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Computer Lesson Plan

This document outlines a lesson plan to teach students how to install antivirus software on computers. The lesson begins with reviewing system requirements and any existing antivirus programs. Students are then provided antivirus software and guided through the installation process step-by-step. This includes having students describe each step and answer questions. Afterwards, students complete a handout about the installation process and importance of antivirus software. The goal is for students to understand how to properly install antivirus software to protect computers and networks from threats.

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239 views

Computer Lesson Plan

This document outlines a lesson plan to teach students how to install antivirus software on computers. The lesson begins with reviewing system requirements and any existing antivirus programs. Students are then provided antivirus software and guided through the installation process step-by-step. This includes having students describe each step and answer questions. Afterwards, students complete a handout about the installation process and importance of antivirus software. The goal is for students to understand how to properly install antivirus software to protect computers and networks from threats.

Uploaded by

echogolfgm
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Goal 1

The learner will understand important issues of a technology-based society and


will exhibit ethical behavior in the use of computer and other technologies

Objective 1.06
Identify and discuss appropriate technology tools (virus software) to protect
computers, networks, and information from vandalism and intrusion. Strand -
Societal/Ethical Issues

Learning outcomes/objectives:
Learner will list (1) anti virus software, how it is installed, and how it is updated.
Learner will install software with guidance from instructor.
Learner will do this with 90% accuracy.

Resources:
Computer lab
Individual workstations
Legal copy of antivirus software with packaging
Handout
Paper
Pencils

(Pre activities) Focus and review:


Stimulate recall of prior learning:
Today we will install an anti virus software on are workstations.
Review with students what system requirements are for software. Where do we find these
requirements?
Review how we discover what programs are installed. (i.e. Start, Programs, list.)
Review what the computers we are using have installed to this point. Is there any
antivirus already installed?
Review the system requirements of the anti-virus software installed.
Inform learners of the objectives, “Today we will install antivirus software.”

Objectives: (Assessment)

• Students will receive a copy of anti-virus software at the workstation they are
assigned.
• If there is more than (1) student per computer, this is fine.
• Have student list anti-virus software on hand-out.
• Students will review system requirements on the box. Teacher will ask students
randomly to list specific requirements. Students will list requirements on hand
out.
• During the installation process, students are to be engaged as to what is occurring
and why it is important to follow specific guidelines for the install.
• Students are to keep pace with other students; if not, it is the Teacher’s
responsibility to keep everyone on track.

(Activities) Teacher input:

• Review with students the above prerequisites from last class.


• Students will proceed to load software.
• Make sure students do not go past specific points in the install!
• Teacher will inform students when to proceed with each step.
• During the different steps of installation, teacher will ask students to describe in
their own words what processes are taking place.
• At the end of install, students will run update option of the software.
• Students will finish handout by answering questions individually.
• Students will now uninstall software for next class section.
• Provide” learning guidance” at each phase.

• Guided practice:
• Make sure students make a connection between system requirements and antivirus
software. System requirements have been covered in a previous class, covering it
now helps students to connect with what we want to install and will it work.
• Students will load the software themselves and follow instructions at each step.
Be sure students do not get ahead of the install!
• Make sure students are discussing what process is taking place. Do they see the
software installing? Do they see the percentage of the completed installment.
Ideally, each student can answer one question during the install.
• Provide feedback reinforcement and assessment

• Independent practice:

• Students will install the software themselves with guidance from the teacher.
• Using handouts, students will list the processes of installing software, any
problems, and was the install complete.
• Students will also be asked to describe in their own words why antivirus software
is important, as this will lead to the next class/objective.
• Enhance retention and transfer

Closure/Summarizing the Lesson:


The focus of the lesson was to show learners how to install a legal copy of anti virus
Software, do our computers in the lab meet requirements, and are there problems during
the install. The NCSCS goal /objective is, “identify and discuss anti virus software to
protect computers, networks”. Students need to understand how system requirements
affect performance and more importantly how to install the software we will be
discussing in future lessons.
Some reflection might be:
• Was the lesson to simple for 5th graders?
• Was the lesson too technical? Did students grasp the concept you wanted them
too?
• Assess if students had trouble understanding the specific steps to installing
software, and running an update option.
• Was lesson boring to the students?

I feel that by learning the procedures for loading software, our objective is met as we
introduce new topics on how anti virus software protects computers and why.

Notes:
All Italics: Gagne’s events of Instruction; pg 195, Table 10.1 Module 6 NCVISTA
Blackboard.

Strands: 1= Societal/Ethical Issues; 2 = Database; 3 = Spreadsheet; 4= Keyboard Utilization/Word


Processing/Desk Top Publishing; 5 = Multimedia/Presentation; 6 = Telecommunications/Internet; number in
parentheses after each objective below indicates the strand under which it falls

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