PRIMARY 1 FIRST TERM LESSON NOTES COMPUTER STUDIES
WEEK 1
TOPIC: Description of a computer
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
1. Describe a computer 2: Draw a computer
INSTRUCTIONAL MATERIALS:
Draw a computer
RESOURCES AND MATERIALS:
6 YEARS CURRICULUM ONLINE MATERIALS PUPILS TEXTBOOK
OTHER RELEVANT MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous topic CONTENT:
DESCRIBE A COMPUTER
A computer is an electric device for storing and processing data. DRAW A COMPUTER
Lesson Plan Presentation: Understanding Computers
Learning Objectives:
- Define what a computer is and its role in data storage and processing.
- Identify the key components of a computer.
- Explain the importance of computers in various aspects of life.
Embedded Core Skills:
- Information comprehension
- Critical thinking
- Communication
Learning Materials:
- Whiteboard and markers
- Visual aids (images of computer components)
- Computer systems for demonstration
- Handouts with key terms and definitions
Presentation:
- Start by engaging students in a discussion about devices they use for various tasks and how these devices process information.
- Introduce the concept of a computer:
- Define a computer as an electric device for storing and processing data.
- Emphasize its role in everyday life, from entertainment to education and work.
- Explain the key components of a computer: a. Central Processing Unit (CPU): Describe it as the “brain” of the computer that processes instructions. b. Memory (RAM): Discuss how it stores data temporarily for quick access. c. Storage Devices: Introduce hard drives and SSDs as places to store data permanently. d. Input Devices: Mention devices like keyboards and mice that allow users to provide input. e. Output Devices: Explain monitors and printers as devices that display or produce information.
Teacher’s Activities:
- Use visual aids to help students visualize the components.
- Share anecdotes about the different ways computers are used in daily life.
- Encourage questions and interactive discussions to maintain engagement.
Learners’ Activities:
- Take notes on the key components and their functions.
- Participate in group discussions about the uses of computers.
- Examine and identify components on a real computer system.
Assessment: Conduct a hands-on activity:
- Divide students into groups and give them a computer system to identify components.
- Ask students to present a scenario where computers are used, explaining which components play a role.
Evaluation Questions:
- What is the main function of a computer?
- Name three key components of a computer and their functions.
- Which component of a computer is often referred to as the “brain”?
- What is the role of memory (RAM) in a computer?
- Give an example of an input device and explain its purpose.
- How does a storage device differ from memory?
- Mention two types of output devices and their uses.
- How do computers impact education?
- Provide an example of how computers are used in the workplace.
- Why is the Central Processing Unit (CPU) essential in a computer system?
Conclusion:
- Summarize the main points covered during the lesson.
- Highlight the significance of computers in modern society.
- Encourage students to explore further about the diverse applications of computers
- A computer is an __________ device for storing and processing data. a) electronic b) magnetic c) invisible
- Computers play a role in __________ information. a) hiding b) storing c) throwing
- The brain of the computer is called the __________. a) screen b) keyboard c) CPU
- Memory in a computer helps in _________ data quickly. a) deleting b) storing c) displaying
- Input devices like _________ and mouse help us give commands to the computer. a) books b) keyboard c) toys
- The monitor is an example of an __________ device. a) output b) input c) storage
- Computers are used for playing games and watching _________. a) movies b) animals c) vegetables
- Hard drives and SSDs are examples of __________ devices. a) input b) output c) storage
- Computers help people in learning, working, and having __________. a) adventures b) fun c) sleep
- Computers can be used to create and edit __________. a) videos b) toys c) fruits
- The main function of a computer is to process and _________ data. a) hide b) display c) eat
- Computers are like _________ that follow instructions. a) robots b) animals c) clouds
- Keyboards have _________ with letters and numbers. a) shapes b) keys c) colors
- When you click the mouse, it gives a __________ to the computer. a) command b) song c) dance
- Computers are useful for many things, like __________, playing, and working. a) sleeping b) eating c) reading
WEEK 2
TOPIC: IDENTIFY THE PARTS OF THE COMPUTER
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
. Name part of a computer
2: Identify parts of a computer
INSTRUCTIONAL MATERIALS:
Keyboard Monitor System unit
Mouse and Speaker
RESOURCES AND MATERIALS: 6YEARS CURRICULUM ONLINE MATERIALS
PUPILS TEXTBOOK
OTHER RELEVANT MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topics in their previous topic . CONTENT:
PART OF A COMPUTER
1: Keyboard
2: Monitor
3: System unit
4: Mouse
5. Speaker
Learning Objectives:
- Identify and name the main parts of a computer.
