THE SET SCHOOL

Lesson Plan for the month of September 2021     

Subject:
Topic: Chap-01: ICT Fundamentals. Grade: VI
Computer 
Subject
* Introduction to ICT. * The Components of  
Teacher: Ms Duration: 3 days
Computer.
S Fatima Theo, 2 days P
* Health related issues of using ICT devices.
Rida

Phase - 1 Task Details “Introduction to ICT”

AIM Learning Goals
● I want students to know about the ICT Fundamentals.
● I want students to analyse uses of various ICT devices in real life applications and industries.
I want students to apply their knowledge to use ICT devices in daily life and design and follow the
rules of ICT lab.
Learning Outcomes Assessment
At the end of the session students will be able to:
● Define ICT.
● Identify various ICT devices. ● Worksheets
● Define a computer. ● Practical
● Differentiate between data and information. ● Activities
● Explain the advantages and daily usage of ICT Devices: ● Exit tickets
o Communication applications (Print media, digital ● Enter tickets.
media etc.) ● Comprehensions
o Applications in manufacturing industries   ● Video / Audio based
(robotics in manufacture and production line control). ● Verbal assessments.
● Design the ICT Lab Rules.
Suggested Activities:
Show various ICT devices and  encourage students to name 
them.
Collect demographic  information of the class and  analyse it.
Identify different ICT devices  and their uses in your  
surroundings (e.g. Home,  School, etc.).
Working in groups, students recommend some rules to be
followed in ICT Lab 
Prepare charts related to ICT laboratory Do's and Don'ts.

Units:2                                        Time:   60 + 60 minutes

AIM In the Classroom:                  Day: 1 Theory Time Required:
IBAT: ● I BAT: 5 min
● Define ICT & identify various ICT devices. ● Discussion: 10
● Define a Computer. -20 min
● Understand the difference between data & information.
 ● Design & explain ICT lab rules. ● Teacher
explain: 10 – 15
min.
Activate Activity:
● Scenario based
“Show some pictures of application & devices that are used for discussions: 10-
communication means” 20 mins.
Questions/discussion: ● Verbal
assessment: 10
1. Ask students what are these pictures.
2. What is the purpose of their uses?
– 20 mins.
3. Is they all are devices or something else? ● Class tasks: 5-
4. What is the one thing that is common in all these pictures. 10 mins
Analyse Explain: ● Write
“The term ICT Fundamentals”. homework &
debriefing : 5-
“The term data & information”. 10 min
● By using real world examples such as phone, laptops etc. ● Video
Note: activating task will continue in explain phase, first some pictures are discussion 20
shown & some questions are asked to students in order make them curious -25 mins.
& to identify mental gap in themselves, then continue it with explaining the ● Lab task : 20
acronym ICT so that they’ll conclude themselves that their surrounding is all
-30 mins.
covered in ICT.
● Lab task
Explore & Engage:
explanation &
● Students will read the notes or study materials & teacher will ask implementation:
questions from these notes to ensure the engagements. 10 -20 mins.
● Students are instructed to write the names of any 2,3 things that
they often use for communication & information purposes.
● Also identify in these things which one is data or information?

Example: if student have write zoom, our initial msg or voice would be data
but received msgs & host voice are information which is the processed form
of data.

Apply Students will apply their knowledge to solve given questions & Activity -02

Lab-01:

Prepare charts related to ICT laboratory Do's and Don'ts.

Homework/ classwork:

at the end of presentation (video lecture).

Phase - 2 Task Details “The Components of  computer”
AIM Learning Goals
● I want students to know about the Computer hardware ,software and its types with their
applications..
● I want students to analyse different software, I/O devices and storage devices on the basis of their
uses
● I want students to apply their knowledge to illustrate different devices and make a 3D model.
Learning Outcomes Assessment
At the end of the session students will be able to:
● Differentiate between hardware and software.
● Differentiate between system and application software. ● Worksheets
● Identify hardware and components of computer: ● Practical
o Input Devices (Keyboard, Mouse, Scanner ● Activities
(Handheld, Flatbed, QR Reader, Biometric), ● Exit tickets
Microphone, Digital Camera, Sensors etc). ● Enter tickets.
o System Unit (Processor, Memory Unit, System ● Comprehensions
Board etc). ● Video / Audio based
o Storage Devices (Hard Disk (Internal and ● Verbal assessments.
External), CD/DVD/Blu-ray Disk, USB Flash
Memory/ Memory Card etc).
o Output Devices (LCD/LED/SMD, Printer,
Speakers, Multimedia, Projector, Actuator, etc).
o Communication Devices (Switch, Router, AP,
DSL Modem, Bluetooth, WiFi  Router, LiFi, etc.)
Suggested Activities:
Demonstrate the hardware components by
assembling/ disassembling the system unit. 
Prepare worksheets  
regarding identification and labelling of Components.

