Information & 120

Duratio For
Subject Communications Week 1 minute 1
n m
Technology s
Organizing, Managing and Presenting
Sub-
Strand ICTs in the Society Information Using Essential Productivity
Strand
Tools
Demonstrate knowledge and understanding of the use of various computing tools
Content Standard
to create multimedia documents.
Learning
Create multimedia documents using appropriate computing tools
Outcome(s)

1. Describe software, hardware, and other computing features

Learning
Indicator(s)
needed to create a document.
2. Create, Edit and Format text and paragraphs using desktop/online
computing tools

▪ How will you explain computer hardware? Understanding

▪ How are the categories of hardware related? (Understanding,
analyze,)
▪ How do you use these hardware types in creating a document?
(Understanding, analyze, evaluate)
Essential
Question(s) ▪ How are the types of software related? (evaluate)
▪ What are the best approaches to teach computer hardware and
computer software?
▪ In what ways can I integrate cross cutting theme GESI SEL
national values in teaching components of the computer:
Hardware and Software?

Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Group work/collaborative learning.
Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Teaching & Notepad or exercise book
Learning Pen
Resources Smartphones
Laptop computers
Desktop computers

1
 Tablets
TV
Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera,
khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
i. Learning Task:
 The teacher should start the lesson by grouping the learners taking into consideration
GESI, SEL and other cross cutting issues and have an open class discussion where
learners brainstorm about the computer and what it requires to work efficiently
 Teachers can ask learners in their groups to individually think-write-share with their
group members the definition of a computer and agree on one definition. Teachers can
then ask each group to present their definition
 Teachers should task learners in their groups to brainstorm the purpose of computers
in everyday life and ask each group to share their write up with the class using tell-it-
all
 Teachers can ask learners in their groups to individually think-write-share with their
group members the definition of computer hardware and software based on the
outcome of the purposes of a computer. Teachers can then ask each group to present
their definition
 Using a projector, teachers project a designed puzzle of names of hardware and
software components and ask learners to write out words from the puzzle. Teachers ask
members in each group to read out their words and ask other groups to write computer
related words down. Teachers ask each group to regroup their written words under
hardware and software components of a computer and present their responses to the
class
 Teachers tasked each group to discuss the categories of hardware and software
components with examples and present their results with the class. Teachers guide the
whole class to draw the relations between hardware and software components, etc.

ii. Pedagogical Exemplars:

 Think Pair Share: Using mixed-ability/mixed gender groups, learners think, write and
discuss the definition of a computer and its purposes, software and hardware
components addressing inclusivity and equity. For example, input devices should be
discussed to address accessibility issues for learners with disabilities such as visual
impairment, dyslexia, and dysgraphia
 Tell-it-all: In small groupings, (ability, language, background, gender, etc.), learners
list some hardware and software related words from a puzzle and group the words into
hardware and software components. One group gives examples of hardware from their
write up. Other groups repeat examples given by others and add their examples. This
activity is repeated for examples of software as well
 Ink-Pair-Share: In pairs, learners write the relationship between hardware and

2
 software components using pen and paper and exchange their write ups with their
colleagues. The teachers randomly select a few learners to read what colleagues wrote.
Teacher then guides learners to draw a clear relationship between software and
hardware components of a computer system, etc.

iii. Key Assessments (DoK):

 Level 1: What is a computer?
 Level 2: The external and internal devices and equipment that enable you to perform
major functions such as input, output, storage, communication, processing, and more
is known as……
 Level 3:Distinguish between application software and systems software
 Level 4: It is the hardware part of the computer that makes the computer intelligent
and not the software. True or False. (Explain your answer), etc.
 Level: Enter twenty (20) words into a text editing software, using keyboard or any
other input device.
Software, Hardware, word processing application software
Keywords
input, processing, output, storage, communication, Liveware

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Brainstorming:
• An electric train is moving from Tamale (in the north) to Accra (in the south). What will be
the direction of the smoke?
(understanding)

3
 Teacher brainstorms with learners to define and identify
 The key points in defining computer software and hardware. Use a concept map to
link the key points
 What learners use to place calls at home.
 The type of applications on mobile phones used to perform a task.
Introductory Activity (15minutes) Introductory Activity (15minutes)
I. In small groupings (ability, I. In small groupings, (ability,
language, background, gender, language, background, gender etc.),
etc.) let learners List at least 10 state and classify 10 hardware
hardware components and components into input, processing,
categorize them into input, output and storage for large group
processing, output and storage discussion.
for large group discussion.

Activity 1 (15 minutes) Activity 1 (15 minutes)

I. engage learners in an interactive I. engage in class discussion and
discussion and use questioning to answer questions to gain
explain that without system understanding of how system
software a hardware will have no software is used to manage
function and that system software hardware and how they function as
is required as a platform for a platform for other software.
other software.

Activity 2 (15 minutes) Activity 2 (15 minutes)

I. In a large group discussion, let I. Discuss the various types of
learners discuss the various software in your groups and show
types of software and show how how the types are related in your
the types of software are notebooks
related?
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 1:
1. What is a computer?
Level 2:
1. The external and internal devices and equipment that enable you to perform major
functions such as input, output, storage, communication, processing, and more is known
as……

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as
guiding questions;

4
 a) Describe software, hardware, and other computing features needed to create a
document.
b) Create, Edit and Format text and paragraphs using desktop/online computing tools
Reflection & Remarks
Reflection

What were my best moments in today’s lesson and how can I create more situations?
What went well in the lesson?
Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Brainstorming:
• It is the hardware part of the computer that makes the computer intelligent and not the
software. True or False
(understanding)

Introductory activity (10 minutes) Introductory activity (10 minutes)

I. In small groupings (ability, state and classify 10 hardware
language, background, gender, components into input, processing,
etc.) let learners List at least 10 output and storage for large group
hardware components and discussion.
categorize them into input,
processing, output and storage
for large group discussion. Activity 1(15 minutes)
I. follow/watch a video to create word
Activity 1 (15 minutes) document
I. Show a relatively short video
tutorial on how to create word
document
Activity 2 (15 minutes)
I. use the hardware components of the
Activity 2 (15 minutes) computer to create newsletter and
I. Guide learners to use these birthday card
hardware components to create

5
 newsletters and birthday card.
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 4

1. Enter twenty (20) words into a text editing software, using keyboard or any other
input device.

2. (Learners should enter text (20 words) unaided – this should be their own original
work or copied from given text).

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (10 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as
guiding questions;
a) Enter twenty (20) words into a text editing software, using keyboard or any other
input device.

b) (Learners should enter text (20 words) unaided – this should be their own original
work or copied from given text).
Reflection & Remarks
Reflection

What was my best moments in today’s lesson and how can I create more situations?
What went well in the lesson?
Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:

Learning Planner

Information & 120

Duratio For
Subject Communications Week 2 minute 1
n m
Technology s
Strand Sub-
ICTs in the Society Strand Organising, Managing and Presenting

6
 Information Using Essential
Productivity Tools

Demonstrate knowledge and understanding of the use of

Content Standard various computing tools to create multimedia documents containing
text, images, etc. e.g., birthday cards/Flyers for a specified purpose.

Learning
Outcome(s)
Create multimedia documents using appropriate computing tools

Learning Create, edit and format text and paragraphs using Word or other word
Indicator(s) processing

1. How will you create basic file handling in Word

Essential
Word 2. how will you use basic editing tools to perform an activity
Question(s)
in word..
3. What are the basic tools in word.

Brainstorming
Pedagogical Demonstration
Strategies Think-pair-share
Group work
Discussions
Desktop computers
Teaching & Smartphones
Learning Tablets
Resources Notepad or exercise book
Pen
Key Notes on Differentiation

Learning Task:
1. Teachers should task learners in their class'sgroups to brainstorm how to create
word documents and ask each group to share their write up with the classs..

2. Using a projector, teachers project part of the word window and ask learners to
write out the parts from the projector and ask members in each group to read out their
words.

3. The teacher should start the lesson by grouping the learners taking into
consideration GESI, SEL and other cross cutting issues and have an open class
discussion where learners brainstorm about creating of documents using word
window.

7
 ii. Pedagogical exemplars:
1. Think-pair-share: Using mixed-ability/mixed-gender groups, learners think, write
and discuss the creation of a new document, saving a document and printing a
document.

2. Tell-it-all: in small groupings, (ability, language, gender etc) learners list some of
the parts of the word window including some basic editing tools and reviewing tools.
One group gives examples of editing tools from their write-up. Other groups repeat
examples given by others and add their examples.

3. Demonstration: learners demonstrate on how to create a new word document by

using the desktop computers. The teacher randomly selects a few learners to repeat the
process of their colleagues.

iii. Key Assessments (DoK):

Level 1: What is word processing

Level 2: Demonstrate how to use the find/replace tool in Word to correct all
occurrences of a misspelt word throughout the document.

Level 3: Describe two different methods to change all occurrences of a misspelt word
in a Word document. Evaluate both methods in terms of speed and accuracy.

Level 4: Explore the features of this tool in Word. Explain what editor tool can be
used for.

Cut
Copy
Keywords Paste
Find
Replace

8
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

God created the world in six days. What did God create on the second day?

