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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Foundation of Computer Science
|
Computer concepts
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of computer science. Define technology. Discuss the characteristics of computer. Appreciate the characteristics of computers. |
Learners are guided to explain the meaning of computer science.
Learners to define technology. In groups, learners to discuss the characteristics of computer |
What is computer science?
What is technology?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 1-2
Pictures Computing devices Digital devices Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 3-7 |
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Foundation of Computer Science
|
Stages of processing cycle in a computer
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of processing cycle. Identify the functions of a computer. Draw and label the computer processing cycle. Appreciate the functions of a computer. |
Learners are guided to explain the meaning of processing cycle
In groups, learners to identify and discuss the functions of a computer. In groups, learners are guided to draw and label the computer processing cycle. |
What are the functions of a computer?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 7-9
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Foundation of Computer Science
|
Advantages and disadvantages of using computer
Application areas of computers |
By the end of the
lesson, the learner
should be able to:
List and discuss the advantages and disadvantages of using computer. Draw an illustration of a general model of a computer Appreciate the advantages of using a computer. |
In groups, learners are guided to list and discuss the advantages and disadvantages of using computer
Learners to draw an illustration of a general model of a computer. |
What are the advantages and disadvantages of using a computer?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 9-10
Pictures Computing devices Digital devices Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 10-13 |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Foundation of Computer Science
|
Evolution of computers
|
By the end of the
lesson, the learner
should be able to:
Watch a video clip about the evolution stages of computers from Abacus to the modern day computer. Discuss the evolution stages of computers. Appreciate the evolution stages of computers. |
In groups, learners are guided to watch a video clip about the evolution stages of computers from Abacus to the modern day computer.
In groups, learners are guided to discuss the evolution stages of computers |
How did the computer change from one evolution stage to another?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 13-15
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Foundation of Computer Science
|
Tasks performed by computers at different evolution stages
Using computers that existed at different evolution stages |
By the end of the
lesson, the learner
should be able to:
Identify the tasks that computers performed at different stages of evolution. Brainstorm on the relationship between the difference engine and the analytic engine. Discuss the role of the difference engine and the analytic engine. Appreciate the tasks performed by computers at different evolution stages |
Learners to identify the tasks that computers performed at different stages of evolution.
In groups, learners are guided to brainstorm on the relationship between the difference engine and the analytic engine. In groups, learners are guided to discuss the role of the difference engine and the analytic engine |
What specific tasks did computers at different stages of evolution perform?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 15-18
Pictures Computing devices Digital devices Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 18-20 |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Foundation of Computer Science
|
Sustained development of computers I respect to contemporary technology
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of artificial intelligence. Take turns to discuss the development of computers in respect to contemporary technology. Appreciate the importance of technology. |
In pairs, learners to explain the meaning of artificial intelligence.
In groups, learners are guided to take turns to discuss the development of computers in respect to contemporary technology |
What is artificial intelligence?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 21
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Foundation of Computer Science
|
Generations of computers
Characteristics of different computer generations |
By the end of the
lesson, the learner
should be able to:
Mention the five generations of computers. Map computers to their appropriate generation based on year of manufacture. Appreciate the 5 generations of computers. |
Learners to mention the five generations of computers.
In groups, learners are guided to map computers to their appropriate generation based on year of manufacture |
Why are there different generations of computers in the electronic era?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 22-23
Pictures Computing devices Digital devices Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 23-25 |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Foundation of Computer Science
|
Technologies used in different computer generations
|
By the end of the
lesson, the learner
should be able to:
Identify technologies used in different computer generations. Prepare a personal study timetable. Use technologies of different computer generations in daily life situations. |
In groups, learners are guided to identify technologies used in different computer generations.
As a class, learners are guided to prepare a personal study timetable, using applications such as, My Study Life, Timetable, Daily Schedule or any other. |
How do use computer in daily life situations?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 25-27
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Foundation of Computer Science
|
Analysing technological advancement from one computer generation to the other
|
By the end of the
lesson, the learner
should be able to:
Analyse technological advancement from one computer generation to the other. Debate on technological advancement of computers from one generation to the next. Have fun and enjoy the debate. |
In groups, learners to analyse technological advancement from one computer generation to the other.
