Computer 1 TRP

ACADEMIC PLANNER
Academic Planner
Subject: Computing and ICT Grade: 1
1st Term 2nd Term 3rd Term
Periodic Unit 1 Periodic Unit 2 Periodic Unit 1 Periodic Unit 2 Periodic Unit 1 Periodic Unit 2
Week 1 Week 1 Week 1 Week 1 Week 1 Week 1
Unit 1 Computer Unit 2 The Unit 3 Know Your Unit 4 Software Unit 5 Computers in Unit 6 Drawing With
Basics Computer Mouse Keyboard Basics Everyday Life Paint
LP1 LP1 LP1 LP1 LP1 LP1
L1SO 1.1 Recognize L1SO 1.8 Recognise L1SO 1.16 Define L1SO 2.1 L1SO 3.1 L1SC 1.1 Start Microsoft
some machines that a mouse as a part of keyboard Recognize start up Recognise and describe Paint.
make our work easier. computer. LP2 process of uses of a computer at
LP2 LP2 L1SO 1.17 Recognise Microsoft home: playing games, LP2
L1SO 1.2 Recognize L1SO 1.9 Recognize different keyboards. Windows. watching cartoons, doing L1SC 1.2 Label the main
the computer as a left and right mouse LP2 homework and listening parts of the Paint window.
machine. buttons. L1SO 2.1 to the recitation of the (Quick Access Toolbar and
Recognize start up Holy Quran. Ribbon)
L1SO 1.10 process of LP2
Recognise a scroll Microsoft L1SO 3.1 Recognise and
wheel. Windows. describe uses of a
(Completing the computer at home:
Process) playing games, watching
L1SO 2.2 cartoons, doing
Recognize desktop homework and listening
area of a monitor to the recitation of the
screen. Holy Quran.
L1SO 1.3 Describe L1SO 1.11 L1SO 1.17 Recognise L1SO 2.3 L1SO 3.1 Recognise and L1SC 1.2 Label the main
briefly that computer Recognize different different keyboards. Recognize some describe uses of a parts of the Paint window.
makes our work easier. types of mouse. 29 “Icons” on the computer at home: (Drawing Area)
LP4 desktop area: This playing games, watching
LP4 PC, Recycle Bin, cartoons, doing LP4
L1SO 1.4 Recognize L1SO 1.12 Describe L1SO 1.18 Recognize Start Button, Task homework and listening L1SC 1.3 Label tools
four basic parts of a the correct way to and describe View, Microsoft to the recitation of the available in Paint.
computer: keyboard, use a mouse. alphabetic and numeric Edge, File Explorer Holy Quran.
mouse, monitor and LP4 keys. and Store. LP4
system unit. L1SO 1.13 Describe LP4 L1SO 3.2 Recognise and
and practise the L1SO 2.4 Define describe the uses of a
correct way to hold a an icon. computer in school for
mouse. drawing, painting, typing
and teaching.
L1SO 1.5 Identify L1SO 1.14 L1SO 1.18 Recognize L1SO 2.5 L1SO 3.2 Recognise and L1SC 1.4 Use Paint tools
steps to start up a Recognise a mouse and describe Recognise the describe the uses of a (pencil, line, curve, oval,
computer. (Desktop) pointer and observe alphabetic and numeric Start Menu. computer in school for rectangle, eraser, fill with
that moving a mouse, keys. LP6 drawing, painting, typing color) to draw and paint
L1SO 1.6 Recognize moves the pointer on LP6 L1SO 2.6 and teaching. simple shapes.
desktop screen on the the monitor screen. L1SO 1.19 Recognize Recognise some LP6 LP6
monitor. LP6 and describe special programs present L1SO 3.3 Recognise and L1SC 1.4 Use Paint tools
LP6 L1SO 1.14 keys: Enter, in the Start Menu. describe uses of a (pencil, line, curve, oval,
L1SO 1.5 Identify Recognise a mouse Backspace, Shift, computer in school for rectangle, eraser, fill with
steps to start up a pointer and observe Delete, Spacebar and preparing worksheets, color) to draw and paint
computer. (Laptop) that moving a mouse, Ctrl. time table, and exam simple shapes.
moves the pointer on schedule and exam
the monitor screen. papers.
L1SO 1.7 L1SO 1.15 L1SO 1.19 Recognize L1SO 2.7 L1SO 3.3 Recognise and L1SC 1.4 Use Paint tools
Differentiate between Describe and and describe special Describe that describe uses of a (pencil, line, curve, oval,
hardware and practise single and keys: Enter, programs present computer in school for rectangle, eraser, fill
software. double mouse clicks. Backspace, Shift, in a computer are preparing worksheets, with color) to draw and
LP8 LP8 Delete, Spacebar and called software. time table, and exam paint simple shapes.
L1SO 1.7 L1SO 1.15 Ctrl. LP8 schedule and exam LP8
Differentiate between Describe and LP8 L1SO 2.8 papers. L1SC 1.5 Save a Paint file.
hardware and practise single and L1SO 1.19 Describe how to LP8
software. double mouse clicks.
Recognize and shut down a L1SO 3.3 Recognise and
describe special keys: computer. describe uses of a
Enter, Backspace, computer in school for
Shift, Delete, preparing worksheets,
Spacebar and Ctrl. time table, and exam
schedule and exam
papers.
LP9 REVISION LP9 REVISION LP9 REVISION LP9 REVISION LP9 REVISION LP9 REVISION
LP10 REVISION LP10 REVISION LP10 REVISION LP10 REVISION LP10 REVISION LP10 REVISION

