-basics/ https://suport.microsoft.com/enus/office/calcuiation-operators-and-precedence-in-excel-48be406d-4975-4d31-b2b8-7af9e0e2878a https://edu.gcfglobal.org/en/excel2Ol3/simple-formula/1/ https://www.youtube.com/watch?vosamfBDvs4ls. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | ALGORITHM • Definition of algorithm • functions of algorithm • Characteristics of algorithm (i) Finite (ii) Unambiguous (iii) Effective etc. • Writing algorithm for (i) Computer average of a given set of numbers (ii) Evaluation of equation Y=(b-c)2/(d+2) (iii) Computing out the first ten odd numbers e.t.c FLOWCHART • Explain flowchart • Characteristics of flowchart • Flowchart symbols I/O process, decision e.t.c • Flowchart symbols I/O process, decision e.t.c • Use of flowchart symbols • Flowchart diagram for a given problem solving | By the end of the lesson, student should be able to: (i) Explain algorithm (ii) Highlight the functions of algorithm (iii)State and describe the characteristics of (iv) Write a simple algorithm problem solving (i) Explain flowchart (ii) Highlight the functions of flowchart (iii) List and identify flowchart symbol (iv) State the use of flowchart symbol (v) Draw flowchart for a given problem solving | Exploratory Talk: Students engage critically but constructively with each other staring ideas of what an algorithm is. Think Pair-share: student are allowed to individually pen down their knowledge and functions and Characteristics of algorithm later paired up with a group each group is to discuss and Share the work with the class Brainstorming: Students are guided by the teacher to form a definition of flowchart and characteristics of flowchart Group Work: Divide the student into groups Interactive Challenge: Let the students match the symbols to the names Short Drama: Give each group a task of drawing a flowchart with cut cardboards and each students in a group holding one or two steps on a cardboard | 1. Collaboration and communication 2. Critical thinking | Audio Visual: Charts Printed materials e.t.c Videos, Multimedia projector, computer system Web Resources: https://en.wikieia.org/wiki/Algorithm https://www.khanacedemy.org/computing/computer-science/algorithm/what-are-algorithms Chart, Video, Computer Text materials, video Teachwithict.weebly.com/flowcharts.html En.m.wikipedia.org/wiki/flowchart |
| 6 | Excel: Data Validation, Filters, Grouping | By the end of the lesson, student should be able to: 1. Data validationL Data filters3. Group and Ungroup data 4. Adding images to spreadsheets | Watch A Video: A video of Data validation, filters and grouping in Excel Group Work: The students are divided intogroups to make research on f Data validation, filters and grouping in Excel Hands-on activities The students should be given a well prepared Data on Excel to work with | 1. Digital literacy 2 Critical Thinking 3. Collaboration 4.Creativity | Charts, Printed materials etc Videos,Multimedia projector, computer system Web Resources: https://www.youtube.com/watch?v=5xuy46So5ts https://www.contextures.com/xTDataValOl,htm |
| 7 | MID TERM BREAK |
| 8 | Excel: Formulas & functions | By the end of the lesson, student should be able to: 1. Explain what Formulas and functions are 2. Use: a. Common functions b. Numeric Functions c. String functions d. Date lime functions e. Lookup function | 1. Investigative: Students are to Watch an online video on Excel Formular and Functions 2. Think-Pair-share: Students are to write a report on the video watched and share their thoughts with the class . 3. Brainstorming: Students are to be given a task to do as a class project | 1. Digital Literacy 2. Critical Thinking 3. Collaboration4. Problem Solving 5 Creativity | Audio Visual: Charts, Printed materials e.t.c Videos, Multimedia projector, computer Web Resources: https://corporatetinanceinstitute.com/resources/excel/study/basic-excelformulas-beginners/ https://supportmirospft.cecfdc7O8-9162-49e8-b993-c311f47ca173 https://www.youtube.com/watch?v=JiOQk63z2Zy |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Excel: Local Functions & Charts | By the end of the lesson, student should be able to: 1. Understand what Logical Functions are 2. Be able to use IF, AND, OR, Nested IF &NOT Logical Functions 1. Be able to create charts on Excel 2. Explore the different types of charts used in Excel | Investigative: Students are to Watch an online video on Excel Logic Functions Think-Pair-share: Students are to write a report on the video watched and share their thoughts with the class Brainstorming: Students are to prepare a broadsheet using the Logical functions Brainstorming: students are divided into groups to brainstorm how to go about creating charts from a given data, they are to write down their observations and share with their group member. Hands on activities: Students are to b given a task that covers creating different charts with different supplied data and: interpretation of the charts | 1. Digital Literacy 2. Critical Thinking 3. Collaboration 4. Problem Solving 5. Creativity | Audio Visual Charts, Printed materials e.t.c Videos, Multimedia projector, computer system Web Resources: https://www.youtube.com/watch?v=LvQiGERWo https://support.microsoft.com/en-us/office/if-fuuction-69ded7c9- 4e&a-4755-agbc-aa8bbff73be2 https://www.youtube.com/watch?vzTfkNkrKMF5c https://www.smartsheet.com/how-to-makecharts-in-excel |
| 10 | 21st CENTURY SKILLS II GRAPHI CS DESIGN/PACKAGES (i) Definition of Graphics and Graphic Packages (ii) Examples of Graphic Packages – CorelDraw – Paint – Photoshop – Light room Harvard Graphics e.t.c | By the end of the lesson, student should be able to: • Explain Graphics List examples of graphic packages | Exploratory talk: Students are allowed to express their opinion on the definition of Graphics and Graphic Packages. Teachers’ are to help them to drive their points home. Group Work: Students are to be grouped and assign system to use any package of their choice to draw a given symbol or Logo. This activity will help them to identity Graphic Packages on their own. | Collaboration and Communication. Creativity and Imagination. Digital literacy. | • Computer installed Corel Draw • Samples of Simple Designs • Charts • Textbook; Online with COMPUTERS, SSS3 by ADEDAPO F.O and others |
| 11 | INTRODUCTION TO COREL DRAW Features in activating and exitincj CorelDraw -Tools – Colour l)a lette Printable. area Simple design using CorelDraw – Busines card – School logo – Nigeria National Flag – Invitation card – Certificates Letter headed etc. | By the end of the lesson, student should be able to: (i) State features in CorelDraw environment (ii) Use the features of Corel Draw to make simple designs Save works as different formats on Corel Draw Computer installed with CorelDraw • Samples of simple designs | Hands-on activities The teacher will guide the learners into using the Corel Draw basic tools in facilitating a simple drawing after watching a video clip on it from You tube in order to be familiar with features and tools in CorelDraw. Group Work: Students are to. be grouped and assign system to use in order to practice and collaborate among themselves on a given project. | • Computer installed Corel Draw • Samples of Simple Designs • Charts • Textbook; Online with COMPUTERS, SSS3 by ADEDAPO F.O and others YouTube link: https://www.youtube/TpbFHCEvnoYl | |
| 12 | REVISION | ||||
| 13 | MOCK EXAMINATION | ||||
| 14 | MOCK EXAMINATION |
Information Technology Scheme of work for SSS 2. Lagos State Schemes of Work SS2 Computer Science for Senior Secondary School Schemeofwork
