Computer Science/Information Technology Scheme of work for SSS 3. SS3 Schemes of Work Information Technology for Secondary School.
SSS 3 Information Technology Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | WELCOME TEST/INTRODUCTION TO HIGH LEVEL LANGUAGE • Definition of high level language HLL • Examples of HLL: BASIC, FORTRAN, COBOL, ALGOL PL/1, Python, LISP, SNOBOL, C, CH, PROLOG e.t.c | By the end of the lesson, student should be able to: (i) Explain High Level Languages (ii) State the examples of high level languages | Exploratory talk: Students express their opinion on the definition of HLL and help them to drive | Critical thinking and Problem solving skill Leadership and Personal development | Chart showing different examples of HLL with their full meaning as the case may be. Computer, Projector HLL Software (Python Interpreter) HLL Programming YouTube link https://youtu.be/nLXx3oNXv10 |
| 2 | NETWORKING • Definition of Computer Network • Types of Network Architecture (i) Ethernet (ii) Token ring (in) Arcnet • Types of Data Network (Overview) (i) PAN (ii) LAN (iii) MAN (iv) WAN (v) Internet NETWORK TOPOLOGY • Definition • Types Bus, Star, Ring, Mesh e.tc. • Network Devices • Definition Types Hub, Switch, Modems, Routers (I) Network Interface Card (NIC) e.t.c | By the end of the lesson, student should be able to: (i) Explain networking (ii) architecture ne or (iii) Briefly describe each type network architecture Student should be able to 1. Explain network topology 2. State types of network topologies Draw flow diagram for each type of topology (i) Explain network devices (v) Itemize types of network devices (vi) State the functions of each network device (vii) Highlight the benefits of networking. | Student to identify what is a Computer Network and differentiate the roles between servers, clients and IP addresses that help support the internet. Explain and demonstrate how computer networks process and share data for analysis To get a better understanding of simple network, student identify common network device and sketch type of network topology features of Topology advantages of Topology disadvantages of Topology | – Critical thinking: – Creativity and imagination | Chart, Picture, Cable Video. https://sites.google.com/site/pnutpck11 https://www.commonsense.org https://www.studytonight.com/computer-network/network-topology-types Computer Cable Network device Charts displaying common network device list .. Hub • Switch • Router• Bridge. • Gateway. • Modem. • Repeater. • Access Point. |
| 3 | Introduction to Database | By the end of the lesson, student should be able to: 1. Explain Database concepts and functions of database. 2. Traditional filing methods 3. List types of database modes and database software 4. Features of a database (e.g. data structures, report generating, query, language, modules | 1. Think –Pair and share Students to brainstorm on meaning of database, “Traditional filling method Functions of databases 2.Small Group work: Each group to be introduced to different Database Software and each group to create a project with the software 3.Whole class discussion: Groups to discuss their findings | 1. Citizenship 2.Critical thinking 3. Digital literacy | Download Textbook http://zcht.home.amu.edu.pl/pliki/Databases%2Ofor%20beginnerspdf https://user.it.uu.se/–arne/datastrukturer /database.pdf https://www.youtube.com/watch?vwROjgOeQsZA https://wwv.khanacademy.org/computing/computer-programming/sqh/sqlbasics/vWelcome-to-sql |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 3 | CABLES AND CONNECTORS Type of Network cables (I) Twisted pair (ii) Coaxial (coax) (iii) Fibre optic (iv) Telephone • Network cable connector Types (i)RJ 11 (ii) RJ 45 (iii) T- Connectors • Computer cables and connectors Types (1) Power cables (U) Data cables (Printer Cable, Universal Serial Bus (USE), Monitor Cable, Serial Cable) Types of computer cable connectors (I) Male (ii) Female | By the end of the lesson, student should be able to: (I) List and identify types of Network cables (ii) List and identify network cable connections (iii) Differentiate between Ri 45 and RJ,11 connections (iv) Categorise cables into power cable and data cable (v) List types of computer cable connector | Students presents activities designed to describe Connector Adapter Cable Pods, Connectors, Cables Students Brain storm on How to design and select suitable cable types for computer/ audio / video / tv network Network cables types and features | Critical thinking Communication and collaboration | https://www.slideshare.net/osamaggeris/2019-types-of-network-cables https://twitter.com/osamageris https://www.Iinkedin.com/in/osamaghandour https://www.ycotube.com/userlosmgg2 Network cables, Video, Picture, Power dable, Data cable, Connectors |