In groups, learners are guided to form two groups of opposers and proposers and debate the notion |
What can you conclude from the debate?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 28-29
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Foundation of Computer Science
|
Classification of computers; Types of computers in a computer user environment
Criteria used to classify computers |
By the end of the
lesson, the learner
should be able to:
Discuss and list types of computers. Draw different types of computers. Appreciate types of computers. |
In groups, learners to discuss and list types of computers.
In pairs, learners are guided to draw different types of computers (supercomputers, mainframe, minicomputers, microcomputers and embedded computers) |
Which type of computer do you use?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 30-32
Pictures Computing devices Digital devices Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 33-34 |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Foundation of Computer Science
|
Selecting appropriate types of computers for use
|
By the end of the
lesson, the learner
should be able to:
Identify the factors to consider when selecting a type of computer to use. Play one of the computers games. Have fun and enjoy playing different types of computers game. |
In groups, learners to identify the factors to consider when selecting a type of computer to use.
In groups, learners to play one of the computers games, such as, chess titans |
How do you select an appropriate type of computer to use?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 35
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Foundation of Computer Science
|
Uses of embedded computers in daily life activities
Factors to consider when setting up a computer user environment |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of embedded computers. Share experiences on the use of embedded computers. Use different types of computers to perform tasks. Appreciate the uses of embedded computers in daily life activities. |
Learners are guided to explain the meaning of embedded computers.
In groups, learners are guided to share experiences on the use of embedded computers. In groups, learners are guided to use different types of computers to perform tasks. |
Why do we use embedded computers?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 35-36
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Foundation of Computer Science
|
Identifying resources for a computer user environment
|
By the end of the
lesson, the learner
should be able to:
Identify resources for a computer user environment. Use digital devices to search for resources for a computer user environment. Appreciate the resources for a computer user environment. |
In groups, learners to identify resources for a computer user environment.
In groups, learners are guided to use digital devices to search for resources for a computer user environment |
What are some of the resources for a computer user environment?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 38-39
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Foundation of Computer Science
|
Safety precautions and practices in a computer user environment
Setting up a computer user environment |
By the end of the
lesson, the learner
should be able to:
Identify the safety precautions to observe in a computer user environment. Participate in setting rules to follow in a computer user environment. Appreciate the safety precautions and practices in a computer user environment. |
In groups, learners to identify the safety precautions to observe in a computer user environment.
In groups, learners are guided to participate in setting rules to follow in a computer user environment |
What are the rules to follow in a computer user environment?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 40
Pictures Computing devices Digital devices Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 40-41 |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Foundation of Computer Science
|
Emerging trends in computer user environment
|
By the end of the
lesson, the learner
should be able to:
Identify some of the emerging trends in computer user environment. Share ideas on emerging trends in computer user environment. Appreciate the use of computers in daily life. |
In groups, learners are guided to identify some of the emerging trends in computer user environment.
In groups, learners are guided to share ideas on emerging trends in computer user environment |
What do you think are some of these trends in computer user environment?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 42-43
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Foundation of Computer Science
|
Physical parts of a computer; Identification of the physical parts of a computer
Functions of the physical parts of a computer |
By the end of the
lesson, the learner
should be able to:
Observe, identify and list the various physical parts of a computer. Draw the physical parts of a computer. Appreciate the physical parts of a computer. |
In groups, learners are guided to observe, identify and list the various physical parts of a computer.
Individually, learners to draw the physical parts of a computer. |
What are the physical parts of a computer?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 44-45
Pictures Computing devices Digital devices Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 45-46 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Foundation of Computer Science
|
Connecting the physical parts of a computer for use
|
By the end of the
lesson, the learner
should be able to:
Name the physical parts of a computer. Connect the physical parts of a computer for use. Have a desire to use computers and digital devices. |
Learners to name the physical parts of a computer.