- Understand the functions of each computer part.
- Describe how the different parts work together to create a functional computer.
Embedded Core Skills:
- Information comprehension
- Visual identification
- Communication
Learning Materials:
- Visual aids (images of computer parts)
- Actual computer system for demonstration
- Whiteboard and markers
- Handouts with labeled diagrams of computer parts
Presentation:
- Begin by asking students if they have ever seen or used a computer, and what they know about it.
- Introduce the topic “Parts of a Computer”:
- Display images of computers and the listed parts (keyboard, monitor, system unit, mouse, speaker).
- Explain that computers have different parts that work together to perform tasks.
- Describe each part and its function: a. Keyboard: Explain that it has letters and numbers for typing. b. Monitor: Describe it as a screen that shows pictures and words. c. System Unit: Mention that it’s like the computer’s body where the important parts are inside. d. Mouse: Explain that it’s used to move a pointer on the screen and click on things. e. Speaker: Describe it as something that makes sound, like music and videos.
Teacher’s Activities:
- Use real computer equipment to demonstrate each part’s location and function.
- Share relatable examples of how these parts are used in daily life.
- Encourage questions and engagement by asking students to point to parts as they’re described.
Learners’ Activities:
- Engage in discussions about what they know about computers.
- Observe and identify parts on an actual computer system.
- Participate in group activities to reinforce understanding.
Assessment: Conduct a hands-on activity:
- Provide a worksheet with labeled diagrams and ask students to match the parts with their names.
- Have students work in pairs to demonstrate how to use each part.
Evaluation Questions:
- What are some parts of a computer?
- Which part of a computer has letters and numbers for typing?
- What does a monitor show on its screen?
- Where are the important parts of a computer located?
- How is a mouse used with a computer?
- What part of a computer makes sound?
- Can you name two things you can do with a keyboard?
- What part of a computer lets you move a pointer on the screen?
- How does a monitor help you when you’re watching videos?
- What is the purpose of the system unit in a computer?
Conclusion:
- Summarize the main points discussed in the lesson.
- Emphasize that each part has its own role in making the computer work.
- Encourage students to explore further by observing computers around them and identifying their parts.
Assessment and Evaluation:
- A printer is a device that produces __________ copies of digital content. a) physical b) virtual c) colorful
- Inkjet printers work by spraying tiny ________ onto paper. a) water b) ink c) light
- Laser printers use _________ technology to create high-quality text and graphics. a) laser b) water c) air
- Dot matrix printers create characters using a pattern of _______. a) dots b) lines c) shapes
- Thermal printers use heat to print on __________ paper. a) heat-sensitive b) water-resistant c) magnetic
- 3D printers can create __________ objects. a) two-dimensional b) three-dimensional c) flat
- Inkjet printers are good for printing _______ and photographs. a) text b) spreadsheets c) charts
- Laser printers are commonly used in _________ environments. a) home b) office c) school
- Dot matrix printers are suitable for printing _______ forms. a) colorful b) carbon-copy c) glossy
- Thermal printers are often used for printing ________. a) photographs b) receipts c) posters
- 3D printers use _______ to create objects layer by layer. a) ink b) laser c) additive manufacturing
- The type of printer used for printing receipts is ________. a) laser b) dot matrix c) inkjet
- A laser printer produces ________ quality text and graphics. a) low b) high c) medium
- Inkjet printers are known for their ________ printing speed. a) slow b) fast c) moderate
- When choosing a printer, it’s important to consider the specific _______. a) price b) color c) needs
1: Name five parts of a computer
WEEK 3
TOPIC: The monitor
LEARNING OBJECTIVES:
At the end of the lesson, Pupils should be able to:
1. Identify the monitor
2: Describe the features of a monitor.
INSTRUCTIONAL MATERIALS:
Types of computer
RESOURCES AND MATERIALS:
6YEARS CURRICULUM ONLINE MATERIALS PUPILS TEXTBOOK
OTHER RELEVANT MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topics in their previous topic
CONTENT:
MONITOR
1: Description of a monitor: is a device used for checking or recording things
Learning Objectives:
- Define and differentiate between digital, analog, and hybrid computers.
- Understand the unique characteristics and applications of each type of computer.
- Recognize the importance of selecting the right type of computer for specific tasks.
Embedded Core Skills:
- Information comprehension
- Critical thinking
- Comparison and contrast
- Communication
Learning Materials:
- Whiteboard and markers
- Visual aids (images of digital, analog, and hybrid computers)
- Computers for demonstration (if available)
- Handouts with key points about each type of computer
Presentation:
- Begin by asking students if they have ever used a computer and what they know about different types of computers.