Teacher brainstorm with learners to identify the type of applications on mobile phones they use to a
perform a task
Introductory Activity (15minutes) Introductory Activity (15minutes)
In small groupings (ability,
In small groupings (ability, background, gender etc), State and
background, gender etc) let classify six tools in word under
learners list at least six tools in editing and basic reviewing tools for
word and categorize them into large group discussion
editing and basic reviewing tools
for a large group discussion.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
Watch/follow the steps in creating a
Demonstrate to learners with the help of new document in Word.
desktop computers and projector on how to
create a new document using Word

Activity 2 (40 minutes)

Activity 2 (40 minutes) Discuss the various editing and

basic reviewing tools and show they
In a large group discussion, let learners are used.
discuss the various editing and basic reviewing
tools and show how they are used.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

9
 Describe two different methods to change occurrences of a misspelt word in a Word
document. Evaluate both methods in terms of speed and accuracy.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
c) Create,edit,and format text and paragraphs in Word using desktop computer

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

10
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3

1.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
d)

Reflection & Remarks

Learning Planner

Subject Information & Week 3 Duration 120 Form 1

11
 Communications minute
Technology s

ICTs in the Society Organising, Managing and Presenting

Sub-
Strand
Strand
Information Using Essential Productivity
Tools

Demonstrate knowledge and understanding of the use of

Content Standard various computing tools to create multimedia documents containing
text, images, etc. e.g., birthday cards/Flyers for a specified purpose.

Learning
Outcome(s)
Create multimedia documents using appropriate computing tools

Learning Enhance lists by sorting, renumbering and customising list styles using
Indicator(s) Word or other word processing application and keyboard, mouse.

1. How do you use hardware type (keyboard and mouse) in creating, editing and
formatting text and paragraphs.

2. How do you create and format tables (including bordering and shading)

Essential 3. How do you insert graphics and watermarks in a document?

Question(s)
4. In what ways can I use or integrate cross-cutting theme GESI, SELin teaching
some basic formatting tools

Demonstration
Pedagogical
Indirect Instruction
Strategies
Group work/collaborative learning
Desktop computers
Teaching & Projector
Learning Laptops Notepad or exercise book
Resources Tablets
Pen
Key Notes on Differentiation

I. Learning Task:
Using a projector, teachers open a word file that have been saved earlier and ask
learners to write down the font size, font color, font style, text alignment, line spacing
etc. of the document.

2. Play an activity ball game with the learners for the keyboard shortcuts to perform
common tasks like saving, inserting page breaks a d changing fonts without touching
the mouse.

12
 3. Use the answers of the learners to categorize the learners into proficiency levels and
proceed to the differentiated tasks etc.

ii. Pedagogical Exemplars:

1. Using a hand-on activity, guide learners to perform some formatting shortcuts

2. Learners in mixed-ability groupings learn from each other and provide emotional
support to one another to achieve targets.

3. Divide Learners into mixed ability groups and show them how keyboard formatting
shortcuts are done.

iii. Key Assessments(DoK):

Level 4
Using the keyboard, perform 10 formatting shortcuts on a document.

Formatting
Inserting
Keywords Shortcut
Keyboard
Mouse

13
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

An electric train is moving from Tamale(North) to Accra(South). What will be the direction of the
smoke. (understanding)

Introductory Activity (15minutes) Introductory Activity (15minutes)

Using group discussion, let learners list eight List eight formatting shortcuts which helps in
formatting shortcuts which aids in common common tasks like saving, inserting page break,
tasks like saving, changing font size, and changing font size etc. of a document.
inserting page breaks etc.

Activity 1(40 minutes) Activity 1 (40 minutes)

Engage learners in an interactive
discussion and use questioning to explain Engage in class discussion and answer questions to
that the formatting tool bars, the keyboard gain understanding of how the keyboard can be
can also be use for formatting used in place of other formatting tools.

Activity 2 (40 minutes)

In a large group discussion, let learners
discuss the two-step process in formatting Activity 2 (40 minutes)
Discuss the two-step process in formatting in your
notebooks
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3

1. Create a step-by-step guide for how to add the watermark 'Draft' to a document.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
1. Describe the formatting process.
2. Create and format tables, insert graphics and insert watermarks using desktop
computer.
Reflection & Remarks

14
 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Imagine you are a typist in an organization and your boss gave you a work document which was on
a pen drive to edit for office use but you realized that the wordings, spacing etc, don't appeal to the
eye. What do you have to do to make the work document readable?

Introductory activity (25 minutes) Introductory activity (25 minutes)

Learners assumes the font size of their text
books Give the font size of their text books.

Activity 1 (25 minutes) Activity 1(25 minutes)

Follow/watch video on how to format a word
Show a relatively short video tutorial on how to document
format a word document

Activity 2 (25 minutes) Activity 2 (25 minutes)

Guide learners to use the keyboard to format a In groups, use the keyboard to format a word
word document document

Activity 3 (25 minutes)

Activity 3 (25 minutes)
formatting a passage using the formatting tools.
Provide learners with a passage on the
projector and guide learners to format the
passage by using the formatting tools

Assessment Dok aligned to the Curriculum and Subject Teacher Manual

Level 3

15
 2. Evaluate the impact of applying formatting throughout a document to enhance
readability and visual appeal

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
Given a passage, ask learners to apply some basic formatting guidance to the passage

Reflection & Remarks

Learning Planner

Information & 120

Subject Communications Week 4 Duration minute Form 1
Technology s

16
 ICTs in the Society Organising, Managing and Presenting
Sub-
Strand
Strand
Information Using Essential Productivity
Tools

Demonstrate knowledge and understanding of the use of various computing

Content Standard tools to create multimedia documents containing text, images, etc. e.g.,
birthday cards/Flyers for a specified purpose.

Learning
Outcome(s)
Create multimedia documents using appropriate computing tools

Learning Format the overall appearance of a page using Word or other word processing
Indicator(s) application.

Essential
Question(s)

Collaborative learning
Think ink pair share
Pedagogical
Project based learning
Strategies
Activity ball

Teaching & Laptops

Learning Mobile phones
Resources Etc
Key Notes on Differentiation

i.Learning Tasks:
 Launching Microsoft PowerPoint Application Window using the Start Menu Button 
Saving a PowerPoint document using the “Save As” command, etc

. ii. Pedagogical Exemplars:

 Engage in project - based learning and practical sessions to create, save, edit and
format
educational artefacts using Microsoft PowerPoint software taking into consideration the
features of Microsoft PowerPoint application window most especially the Menu Bar.
Use the tabs on the menu bar to create a multimedia slide with text, shapes and images
Ensure inclusivity and equity in using ICT tools
 In small groups, practically use the options under the home tab, to insert text and format it,
buttons under the insert tab to import pictures and draw basic shapes, Explore the options
under the format tab to make desirable changes to drawn shapes and inserted pictures. Guide
learners to save the changes made to the document, etc.

iii. Key Assessments (DoK):

 Level 1: Identify the steps involved in creating a new

17
slide in a presentation
 Level 2: Demonstrate how to insert different types of shapes (e.g., rectangles, circles) into a
presentation slide
 Level 3: Evaluate the effectiveness of using shapes to visually enhance key points in a
presentation
 Level 4: Predict how advancements in artificial intelligence could automate the creation and
formatting of shapes and images in presentation slides, etc.

Paragraphs and pages in Word, page layout, alignment, headers and footers,
Keywords
and page columns

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Use activity ball, to brainstorm the maning of laypout’

Introductory Activity (15minutes) Introductory Activity (15minutes)

Dicuss with learners the Discuss layout

meaning of Layout

Activity 1 (40 minutes) Activity 1 (40 minutes)

In mixed ability groupings, using think
ink pair share, let llearners identify Identify layout tab
layout tab
Demonstrate to leaners how to keep a page as
landscape and portrait

18
 Activity 2 (40 minutes)
Activity 2 (40 minutes)
Guide learners by explaning how Practical session
to use page set up,boaders and
shading and breaks

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3
What problem may arise when printing in Word if the document’s page margins are too narrow? .

What type of page orientation would be best suited to a three-column brochure? Justify your choice of
orientation.

Open a given document with a confused layout. Format the document to make it more readable and
professional looking.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
Summarize the lesson through questionng and answering

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

19
Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes) Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

20
 Learning Planner

Information 120
Subject &Communications Week 5 Duration minute Form 1
Technology s

ICTs in the Society Organising, Managing and Presenting

Sub-
Strand
Strand
Information Using Essential Productivity
Tools

Demonstrate knowledge and understanding of the use of

Content Standard various computing tools to create multimedia documents containing
text, images, etc. e.g., birthday cards/Flyers for a specified purpose.

Learning
Create multimedia documents using appropriate computing tools
Outcome(s)

Learning Create, edit and format text and images in PowerPoint using keyboard and
Indicator(s) mouse

Essential
Question(s)

Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation

i.Learning Tasks:
21
  Launching Microsoft PowerPoint Application Window using the Start Menu Button 
Saving a PowerPoint document using the “Save As” command, etc

. ii. Pedagogical Exemplars:

 Engage in project - based learning and practical sessions to create, save, edit and
format
educational artefacts using Microsoft PowerPoint software taking into consideration the
features of Microsoft PowerPoint application window most especially the Menu Bar.
Use the tabs on the menu bar to create a multimedia slide with text, shapes and images
Ensure inclusivity and equity in using ICT tools
 In small groups, practically use the options under the home tab, to insert text and format it,
buttons under the insert tab to import pictures and draw basic shapes, Explore the options
under the format tab to make desirable changes to drawn shapes and inserted pictures. Guide
learners to save the changes made to the document, etc.

iii. Key Assessments (DoK):

 Level 1: Identify the steps involved in creating a new
slide in a presentation
 Level 2: Demonstrate how to insert different types of shapes (e.g., rectangles, circles) into a
presentation slide
 Level 3: Evaluate the effectiveness of using shapes to visually enhance key points in a
presentation
 Level 4: Predict how advancements in artificial intelligence could automate the creation and
formatting of shapes and images in presentation slides, etc.