In groups, learners are guided to connect the physical parts of a computer for use |
What have you learnt about physical parts of a computer?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 46-47
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Foundation of Computer Science
|
Taking part in modelling the interlinked physical parts of a computer
Utilising physical parts of a computer to minimize wastage |
By the end of the
lesson, the learner
should be able to:
Name the materials used for modelling. Take part in modelling the interlinked physical parts of a computer. Have fun and enjoy modelling the interlinked physical parts of a computer. |
In groups, learners are guided to name the materials used for modelling.
In groups, learners are guided to take part in modelling the interlinked physical parts of a computer. |
What have you modelled?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 47
Pictures Computing devices Digital devices Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 48 |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Foundation of Computer Science
|
Interacting with physical parts of a computer
|
By the end of the
lesson, the learner
should be able to:
Interact with the available physical devices by identifying them and their functions. Practice using the physical parts of a computer to perform their specific functions. Appreciate the physical parts of a computer. |
In groups, learners are guided to interact with the available physical devices by identifying them and their functions.
In groups, learners are guided to practice using the physical parts of a computer to perform their specific functions. |
What have you learnt about physical parts of a computer?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 48
Pictures Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Foundation of Computer Science
|
Appropriate procedure for starting and shutting down a computer
Functions of keys in a computer keyboard |
By the end of the
lesson, the learner
should be able to:
Define the terms shut down, sleep, restart and hibernate. Outline the procedure for starting and shutting down a computer. Start and shut down a computer using appropriate procedure. Appreciate the appropriate procedure for starting and shutting down a computer. |
As a class, learners are guided to define the terms shut down, sleep, restart and hibernate.
As a class, learners are guided to outline the procedure for starting and shutting down a computer. In groups, learners to start and shut down a computer using appropriate procedure |
How do you start a computer?
How do you shut down a computer?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 49-52
Pictures Computing devices Digital devices Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 53-58 |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Foundation of Computer Science
|
Typing using the home keys
|
By the end of the
lesson, the learner
should be able to:
Identify the home keys. Practise typing using the Home keys on the computer keyboard. Enjoy typing using the home keys |
Learners are guided to identify the home keys.
In groups, learners are guided to practise typing using the Home keys on the computer keyboard. |
Which are left and right hand keys?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 53-58
Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Foundation of Computer Science
|
Using pointing devices to manipulate objects in a computer
Computer system overview |
By the end of the
lesson, the learner
should be able to:
Define the term cursor as used in pointing devices. Explain the meaning of system and computer system. Practise using keyboard and pointing devices to perform various tasks. Appreciate the use of pointing devices to manipulate objects in a computer. |
Learners to define the term cursor as used in pointing devices.
Learners to explain the meaning of system and computer system. In groups, learners are guided to practise using keyboard and pointing devices to perform various tasks |
What is a cursor?
|
Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 59-62
Computing devices Digital devices Spark; StoryMoja, Computer Science Learner's Book Grade 7 pg. 63-66 |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Foundation of Computer Science
|
Computer Systems Overview
|
By the end of the
lesson, the learner
should be able to:
Use a digital device or available reference materials to search for examples of hardware, software and liveware. Print your findings and display them in class. Appreciate the use of hardware, software and liveware. |
The learner is guided to use a digital device or available reference materials to search for examples of hardware, software and liveware.
Learner to print your findings and display them in class. |
What is hardware?
|
Longhorn Computer science Grade 7 Pg.47-48
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 6 | 4 |
Foundation of Computer Science
|
Computer Systems Overview
|
By the end of the
lesson, the learner
should be able to:
Draw a simple illustration of the linkage among computer system components. Describe the linkage among computer system components. Appreciate the linkage among computer system components. |
The learner is guided to draw a simple illustration of the linkage among computer system components.