- Introduce the topic “Types of Computers”:
- Define digital, analog, and hybrid computers in simple terms.
- Explain that these different types have unique features and are used for various tasks.
- Discuss each type of computer in detail: a. Digital Computer: Describe it as a computer that uses numbers and symbols to process data. Mention that most modern computers are digital. b. Analog Computer: Explain that it uses continuous data like voltages or currents for calculations. Give examples like thermometers and speedometers. c. Hybrid Computer: Describe it as a mix of digital and analog computers, often used in scientific and industrial applications.
Teacher’s Activities:
- Utilize visual aids to help students understand the differences between the computer types.
- Share real-life examples of when each type of computer might be used.
- Facilitate discussions to engage students and answer questions.
Learners’ Activities:
- Participate in discussions about computers they know and use.
- Take notes on the characteristics and applications of each computer type.
- Engage in group activities to identify scenarios where each type might be useful.
Assessment: Conduct a scenario-based activity:
- Provide students with different tasks and ask them to identify which type of computer would be best suited for each task.
- Have students work in pairs to create a presentation explaining the advantages of one type of computer over the others.
Ten Evaluation Questions:
- What is a digital computer, and how does it process data?
- Give an example of an analog computer.
- How is an analog computer different from a digital computer?
- What is a hybrid computer, and where might it be used?
- Why do we use digital computers more commonly today?
- Which type of computer uses continuous data for calculations?
- Explain the concept of a hybrid computer using simple terms.
- Mention two examples of tasks where a digital computer would be ideal.
- How do digital and analog computers differ in terms of data processing?
- Why might a hybrid computer be beneficial for scientific research?
Conclusion:
- Summarize the main points discussed in the lesson.
- Emphasize that each type of computer has its unique strengths and applications.
- Encourage students to think critically when choosing a computer type for specific tasks
TYPES OF COMPUTER
Digital computer
Analog computer Hybrid computer
Assessment and Evaluation 1: What is a monitor?
2: Name two types of monitor. Assignment:
1: Describe a monitor.
WEEK4
TOPIC: Functions of the monitor
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
State the function of the monitor.
State the differences between a monitor and a television. INSTRUCTIONAL MATERIALS:
Monitor Television
RESOURCES AND MATERIALS:
6YEARS CURRICULUM ONLINE MATERIALS PUPILS TEXTBOOK
OTHER RELEVANT MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous topic
CONTENT:
FUNCTIIONS OF THE MONITOR
1: To display text and information
2: To accurately show software to the user.
DIFFERENCE BETWEEN A MONITOR AND A TELEVISION
Lesson Plan Presentation: Understanding Monitor Functions and Differences
Learning Objectives:
- Identify and understand the main functions of a computer monitor.
- Differentiate between the purposes of a computer monitor and a television.
- Enhance students’ knowledge about visual display devices.
Embedded Core Skills:
- Information comprehension
- Critical thinking
- Comparison and contrast
- Communication
Learning Materials:
- Visual aids (images of monitors and televisions)
- Whiteboard and markers
- Computers for demonstration (if available)
- Handouts with key points about monitor functions and differences
Presentation:
- Begin by discussing what students know about computer monitors and televisions. Ask if they’ve seen both and how they think they are different.
- Introduce the topic “Functions of the Monitor”:
- Define what a computer monitor is.
- Explain the primary functions of a monitor: displaying text, images, and software to the user.
- Discuss each function in detail: a. Display Text and Information: Explain that monitors show words, numbers, and pictures from the computer. Mention how monitors help us read and understand information. b. Accurately Show Software: Describe how monitors accurately display software’s appearance so users can interact with it effectively.
- Introduce the topic “Difference between a Monitor and a Television”:
- Define what a television is.
- Explain that while both monitors and televisions display images, they serve different purposes.
- Discuss the differences between a monitor and a television:
- Purpose: Emphasize that a monitor is used for interacting with a computer, while a television is used for watching shows and movies.
- Resolution: Mention that monitors usually have higher resolution for clear text, while televisions focus on visual quality.
Teacher’s Activities:
- Utilize visual aids to illustrate the concepts.
- Encourage students to share their experiences with monitors and televisions.
- Facilitate discussions and provide relatable examples.
Learners’ Activities:
- Participate in discussions about using monitors and watching television.
- Take notes on the functions of monitors and differences from televisions.
- Engage in group activities to compare monitor and television features.