Keywords Creating lists – bulleted, numbered, sorting and renumbering

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

22
 Using sage in the circle. let learners discuss the steps in formatting a page using page set up.

Introductory Activity (15minutes) Introductory Activity (15minutes)

In mixed ability groupings, Meaning of list

considering all crosscutting
issues, assist learners to think
ink pair and share the meaning Tpyes of list
of list.
Dicuss the meaning, and tpyes of
list with leaners
Activity 1 (40 minutes)
Activity 1 (40 minutes)

Demonstrate to leaners how to create a Create a bulleted list

bulleted or numbered list

Activity 2 (40 minutes)

Activity 2 (40 minutes)
Meaning of sorting
Using think ink pair share, let leaners discuss Sort a text
the meaning of sorting
Guide learnersd on how to sort a text

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

A cook is word processing a favourite recipe and is considering which type of list to
use for the set of instructions. State which type of list that you think would be best used
in this situation. Justify your choice.

What type of page orientation would be best suited to a three-column brochure?

Justify your choice of orientation.

Evaluate the effectiveness of using a word processor to create the following

documents:

a. An English essay
b. A birthday card
c. A 3-column brochure
d. A poster to advertise a school dance
e. A music quiz slideshow

Lesson Closure

23
 In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
Summarize the lesson through questions and answers

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

24
 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

Learning Planner

Subject Information & Week 6 Duration 120 Form 1

25
 Communications minute
Technology s

ICTs in the Society Organising, Managing and Presenting

Sub-
Strand
Strand
Information Using Essential Productivity
Tools

Demonstrate knowledge and understanding of the use of

Content Standard various computing tools to create multimedia documents containing text,
images, etc. e.g., birthday cards/Flyers for a specified purpose.

Learning
Outcome(s)
Create multimedia documents using appropriate computing tools

Learning Create, edit and format text and images in Excel using keyboard and mouse.
Indicator(s)
In what ways can I integrate the crosscutting themes - 21st century skills, GESI,
SEL, and national values in teaching multimedia documents and appropriate
computing tools to use in creating multimedia documents?
Essential
Question(s)
ii. How can multimedia documents be used in other subject areas such as maths,
English, biology?

Collaborative learning
Experiential learning
Pedagogical Project based learning
Strategies Think pair share
Sage

Teaching &
Desktop computer
Learning
Resources
Key Notes on Differentiation

Learning Tasks:
 Launching Microsoft PowerPoint Application Window using the Start Menu Button
 Saving a PowerPoint document using the “Save As” command, etc.
ii. Pedagogical Exemplars:
 Engage in project - based learning and practical sessions to create, save, edit and
format

educational artefacts using Microsoft PowerPoint software taking into consideration

the features of Microsoft PowerPoint application window most especially the Menu
Bar.

Use the tabs on the menu bar to create a multimedia slide with text, shapes and images

26
 Ensure inclusivity and equity in using ICT tools
 In small groups, practically use the options under the home tab, to insert text and
format it, buttons under the insert tab to import pictures and draw basic shapes,
Explore the options under the format tab to make desirable changes to drawn shapes
and inserted pictures.
Guide learners to save the changes made to the document, etc

. iii. Key Assessments (DoK):

 Level 1: Identify the steps involved in creating a new slide in a presentation
 Level 2: Demonstrate how to insert different types of shapes (e.g., rectangles, circles) into a
presentation slide
 Level 3: Evaluate the effectiveness of using shapes to visually enhance key points in a
presentation Level 4: Predict how advancements in artificial intelligence could automate the
creation and formatting of shapes and images in presentation slides, etc.

Keywords Ribbon, tabs, slide, slide pane, scroll bar, status bar

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Using activity ball technique, let learners come out with the meaning or examples of software’s

Introductory Activity (15minutes) Introductory Activity (15minutes)

27
 Discuss the meaning of Define presentation software’s
presentation software’s with
learners

Activity 1 (40 minutes)

Activity 1 (40 minutes)
Create a presentation
In mixed ability groupings, considering all
cross-cutting issues (GESI, SEL, ICT ETC)
assist learners to create a presentation.
Discuss slide pane, pane etc
Use their slides to discuss slide pane, tabs,
status bar etc
Activity 2 (40 minutes)

Activity 2 (40 minutes) Play a slide

Apply a design template
Demonstrate how to play a slide and how to
apply a design template with learners

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Design and create a quiz on the content of the SHS 1 ICT course so far. Test this quiz on your class

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
Summarize the lesson through questions and answers

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

28
Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

29
 Learning Planner

Information & 120

Subject Communications Week 7 Duration minute Form 1
Technology s
ICTs in the Society Sub-
Strand
Strand
Emerging Technology and Applications
Demonstrate knowledge and understanding of Emerging
Content Standard
Technologies Learning
Learning
Outcome(s)
Explain and apply digital and Social Media platforms

Learning Explain digital devices and their importance

Indicator(s)
How to apply ethics to digital and Social Media platforms?
Essential
ii. What is the best approach to teach application of ethics to digital and Social
Question(s)
Media platforms

Collaborative thinking
Think pair share
Pedagogical
Discussion
Strategies
Thought shower
Group work
Teaching &
Learning

30
Resources
Key Notes on Differentiation

i. Learning Tasks
 The teacher should start the lesson by grouping the learners taking into
consideration GESI, SEL and other cross cutting issues and have an open class
discussion where learners list other computing devices in their environment or
research online aside from the computer
 Teachers can ask learners in their groups to individually think write-share
with their group members the definition of a digital device and agree on one
definition. Teachers can then ask each group to present their definition for
whole class discussion, etc

ii. Pedagogical Exemplars:

 Using Project - Based Learning: Engage in individual and mixed - ability/gender -
sensitive group work to brainstorm and explain the importance of digital devices (e.g.,
desktop computers, laptop computers, mobile phones, tablet computers, e-readers,
storage devices, input devices, and output devices)
 With Think Pair Share strategy, put learners in groups of at least 4 and ask them to
write at least 5 digital devices they see around them both in school and at home. Ask
learners to share their answers with members in the group. Learners share their
responses with the larger group, etc.

ii. Key Assessments (DoK):

 Level 1: Mention 3 examples of digital devices; how do digital devices help us
in our everyday life? how has the use of digital devices changed the way we
communicate?
 Level 2: What does the increase in mobile device usage indicate about
modern communication trends?
 Level 3: Evaluate the impact of digital devices on personal privacy, etc.

Keywords Analogue, signal. digital, video assisted learning(VAL),

31
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Introduce two kinds of watches, digital and analogue.
Using thought shower, let learners state the differences between the two watches.

Introductory Activity (15minutes) Introductory Activity (15minutes)

have an open discussion on the

meaning of digital and analogue, Discuss analogue and digital
and the difference between these devices
two terms. This will lead nicely Difference between digital and
to the definition of a digital analogue devices
device

Activity 1 (40 minutes) Activity 1 (40 minutes)

In mixed ability group, learners should think Identify any digital and analogue
ink pair share the digital devices and devices found in the school
analogues devices found in their school

Activity 2 (40 minutes) Activity 2 (40 minutes)

Discuss the importance and impact of digital Discuss the importance and impact
devices with learners considering all cross- of digital devices
cutting issues.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Evaluate the impact of digital device usage on personal privacy

Propose a plan to integrate digital devices into a traditional classroom setting.

32
 What does the increase in digital device usage indicate about modern communication trends?

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
‘Digital devices are important to society.’ ‘Digital devices provide many benefits to society.’ Discuss
how these two statements compare and contrast
Give the above assessment as a group work, briefly explain to them how they should do
it
Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

33
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

34
 Learning Planner

Information & 120

Subject Communications Week 8 Duration minute Form 1
Technology s
ICTs in the Society Sub-
Strand
Strand
Emerging Technology and Applications
Demonstrate knowledge and understanding of Emerging
Content Standard
Technologies Learning
Learning
Outcome(s)
Explain and apply digital and Social Media platforms

Learning Explore the purpose and uses of smartphones, digital cameras, wearable
Indicator(s) devices, game devices, e-book readers, portable and digital media players
In what ways can I integrate the crosscutting themes - 21st century skills, GESI,
SEL, and national values in teaching the application of ethics to digital and Social
Media platforms?

Essential ii. How can digital and Social Media platforms be used in other subject areas
Question(s) such as maths, English, biology? etc.