Learners to describe the linkage among computer system components. |
What is a liveware in computer science?
|
Computer science Grade 7 Pg.48-49
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 7 | 1 |
Foundation of Computer Science
|
Computer Systems Overview
Computer hardware concepts |
By the end of the
lesson, the learner
should be able to:
Discuss the importance of computer systems. Search for information on the importance of computer systems in the society. Appreciate the importance of computer systems in the society |
The learner is guided to
discuss the importance of computer systems. In groups, Search for information on the importance of computer systems in the society |
How are computer systems important in the society?
|
Longhorn Computer science Grade 7 Pg.49-50
Digital devices, reference materials, computer hardware Longhorn Computer science Grade 7 Pg.51-52 |
projects, journals, portfolios, oral questions, Written tests
|
|
| 7 | 2 |
Foundation of Computer Science
|
Computer hardware concepts
|
By the end of the
lesson, the learner
should be able to:
Use available reference materials to search for information about the central processing unit. Write short notes on our findings and present them to your classmates. Appreciate learning about the central processing unit. |
In groups, Use available reference materials to search for information about the central processing unit.
Learner to write short notes on our findings and present them to your classmates. |
What is the central processing unit?
|
Longhorn Computer science Grade 7 Pg.52
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 7 | 3 |
Foundation of Computer Science
|
Computer hardware concepts
|
By the end of the
lesson, the learner
should be able to:
Discuss the functions of the computer hardware. Draw flow chart on a manila paper and display it in class. Appreciate the functions of the computer hardware. |
In groups, Discuss the functions of the computer hardware.
Learners to draw flow chart on a manila paper and display it in class. |
What is the function of computer hardware?
|
Longhorn Computer science Grade 7 Pg.52-53
Digital devices, reference materials, computer hardware Longhorn Computer science Grade 7 Pg.8-9 |
projects, journals, portfolios, oral questions, Written tests
|
|
| 7 | 4 |
Foundation of Computer Science
|
Computer hardware concepts
|
By the end of the
lesson, the learner
should be able to:
Use locally available materials to make models of different input, output and storage devices. Discuss and display the models improvised in class. Enjoy making models |
The learner is guided to use locally available materials to make models of different input, output and storage devices.
Learner to discuss and display the models improvised in class. |
Are you able to model parts of computer hardware?
|
Longhorn Computer science Grade 7 Pg.55
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 8 | 1 |
Foundation of Computer Science
|
Input devices
|
By the end of the
lesson, the learner
should be able to:
Identify input devices and their categories. Draw and name input devices. Appreciate input devices and their categories. |
The learner is guided to identify input devices and their categories.
Learner to draw and name input devices. |
What input devices do you know?
|
Longhorn Computer science Grade 7 Pg.56-57
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
Foundation of Computer Science
|
Input devices
|
By the end of the
lesson, the learner
should be able to:
List different types of touchscreens. Find information about the different types of touch screens and make short notes Appreciate different types of touch screens |
The learner is guided to list different types of touchscreens.
Learner to find information about the different types of touch screens and make short notes. |
Which is the first generation of computers?
|
Longhorn Computer science Grade 7 Pg.58-59
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 9 | 2 |
Foundation of Computer Science
|
Input devices
|
By the end of the
lesson, the learner
should be able to:
Find out and read on two dimensional (2D) and three dimensional (3D) scanners. List places where two dimensional and three dimensional scanners are used. Appreciate the use of two dimensional and three dimensional scanners. |
The learner is guided to find out and read on two dimensional (2D) and three dimensional (3D) scanners.
Learners to list places where two dimensional and three dimensional scanners are used. |
Where are two dimensional and three dimensional scanners used?
|
Longhorn Computer science Grade 7 Pg.59
Digital devices, reference materials, computer hardware Longhorn Computer science Grade 7 Pg.60-61 |
projects, journals, portfolios, oral questions, Written tests
|
|
| 9 | 3 |
Foundation of Computer Science
|
Input devices
|
By the end of the
lesson, the learner
should be able to:
Use an input device to carry out an activity. Present your work in class and tell how you achieved it. Enjoy using input devices to carry out different activities |
The learner is guided to use an input device to carry out an activity.
Take turns to present your work in class and tell how you achieved it. |
How do you use a smart phone at home?
|
Longhorn Computer science Grade 7 Pg.61
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 9 | 4 |
Foundation of Computer Science
|
Input devices
|
By the end of the
lesson, the learner
should be able to:
Search for information on other ways of reusing input devices. Study items in pictures and tell how input devices have been re-used. Appreciate re-using input devices to minimize wastage. |
The learner is guided to search for information on other ways of reusing input devices.