Units:2                                        Time:   60 + 60 minutes

AIM In the Classroom:                  Day: 3,4 Theory+Lab Time Required:
IBAT: ● I BAT: 5 min
● Define hardware & software. ● Discussion: 10 -20
● Define & differentiate b/w system & application software. min
● Understand the key differences b/w hardware & software.
● Teacher explain:
● Define different components of computer.
10 – 15 min.
Activate Activating task:
● Scenario based
Some things can touched & feel , whereas some things cannot be discussions: 10-20
touched you can only see them. mins.
• Write some computer parts that can be touched & feel. ● Verbal assessment:
 • Write some other computer components that can only be seen. 10 – 20 mins.

Analyse Explain & Engage: ● Class tasks: 5- 10

mins
continue the activity task & explain each point of hardware & software.
● A brief ppt is also used here for proper definitions with ● Write homework &
examples. debriefing : 5-10
● Questioning & discussion about students view will go side by min
side the whole lecture.
● Video discussion
● Questions will be: 20 -25 mins.
which one is most important (hardware or software). ● Lab task : 20 -30
what are some daily examples of hardware (keyboard, mouse, mins.
laptop bodies). ● Lab task
what are some daily examples of software (whatsapp, explanation &
mobile/laptop software). implementation: 10
-20 mins.
can software run without hardware?

Do you think that hardware & software have types?

Explore:

Write some hardware & software components of computer (some

examples that we have discussed)

Apply Lab :

Re-call the theory class content by assessing students from multiple

perspective.

● What they understand what are components of computer?

● Can they touch or feel the software?
● Hardware can only be feel?
● What other components they have explored?

Task -01:

• Search & write the names of any five examples of each

component of computer that have discussed in class.

• Select any two components & Write the application & uses of
selected component.

Project:

Make a 3D model of any one computer component.

Note: each group will select different component then other group.

Homework/ classwork:

at the end of presentation (video lecture).

Phase - 3 Task Details “ Health related issues of using ICT devices.”
AIM Learning Goals
● I want students to know about the health-related issues of using ICT devices and possible
solutions
● I want students to analyse different technologies and their possible solution about health issues.
● I want students to apply their understanding to design a campaign of community
awareness about the effect of ICT on health and propose possible solutions.
Learning Outcomes Assessment
At the end of the session students will be able to:
● Identify health risks and its mitigations from ICT
Devices. ● Worksheets
● Discuss the following health related issues of using ● Practical
technology and suggest solutions to avoid these ● Activities
problems: ● Exit tickets
o Posture related injuries, like Back and Neck ache. ● Enter tickets.
o Eyestrain, Computer Vision Syndrome and ● Comprehensions
Photosensitive epileptic seizures. ● Video / Audio based
o Behavioural problems. ● Verbal assessments.
o Obesity issues.
o Discuss Sleeping Disorders and Decrease in
Productivity
o Explain and rehearse earthquake drills (duck,
drop and hold on) and fire drills in computer lab.
Suggested Activities:
Design a campaign of  
community awareness about  adverse effect of ICT on  
health
Rehearse earthquake drills (duck, drop and hold on) and  fire
drills in computer lab.

Units:3                                        Time:   60 + 60 minutes

AIM In the Classroom:                  Day: 5,6 Theory+Lab Time Required:
IBAT: ● I BAT: 5 min
● Define health risks & Mitigation. ● Discussion: 10
● Identify health issues due to ICT devices. -20 min
● Suggest solutions against health issues.
● Teacher
● Design a campaign of  community awareness about  adverse explain: 10 –
effect of ICT on health. 15 min.
Activate Activating task:
● Scenario based
• Write down two possible illness that you think mobile can cause ?. discussions:
10-20 mins.
Analyse Explain & Engage: ● Verbal
assessment: 10
Video lecture along with presentation.
– 20 mins.
● Questioning & reasoning during explanation in order to keep engage
● Class tasks: 5-
students.
● Discussion & scenario based learning.
10 mins

Do you know that when we watch the screen continuously our brain ● Write
releases the chemical “dopamine” which makes us feel good but homework &
excessive release can cause health issues. debriefing : 5-
10 min
● Questions :(upon continuing activity task)
● Video
do you think our eyes get ill if we use too much ICT devices? discussion 20
only eyes get ill or other problems could also occur (what you think?) -25 mins.

is there is only physical illness or some other illness also occurs.

do you think ICT devices can cause only physical illness?

Explore:

Identify some good & bad habits related to ICT devices.

Solve worksheet-01:

Apply Homework/ classwork:

at the end of presentation (video lecture).

Lab task:

• Search & design a Design a campaign of community awareness

about adverse effect of ICT on health.

Instructions:

1. Design your campaign on paper & spread the awareness in school.

2. Get the name’s of your audiences on back of your campaign paper.
3. Group with highest campaign will get appreciation re-wards.