| 4 | INTERNET Definition of terms – Internet – Intranet – Extranet – Internet Services Provider ISP – Upload – Download e.t.c • Internet Service – Email – Usenet – Instant Messaging (iv) telnet (v) FTP (vi) www5 | By the end of the lesson, student should be able to: (i) Explain internet and some basic terms (ii) List common internet main browsers (iii) Access internet (iv) List the services available on internet (v) State benefit of internet to our society | Lead the learners to Web that gives users access to a vast array of documents that are connected to each other by means of hypertext or hypermedia links i.e, hyperlinks, electronic Connections that link related pieces of information in order to allow a user easy access to them Real-time reactions, opens doorways to a wealth of information, knowledge and educational resources, increasing opportunities for learning in and beyond the classroom | Communication and collaboration. . | https://www.theguardian.com/technology/20 18/oct/22/ Internet facilities, Computer, Chart, Web browser |
| 5 | Data Organization. Python, LISP, SNOBOL, CH, PRCLOG etc. | By the end of the lesson, student should be able to: organization in a database; 1. Field 2. Records 3. Files 4. Database State the examples of high level languages | 1 Teacher and Students demonstration: A prepared Database is 3. Problem solving database; and are asked to organize it 2.Individual demonstration: Each of the students are asked at random to us their initiates to prepare and demonstrate on the PC how a Database is prepared | 1.Problem solving | https://Study.com/academy/lesson/database-concepts-and-strüctures-the-elements-that-make-up-a-database.html https://wwwyoutube.com/watch2v=Z5CAgtT3.MDY |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| INTRODUCT1ON TO WORLD WIDE WEB (WWW) • Brief history of www – Basic terms1 – www – website – webpage – home page – Browser (examples should be discussed) – Protocol e.t.c • Features in main browser window. – Title bar Menus bar e.t.c PROTOCOL – HTTP – HTML • Uses and Benefit of www ELECTRONIC MAIL (E-MAIL) SERVICES • Definition Of Electronic mail • E-mail Services: (i) Sending and receiving e-mail Steps involved in creating e-mail account Feature in an e-mail address e.g. fmemail@fmegpvng.org) Definition ad stepsinvolved in chaffing | By the end of the lesson, student should be able to I. state the full meaning of WWW ii. Describe brief history of www. iii. Explain basic terminologies of www. iv. List of protocols. v. State benefits of www. vi. Navigate through website using website addresses. vi. Recognize the software for website design and its use. By the end of the lesson, student should be able to: (i) List the e mail services (ii) Create e-mail services (iii) Send and receive e-mail (iv) Write a valid e-mail address (v) Outline and identity Parts of a e-mail address Explain and practice chatting | • Real-time reactions • When students are watching a mini video lecture or • Students presentation, have them share their real-time reactions, • helps students spottrends and consider new points of view. • set up a hashtag to allow for live tweeting, or use cloud-based collaboration software displayed Students identify email address as a unique identifier for an email account. That can be used to both send and receive email – messages over the Internet. Empathy mapping Send e-mail and get students to explore deeper by embracing a perspective analyze’ and reply Discuss Career opportunities, Options and future of embedded systems on internet | Real-time reactions Collaboration and communications Critical thinking • Critical thinking • Digital literacy | https://techterms.com/definition/emailaddress Internet ready Computer Text materials | |
| 7 | PROJECT MIDTERM | Sketch and- Construction of A local area network (LAN) TOPOLOGY | covering a graphical area like a school showing computers, dumb terminals, tape drives, modems, file servers and various | printers | (Each group to work on different types of topology) |
| 8 | DATABASE • Definition of database and database packages • Examples of database packages – Dbase iv -Oracle -MS Access – Foxbase • Rbase terms in (i) Hierarchical (ii) Network (iii) Relational (iv) Flat file (v) Object oriented e.t.c | By the end of the lesson, student should be able to (i) Explain database and Database package (ii) Mention examples of – database packages (iii)Explain basic terms in database; (iv) State the forms of database organization (v) Sketch a diagram illustrating the forms of database organization | Students should see a database program as the heart of a business information system Develop skills in the file creation data entry, update query and reporting functions. Develop skills m information Security | • Critical thinking Teamwork. Building requires a team effort in database • Digital literacy | https://simplicable.com/new/databaese-skills https://www.investopedia.com/terms/n/netw |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | • Computer Database Format: File designed as tables – Tables composed of rows and columns – Row contained related information about a record – information about a field • Steps in creating database – Explain the structure indicate field type (numeric, character, data, text etc) – Enter data – Save data • Basic operations on already created database: – Searching – Modifying – Sorting – Reporting -“ Selecting – Inserting e.t.c • Creating (I) Table (ii) Form (iii) Query