Assessment: Conduct a group activity:
- Provide a list of tasks and ask students to determine whether it’s best done on a computer monitor or a television screen.
- Have students work in pairs to create a Venn diagram comparing the functions of monitors and televisions.
15 Fill-in-the-Blank Questions:
- The main function of a computer monitor is to display __________ and information. a) music b) text c) food
- Monitors accurately show how __________ appears on the computer. a) software b) food c) animals
- A television is primarily used for watching __________ and movies. a) software b) text c) animals
- A monitor has higher resolution to display __________ clearly. a) music b) text c) animals
- Monitors are used for __________ with a computer. a) interacting b) sleeping c) eating
- Televisions are designed for __________ entertainment. a) interactive b) outdoor c) visual
- Monitors display __________, numbers, and images. a) music b) words c) animals
- The purpose of a television is to provide __________. a) software b) entertainment c) information
- Computers use monitors to show __________ software. a) accurate b) inaccurate c) colorful
- Televisions focus on visual __________. a) text b) quality c) software
- Monitors have a higher __________ for clear text. a) quality b) resolution c) purpose
- __________ is the act of looking at a monitor and using a computer. a) Reading b) Watching c) Interacting
- Monitors accurately __________ software’s appearance. a) display b) hide c) change
- Television screens are larger for better __________. a) text b) quality c) purpose
- Monitors are an essential part of using a __________. a) television b) computer c) game console
Conclusion:
- Summarize the key points about monitor functions and differences from televisions.
- Highlight the importance of understanding the roles of monitors and televisions in our daily lives.
- Encourage students to think critically about the devices they use for different purposes
Assessment and Evaluation
State two functions of the monitor.
State the differences between a monitor and a television. Assignment:
State the differences between a monitor and a television
WEEK5
TOPIC: Keyboard
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
Describe a keyboard.
Identify part of a keyboard INSTRUCTIONAL MATERIALS:
Part of a keyboard
RESOURCES AND MATERIALS:
6YEARS CURRICULUM ONLINE MATERIALS PUPILS TEXTBOOK
OTHER RELEVANT MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous topic CONTENT:
DESCRIPTION OF A KEYBOARD
It is used to enter text
A keyboard contains letters, numbers and functional keys. PART OF A KEYBOARD
Lesson Plan Presentation: Exploring Keyboard and Its Parts
Learning Objectives:
- Define and describe the functions of a computer keyboard.
- Identify and recognize the various parts of a keyboard and their purposes.
- Enhance students’ familiarity with input devices and their uses.
Embedded Core Skills:
- Information comprehension
- Visual identification
- Critical thinking
- Communication
Learning Materials:
- Visual aids (images of keyboards)
- Whiteboard and markers
- Actual computer keyboard for demonstration (if available)
- Handouts with labeled diagrams of keyboard parts
Presentation:
- Begin by asking students if they know what a computer keyboard is and if they’ve ever used one.
- Introduce the topic “Description of a Keyboard”:
- Define a computer keyboard as an input device used for entering text and commands.
- Explain that a keyboard contains different types of keys, including letters, numbers, and functional keys.
- Discuss the primary functions of a computer keyboard:
- Text Entry: Emphasize that the main purpose is to type letters, numbers, and other characters.
- Command Entry: Mention that functional keys help perform actions like opening programs, saving files, and more.
- Describe the different parts of a keyboard and their functions: a. Letter and Number Keys: Explain that these keys are used for typing letters and numbers. b. Functional Keys: Mention keys like “Enter,” “Shift,” “Ctrl,” and “Alt” that perform specific actions. c. Spacebar: Describe it as a long key used to create spaces between words. d. Arrow Keys: Explain that these keys help navigate within documents or on the screen.
Teacher’s Activities:
- Utilize visual aids to help students understand the different parts of a keyboard.
- Share relatable examples of how keyboards are used in daily life.
- Facilitate discussions to engage students and answer questions.
Learners’ Activities:
- Participate in discussions about their experiences using keyboards.
- Observe and identify different parts on an actual keyboard.
- Engage in group activities to reinforce understanding.
Assessment: Conduct a labeling activity:
- Provide a worksheet with an unlabeled diagram of a keyboard and ask students to label the parts.
- Have students work in pairs to demonstrate how certain keys are used to perform actions.
Conclusion:
- Summarize the main points discussed in the lesson.
- Emphasize the importance of keyboards as input devices for interacting with computers.
- Encourage students to practice using keyboards for typing and command entry
Assessment and Evaluation:
Describe a keyboard.
Name part of a keyboard. ASSIGNMENT:
1. State the description of a keyboard.
WEEK6
TOPIC: Functions of alphabetic numeric keys
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
List the function of alphabetic keys.