Learner to study items in pictures and tell how input devices have been re-used. |
Why should we reuse input devices?
|
Longhorn Computer science Grade 7 Pg.62-63
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 10 | 1 |
Foundation of Computer Science
|
Central Processing Unit (CPU)
|
By the end of the
lesson, the learner
should be able to:
Watch a video showing the location of the CPU in a computer Explain the meaning of a CPU. Appreciate the CPU in a computer system |
The learner is guided to watch a video showing the location of the CPU in a computer.
In groups, explain the meaning of a CPU. |
Where is the CPU located in a computer?
|
Longhorn Computer science Grade 7 Pg.64-65
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 10 | 2 |
Foundation of Computer Science
|
Central Processing Unit (CPU)
|
By the end of the
lesson, the learner
should be able to:
Discuss the functional elements of the CPU. Draw and label an illustration of the functional elements of the CPU Appreciate the functional elements of the CPU. |
The learner is guided to discuss the functional elements of the CPU.
Learner to draw and label an illustration of the functional elements of the CPU. |
What are the functional elements of the CPU?
|
Longhorn Computer science Grade 7 Pg.65-66
Digital devices, reference materials, computer hardware Longhorn Computer science Grade 7 Pg.67 |
projects, journals, portfolios, oral questions, Written tests
|
|
| 10 | 3 |
Foundation of Computer Science
|
Central Processing Unit (CPU)
|
By the end of the
lesson, the learner
should be able to:
Use computers with different processor types to draw shapes and colour them. Save, print and display your work in class. Appreciate using different processor types. |
Learner is guided to use computers with different processor types to draw shapes and colour them.
Learner to save, print and display your work in class. |
Are you able to use a computer properly?
|
Longhorn Computer science Grade 7 Pg.68
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 10 | 4 |
Foundation of Computer Science
|
Output Devices
|
By the end of the
lesson, the learner
should be able to:
Identify and list output devices of a computer system. Use available resources to search for the meaning of output devices. Appreciate the output devices of a computer system. |
Learner is guided to identify and list output devices of a computer system.
Learner to use available resources to search for the meaning of output devices. |
Which output devices do you know?
|
Longhorn Computer science Grade 7 Pg.69
Digital devices, reference materials, computer hardware Longhorn Computer science Grade 7 Pg.70-71 |
projects, journals, portfolios, oral questions, Written tests
|
|
| 11 | 1 |
Foundation of Computer Science
|
Output Devices
|
By the end of the
lesson, the learner
should be able to:
Watch a video on the categories of computer output devices. List the categories of computer output devices. Appreciate the categories of computer output devices |
In groups, Watch a video on the categories of computer output devices.
Learner to list the categories of computer output devices. |
Give an example of a computer output device?
|
Longhorn Computer science Grade 7 Pg.72
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 11 | 2 |
Foundation of Computer Science
|
Output Devices
|
By the end of the
lesson, the learner
should be able to:
Discuss the advantages and disadvantages of softcopy and hardcopy output. Search for more information on advantages and disadvantages of softcopy and hardcopy output. Appreciate the advantages and disadvantages of softcopy and hardcopy output. |
Learner to discuss the advantages and disadvantages of softcopy and hardcopy output.
In groups, Search for more information on advantages and disadvantages of softcopy and hardcopy output. |
What are hard copy output devices?
|
Longhorn Computer science Grade 7 Pg.72-73
Digital devices, reference materials, computer hardware Longhorn Computer science Grade 7 Pg.35-37 |
projects, journals, portfolios, oral questions, Written tests
|
|
| 11 | 3 |
Foundation of Computer Science
|
Ports and cables
|
By the end of the
lesson, the learner
should be able to:
Identify ports and cables used in the computer system Search for information about cables and ports from the internet and write a summary. Appreciate cables and ports used in the computer system. |
The learner is guided to identify ports and cables used in the computer system.