Repo | By the end of this lesson, students should be able to: (i) Recognize and, state the features in a computer database format (ii) Create a database (iii) Carryout basic operations on an existing database Students should be able to: (i) Create table (ii) Create and modify form (iii) Create and modify query Generate report | Students to develop skills and knowledge that are required for that may be specific to a particular type of database such as relational, Backup & Restore Data Integrity SQL databases | • Critical thinking Teamwork. Building requires a team effort in database. • Digital literacy • Critical thinking Teamwork. Building requires a team effort in database . | https://simplicable.com/new/database-skills https://www.exceluser.com/formulas/what-theheck-is-an-excel-database.htm Computer with database package installed |
| 10 | OVERVIEW OF NUMBER BASES • Review of number system (I) Binary (ii) Octal (iii) Decimal (iv)Hexadecimal • Basic arithmetic in number base – Addition – Subtraction DATA REPRESENTATION • Definition • Methods (i) Bits (ii) BCD (ill) EBCDIC (iv) ASCII (v) Unicode • Computer character sets | By the end of this lesson, students should be able to (i) List digits in the number systems (ii) Convert from one number system another (iii) Add and subtract in the number system (I) Explain data representation (ii) List methods of data representation (iii) State the full meaning of ASCII, EBCDIC, BOD Represent data in different methods. | Students should identify number base as the number of digits or combination of digits that a system of counting uses to represent numbers. recognized that a base can be any whole number greater than 0 Such Binary Octal decimal, duodecimal, hexadecimal Identify that ASCII uses sevenbits to represent a character while the EBCDIC uses eight bits to represent a character. Recognize the fact ASCII and Unicode are two encoding standards in . electronic communication confidence in them | • Critical thinking Teamwork; Building require a team effort in conversion of numbers • Digital literacy and applications of numbers in computing • Critical thinking Teamwork; Building require a team effort in conversion of numbers • Digital literacy and applications of numbers in computing | https://www.nurnberbas.com/terms/basename1.html Names of Number Bases / – The Number Base www.numoerbases.com.terms.basename Charts Text material video puzzle pieces https://www.forbes.com/sites/biancamillercole12019/03/20/ https://www.googlecom/search?sxsrf. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 11 | SECURITY AND ETHICS Meaning of computer Sources of computer security breaches: – Malware (virus, worm, Trojan horses and spyware) – Poor implementation of network – Poor implementation or lack of ICT policy – Carelessness in giving out personal and vital information Preventive Measures: (i) Use of reliable antivirus software (ii) 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 f audio and video software – Cybercrime such as identify theft, data diddling, hacking e.t.c | By the end f the lesson, student should be able to: (i) State sources of security breaches in computer network (ii) State preventive measures against security breaches (iii) State the legal issues to be considered when using ICT (iv) Explain cybercrime (v) Outline types of cybercrime (vi) Briefly explain each outlined cyber crime type | Recognizes Computer security and ethics as an all encompassing term that. refers to all activities needed to secure information and systems that support it in order to facilitate its ethical use. Also locus and evaluate on societal implications of information security and ethics. 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 | i) communication and collaboration ii) critical thinking and problem solving iii) Digital Literacy | https://www.researchgate.netipublication/237344283InformationSecurityandEthicsConceptsMethodologiesTools Charts, Video |
| 12 | Creating a database & Editing a database | By the end of this lesson, students should be able to: create a database;1. Design a database structure 2. Field properties and data types 3 Key-fields and index 4. Data entry Students will be able to edit a database; 1. Modify structure 2. Updating database | 1. Think-Pair and Share: Students are to individual make a research online, write a report on it and later paired into a group to unify their views. 2. Questioning and answer: Students throw questions to other students in the class on areas they find difficult to understand 3. Small group discussion: The groups unify their views and share with the whole class their findings | Critical thinking Digital literacy | and-structure-the-elements-that-makeup-a-database. html https://www.youtube.com/watch?vV4GSj47OH5c https://www.youtube.com/watch?v=Z5CAitT3MDY https://www.youtube.com/watch?vHwlMwUlekeo https://edu.gcfglobal.org/en/access2007/entering-and-editingdata-in-tables/1/ |
| 13. | Revision | ||||
| 14. | Examination |
Computer Science/Information Technology Scheme of work for SSS 3. Ministry of Education, SS3 Schemes of Work Information Technology for Secondary School.