Collaborative learning
Pedagogical Talk for learning
Strategies Activity ball
Think pair share
Desktop computers
Laptops
Teaching &
Servers
Learning
Mobile phones
Resources
Smart speakers

Key Notes on Differentiation

35
 Learning Tasks
 The teacher should start the lesson by grouping the learners taking into
consideration GESI, SEL and other cross cutting issues and have an open class
discussion where learners list other computing devices in their environment or
research online aside from the computer
 Where there are available resources (a range of digital devices such as
smartphones, tablets and laptops, Internet access and Research tools such as
educational websites, online journals, e-books) Divide learners into small groups.
Assign each group a specific area toresearch (e.g., communication, education,
entertainment, health, business).
 Ask each group to research how digital devices are used in their assigned area
(communication, education, entertainment, health, business) focusing on benefits. Learners
identify and use specific applications or software relevant to their research area on their
digital devices. They should document their findings and experiences, noting how the device
enhances the activity they are engaged in
 Groups prepare a presentation to share their findings with the class. Encourage
creative presentation methods, such as digital slideshows, videos, or live
demonstrations

iii. Pedagogical Exemplars:

 Using Blended Learning, teacher is expected to combine traditional
classroom methods with online activities, allowing learners to pace their own
learning and access resources beyond the classroom
 Using Project-Based Learning, integrate digital devices in projects where
learners can research, create presentations, and collaborate with peers,
fostering critical thinking and problem-solving skills, etc.

iv. Key Assessments (DoK):

 Level 1:Name three common features found in most smartphones. List two
advantages of using a tablet for reading eBooks compared to a traditional
paperback book
 Level 2: Explain how smart watches utilise sensors to track fitness activities
and monitor health metrics, etc.

36
Keywords Smartphones , tablet, smartwatches etc

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
In a whole class activity ball session on types of computers to introduce the lesson.

Introductory Activity (15minutes) Introductory Activity (15minutes)

In mixed ability groupings,

considering all cross cutting
issues, dicuss the main features Discuss the features of a desktop
of the digital devices such as computer
personal coputers( laptops,
desktops)

Activity 1 (40 minutes)

Activity 1 (40 minutes)

Identify the differences between a laptop and a

Present a laptop and a desktop computer to desktop computer
learners and assit them to identify the
differences Activity 2 (40 minutes)

Activity 2 (40 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

37
Level 3
Thema is an IT technician who regularly has to travel to different buildings to fix computers. She needs
to log the repairs she makes while she is out of the office. What type of digital device should she use?
Justify your choice of device.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
Summarize the lesson through question and answers

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

38
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

39
 Learning Planner

Information & 120

Duratio For
Subject Communications Week 9 minute 1
n m
Technology s
ICTs in the Society Sub-
Strand
Strand
Emerging Technology and Applications
Demonstrate knowledge and understanding of Emerging
Content Standard
Technologies Learning
Learning
Explain and apply digital and Social Media platforms
Outcome(s)

Learning Explore the purpose and uses of smartphones, digital cameras, wearable
Indicator(s) devices, game devices, e-book readers, portable and digital media players
i. How can using the appropriate computing tools for multimedia
Essential documents make working with computers easy?
Question(s) ii. What is the best approach to teach multimedia documents and appropriate
computing tools to use in creating multimedia documents? etc.
Collaborative learning
Project based learning
Pedagogical Enquiry based learning
Strategies Think pair share
Group discussions

Teaching & Digital cameras

Learning Smartphones
Resources Smart watches
Key Notes on Differentiation
i. Learning Tasks:
 Here are some tasks to help learners explore and understand the various uses
of digital devices (wearable, mobile devices, and Wireless Devices Connection)
in different aspects of life and their importance in modern society. Kindly note
that some tasks here are based on differentiated learning, the teacher can use
them when applicable
 The teacher should start the lesson by grouping the learners taking into
consideration GESI, SEL and other cross cutting issues and have an open class
discussion where learners list other computing devices in their environment or
research online aside from the previously discussed digital devices (laptop,

40
 tablet, phablet and smartphones)
 Where there are available resources (a range of digital devices such as
wearable, mobile devices, and Wireless Devices Connection, Internet access
and Research tools such as educational websites, online journals, e -books)
Divide learners into small groups. Assign each group a specific area to
research (e.g., communication, education, entertainment, health, business)
 Ask Each group to research how digital devices are used in their assigned
area (communication, education, entertainment, health, business) focusing on
benefits. Learners identify and use specific applications or software relevant to
their research area on their digital devices. They should document theirfindings
and experiences, noting how the device enhances the activity they are engaged
in  Groups prepare a presentation to share their findings with the class.
Encourage creative presentation methods, such as digital slideshows, videos, or
live demonstrations. etc.

ii. Pedagogical Exemplars:

 Project-Based Learning: Integrate digital devices in projects where students
can research, create presentations, and collaborate with peers, fostering
critical thinking and problem - solving skills
 Collaborative Learning: Facilitate group work using digital tools that enable
communication and collaboration among students, such as shared documents
and discussion forums
 Blended Learning: Teacher is expected to combine traditional classroom
methods with online activities, allowing students to pace their own learning and
access resources beyond the classroom
 Digital Literacy Skills: Assist learners to effectively and responsibly use
digital devices, including internet research, digital citizenship, and online
safety, etc.

iii. Key Assessments (DoK):  Level 1: Identify the primary purpose of

smartphones and digital media players  Level 2: Demonstrate how to navigate
and access different functions on a smartphone or digital media player  Level
3: Evaluate the role of smartphones and digital media players in facilitating
communication, productivity, entertainment, and information access
Keywords Wearable, social media,smartphones

41
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

Activity 1 (40 minutes) Activity 1 (40 minutes)

Activity 2 (40 minutes) Activity 2 (40 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual

42
 Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

43
 Learning Planner

Information & 120

Subject Communications Week 10 Duration minute Form 1
Technology s
ICTs in the Society Sub-
Strand
Strand
Emerging Technology and Applications
Demonstrate knowledge and understanding of Emerging Technologies
Content Standard
Learning
Learning
Outcome(s)
Explain and apply digital and Social Media platforms

44
Learning
Indicator(s) Differentiate between desktops, laptops, smart gadgets (tablets) servers.
In what ways can I integrate the crosscutting themes - 21st century skills, GESI,
SEL, and national values in teaching multimedia documents and appropriate
computing tools to use in creating multimedia documents? ii. How can multimedia
Essential documents be used in other subject areas such as maths, English, biology?, etc.
Question(s)

Project based learning

Collaborative learning
Pedagogical Inquiry based learning
Strategies Discussions
Think pair share
Group work
Teaching & Digital cameras
Learning Smartphones
Resources Smart watches
Key Notes on Differentiation

. Learning tasks:
 The teacher should start the lesson by grouping the learners taking into
consideration GESI, SEL and other cross cutting issues and have an open class
discussion where learners list other computing devices in their environment or
research online aside from the previously discussed digital devices
 Where there are available resources (a range of digital devices such as laptop, tablet,
phablet, smartphones, wearables, mobile devices, and Wireless Devices Connection,
Internet access and Research tools such as educational websites, online journals, e -
books) Divide learners into small groups. Assign each group two digital devices to
research on their differences and share their findings with the larger class
 Teacher Print out pictures or icons of various digital devices along with separate
cards containing descriptions of their functions and uses and share them to the groups.
Learners match each digital device picture with the correct description card
 After the matching activity, learners discuss why each digital device is suited for its
specific functions and how they differ from one another Ask learners to think of
scenarios where one device might be more beneficial to use than another in groups and
explain their reasoning with the whole class, etc.

iii. Pedagogical exemplars:

 Facilitate group discussions where students can share their experiences and
insights about using different digital devices
 Assign research projects where students investigate the evolution of digital
devices and their impact on society
 Teacher Print out pictures or icons of various digital devices along with
separate cards containing descriptions of their functions and uses and share
them to the groups. Learners match each digital device picture with the correct
description card

45
  Present real-world scenarios where different digital devices are used.
Discuss why certain devices are preferred over others in specific situations
 Provide students with the opportunity
to use various digital devices. This direct interaction can help solidify their
understanding of the differences, etc

. iii. Key Assessments (DoK)

 Level 1: Name one major difference between a desktop computer and a laptop
computer
 Level 2: How does the form factor of a desktop computer differ from that of a laptop
computer, and how does it impact usability?
 Level 3: Evaluate the advantages and disadvantages of using a desktop computer in a
professional setting compared to a laptop computer, etc.

Keywords Ebook, media player, internet of things

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Pose a question relating to media player. Use activity ball to engage learners in the discussion

46
Introductory Activity (15minutes) Introductory Activity (15minutes)

Taking into consideration, GESI,

SEL, 21ST CENTURY SKILLLS Present the idea of eBook, media
AND ICT assist learners by player amd what makes a digital
using think ink pair share to player smart?
present the ideas of eBook,
media player, and what makes a
digital device smart

Activity 1 (40 minutes) Activity 1 (40 minutes)

Discuss with learners the different types
of wireless connections Discuss the different types of
wireless connections

Activity 2 (40 minutes) Activity 2 (40 minutes)

in small groups provide a picture of a smart Match the following smart devices to
devices and assist learners to match each digital its corresponding uses
devices to its corresponding picture a. Wifi
b. Bluetooth
c. NFC etc
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3
Assess the security risks associated with smart devices.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

47
Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

48
 Learning Planner

Information & 120

Duratio For
Subject Communications Week 11 minute 1
n m
Technology s
ICTs in the Society Sub-
Strand Connecting and Communicating Online
Strand
Content Standard Demonstrate knowledge and understanding on the use of the internet
Learning
Discuss and use internet applications
Outcome(s)

Learning Describe the evolution of the internet and identify internet service providers
Indicator(s) and their functions. I

49
 . How can I classify network types and topologies to make the use of the
computer less stressful?

Essential ii. What is the best approach to teach classification of network types and
Question(s) topologies? etc.

