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 21st

Term: Term 1. Unit/Section __Foundations of hardware

and Software__
Topic: Hardware Components
Big/Main Idea:

Problem Statement (Optional):

by the end of the lesson students will be able to:

Lesson
Objecti 1. Collaborate in groups to recap previous knowledge on computer components,
ves ensuring 80% participation.
2. Describe the three main components with at least 90% accuracy.
3. Identify the four primary functions of a computer system with 80% accuracy.
4. Observe a CPU and identify at least two key hardware connections made within it.

Reso
urces
Birbal, R., & Taylor, M. (n.d.). Interact with information technology (New Edition, Book 1).
Hodder Education.

Textbook: Gay, G., & Blades, R. (N/A). Oxford Information Technology for CSEC
Workbook: Third Edition. Oxford University Press.

Key Central Processing Unit

Voca
bular Control unit, arithmetic and logic unit
y Computer hardware
Audio jack..HDMI, USB
Prior Learning: data is raw facts and figures and information is processed data

Hardware components
Input, output, processing, storage
Hardware, software, user

STEAM Integration
1. Science: Students learn about the internal structure and functioning of the CPU, exploring the “brain”
of the computer and understanding how data flows within a system.
2. Technology: The lesson covers fundamental knowledge of computer components and technology,
engaging students in understanding the roles and interactions of various hardware components.
3. Engineering: By dissecting the CPU, students engage in a hands-on examination, observing how
each piece is engineered to perform specific tasks and connect within the system.
4. Mathematics: While not directly addressed, mathematical logic is inherently tied to understanding
how a CPU processes information, which could be further elaborated on in future lessons.

Learning Theories Applied

1. Constructivism: Students build on prior knowledge through collaborative discussions and hands-on
activities, such as dissecting the CPU, to construct a deeper understanding of computer functions.
2. Social Learning Theory: The use of group work allows students to learn from their peers by
discussing concepts, solving problems collaboratively, and observing each other’s thinking processes.

Differentiated Strategies
1. Collaborative Learning: Group activities allow students with different strengths to work together,
enabling peer support and varied learning styles to flourish within a cooperative setting.
2. Visual and Hands-On Learning: The use of visual aids (such as a diagram of a computer system)
and hands-on activities (like dissecting the CPU) accommodates visual and kinesthetic learners,
reinforcing the understanding of abstract concepts.

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 Group Discussions: I will employ the method of interactive group
discussions, where I will divide the class into small groups. During these
discussions, students will actively engage in differentiating between data and
information. They will also deliberate on potential examples of input devices. I
anticipate that this approach will encourage peer-to-peer learning and active
participation among the students.

Cont
ent
Sum
mary
 Introduction and Presentation
Enga
geme ● Students will join small groups of 4-5 members and work on a recap worksheet
nt covering previous material on basic computer components. The worksheet will
include key terms and questions to reinforce foundational concepts. As students
collaborate, the teacher will circulate, observing group cooperation and assisting
as needed. This activity will serve to activate prior knowledge and set a
collaborative tone for the lesson.

Expl
orati ● The teacher will prompt students to close their books for a class discussion, asking
on
questions such as, "What do you think is the 'brain' of the computer?" and "How

do you think a computer processes information?" This discussion will encourage

students to think critically and make predictions about the central functions of a

computer. The teacher will guide students to take notes on the three main

components and four primary functions of a computer system, emphasizing the

CPU's role as the "brain."

Expl
anati ● The teacher will present a visual representation of how a typical computer system
on operates, focusing on how data flows between components. Following this,
students will participate in an ongoing class discussion, where they will explain in
their own words the operation of a typical computer system. The teacher will then
introduce an actual CPU and allow students to examine it, pointing out where
various hardware components connect and interact.

Elab
orati ● In groups, students will further explore the internal structure of the CPU by
on carefully dissecting it under teacher supervision. They will visually identify where
the hardware components connect, gaining a hands-on understanding of the CPU's
role and its importance to the computer system's function. This activity will allow
students to apply their knowledge from the discussion to a real-life example,
deepening their comprehension of the CPU’s structure.
 Eval
uatio ● To assess understanding, students will complete a brief oral quiz focused on DOK
n Level 1 recall questions, such as identifying the three main components of a
computer and their functions. This assessment will confirm their grasp of basic
concepts introduced in the lesson. For homework, students will be asked to
research and write a short description of each component and its function in the
computer system, reinforcing the day's learning.

Enrich homework:
ment
(Exten ● Research the 4 hardware components of the computer system.
ded
Practic
e):
Stude
nts
will ..
...

Lesson Evaluation

● 7F
The lesson was engaging for the students of class 7 F. The group activities and interactive
discussions allowed them to activate their prior knowledge about computer components.
Participation was strong, with most students actively contributing to the group work and
class discussions. I observed that many students grasped the core concepts of the
hardware components, particularly after the visual demonstration of the CPU. However,
some struggled to fully comprehend the four primary functions of a computer, indicating
a need for further clarification in future lessons.
● 7 I, D, E, L
In classes 7 I, D, L and E, students demonstrated a clear understanding of the hardware
components and were particularly enthusiastic during the hands-on exploration of the
CPU. The Think-Pair-Share strategy worked well in these classes, allowing students to
engage with the material through peer discussions. They showed great interest in
identifying the components and understanding their roles. However, I noted a few
students had difficulty identifying the connections within the CPU, which may require
additional visual aids or a more detailed breakdown in future lessons.
● 7 C, A, S, T, R
For classes 7 C, A, S, T, and R, the lesson proceeded with high energy, particularly
during the collaborative activities. These students quickly understood the difference
between data and information, though a few had difficulty articulating the four primary
functions of the computer. The dissection of the CPU was a highlight, but it may benefit
from a more structured approach next time to ensure every student can follow along.
 Despite this, the overall participation and engagement were commendable, and most
students demonstrated a solid understanding by the end of the lesson.
● Overall, the lesson was effective in achieving its goals, but future iterations could focus
on more balanced time management and the use of digital resources to support visual and
kinesthetic learners.