Name the numeric keys on a keyboard.
List the function of the numeric keys INSTRUCTIONAL MATERIALS: Alphabetic keys Aa-Zz
Numeric keys 0-9
RESOURCES AND MATERIALS: 6YEARS CURRICULUM ONLINE MATERIALS
PUPILS TEXTBOOK
OTHER RELEVANT MATERIALS
CONTENT:
BUILDING BACKGROUND/CONNECTION TO
PRIOR KNOWLEDGE: Pupils are farmiliar with the topic in their previous topic
MDT RESOURCES 08140403282 08059957264
FUNCTIONS OF ALPHABETIC KEYS (Aa-Zz)
It is used to enter a data
FUNCTIONS OF A NUMERIC keys
It is used to type numbers into the system
Assessment and Evaluation:
List uses of alphabetic keys
State the functions of a numeric keys
Give 5 examples of an upper and lowercase. ASSIGNMENT:
1. State 2 functions of a numeric keys.
WEEK7
TOPIC: System unit
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:1.Describe a system unit.
INSTRUCTIONAL MATERIALS:
System unit
RESOURCES AND MATERIALS:
6YEARS CURRICULUM ONLINE MATERIALS PUPILS TEXTBOOK
OTHER RELEVANT MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous topic
CONTENT:
DESCRIPTION OF A SYSTEM UNIT
The system unit is the brain of the computer.
Lesson Plan Presentation: Understanding the System Unit
Learning Objectives:
- Define and describe the system unit of a computer.
- Recognize the crucial role of the system unit as the “brain” of the computer.
- Understand the importance of the system unit in housing vital computer components.
Embedded Core Skills:
- Information comprehension
- Visual identification
- Critical thinking
- Communication
Learning Materials:
- Visual aids (images of system units)
- Whiteboard and markers
- Actual computer system unit for demonstration (if available)
- Handouts with key points about the system unit
Content:
- Introduction: Begin by discussing what students know about the different parts of a computer and ask if they’ve heard of the “system unit.”
- Definition of System Unit: Explain that the system unit is a crucial part of a computer, often referred to as the computer’s “brain.” It houses important components that allow the computer to function.
- Role of the System Unit: Describe the system unit’s role in processing instructions, performing calculations, and managing data. Emphasize that it coordinates the computer’s activities.
- Components Inside the System Unit: Briefly mention some of the key components housed inside the system unit, such as the central processing unit (CPU), memory (RAM), and storage devices.
Presentation:
- Introduction to the Topic: Start by asking students if they know what the system unit of a computer is.
- Definition and Role of the System Unit: Introduce the topic “Description of a System Unit” and explain that the system unit is like the computer’s “brain.”
- Key Points About the System Unit: a. Define what the system unit is and its importance. b. Mention the major role it plays in processing data. c. Explain that it contains essential components needed for the computer to function.
Teacher’s Activities:
- Utilize visual aids to help students visualize the concept of the system unit.
- Share relatable examples of how the system unit functions.
- Encourage questions and discussions to maintain engagement.
Learners’ Activities:
- Participate in discussions about computers and their components.
- Observe and identify parts of a real computer system unit.
- Engage in group activities to reinforce understanding.
Assessment: Conduct a group discussion and presentation:
- Divide students into groups and assign each group a component housed inside the system unit.
- Ask each group to explain the purpose of their assigned component to the class.
15 Fill-in-the-Blank Questions:
- The system unit of a computer is often referred to as the computer’s ___________. a) heart b) brain c) skin
- The system unit is responsible for processing ___________ and managing data. a) music b) instructions c) images
- The system unit contains important components like the ___________. a) printer b) keyboard c) CPU
- The system unit plays a major role in coordinating the computer’s ___________. a) sleep b) activities c) dancing
- The CPU is one of the key components housed in the ___________. a) monitor b) system unit c) keyboard
- The system unit is crucial for ___________ calculations. a) simple b) complex c) incorrect
- The system unit is often considered the “brain” of the computer because it ___________ instructions. a) follows b) ignores c) hides
- Memory (RAM) is another essential component inside the ___________. a) printer b) system unit c) monitor
- The system unit is responsible for managing and storing ___________. a) food b) data c) toys
- Without the system unit, a computer would not be able to ___________. a) fly b) function c) sing
- The system unit is like the ___________ of a computer. a) eyes b) brain c) mouth
- The system unit processes data using the ___________. a) mouse b) CPU c) keyboard
- The system unit performs tasks like ___________ calculations. a) creative b) processing c) colorful
- The central processing unit (CPU) is considered the ___________ of the system unit. a) heart b) brain c) hand
- The system unit houses components that are vital for a computer’s ___________. a) games b) functioning c) sleeping
Conclusion:
- Summarize the main points covered during the lesson.
