Vishnu Boys Hindu College

INFORMATION TECHNOLOGY DEPARTMENT

LESSON PLAN
TEACHER’S NAME: Rajeendra Lucky SUBJECT: Information Technology

DATE: 4th February 2018 CLASS: Form 4

TIME: 9:00 a.m. to 9:40 a.m. LENGTH OF PERIOD: 40 mins x 1 period

Syllabus: Caribbean Examinations Council (CXC) Caribbean Section 1: Fundamentals of Hardware and Software
Secondary Education Certificate (CSEC) Information
Technology (May-June 2010).

Unit Title: Fundamentals of Hardware

Lesson 9: Output devices of the computer system.

RESOURCES

Teacher Resources Student resources

Laptop/ Internet Desk & chairs

Projector Paper/ notebook / pencils/ pens
Power Point Presentation (Output Devices) Computer/ Internet
Markers/ Whiteboard Power Point Presentation (Output Devices - Teacher)
Checklist/ Chart Rubric Text/ Handout notes/ Graphic Organizer
Consumable supplies including: construction paper, permanent markers, and, glue
PREVIOUS KNOWLEDGE - Students should know:
 the major hardware components of the general computer system
 the main function of the major hardware components of the general-purpose computer system.

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OBJECTIVES:

Cognitive Psychomotor Affective

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

1. Correctly define the terms output and output N/A 1. Participate in class discussions.
devices of the computer system in their own (Responding)
words. (Remembering) 2. Willingly collaborate with their peers to
2. Identify at least THREE (3) types of output create a chart. (Responding)
devices of the general-purpose computers.
(Understanding)
3. Categorize output devices according to Visual
Display Units (VDUs), printers/plotters or
speakers. (Analyzing)
4. Create a chart in groups on an assigned output
devises category consisting of at least THREE
types of output devices and their basic
functions/use given output devices notes/handouts
and pictures. (Create)

ASSESSMENT STRATEGY with Objective:

Cognitive Assessment Strategy Affective Assessment Strategy

1. Define the terms output
and output devices of the
computer system in whole
class discussion.
(Remembering)
1. Activity 1 (Oral Questioning):
i. “What does the word ‘output’
mean?”
ii. “What is a device?”
iii. “Therefore, can you tell me,
1. Participate actively in class  Observational Checklist 1.
activities and group
discussions.

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 what is an output device?”
Oral feedback – 85% of the students
are expected to answer correctly.

2. Identify at least THREE 2. Activity 2 (Oral Questioning): 2. Participate actively in class  Observational Checklist 1
(3) types of output i. “Can you think of some output activities and group
devices of the general- devices that you have used or discussions.
purpose computers. seen someone used?”
(Understanding) Oral feedback – 85% of the students
are expected to answer correctly.

3. Activity 3– (Questioning &

3. Categorize output Engaging): 3. Demonstrate critical thinking
devices according to i. “What are the functions of each by categorizing output devices  Cognitive
Visual Display Units output devices?” according to their functions. Checklist(Categorizing
(VDUs), ii. Students are asked to sort the Computer Output
printers/plotters or identified output devices into Devices)
speakers. (Analyzing) similar grouping using graphic
organizer.
iii. “How would you describe each
group or category?”
iv. Each group/category is assigned
the names Visual Display Units
(VDUs), printers/plotters or
speakers on the graphic
organizer.
Oral feedback – 85% of the students

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 are expected to answer correctly.
Observation - 85% of the students are
expected to complete the graphic
organizer.

Activity 4 – Group Work: Chart is

4. Create a chart in groups on
an assigned output devises
category consisting of at
least TWO types of output
devices and their basic
functions/use given output
devices notes/handouts and
pictures. (Create)
created on an assigned category
consisting of relevant output devices. 4. Cooperate with group members
 Chart Development
Chart Checklist – - 85% of the chart is to complete the chart.
Checklist
expected to be completed. students are
expected to complete the graphic
organizer.