Talk for learning

Collaborative learning
Project based learning
Pedagogical
Discussion
Strategies
Matching
Group work

Teaching &
Laptops desktop computers
Learning
Router, network cables etc
Resources
Key Notes on Differentiation

i. Learning Tasks:
 The teacher should start the lesson by grouping the learners taking into
consideration GESI, SEL and other cross cutting issues and have an open class
discussion where learners list other computing devices in their environment or
research online aside from the previously discussed digital devices
 Where there are available resources (a range of digital devices such as
laptop, tablet, phablet, smartphones, wearables, mobile devices, and Wireless
Devices Connection, Internet access and Research tools such as educational
websites, online journals, e - books) Divide learners into small groups. Assign
each group two digital devices to research on their differences and share their
findings with the larger class
 Teacher Print out pictures or icons of various digital devices along with
separate cards containing descriptions of their functions and uses and share
them to the groups. Learners match each digital device picture with the correct
description card  After the matching activity, learners discuss why each digital
device is suited for its specific functions and how they differ from one another 
Ask learners to think of scenarios where one device might be more beneficial to
use than another in groups and explain their reasoning with the whole class,
etc.

ii. Pedagogical Exemplars:

 Facilitate group discussions where students can share their experiences and
insights about using different digital devices
 Assign research projects where students investigate the evolution of digital
50
 devices and their impact on society
 Teacher Print out pictures or icons of various digital devices along with
separate cards containing descriptions of their functions and uses and share
them to the groups. Learners match each digital device picture with the correct
description card  Present realworld scenarios where different digital devices
are used. Discuss why certain devices are preferred over others in specific
situations  Provide students with the opportunity to use various digital devices.
This direct interaction can help solidify their understanding of the differences,
etc.

iii. Key Assessments (DoK):

 Level 1: Name one major difference between a desktop computer and a laptop
computer
 Level 2: How does the form factor of a desktop computer differ from that of a
laptop computer, and how does it impact usability?
 Level 3: Evaluate the advantages and disadvantages of using a desktop
computer in a professional setting compared to a laptop computer
 Level 4: Design a desktop computer model tailored to meet the needs of
graphic designers, considering both performance and aesthetics, etc.

Keywords Router, www,email, streaming. Cloud storage etc

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
With two smartphones, assist a learner to whatsapp each other.

51
 Switch off the mobile data and let them do the whatsapping again.
Using thought shower, let the learners come out with their observations on both activities

Introductory Activity (15minutes) Introductory Activity (15minutes)

Considering all cross-cutting

issues, let leaners in small Discus the Uses of the internet
groups discuss the uses of the
internet.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
What is internet and internet
Discuss the meaning of internet and internet services?
services with learners.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
Match the following pictures
Present some popular internet browsers in
pictures and assist learners to do the matching
according to their names

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3
Compare and contrast two different web browsers you have used in terms of layout and features.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
Summarize the lesson through question and answers

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual

52
 Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

53
 Learning Planner

Information & 120

Subject Communications Week 12 Duration minute Form 1
Technology s
ICTs in the Society Sub-
Strand Connecting and Communicating Online
Strand
Content Standard Demonstrate knowledge and understanding on the use of the internet

Learning
Outcome(s)
Discuss and use internet applications

Learning Describe the evolution of the internet and identify internet service providers

54
 and their functions. II
Indicator(s)
i. In what ways can I integrate the cross - cutting themes - 21st century,
GESI, SEL, and National values in teaching how to classify network
types and topologies?
Essential ii. ii. How can the concepts of network types and topologies be applied
Question(s) to other subject areas such as mathematics, English, biology?

talk for learning

collaborative learning
Pedagogical activity ball
Strategies think pair share
group work

Teaching &
sim cards, mobile phones
Learning
laptops
Resources
Key Notes on Differentiation

i. Learning Tasks:
 Exploring the World Wide Web: Identify and group images into web
browsers, web pages, and search engines
 Learn about key components: browsers, servers, web pages, and search
engines
 Explore the difference between HTTP and HTTPS protocols
 Understand URLs and their structures
 Discuss the domain name system and the relationship between IP addresses
and domain names  Identify the type of organization based on website URLs
 Determine when websites should use HTTP or HTTPS, etc.

iii. Pedagogical Exemplars:  Using Project - Based Learning engage learners in

mixed - ability/gender - sensitive group to brainstorm the meaning of the internet,
evolution, world wide web  Engage learners in their mixed - ability groupings to
discuss the internet, world wide web and their impact on socio -economic
development as well as hands -on activities searching information on the internet,
etc. .

iii. Key Assessments (DoK):  Level 1: Identify the key differences between the internet
and the World Wide Web  Level 2: Explain how data is transmitted over the internet
using TCP/IP protocols  Level 3: Evaluate the impact of cybersecurity threats on
individuals and organization’s using the internet  Level 4: Predict how emerging
technologies like blockchain or quantum computing will shape the future of the
internet, etc.

55
Keywords Proxy, ISP, web hosting, technical support

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Assist learners to surf the internet using laptops, mobile phones or desktop computers
In thought shower technique, let leaners come out with their observations on the use of the internet
and the providers of the internet

Introductory Activity (15minutes) Introductory Activity (15minutes)

Learners should think pair and share the think pair and share the meaning of internet service
meaning of internet service providers providers

Activity 1 (40 minutes) Activity 1 (40 minutes)

in mixed ability groups, taking into Define internet service provider

consideration all cross cutting issues, guide
learners to define internet services providers

Activity 2 (40 minutes) Activity 2 (40 minutes)

56
using activity ball, let leaners describe the Describe the functions of an internet
functions of an internet service provider service provider

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3 . Create a proposal for a new pricing plan or service offering to attract more customers to an
ISP.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

In mixed ability groups, assist learners to

match the items in group A and group B. In this activity, you are going to match the images
in Group A with their corresponding names
(descriptions) in Group B. Write your answers in
your notebook and compare with your colleagues.
This activity can be done in groups or individually.
Activity 1 (25 minutes)
Activity 1(25 minutes)

In your group, create a timeline of the evolution of

Activity 2 (25 minutes) the internet. The table below, provides some key
dates. Use these dates as a guide to research and

57
 add their corresponding activities. Surf the
internet with the dates given for more information.

Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

58
 Learning Planner

Information & 120

Subject Communications Week 13 Duration minute Form 1
Technology s
Network Systems for
Sub-
Strand Transmitting Guided and Unguided Network Systems
Strand
Information
Demonstrate basic knowledge and understanding of guided and unguided
Content Standard
network systems
Learning
Outcome(s)
Connect and use wired and wireless networks

Learning
Indicator(s)
Classify network types and topologies I

How to Connect and use wired and wireless networks?

Essential  What is the best approach to teach Connect and use wired and wireless
Question(s) networks?, etc

talk for learning

collaborative learning
Pedagogical discussion
Strategies groupwork
activity ball
sage
Teaching &
Learning Laptops, Network Internet Card, router, switch
Resources
Key Notes on Differentiation

Learning Task
 The teacher should start the lesson by grouping the learners taking into
consideration GESI, SEL and other cross cutting issues and have an open class

59
discussion where learners brainstorm the definition of a computer network and it
importance. Each group comes out with a definition of and computer with at least
three importance of computer networks in writing. Each group read their write ups
with the larger group. Teacher t should briefly summarise learners’ presentation on
definition of computer networks and the importance of computer networks.
 Task learners in their GESI and SEL responsive groups to write down names of
common computing tools that they think can be used on a computer network. Each
group should be task to list not less than eight.
 Using matching activity, the teacher Provides learners with pictures or models of
network devices (if available) and labels with their names and functions. Learners
match each device with its correct label. After identifying the devices and their names,
task learners cross check from the list they made in task 1 and cross out what they
could not find.

ii. Pedagogical Exemplars :

 Interactive Lectures: Use multimedia presentations to introduce different
network devices and their functions. Incorporate real - world examples to
illustrate how these devices interact within computer networks.
 Group Projects: Encourage collaborative learning by having learners work
in groups to draw and map network devices and their functions. This can foster
discussion and deepen understanding through peer -to - peer education
 Visualisation: use pictures, diagrams and visual aids to illustrate the
structure of a computer network and the roles of various network devices
 Flipped Classroom: Assign video tutorials or readings on network devices as
homework and use class time for discussion and practical exercises. This
approach allows learners to learn at their own pace and apply knowledge
during interactive sessions.
 Case Studies: Analyse real -life scenarios that involve network device
deployment and management. Discuss the decisions made and their outcomes,
and explore alternative approaches, etc.
iii. Key Assessment (DoK):
 Level 1: What is a computer network? Name two devices that are commonly
used in a computer network
 Level 2: How does a router function differently than a switch in a computer
network? What role does a modem play in connecting to the Internet?
 Level 3: Analyse the impact of network devices on the performance and
security of a network and design a network layout for a small office, specifying
the network devices needed and their roles
 Level 4: Develop a plan to upgrade an existing network infrastructure with
modern network devices to improve efficiency and security, etc.

60
Keywords Stand alone, nodes, hub, channels

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

start the lesson by having an open class discussion about what a computer network is and examples
in the society.
Include networks that are relatable to the learners.
This could lead to a discussion about the advantages of using networks

Introductory Activity (15minutes) Introductory Activity (15minutes)

Let learners think ink pair share what a What is a computer network
computer network work is

Activity 1 (40 minutes)

Activity 1 (40 minutes)
State 3 advantages of computer
In mixed ability groupings taking into network over stand-alone computers
considerations GESI, SEL, ICT, 21ST
CENTURY SKILLS AND
DIFFERENTIATION, assist leaners to state at
least 3 advantages of a computer network over
stand-alone computers

Activity 2 (40 minutes)

61
Activity 2 (40 minutes) Discuss computer hardware
Using sage in the circle
technique, let learner discuss
computer hardware.