- Highlight the significance of the system unit as the central processing hub of the computer.
- Encourage students to explore further about the components inside the system unit
Assessment and Evaluation:
1. Describe a system unit ASSIGNMENT:
1. Describe a system unit.
WEEK8
TOPIC: Components of the system unit.
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
State the components of system unit.
State functions of each components of the system unit.
State full meaning of CPU,RAM INSTRUCTIONAL MATERIALS:
CPU RAM
RESOURCES AND MATERIALS:
6YEARS CURRICULUM ONLINE MATERIALS PUPILS TEXTBOOK
OTHER RELEVANT MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous topic
CONTENT:
CPU, RAM, DISK DRIVE
Components of system unit
Lesson Plan Presentation: Understanding Components of the System Unit
Learning Objectives:
- Define and describe the components of the system unit: CPU, RAM, and Disk Drive.
- Recognize the role and importance of each component in the functioning of a computer.
- Understand how these components work together to process data and store information.
Embedded Core Skills:
- Information comprehension
- Visual identification
- Critical thinking
- Communication
Learning Materials:
- Visual aids (images of CPU, RAM, and Disk Drive)
- Whiteboard and markers
- Actual computer system unit (if available) for demonstration
- Handouts with labeled diagrams of CPU, RAM, and Disk Drive
[mediator_tech]
Content:
- Introduction: Start with a brief discussion about the main components that are housed inside the system unit.
- Definition of CPU: Explain that the CPU (Central Processing Unit) is the “brain” of the computer responsible for processing instructions and calculations.
- Description of RAM: Describe RAM (Random Access Memory) as a temporary storage space where the computer stores data that is actively being used.
- Role of Disk Drive: Explain the Disk Drive’s role in reading and storing data on various types of storage media.
Presentation:
- Introduction to the Components: Begin by asking students if they know about the different components that make up the system unit.
- Defining and Describing the Components:
- Introduce the CPU as the computer’s “brain” that performs calculations and executes instructions.
- Explain RAM as a type of memory that helps the computer access data quickly.
- Describe the Disk Drive as the part that reads and writes data on storage media like CDs, DVDs, and hard drives.
FUNCTIONS OF THE SYSTEM UNIT
Teacher’s Activities:
- Utilize visual aids to help students understand the appearance and role of each component.
- Share relatable examples to illustrate how these components work together.
- Encourage students to ask questions and participate in discussions.
Learners’ Activities:
- Participate in discussions about different computer components.
- Observe and identify the actual components inside a computer system unit.
- Engage in group activities to reinforce understanding.
Assessment: Conduct a component matching activity:
- Provide a list of functions and ask students to match each function with the correct component (CPU, RAM, or Disk Drive).
- Have students work in pairs to explain the purpose of a specific component.
- The ___________ is often called the “brain” of the computer. a) RAM b) CPU c) Disk Drive
- The CPU stands for ___________ Processing Unit. a) Central b) Control c) Computer
- RAM is a type of memory that stores data ___________. a) permanently b) temporarily c) randomly
- The Disk Drive reads and writes data on various types of ___________. a) documents b) storage media c) software
- The CPU performs calculations and ___________ instructions. a) executes b) ignores c) deletes
- RAM helps the computer access ___________ quickly. a) data b) power c) images
- Disk Drive is responsible for ___________ data from storage media. a) deleting b) copying c) printing
- The ___________ stores data that is currently being used by the computer. a) RAM b) CPU c) Disk Drive
- The CPU coordinates the ___________ activities of the computer. a) dancing b) processing c) sleeping
- Disk Drive can read and write data on ___________ and DVDs. a) monitors b) keyboards c) CDs
- RAM is considered ___________ memory. a) permanent b) temporary c) external
- The CPU performs ___________ and logical operations. a) musical b) calculations c) drawings
- Disk Drive is essential for installing and running ___________ on a computer. a) games b) music c) weather
- ___________ is responsible for short-term data storage. a) CPU b) Disk Drive c) RAM
- The CPU’s speed affects how ___________ a computer can process tasks. a) slow b) quickly c) beautifully
FULL MEANING OF:
CPU: Central processing unit RAM: Random access memory Assessment and Evaluation:
1: Name 2 component of system unit.