Set Induction:

Teacher will create interest by showing the teapot asking students to observe and complete the sentences. Teacher will show. Teacher says “What
goes in …..” and allows students to complete the phrase by saying “What comes out?”. Teacher asks the students: “Can you tell me if in the
computer system what goes in and what comes out?” The teachers elicit from the students about the three stages of processing for today’s lesson by
using the analogy of the teapot in which the output is the answer to the problem. Teacher says raw data “normal water” goes in and “Hot Water”
output comes out (2 mins)
Description of Teaching/Learning Activities:

Intelligence Est. time to

Teacher Activities Student Expected Activities
being developed complete

1. Teacher divided students into three groups and 1. Students sit in assigned groups and assigns group VL, BK 1 min
assigns roles of leader, recorder, researcher members roles. Intra, inter
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 and presenter.

2. Teacher introduces the lesson “Output 2. Students observes and listen to questions posed by the VL 1 min
devices” and engages students in discussion teacher and participate in giving responses orally. Intra
about the set induction.

3. Discuss the in whole class discussion by 3. Students observes and listen to questions posed by the VL 3 mins
asking the following questions: “What is the teacher and participate in giving responses orally. Intra
meaning of the word output?”/ “What is a
computer output?”/“What is a device?”
“Therefore, can you tell me, what is an output
device?” Teacher explains the difference
between human readable and machine
readable.
(Engaging and Questioning)

4. Teacher asks, “Can you think of any output 3. Students listen; answer orally the output devices they VL 3 mins
devices that you have used or seen someone are familiar with. [It is expected that the students Inter
else use?” will be able to identify at least THREE (3) output Intra
(Engaging and Questioning) device].

4 Teacher asks students “How these output 4 Students listen to question posed by the teacher and VL
devices provides results of processing participate in giving responses orally. [It is expected VS 3 mins.
operations?” that the student will say, display/see, print/see/read Intra
and hear].
(Engaging and Questioning)

5. Teacher explains the difference between 5 Student listens and groups the output devices VL, VS, BK 4 mins
hardcopy and soft copy. Teacher asks students according to the functions they have identified. [It is Intra
to sort the identified output devices into similar expected that the student will group according to: Inter
grouping according to their function using screen display/softcopy, print/hardcopy and

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 graphic organizer. A teacher asks students sound].
“How would you describe each group or
category?”
(Engaging / Questioning/ Informing)

5 Teacher tells students the names of each 6. Students listen and write the corrections on their VL 2 mins
category as: Visual Display Units (VDUs), graphic organizers. Inter
printers/plotters or audio devices. Intra
(Engaging and Questioning)

7. Teacher assigns each group an output device 4. Students listen to instructions, observe and ask VL, VS, BK 10 mins
category (Visual Display Units (VDUs), questions for clarification/s. Students discuss and Intra
printers/plotters or speakers). Teacher instructs develop charts for their assigned category. Inter
the students to create a chart to display various
output devises and their uses by using the
notes/handouts and pictures provided. Teacher
walks around and observes.
(Informing/Engaging)

6 Teacher at the end of the allotted time instructs 5. Different groups are quickly called upon to present VL, VS, BK 3 mins
the different groups to present their chart to the their chart to the class. The charts will be displayed Intra
class. for the whole class to observe. Inter
(Assessing)

7 Teacher gives students to individually complete 6. Students will individually apply what they have VL 5 mins
worksheet. At the end of the time students will learned to complete the assignment. Students submit VS
exchange and correct. (Assessing) activity sheets. Intra

8 Teacher summarizes lesson and makes bridging 7. Students listen and ask questions. VL 1 min
statement.
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 (Engaging)
END OF LESSON ACTIVITIES

Closure to lesson:

T.S. (Transition Statement):

“In today's class we looked at output and output devices and the three main categories computer output devices". 1 min

B.S. (Bridging Statement):

“In our next class you will be learning about each type output devices characteristics and their uses. 1 min
C.P. (Contingency Plan): CONTINGENCY PLAN:
1. The activity is unexpectedly easy / difficult for the students. 1. Use an alternate, simplified/complex version of the activity.
2. Student numbers than expected show up for class/inadequate 2. Allow students to work in groups to share materials.
computer stations. 3. Ensure to have hard copy of the slides/notes and use the
3. No electricity or the power point presentation is not working. white board and markers.

Multiple Intelligences <http://www.tecweb.org/styles/gardner.html>

VS: Visual Spatial VL: Verbal Linguistic Inter: Interpersonal Intra: Intrapersonal BK: Body/ Kinesthetic
LM: Logic/Mathematical M: Musical N: Naturalistic E: Existential

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