Learner to search for information about cables and ports from the internet and write a summary. |
What is the work of ports and cables in a computer?
|
Longhorn Computer science Grade 7 Pg.76
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 11 | 4 |
Foundation of Computer Science
|
Ports and cables
|
By the end of the
lesson, the learner
should be able to:
Discuss different types of ports and cables. Search for information on types of cables and ports and write summary notes. Appreciate the work of cables and ports in the computer system. |
The learner is guided to discuss different types of ports and cables.
Learner to search for information on types of cables and ports and write summary notes. |
Which keyboard keys on a computer do you know?
|
Longhorn Computer science Grade 7 Pg.77-79
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
|
|
| 12 | 1 |
Foundation of Computer Science
|
Ports and cables
|
By the end of the
lesson, the learner
should be able to:
Relate cables to their corresponding ports. Play the game of matching the ports to their corresponding cables. Appreciate the relationship between cables to their corresponding ports. |
The learner to relate cables to their corresponding ports.
Learners to play the game of matching the ports to their corresponding cables |
What is the meaning of USB?
|
Longhorn Computer science Grade 7 Pg.80
Digital devices, reference materials, computer hardware Longhorn Computer science Grade 7 Pg.80-81 |
projects, journals, portfolios, oral questions, Written tests
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| 12 | 2 |
Foundation of Computer Science
|
Ports and cables
|
By the end of the
lesson, the learner
should be able to:
Discuss how you can re-use or recycle cables. Re-use old cables and make items of your choice. Appreciate re-using or recycling cables to reduce wastage |
The learner is guided to discuss how you can re-use or recycle cables in groups.
In groups, Re-use old cables and make items of your choice. |
In which ways can we re-use cables?
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Longhorn Computer science Grade 7 Pg.81-82
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
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| 12 | 3 |
Foundation of Computer Science
|
Computer setup
|
By the end of the
lesson, the learner
should be able to:
Discuss challenges that computer users experience when setting up computers. Find out ways of overcoming the challenges discussed Appreciate ways of overcoming challenges experienced when setting up computers. |
The learner is guided to discuss challenges that computer users experience when setting up computers
In groups, Find out ways of overcoming the challenges discussed. |
What is the use of pointing devices on a computer?
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Longhorn Computer science Grade 7 Pg.83
Digital devices, reference materials, computer hardware Longhorn Computer science Grade 7 Pg.84-85 |
projects, journals, portfolios, oral questions, Written tests
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| 12 | 4 |
Foundation of Computer Science
|
Computer setup
|
By the end of the
lesson, the learner
should be able to:
List the tools and any other requirements for setting up a computer. Practice setting up different computers and write notes on your experiences. Appreciate observing safety while setting up different computers. |
In groups, take turns to list the tools and any other requirements for setting up a computer.
The learner is guided to practice setting up different computers and write notes on your experiences |
Are you able to set up a computer?
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Longhorn Computer science Grade 7 Pg.84-85
Digital devices, reference materials, computer hardware |
projects, journals, portfolios, oral questions, Written tests
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| 13 | 1 |
Foundation of Computer Science
|
Printer
parts and functions
Primary Storage |
By the end of the
lesson, the learner
should be able to:
Identify various printers in a computer user environment. Categorise printers based on their printing mechanism Select the appropriate printer for different situations Use printers to perform tasks Manage waste from printers Acknowledge value addition in the technological development of printers. |
The learner is guided to:
Visit a computer user environment and identify available printers Including: (inkjet printers, laser printers and 3D printers), Watch a video clip on categories of printers and list them (impact and non-impact printers), Take turns to match printers to their appropriate categories, In groups, discuss factors considered when selecting printers, In turns, use printers to perform tasks (print a document or images), Take part in communal activities dealing with reusing or recycling the parts of printers to minimise wastage, In groups, assess user computing needs and select appropriate printers for different situations (e.g., a user on a fixed budget, a home user, a business user or a photographer), Consult a computer user to discuss and demonstrate how to use a printer appropriately, Type a paragraph and use an available printer to print, In turns practice using printing papers economically by either reusing or recycling them to minimise wastage, Share ideas on the technological trends in the development of printers. |
How do printers print documents?
What is the role of a computer during printing?