2: Give the full meaning of CPU and RAM ASSIGNMENT:
1: State 2 functions of a CPU
Conclusion:
- Summarize the key points discussed in the lesson.
- Highlight the roles and significance of CPU, RAM, and Disk Drive in a computer system.
- Encourage students to further explore and understand these components for a deeper grasp of computer functioning.
PRIMARY 1 FIRST TERM LESSON NOTES COMPUTER STUDIES
[mediator_tech]
WEEK 9
TOPIC: Mouse
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to: 1.Describe a mouse
2: Identify the features of computer mouse
INSTRUCTIONAL MATERIALS:
Mouse
RESOURCES AND MATERIALS:
6YEARS CURRICULUM ONLINE MATERIALS PUPILS TEXTBOOK
OTHER RELEVANT MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are farmiliar with the topic in their previous topic
CONTENT:
Lesson Plan Presentation: Understanding Computer Mouse and Its Features
Learning Objectives:
- Define the computer mouse and its primary features.
- Recognize the role of the mouse as an input device for interacting with the computer.
- Understand how mouse features enable actions like selection, dragging, and clicking.
Embedded Core Skills:
- Information comprehension
- Visual identification
- Critical thinking
- Communication
Learning Materials:
- Visual aids (images of computer mice)
- Whiteboard and markers
- Actual computer mouse for demonstration (if available)
- Handouts with key points about mouse features
Content:
- Introduction: Start by discussing what students know about input devices and ask if they’ve used a computer mouse.
- Definition of Computer Mouse: Explain that a computer mouse is a small handheld device used to interact with the computer by moving a pointer on the screen.
- Explanation of Mouse Features: Describe the key features of a computer mouse that allow users to perform actions like selecting, dragging, and clicking.
Presentation:
- Introduction to Input Devices: Begin by asking students to name some devices they use to give commands to the computer.
- Defining and Explaining the Computer Mouse:
- Introduce the topic “The Mouse: Features of a Computer Mouse.”
- Define what a computer mouse is and its significance in computer usage.
- Explaining Mouse Features with Examples: a. Pointer Movement: Describe how the mouse’s physical movement translates into moving a pointer on the screen. b. Selection: Explain how clicking on an object selects or highlights it. c. Dragging: Describe the concept of dragging by holding down the mouse button while moving an object on the screen. d. Clicking: Explain how clicking, which involves pressing and releasing the mouse button, triggers actions like opening files or links.
Teacher’s Activities:
- Utilize visual aids to help students visualize mouse features.
- Share real-life examples of using a computer mouse.
- Encourage students to ask questions and participate in discussions.
Learners’ Activities:
- Participate in discussions about using a computer mouse.
- Observe and identify the different buttons and functions on an actual computer mouse.
- Engage in hands-on activities to practice mouse movements and actions.
Assessment: Conduct a hands-on activity:
- Provide a simple task that involves selecting, dragging, and clicking objects on the screen using a computer mouse.
- Assess students’ ability to perform these actions accurately.
15 Fill-in-the-Blank Questions:
- A computer mouse is an ___________ device used to interact with the computer. a) output b) input c) external
- The primary purpose of a computer mouse is to move a ___________ on the screen. a) pointer b) keyboard c) monitor
- Clicking on an object with the mouse ___________ it. a) hides b) selects c) enlarges
- ___________ involves holding down the mouse button while moving an object. a) Clicking b) Typing c) Dragging
- When you ___________ the mouse button, you release it quickly. a) click b) hide c) drag
- Moving the mouse ___________ on the screen. a) enlarges b) deletes c) pointer
- Dragging is used to ___________ objects from one place to another. a) hide b) select c) move
- The main button on a mouse used for clicking is called the ___________ button. a) left b) right c) center
- The mouse pointer is also known as the ___________. a) cursor b) keyboard c) monitor
- Clicking on a link with the mouse can ___________ a web page. a) open b) close c) hide
- The mouse enables us to perform tasks like ___________ and clicking. a) dancing b) singing c) selecting
- The mouse is an important ___________ device. a) output b) input c) external
- The mouse’s ___________ movement is translated to movement on the screen. a) physical b) digital c) invisible
- Holding down the mouse button while moving an object is called ___________. a) clicking b) typing c) dragging
- A computer mouse helps us ___________ with the computer. a) cook b) interact c) sleep
Conclusion:
- Summarize the main points discussed in the lesson.
- Highlight the significance of a computer mouse as an essential input device.