Information Technology Scheme of Work SSS 3 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | WELCOME TEST/INTRODUCTION TO HIGH LEVEL LANGUAGE • Definition of high level language HLL • Examples of HLL: BASIC, FORTRAN, COBOL, ALGOL PL/1, Python, LISP, SNOBOL, C, CH, PROLOG e.t.c | By the end of the lesson, student should be able to: (i) Explain High Level Languages (ii) State the examples of high level languages | Exploratory talk: Students express their opinion on the definition of HLL and help them to drive | Critical thinking and Problem solving skill Leadership and Personal development | Chart showing different examples of HLL with their full meaning as the case may be. Computer, Projector HLL Software (Python Interpreter) HLL Programming YouTube link https://youtu.be/nLXx3oNXv10 |
| 2 | (i) Classification of HLI as: -Science e.g. BASIC,FRPORTAN -General-purpose e.g. C,PASCAL -Business e.g. COBAL Artificial Intelligent (AI) e.g. LISP, PROLOG -String processing Language (SPL) e.g. Perl, Ruby, SNOBAL (ii) Complied Language (i) PASCAL (ii) COBAL (iii) C (iv) FORTRAN e.t.c (iii) interpreted Language (i) BASIC (ii) JAVA (iii) PHP (iv) PHTON (v) RUBY e.t.c. (vi) Features of BASIC,PASCAL,COBAL Advantages of HLL over MI and LLL | By the end of the lesson, student should be able to: (I) Classify given HLL based on suitable application (ii) Classify HLL as interpreted or complied language (iii) Identify the features of some HLLs (iv) Recognize the format of the HLL State advantages of HLLs over ML and LLL | Brainstorming: through the help of teachers’ thought provoking questions, student are to figure out either base on the name or the full meaning of the acronyms of some HLL names to categorise them to different classes. Prompts for questioning: Student are called to answer some questions after watching video on different features of some common HLL in order to understand their specializations. Assessment for learning: After a displayed of PowerPoint presentation or You tube video of CODEs on HLLs, LLL and ML student are to explain their observation on advantages and disadvantages of those programming languages | -Critical thinking -Problem solving -Leadership and personal development skills |
| 3 | GRAPHICS(INTRODUCTION TO COREL DRAW) (i) Definition of Graphics and Graphics Packages (ii) Example of Graphics 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 graphics packages | Exploratory talk: student are allow to express their opinion on the definition of Graphics and Graphics packages. Teachers’ are to help them to drive their point home. Group work: student are to be grouped and assign system to use any packages of their choice to draw a given symbol or Logo. This activity will help them to identity Graphics Packages on their own. | Collaboration and Communication Creativity and Imagination. Digital literacy. | • Computer installed Corel Draw • Sample of Simple Designs • Chart • Texbook: Online with COMPUTERS,SSS3 by ADEDAPO F.O and others. |
MUSIC
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| REVISION (Final Training) | By the end of the lesson, students should be able to: Revise all aural training topics. | Students as a class: practice all aural training exercises as dictations. | Critical thinking Problem solving Collaboration | Local Instructional Material – Muic Manuscript – Texibook -Charts, Recorder Piano/Keyboard Web Site/Video Link https://eb.wikipedia.org https://www.musical-u.com | |
| REVISION | By the end of the lesson, students should be able to: Review of the work done in SS Classes | Students a a class Revise all SS class topics, exercise and questions. | Critical thinking Problem solving Collaboration | Local Instructional Materials – Music Manuscript -. Textbook Charts paino/Keyboard Web/Video link https://youtube/Tqyq6RftF6c https:// youtu.be/fdRL8jeScLE https://youtu.be/s4XjE7kESj https://youtu.be/dycUSpcRJXA https://ij3LvGhM https://JrlPXYA.M |
| 7. | REVISION (Forms and analysis Instrumental and Vocal Music) | Students should be able to: -revise alHnstrumental and vocal music: i. Minuetand Trio ii. Rondo iii, Oratoo. iv. Syrdphony | Students a a class: -ought to have acquire full knowledge of vocal and Instrument music: – of the periods in which these music developed. .of the Composers of these periods and their works | Critical thinking Problem solving Collaboration | Music Manuscript -Textbook -Charts, Recorder Piano no/Keyboard Web/Video Link. https:/// youtu.be/EAzFLAAPog https://youtu.be/HPYMHNFgj G4 https://youtu.be/LgigAAkhLs8 https://youtu.be/Wzqa44NsILU https://youtu.be/rRSRH3TF5B8 https://en.wikipedia.org/wiki/Earraining https://youtu.be.com/watch?v=BSkOrXsMS30 https://youtu.be.com/watch?v=BSkOrXsMs30 |
| Revision & Examination |
Computer Science/Information Technology Scheme of work for SSS 3. Ministry of Education, SS3 Schemes of Work Information Technology for Secondary School.
ACHIEVEMENT STANDARDS
By the end of the Session, Students are able to:
i. Write, arrange and perform both European and African dance and music.
ii. analyse instrumental and vocal music of Baroque and other western periods
iii. highlight the history and literature of African one Western/local and instrumental music.
iv build dominant 7th chord on a given root.
v. highlight achievements and economic importance of Nigerian musicians
vi. recognize harmonic intervals and interrupted cadence played.
vii. develop aural skill on identification of modulation, interval, trials and cadences:
viii. analyze binary-dernary, rondo and other musical forms.
x. develop the skill of harmony using dadential 6 and passing notes.
x. discuss characteristics of impressionism on 20th century music.
Students are prepared for external exams if.they wish:
1. Assomate Boari of Royal Schools of Music London. Grade 5
MUSON Exarn.Grade 5