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Digital devices, reference materials, computer hardware, Internet, video, audio clips, models, checklists
KLB Top Scholar Computer Science Grade 8 Learners Book page 12-16 Digital devices, reference materials, productivity tools, computer software, computer hardware, manilla papers, Internet, video, audio clips Computer Science Grade 8 Learners Book page 17-20 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner's profile, writtentests, anecdotal records, observation schedules, checklists
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| 13 | 2 |
Foundation of Computer Science
|
Random Access Memory (RAM)
|
By the end of the
lesson, the learner
should be able to:
Describe types of random access memory in computers Relate different random access memory to their functions Store data in random access memory Access data in random access memory Advocate the application of random access memory technology in real-life situations. |
The learner is guided to:
Use available resources to search for the definition of RAM, Visit a computer user environment and identify different types of random access memory (Static RAM and Dynamic RAM), In groups, discuss the characteristics of RAM, Debate on the differences between static RAM and dynamic RAM of computers, In turns, discuss the advantages and disadvantages of random access random memory, Consult a resource person to demonstrate how to store and access data in random access memory, Practice applying random access memory technology in real-life situations. |
How is data accessed in a RAM?
2. Why is RAM important in a computer?
|
Digital devices, reference materials, productivity tools, computer software, computer hardware, manila papers, Internet, video, audio clips
KLB Top Scholar Computer Science Grade 8 Learners Book page 21 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner's profile, written tests, anecdotal records, observation schedules, checklists
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| 13 | 3 |
Foundation of Computer Science
|
Read Only Memory (ROM)
Special Purpose Memory |
By the end of the
lesson, the learner
should be able to:
Explain the types of read only memory of a computer Relate different read only memory to their functions Differentiate between rom and ram of computers Apply ram and rom chips technology in real-life situations Collaborate in the use of read only memory chips technology in solving problems |
The learner is guided to:
Brainstorm on the meaning of the term ROM, In groups, discuss the characteristics of ROM, Visit a computer use environment and identify different types of ROM, and outline their unique features, Consult a resource person to demonstrate how ROM works in a computer, Engage peers in a discussion on how ROM and RAM chips are used in devices (microwave ovens and refrigerators), In groups, model a remote-controlled toy car or aeroplane using ROM and RAM chips technology |
What the importance of read only memory in a computer?
How do computers use read only memory?
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Digital devices, reference materials, productivity tools, visual programming tools, computer software (OS, Utility software and Application programs), computer hardware Internet, video, audio clips
KLB Top Scholar Computer Science Grade 8 Learners Book page 22 Digital devices, reference materials, computer software, computer hardware, manilla papers, Internet, video Computer Science Grade 8 Learners Book page 23 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner's profile, written tests, anecdotal records
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| 13 | 4 |
Foundation of Computer Science
|
Secondary Storage Concepts
|
By the end of the
lesson, the learner
should be able to:
strand Identify types of secondary storage devices used in computers Categorise secondary storage devices used in computers Select secondary storage devices for use in different situations Use secondary storage devices to perform a task Explore methods of accessing data in secondary storage devices f) Embrace value addition in the technological development of secondary storage |
The learner is guided to:
Brainstorm on the meaning, and purpose of secondary storage, Use available resources to search for types of secondary storage devices (solid state storage devices, optical storage devices, magnetic storage devices), Discuss and categorize secondary storage (fixed storage and removable storage), Take turns to assess user computing needs and select secondary storage for use in different situations (a user on a fixed budget, an educator, a photographer, an accountant), In groups, use secondary storage devices to perform a task (store data, retrieve data, access data), Engage peers in a discussion on how to access data in secondary storage through various methods(direct access, sequential, indexed sequential, serial), Share ideas on technological trends in the development of secondary storage |
What is the importance of secondary storage?
How is data accessed in a secondary storage device?
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Digital devices, reference materials, productivity tools, computer software (OS, Utility software and Application programs), computer hardware, Internet, video
KLB Top Scholar Computer Science Grade 8 Learners Book page 24-27 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner's profile, written tests, anecdotal records, observation schedules, checklists
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