Use the same sage to let leaners identify Identify network hardware
network hardwares by providing those
resources to them

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3
The office of a finance business needs five computers to perform their day-to-day work, which includes
the processing and printing of documents and emailing customers.
a. Give three reasons to recommend networking these computers.
b. List the additional hardware items that will be required to set up a network in the office.
Describe the purpose of each device that you have listed.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
Use activity ball technique to summarize the lesson by asking for the definition or meaning of
network hardware

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

62
Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes) Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

63
 Learning Planner

Information & 120

Duratio For
Subject Communications Week 14 minute 1
n m
Technology s
Network Systems for
Sub-
Strand Transmitting Guided and Unguided Network Systems
Strand
Information
Demonstrate basic knowledge and understanding of guided and unguided
Content Standard
network systems
Learning
Outcome(s)
Connect and use wired and wireless networks

Learning
Indicator(s)
Classify network types and topologies II

Essential i. In what ways can I integrate the cross-cutting themes - 21st century skills,
Question(s) GESI, SEL, and national values in teaching how to connect and use wired
and wireless networks?
ii. How can wired and wireless networks be used in other subject areas such
as maths, English, biology?, etc.

64
 talk for learning
collaborative learning
project based learning
Pedagogical
discussion
Strategies
groupwork
activity ball

Teaching &
Learning
Resources
Key Notes on Differentiation

i. Learning Task:
 Teacher begins the lesson with a brief discussion on what a computer
network is and why it’s important. Teachers ask learners to individually share
their prior knowledge on network devices and the functions
 The teacher presents a video on the main types of computer networks:
Personal Area Network (PAN), Local Area Network (LAN), Wide Area Network
(WAN), and others. Learners watch the video and write down key points in the
video.
 In small groups, the teacher assigns each group a type of network to discuss
and give a diagram on the given type of network for discussion in the group
and make a presentation to the whole class., etc

ii. Pedagogical Exemplars:

 Using Visuals and Simulations: Utilize network simulators, multimedia
applications, packet-tracing tools, and visual analogies to help learners
visualize network operations and understand complex concepts  Group
Projects: Encourage collaborative learning by having learners work in groups
to draw and discuss types of computer network with their advantages and
disadvantages. This can foster discussion and deepen understanding through
peer-to peer education., etc.

ii. Key Assessment (DoK):

 Level 1: What is a local area network? List two differences between a Wide
Area Network (WAN) and a Metropolitan Area Network (MAN)
 Level 2: Explain how a router functions in a computer network
 Level 3: How would you troubleshoot connectivity issues in a wireless
network? Design a network layout for a small business that includes various
devices and ensures security
 Level 4: As a network administrator of your company, develop a proposal for
a city-wide WiFi network that addresses potential challenges and benefits. If a
company want to facilitating internal communication and file sharing within
the company, which computer network will you recommend and why?

65
Keywords PAN, LAN,MAN, WAN

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Start the lesson by having open discussions recapping from what has been studied about networks
using activity ball technique

Introductory Activity (15minutes) Introductory Activity (15minutes)

In consideration of all cross-

cutting issues guide learners to
thought shower the kinds of
mobile networks use in their
area
Discuss the classifications of network types
Discuss the classifications of according to your area
network types according to the
area with learners

66
 Activity 1 (40 minutes)

Activity 1 (40 minutes) Compare different area network

In small groups, considering GESI and
SEL, guide learners to compare different
area network
Activity 2 (40 minutes)

Distinguish between PAN,LAN and WAN

Activity 2 (40 minutes)
Use projected diagrams of PAN, LAN and
WAN to distinguish between the main area
networks

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Discuss the classifications of network types according to the area

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
Summarize the lesson through question and answers

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

67
Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes) Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

68
 Learning Planner

Information & 120

Subject Communications Week 15 Duration minute Form 1
Technology s
Network Systems for
Sub-
Strand Transmitting Guided and Unguided Network Systems
Strand
Information
Demonstrate basic knowledge and understanding of guided and unguided
Content Standard
network systems
Learning
Connect and use wired and wireless networks
Outcome(s)

Learning
Indicator(s) Classify network types and topologies III

How can Classify network types and topologies make using the
Essential
computer less stressful?
Question(s)
ii. What is the best approach to teach Classification of network
types and topologies?, etc.

Pedagogical Experiential learning

69
 Project based learning
Collaborative learnig
Group work
Strategies
Sage
Demonstration

Teaching &
Learning Network cables, laptop, desktop computers
Resources
Key Notes on Differentiation
i. Learning Tasks  Engage learners to briefly explain what network topologies are
and why they are important. Show examples of star, bus, mesh, and ring topologies
using diagrams either in a video or printed format
 Divide the class into small groups and assign each group a specific topology to
discuss. Ask each group to list out the advantages and disadvantages of their
assigned topology
 Provide worksheets with scenarios requiring network solutions and task learners
draw the most appropriate topology for each scenario and justify their choice 
Each group presents their topology, discussing its pros and cons in the context of
the scenarios provided.
Learners assess other groups as they present their work to the whole class.
Teacher also makes input where necessary, etc.

ii. Pedagogical Exemplars

 Utilize network simulators, multimedia applications, packet -tracing tools, and
visual analogies to help learners visualize network operations and understand
complex concepts
 Encourage collaborative learning by having learners work in groups to draw and
discuss types of network topologies with their advantages and disadvantages. This
can foster discussion and deepen understanding through peer -to - peer education
 Engage in individual and mixed - ability/gender - sensitive group work to
brainstorm structure and layout of computer networks in the society.
Engage learners in their mixed -ability groupings to analyse scenarios and draw
appropriate network topologies for the scenarios. Learners can also be made to set
up a layout of a type network topology for a hand -on practical provided
networking materials are available, etc.

iii. Key Assessments (DoK):  Level 1: What is a network topology?

 Level 2: Compare and contrast star and ring topologies.
 Level 3: Analyse the impact of adding additional nodes to a star topology.
 Level 4: Create a proposal for a network design for a new building using a
specific topology and justify your choice, etc.

70
Keywords P2P, architecture, client, server, mode,

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Thought shower learners on types of networks using activity ball

EXPECTED ANSWERS: lan, mam, wan etc.

Introductory Activity (15minutes) Introductory Activity (15minutes)

Briefly have an open discussion Discuss classifications of network

with leaners on classifications of types according to architecture
network types according to
architecture by considering all
cross-cutting issues
Activity 1 (40 minutes)
Activity 1 (40 minutes)
compare client server networks to peer-to-peer
In small groups assist learners to compare networks
client server networks to peer-to-peer networks
Activity 2 (40 minutes)
Activity 2 (40 minutes)
demonstrate 2 scenarios where P2P model network
Using sage in the circle, let the sage design would be chosen over client server mode
demonstrate how at least 2 scenarios where

71
P2P model network design would be chosen
over client server model

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3
Explain why client-server networks are considered more secure than peer-to-peer networks.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
Summarie the lesson through question and answers
Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

72
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

73
 Learning Planner

Information & 120

Subject Communications Week 16 Duration minute Form 1
Technology s
Network Systems for
Sub-
Strand Transmitting Guided and Unguided Network Systems
Strand
Information
Demonstrate basic knowledge and understanding of guided and
Content Standard
unguided network systems
Learning
Connect and use wired and wireless networks
Outcome(s)

Learning
Classify network types and topologies
Indicator(s)
In what ways can I integrate the crosscutting themes - 21st century skills, GESI,
SEL, and national values in teaching how to classify network types and
topologies?

ii. How can the concepts of network types and topologies be applied to other
subject areas such as maths, English, biology?, etc.
Essential
Question(s)
i. How can transmission media be used effectively to send and
receive data in a network environment? ii. What is the best
approach to teach Classification of transmission media to be used
effectively to send and receive data in a network environment?, etc

Pedagogical
Strategies
Teaching &
Learning Desktop
Resources
Key Notes on Differentiation

74
i. Learning task:
 Teachers discuss transmission media with learners and introduce the three
main types of guided media to learners. Learners in their groups, research on
one type of guided media each using their digital devices (if available) or
textbooks. They should focus on their structure, how they transmit data, and
their advantages and disadvantages.
 Task learners to create a comparison chart that lists the key features of each
type of guided media they researched on. This could include bandwidth,
susceptibility to interference, and typical use cases.
 Practical Demonstration: If possible, arrange for physical samples of each
type of cable. Demonstrate the flexibility, thickness, and other physical
characteristics. Analyse a real-world scenario where a particular type of
guided media is used. Discuss why that choice was made over the others.
 Each group presents a type of guided media, discussing its pros and cons in
the context of the scenarios provided. Learners assess other groups as they
present their work to the whole class. Teacher also makes input where
necessary
.  Teacher through questions and answers discuss what was learned and how it
applies to real-world networking situations with the learners to climax the
lesson.

ii. Pedagogical Exemplars:  Critical Media Literacy: This approach prepares

educators to teach learners to critically analyse media and technology. It
involves questioning systemic issues of power and engaging in social justice
through media creation  Problem -Posing and Constructivist Teaching: This
pedagogy nurtures learning to identify, evaluate, and analyse various media
texts. It’s about engaging learners in a dialogue that challenges their
preconceptions and encourages critical thinking transmission media, etc

. iii. Key Assessments (DoK):

 Level 1: What are the three main types of guided media?
 Level 2: Describe how signal degradation affects data transmission in coaxial
cables
.  Level 3: Develop a plan to upgrade an office network’s cabling with a focus
on balancing cost and performance
 Level 4: Propose a design for a city’s broadband infrastructure using guided
media, considering factors like geography, user density, and future scalability,
etc.

