LESSON PLAN

School: Anchovy High Department: Business & Technology

Educ.
Teacher: Mr Romario Morris Subject: Information Technology
Grade: 7 F-R Duration: 80 mins
Date: WEEK OF THE 09 th

Term: Term 1. Unit/Section Health and Safety

Topic: Introduction to Computers
Big/Main Idea:

Problem Statement (Optional):

Class
Profile

Lesson By the end of the lesson students will be able to:

Objecti
ves 1. Describe the three components of a computer system.
2. Explain the difference between data and information.
3. List the 4 functions of the computer system
4. Express an appreciation for the role of computers in their lives and various fields.
5. Students will draw, label, and color a diagram of a computer system accurately..

Reso
urces
Birbal, R., & Taylor, M. (2005). Log On to IT for CSEC (3rd ed.). Pearson Education, Limited.

Projector, Laptops,

Put the name of the video

 Key Hardware
Voca
bular Software
y Computers system
Input
Output
Processing
Storage
Data
Information
Prior Learning: Some students have prior knowledge from primary school

Learning Theories:

● Constructivism: Facilitate active learning through group discussions and activities, allowing
students to build their knowledge based on their experiences and prior understanding.
● Multiple Intelligences (Howard Gardner): Address diverse learning styles by integrating
visual, auditory, and kinesthetic activities, ensuring all students can engage with the material
effectively.

Differentiated Strategies

1. Interactive Term Generation: The interactive word mapping activity where students will
use sticky notes to contribute technological terms related to "INFORMATION
TECHNOLOGY."
2. Structured Peer Collaboration: A Think-Pair-Share strategy during discussions about what
a computer is. By first allowing students to think individually, then pair up to discuss, and
finally share with the class.

STEAM Integration

1. Science: an explanation of binary code and its significance in technology. This will help
students connect scientific concepts to real world applications in computing.
2. Arts: the homework assignment; students will creatively represent their understanding of
computer systems by drawing, labeling, and coloring their diagrams for homework.
Classroom Safety
Students will:
- Use tools and equipment in a safe manner and assume responsibility for their safety and safety of
others.

Meth
ods Interactive Discussion and Visual Aids:

I will initiate an interactive discussion by drawing an abacus on the board. I will use
visual aids, such as pictures or diagrams of the early computers, to reinforce the
information. I'll encourage students to share their initial thoughts and engage in
discussions about the capabilities and historical significance of these machines, aligning
with the affective and cognitive objectives. I will guide the discussion, providing
additional details and insights as needed to meet the cognitive objective.

Group Activity and Peer Learning:

To address the psychomotor and affective objectives, I will organize a group activity
where students will work together to discuss how early computers contributed to the
development of modern computing and their impact on society. This collaborative
learning method will allow students to actively participate, share their understanding, and
appreciate the historical context, fulfilling the affective objective. Through group
discussions, they will apply their knowledge and engage in the psychomotor aspect of
actively communicating and debating ideas with their peers.
Cont
ent Introductory activity:
Sum
mary Use the words below to complete the acronym INFORMATION TECHNOLOGY.

What is a computer?

A computer is an electronic device operating under the control of instructions, stored in its
memory.

What is data? Data is raw facts and figures.

What is information? Information is processed data.

What are the four functions of a computer system?

Input, output, processing, and storage

What are the three main components of a computer system?

Hardware, software, and user

Class activity 2

Decipher which is data and which is information. Ex: 101101,Mr Morris, 5/10, 50%, ID,
costs, August 21, 2023, receipt.

Here's how to differentiate between data and information in your examples:

● Data: Raw facts or figures that on their own do not have meaning until they are
processed or analyzed.
○ 101101 (binary data)
○ 5/10 (a numerical value, could be a fraction or score)
○ 50% (percentage, a form of data)
○ ID (identifier, a label for something)
○ Costs (an amount without context)
○ August 21, 2023 (a date, can be used as raw data)
● Information: Processed data that provides meaning or context.
○ Mr. Morris (a name that identifies a person, hence information)
○ Receipt (a document or record of a transaction, which conveys
information)
 Introduction and Presentation
Enga
geme ● To engage students' curiosity, I will start with a short activity. I will write the
nt words INFORMATION TECHNOLOGY on the borad. Students will be asked
what technological terms come to mind for each letter. I will guide the responses.
This will prompt a discussion about what they think a computer is and what they
know about computers..

Expl
orati ● students will utilize the Think-Pair-Share strategy to think about and discuss a
on
definition for the term computer. After a guided presentation, the teacher will go

in depth on how Computor operates. Student will be made aware of binary and the

pre-programmed instructions that allow the computers to operate.

Expl
anati
on ● Next, I will discuss data and information. I will explain that data are raw facts,
while information is data that has been processed and given meaning. Students
will be provided examples to illustrate this concept.
● A few examples of data and information will be on the board and students will be
asked to work in pairs to decipher, which is data and which is information. Ex:
101101,Mr Morris, 5/10, 50%, ID, costs, August 21, 2023, receipt.

Elab ● I will introduce the three components of a computer system: hardware, software,
orati and the user. I will emphasize the roles each component plays in computer
on functionality. One person from each column will stand and give an example of any
of the components assigned.

Eval
uatio ● To ensure comprehension, I will ask students to share what they have learned. The
n students will partake in an exit Q&A session.
Enrich homework:
ment
(Exten ● For homework, students will draw, label, and color a diagram of a computer
ded system, including its components and functions, which they learned in this lesson.
Practic
e):
Stude
nts
will ..
...

Lesson Evaluation

● The lesson successfully met its objectives, as students were able to describe the
components of a computer system, distinguish between data and information, and list the
computer system's functions. The interactive teaching methods, including visual aids,
Think-Pair-Share, and group activities, effectively engaged students and catered to
diverse learning styles.
● The pacing of the lesson was appropriate, allowing sufficient time for discussions and
activities, such as differentiating data from information and presenting examples of
computer components. Students demonstrated understanding during the Q&A session,
which had 85% active participation, and the activity highlighted their eagerness to learn
more about computers. The 100% punctuality rate further underscored their engagement.
● The materials and resources, such as the video and diagrams, were relevant and well-
utilized, making the content relatable and visually appealing. Constructive feedback was
provided through Q&A and peer discussions, reinforcing the learning outcomes. Overall,
the lesson reflected a solid foundation for future exploration of computing topics, with
the homework assignment extending the students’ understanding through creative
expression.