- Encourage students to practice using a computer mouse for various tasks to improve their digital skills
THE MOUSE FEATURES OF A COMPUTER MOUSE
It is an input device for selecting, dragging and clicking
Assessment and Evaluation:
1: Describe a mouse
2: State three features of a computer mouse. ASSIGNMENT:
1. Describe a mouse.
WEEK 10
TOPIC: The printer
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to: 1.Describe a printer
2: Identify different types of printers INSTRUCTIONAL MATERIALS:
Printer
RESOURCES AND MATERIALS:
6YEARS CURRICULUM ONLINE MATERIALS PUPILS TEXTBOOK
OTHER RELEVANT MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous topic
CONTENT:
DESCRIPTION OF A PRINTER
TYPES OF PRINTER
Learning Objectives:
- Understand the concept of a printer and its role in computing.
- Identify different types of printers and their respective characteristics.
- Recognize the advantages and disadvantages of each type of printer.
Embedded Core Skills:
- Information comprehension
- Critical thinking
- Communication
Learning Materials:
- Whiteboard and markers
- Handouts with images and descriptions of different printer types
- Computers with internet access for research
Presentation:
- Begin with a brief introduction to the importance of printers in computing and how they produce physical copies of digital content.
- Explain the main types of printers: a. Inkjet Printers: Discuss their working principle involving ink droplets, suitable for color printing and photographs. b. Laser Printers: Describe the laser technology used to create high-quality text and graphics, ideal for offices. c. Dot Matrix Printers: Explain the impact-based printing method, suitable for carbon-copy forms. d. Thermal Printers: Detail the heat-sensitive paper interaction, often used in receipt printing. e. 3D Printers: Introduce the concept of additive manufacturing and how it creates three-dimensional objects.
- Compare and contrast the printers based on:
- Speed
- Quality
- Cost
- Use cases
Teacher’s Activities:
- Facilitate class discussions on each printer type.
- Present visual aids, diagrams, and images to enhance understanding.
- Share real-world examples of where each type of printer is commonly used.
Learners’ Activities:
- Engage in class discussions, ask questions, and seek clarification.
- Take notes on the characteristics of each printer type.
- Participate in group activities to analyze pros and cons of different printers.
Assessment: Conduct a hands-on activity:
- Provide scenarios and ask students to choose the most suitable printer type.
- Have students work in groups to create a comparison chart for the printer types.
Assessment and Evaluation:
Evaluation Questions:
- What is the main purpose of a printer in computing?
- How do inkjet printers work?
- What distinguishes laser printers from other types?
- In what situations might you prefer using a dot matrix printer?
- Describe the printing process of thermal printers.
- What is the unique feature of 3D printers?
- Name two factors to consider when choosing a printer type for color photographs.
- Which type of printer is commonly used for receipt printing?
- Compare the speed and quality of inkjet and laser printers.
- What are the advantages of using 3D printers in industries?
Conclusion:
- Recap the main points discussed during the lesson.
- Emphasize the importance of choosing the right printer type based on specific needs.
- Encourage students to explore further about emerging printer technologies.
1: Describe a printer
2: State types of printer.
ASSIGNMENT:
1: Explain the description of a printer.
- A printer is a device that produces __________ copies of digital content. a) physical b) virtual c) colorful
- Inkjet printers work by spraying tiny ________ onto paper. a) water b) ink c) light
- Laser printers use _________ technology to create high-quality text and graphics. a) laser b) water c) air
- Dot matrix printers create characters using a pattern of _______. a) dots b) lines c) shapes
- Thermal printers use heat to print on __________ paper. a) heat-sensitive b) water-resistant c) magnetic
- 3D printers can create __________ objects. a) two-dimensional b) three-dimensional c) flat
- Inkjet printers are good for printing _______ and photographs. a) text b) spreadsheets c) charts
- Laser printers are commonly used in _________ environments. a) home b) office c) school
- Dot matrix printers are suitable for printing _______ forms. a) colorful b) carbon-copy c) glossy
- Thermal printers are often used for printing ________. a) photographs b) receipts c) posters
- 3D printers use _______ to create objects layer by layer. a) ink b) laser c) additive manufacturing
- The type of printer used for printing receipts is ________. a) laser b) dot matrix c) inkjet
- A laser printer produces ________ quality text and graphics. a) low b) high c) medium
- Inkjet printers are known for their ________ printing speed. a) slow b) fast c) moderate
- When choosing a printer, it’s important to consider the specific _______. a) price b) color c) needs
PRIMARY 1 FIRST TERM LESSON NOTES COMPUTER STUDIES
[mediator_tech]
COMPUTER STUDY PRIMARY 1 THIRD TERM PROMOTIONAL EXAMINATION 2