75
Keywords Cloud ,vendor, storage, security

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Thought shower learners on types of network using activity ball

EXPECTED ANSWERS: lan, mam, wan etc

Introductory Activity (15minutes) Introductory Activity (15minutes)

In mixed ability groupings taking Think ink pair and share the types of
into consideration all cross networks
cutting issues, assist learners to
think ink pair and share the
types of networks

Activity 1 (40 minutes)

Activity 1 (40 minutes)

Demonstrate to learners the classification of Classify the network types according to topology
networks according to topology using the

76
resources available at the lab Activity 2 (40 minutes)

Discuss the advantages and

Activity 2 (40 minutes) disadvantages of bus, star, ring and
mesh topologies
Discuss the advantages and disadvantages of
bus, star, ring and mesh topologies with
learners

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3
Evaluate the effectiveness of a ring topology in a large organization

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)
Summsrise the lesson through questions and answers

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

77
Activity 3 (25 minutes) Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

78
 Learning Planner

Information & 120

Subject Communications Week 17 Duration minute Form 1
Technology s
Network Systems for
Sub-
Strand Transmitting Guided and Unguided Network Systems
Strand
Information
Demonstrate basic knowledge and understanding of guided and unguided
Content Standard
network systems
Learning
Connect and use wired and wireless networks
Outcome(s)

Learning Classify transmission media used to send and receive data in a

Indicator(s) network environment II

i. How can transmission media be used effectively to send and receive data in a
network environment? ii. What is the best approach to teach Classification of
Essential
transmission media to be used effectively to send and receive data in a network
Question(s)
environment?, etc.

Collaborative learning
Talk for learning
Pedagogical
Project based learning
Strategies
Discussion

Teaching &
Learning
Resources
Key Notes on Differentiation

i. Learning Tasks:
 Divide learners into groups, and assign each group a specific transmission mode
(simplex, half duplex, or fullduplex) and have group act out scenarios related to
their assigned mode using role play
 In groups, learners prepare Visual Representations based on their assigned

79
 transmission mode. The learners should consider the following in preparing their
visual presentation
 In groups, learners set up a mini - network using simple materials (e.g., strings,
paper cups, or markers) and demonstrate how data flows in their assigned modes
 Show a five-minute video or simulations on the various transmission modes in
computer networks for learners to watch. Divide the class into teams and organize
a debate or discussion on the video or simulation watched. Assign teams to defend
or critique a specific transmission
mode. Encourage critical thinking and evidence-based arguments, etc

ii. Pedagogical Exemplars:

 Provide a list of transmission modes such as simplex, half duplex, and fullduplex,
and ask learners to identify and explain each mode
 Create a simulation or interactive activity where learners can experience sending
and receiving data in simplex, half duplex, and fullduplex modes to understand how
each mode works
 Assign a task where learners analyse case studies or scenarios to determine
which transmission mode would be most suitable based on factors such as
bandwidth requirements, latency, and network congestion
 Challenge learners to create a network design proposal that incorporates
advanced transmission technologies like multiplexing, error correction, and flow
control to enhance data transfer speeds and reliability, etc.

iii. Key Assessments (DoK):

 Level 1: Discuss the basic concepts of transmission modes in computer networks
Level 2: Apply knowledge of transmission modes to effectively transmit data in
various network configurations
 Level 3: Assess the implications of selecting specific transmission modes on
network performance and efficiency, etc.

Keywords

80
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

Activity 1 (40 minutes) Activity 1 (40 minutes)

Activity 2 (40 minutes) Activity 2 (40 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

Lesson 2

81
 Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

82
 Learning Planner

Information & 120

Duratio For
Subject Communications Week 18 minute 1
n m
Technology s
Network Systems for
Sub-
Strand Transmitting Computer and Information Security
Strand
Information
Demonstrate knowledge and understanding of Safety and security issues in the
Content Standard
use of computers

83
Learning Discuss and evaluate the physical safety hazards and their prevention in the use
Outcome(s) of computers

Learning
Indicator(s)
i. In what ways can I integrate the crosscutting themes - 21st century
skills, GESI, SEL, and national values in teaching how to
transmission media be used effectively to send and receive data in a
network environment? Etc
Essential ii. How can the concepts of transmission media be applied to other
Question(s) subject areas such as math, English, biology?, etc.

Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation

i. Learning Tasks:
 Divide learners into groups, and assign each group a specific computer safety
measures and have group act out scenarios related to their assigned task using
role play
 In groups, learners prepare slides based on their assigned task on computer
safety measures  Debate or Discussion: Show a five-minute video or
simulations on the various computer safety measures for learners to watch.
Divide the class into teams and organize a debate or discussion on the video or
simulation watched. Assign teams to defend or critique specific computer safety
measures. Encourage critical thinking and evidence-based debates, etc.

ii. Pedagogical Exemplars:

 Provide a list of computer safety such as simplex, half duplex, and full duplex, and ask
learners to identify and explain each mode
 Assign a task where learners analyse case studies or scenarios to determine which computer
safety measures would be most suitable based on certain scenarios
 Challenge learners to create computer safety measures with some scenarios, etc.
iii. Key Assessments (DoK):
 Level 1: Discuss the basic computer safety measures in the society
 Level 2: Apply knowledge of computer safety measures to effectively prevent
some computer security risks?
 Level 3: Assess the implications of selecting specific computer safety
measures with given scenarios, etc.

84
Keywords Transmission, optical, coaxial, twisted, fibre optic

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Use activity ball to revise the previous lesson on week 17

Introductory Activity (15minutes) Introductory Activity (15minutes)

Activity 1 (40 minutes) Activity 1 (40 minutes)

Activity 2 (40 minutes) Activity 2 (40 minutes)

85
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

86
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

87
 Learning Planner

Information & 120

Subject Communications Week 19 Duration minute Form 1
Technology s
Network Systems for
Sub-
Strand Transmitting Computer and Information Security
Strand
Information
Demonstrate knowledge and understanding of Safety and security issues in the
Content Standard
use of computers
Learning Discuss and evaluate the physical safety hazards and their prevention in the use
Outcome(s) of computers

Learning
Indicator(s)
i. How can Physical Safety Risk affect the use of computers? ii. What is the best
approach to teach Physical Safety Risk in the use of computers?, etc.
Essential
Question(s)

Project based learning

Collaborative learning
Activity ball
Pedagogical
Group work
Strategies
Discussion
Demonstration

Teaching & Laptops

Learning Desktop computers
Resources Network cables etc
Key Notes on Differentiation

i. Learning Tasks:
 Guide learners to discuss Internet safety
 Learners in groups discuss how to minimize the risk of a computer related
accident
 Challenge learners to create health risk from using the computer, etc.

88
 ii. Pedagogical Exemplars:  Assign tasks where learners analyse case studies or
scenarios to determine internet safety/child protection
 Using cooperative learning activities, learners explain ways of minimizing
the risk of a computer related accident with the aid of diagrams
 In groups, Learners analyse health risk from using the computer using
PowerPoint presentation, etc.

iii. Key Assessments (DoK):

 Level 1: List of at least 4 internet safety/child protection
 Level 2: Explain of at least 4 various ways of minimizing the risk of a
computer related accident
 Level 3: Analyse of at least 4 health risk from using the computer

Keywords Wireless, near field communication NFC, infrared, music box

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Demonstrate to learners how to connect a music box to a mobile phone.
Brainstorm learners on their observations

89
Introductory Activity (15minutes) Introductory Activity (15minutes)

Discuss the features of a Bluetooth

In mixed ability groups,
considering all cross-cutting
issues, guide learners to discuss
the features of a Bluetooth

Activity 1 (40 minutes)

Activity 1 (40 minutes)

Discuss the feature of NFC, INFRARED AND

WIFI with learners
Activity 2 (40 minutes)

Activity 2 (40 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

90
Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

91
 Learning Planner

Information & 120

Subject Communications Week 20 Duration minute Form 1
Technology s
Network Systems for
Sub-
Strand Transmitting Computer And Information Security
Strand
Information
Demonstrate knowledge and understanding of Safety and security issues in the
Content Standard
use of computers
Learning Discuss and evaluate the physical safety hazards and their prevention in the use
Outcome(s) of computers

Learning
Indicator(s)

92
 i. In what ways can I integrate the crosscutting themes - 21st Century, GESI,
SEL, and National values in teaching Physical Safety Risk? ii. How can Physical
Safety Risk be applied to other subject areas such as maths, English, biology?,
Essential etc.
Question(s)

Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation

i. Learning Tasks:
 Guide learners to discuss, causes of physical safety  Lead learners to
identify and discuss how to prevent computer security risk  Discuss computer
security risk, etc.
ii. Pedagogical Exemplars:  In mixed ability groups, learners list causes of
physical safety in the computer laboratory  Using think -pair - share, guide
learners to explain the various ways of preventing physical safety at the
computer with the aid of a diagram  In groups, learners analyse computer
security risks using PowerPoint presentation, etc.
iii. Key Assessments (DoK):
 Level 1: State 5 physical safety measures to observe in the computer
laboratory  Level 2: Explain various ways of preventing computer security
risks at the computer laboratory
 Level 3: With the aid of PowerPoint presentation, analyse at least 4
computer security risks

Keywords

93
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

Activity 1 (40 minutes) Activity 1 (40 minutes)

Activity 2 (40 minutes) Activity 2 (40 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

94
 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

95
 Reflection & Remarks

Learning Planner

Information & 120

Subject Communications Week 21 Duration minute Form 1
Technology s
Network Systems for
Sub-
Strand Transmitting Computer And Information Security
Strand
Information
Demonstrate knowledge and understanding of Safety and security issues in the
Content Standard
use of computers

96
Learning Discuss and evaluate the physical safety hazards and their prevention in the use
Outcome(s) of computers

Learning
Indicator(s)
i. How can one identify Physical Safety Risk?
ii. What is the best approach to teach Causes of Physical Safety Risk
Essential in the use of computers?, etc.
Question(s)

Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation

i. Learning Tasks:  Guide learners to discuss computer related health problems

 Learner’s lead discussions on the prevention of computer related health
problems  Computer and your health, etc
ii. Pedagogical Exemplars:  Create a simulation or interactive activity where
learners can list computer related health problems  Assign tasks where
learners analyse case studies or scenarios to determine and describe various
ways of preventing computer related health problems with the aid of a diagram
 Through debate, learners analyse the statement “Computer and your health”
using PowerPoint presentation, etc.
iii. Key Assessments (DoK):  Level 1: List 5 computer related health problems 
Level 2: describe the various ways of preventing computer related health
problems  Level 3: PowerPoint presentation on the debate of the statement
“Computer and your health”, etc.

Keywords

97
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

Activity 1 (40 minutes)

Activity 1 (40 minutes)

Activity 2 (40 minutes) Activity 2 (40 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.

98
Activity (15 minutes)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

3.

99
 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

Learning Planner

Subject Information & Week 22 Duration 120 Form 1

100
 Communications minute
Technology s
Network Systems for
Sub-
Strand Transmitting Computer And Information Security
Strand
Information
Demonstrate knowledge and understanding of Safety and security issues in the
Content Standard
use of computers
Learning Discuss and evaluate the physical safety hazards and their prevention in the use
Outcome(s) of computers

Learning
Indicator(s)
i. In what ways can I integrate the crosscutting themes - 21st century
skills, GESI, SEL, and national values in teaching Causes of Physical
Safety Risk?
Essential ii. How can Causes of Physical Safety Risk be identified?, etc.
Question(s)

Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation

i. Learning Tasks:
 Learners lead discussions on the causes of physical safety risk of computer
equipment
 Identify the various prevention strategies/ measures of physical safety risk of
computer equipment
 Consider effects of physical safety risk of computer equipment, etc.

ii. Pedagogical Exemplars:

 Create a simulation or interactive activity where learners can identify the
various causes of physical safety risk of computer equipment
 Assign tasks where learners analyse case studies or scenarios to determine
and describe various ways of preventing physical safety risk of computer
equipment with the aid of a diagram
 Use group work to guide learners through PowerPoint presentation, analyse
the causes and prevention of physical safety risk of computer equipment, etc.

iii. Key Assessments (DoK)

 Level 1: List 5 causes of physical safety risk of computer equipment
 Level 2: Explain 8 various ways of preventing physical safety risk of computer
equipment

101
  Level 3: PowerPoint presentation analysis of the causes and prevention of
physical safety risk of computer equipment, et

Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

Activity 1 (40 minutes) Activity 1 (40 minutes)

102
Activity 2 (40 minutes) Activity 2 (40 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

103
Activity 3 (25 minutes) Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

104
 Learning Planner

Subject Information Week 23 Duration Form

Network Systems for
Sub-
Strand Transmitting Computer And Information Security
Strand
Information
Demonstrate knowledge and understanding of Safety and security issues in the
Content Standard
use of computers
Learning Discuss and evaluate the physical safety hazards and their prevention in the use
Outcome(s) of computers

Learning
Indicator(s)
i. How can one protect himself from Physical Risk?
Essential ii. What is the best approach to teach evaluation of Physical
Question(s) Safety Risk in the use of computers? etc.

Collaborative learning
Enquiry Based learning
Talk for learning
Activity ball
Pedagogical
Group work
Strategies
Think pair share
Discussion
Thought shower

Teaching &
Learning
Resources
Key Notes on Differentiation

i. Learning Tasks

105
  Using think-pair - share identify various preventive measures on physical
safety risk
 Relate the various identified ways to prevent computer security threats
 Application of preventive measures on physical safety risk and computer
security threats, etc.
ii. Pedagogical Exemplars:
 Create a simulation or interactive activity where learners can identify the
various preventive measures on physical safety risk
 Using cooperative learning groups, learners describe the various ways of
preventing computer security threats with the aid of a diagram
 Learners demonstrate using PowerPoint presentation on the application of
preventive measures on physical safety risk and computer security threats, etc.

iii. Key Assessments (DoK):

 Level 1: List 4 preventive measures on physical safety risk
 Level 2; Describe the various ways of preventing computer security threats
 Level 4: PowerPoint presentation on the application of preventive measures
on physical safety risk and computer security threats, etc.

Keywords Depression, anxiety, disorder

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
106
 Have simple aerobics with learners, assist them to share their experience after the exercise
HINT: Look for those complaining of tiredness

Introductory Activity (15minutes) Introductory Activity (15minutes)

What causes the pains in the body

Thought shower learners about after the exercise
what came about the pains

Activity 1 (40 minutes)

Activity 1 (40 minutes)

In mixed ability groups, considering all cross- Think ink pair share the causes of
cutting issues, guide learners to think ink pair sleep disorder from using computers
and share the causes of sleep disorders from
using computers

Briefly discuss the symptoms and preventive discuss the symptoms and preventive measures
measures with learners on for sleep disorders with on sleep disorders and weight problems
and weight problems

Activity 2 (40 minutes) Activity 2 (40 minutes)

Explain to learners the meaning of depression

and anxiety

In small grops taking into consideration GESI

AND SEL assit learners to discuss causes of
depression and anxiety linked to the use of
computers

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Develop an educational resource (e.g., flyers, slides, multimedia documents) that can
promote healthy computer habits and happy and healthy computer users.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.

107
Activity (15 minutes)
Summarize the lesson through questions and answers

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

108
 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

109
 Learning Planner

Information & 120

Subject Communications Week 24 Duration minute Form 1
Technology s
Network Systems for
Sub-
Strand Transmitting Computer And Information Security
Strand
Information
Demonstrate knowledge and understanding of Safety and security issues in the
Content Standard
use of computers
Learning Discuss and evaluate the physical safety hazards and their prevention in the use
Outcome(s) of computers

1.Discuss physical safety risk (electrocution, fire hazard, tripping

hazard, personal injury) in the use of computers
2. discuss the causes of physical safety risk of computer equipment
Learning
Indicator(s)
3. Apply preventive measures on physical safety risk ( including an
ncrease in the number of wall sockets and not using too many
extension blocks

i. In what ways can I integrate the crosscutting themes - 21st century

skills, GESI, SEL, and national values in teaching evaluation of
Physical Safety Risk?
Essential ii. ii. How can evaluation of Physical Safety Risk be identified? etc.
Question(s)

Collaborative learning
Enquiry Based learning
Talk for learning
Activity ball
Pedagogical
Group work
Strategies
Think pair share
Discussion
Thought shower

Teaching &
Learning Realias from the computer lab
Resources
Key Notes on Differentiation

i. Learning Task:
 Further discuss preventive measures on physical safety risk  Consider
further ways to prevent computer security threats
 With real-Life examples bring to bear the application of preventive measures

110
 on physical safety risk and computer security threats, etc.

ii. Pedagogical Exemplars:

 In pairs, learners briefly explain further preventive measures on physical
safety risk with the aid of a diagram
 In mixed ability groups, learners explain further ways of preventing computer
security threats with the aid of a diagram Learners demonstrate the application
of preventive measures on physical safety risk and computer security threats in
their everyday lives with a role play in groups, etc.

iii. Key Assessments (DoK):

 Level 1: Write briefly on 5 preventive measures on physical safety risk
 Level 2: Discuss 5 causes of computer security risks and suggest the various ways of
preventing such computer security threats
 Level 3: With the aid of a diagram demonstrate the application of preventive measures on
physical safety risk and computer security threats, etc.

Keywords Electrocution,fire extinguisher, faulty etc

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

111
 Give a scenario concerning a trip by someone, and what causes that.

Introductory Activity (15minutes) Introductory Activity (15minutes)

Brainstorm learners on the What causes trips and falls

causes of trips and fall.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
think ink pair and share the causes of trips and
Let learners think ink pair and share the falls
causes of trips and falls relating to the
computing environment like the lab

Activity 2 (40 minutes)

Activity 2 (40 minutes)
discuss the measures for trips and falls
Use activity ball to discuss the measures for
trips and falls

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

112
Introductory activity (25 minutes) Introductory activity (25 minutes)

Activity 1 (25 minutes) Activity 1(25 minutes)

Activity 2 (25 minutes) Activity 2 (25 minutes)

Activity 3 (25 minutes)

Activity 3 (25 minutes)

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken place.
Activity (15 minutes)

Reflection & Remarks

113
114