Assessment of Unit 1 Assessment of Assessment of Unit 1 Assessment of Assessment of Unit 1 Assessment of Term 3
Term 1 Term 2
LESSON PLAN
Lesson Plan 1
Periodic
Subject Grade Term Week Day
Lesson Plan Unit
L1SO1.1 LP1 Computing
1 First 1 1 1
and ICT
TB
Period Unit# Unit Name Concept PB Pages Duration
Pages
Computer
1 1 Machines 1-2 N/A 40 Min
Basics
Unit Goal The students will recognise a computer as a machine, basic parts, booting of a
computer, and differentiate between computer hardware and software.
Learning The students will be able to: Vertical Alignment
Objective L1SO 1.1 Recognise some Previous N/A
machines that make work Grade
easier.
Cross- This Grade The students will be able to:
curriculum  L1SO 1.1 Recognise some
Links machines that make work easier.
Required Skills Recognition of machines. Next Grade The students will be able to:
 L2SO 1.3: Identify three basic
Focused Skills Recognition of some machines operations of a machine.
that makes work easier.
Vocabulary machine, computer, parts, sew, sewing, dirty, travel and calculate
Prerequisite All students should have recognised some machines available at home, for example a
Knowledge sewing machine, fan, washing machine, bicycle and a calculator.
Resources : Instructional Strategies: Q & H (Islamic) Integration:
 Whiteboard/Blackboard  Direct instruction NA
 Marker/chalk  Effective questioning
 Flashcards of machines  Demonstration
 Textbook  Problem solving
Starter: 5 min
Greet the students saying Assalaamu Alaikum. Welcome the
students to grade 1. Introduce yourself and let the students introduce
themselves one by one. Appreciate them on their introduction.
Methodology/Instructional Phase:
Introduction:
 Tell the students that, in this lesson, they are going to recognise some machines that make
work easier.
 Tell them that machines make work easier.
 Tell them that machines are tools that help to do tasks easily and quickly that would be
difficult to do manually.
20 min
Activity 1: (Effective questioning)

 Ask the students to tell the names of some machines they have seen in their homes. Give
them some time to answer.
Page 1 of 3
Lesson Plan 1
 After taking their responses write the names of those machines on the board. Their
responses may be like this: sewing machine, fan, washing machine, juicer or blender, bicycle,
etc.
 Ask a few students to tell how these machines help.
 Now elaborate that a sewing machine helps sew our clothes. It would take a long time to sew
by hand.
 An electric fan keeps us cool in hot weather. It would be difficult if we use a hand fan.
 A washing machine helps to wash dirty clothes. It would be difficult to wash by hand.
 A juicer/blender helps make drinks easily and quickly. It would be difficult to do so by hand.
Similarly, tell them about some other machines.
 Now ask the students to tell some machines that can be seen in their classroom.
 After taking their responses write the names of those machines on the board.
 Ask a few students, how these machines help.
 Write their responses on the board against the names of the machines.
Activity 2: (Demonstration)
 Show them flashcards of some machines (sewing machine, fan, washing machine, calculator,
bicycle, etc.) and ask them to identify the machines. Upon their responses, tell them their
names and functions.
 Ask the students to read the content on page 1 and 2.
 Walk around the students and help them to understand the content.
 Encourage the students to ask questions and answer them.
Activity 3: (Problem solving)

 Ask the students to solve exercise Q No. 1 in their textbooks.
Extension SEN:
Tell the students that the machines which need human operators (involving hands) are
called manual machines and those which run on electric power are called automatic
machines.
G&T:
Ask the students to make a list of manual and automatic machines and share with the
rest of the class.
Plenary: 3 min
Sum up the lesson by telling that they have recognised some machines that make work
easier. In the next lesson, you will discuss a very interesting machine.
Assessment (AFL): The teacher will write these incomplete statements on the board and 10 min
ask some students to come forward and complete. Encourage those who fill correctly and
correct those who require.
Fill in the blanks:
1) A/An __________ machine help us sew our clothes.
2) A/An ___________ keeps us cool in hot weather.
3) A/An ___________ helps us to wash dirty clothes.
4) A/An ___________ helps us to travel.
5) A/An____________ is is ued to calculate sums.
Page 2 of 3
Lesson Plan 1
Home Assignment: Ask the students to find some more examples of machines found in 2 min
everyday life and write their uses in the notebooks. The students will note down homework
assignment in their diaries, and the teacher will sign them.
Outcome: I can recognise some machines that make work easier.
Teacher Self-Evaluation Target Achieved
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
__
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
__
Assessment Bank
Q1 Why is a machine called a tool?
Q2 How do machines make work easier?
Q3 How does a computer make our work easier?
Page 3 of 3
Lesson Plan 2
Periodic
Lesson Plan Unit
1 First 1 1 2
and ICT
TB
Pages
Computer Computer as a
1 1 3 N/A 40 Min
Basics machine
Unit Goal The students will recognise a computer as a machine, its basic parts, booting of a
Objective L1SO 1.2 Recognise the Previous N/A
computer as a machine. Grade
curriculum  L1SO 1.2 Recognise the
Links computer as a machine.
Required Skills Recognition of some Next Grade The students will be able to:
machines used daily.  L2SO 1.4 Identify three
Focused Skills Recognition of computer as a basic operations of a computer.
machine.
Vocabulary desktop computer, laptop computer

Prerequisite All students should have recognised some machines available at homes and in
Knowledge school.
 Whiteboard/Blackboard  Direct instruction NA
 Textbook  Discussion
 Flashcards  Demonstration
 Worksheet  Homework
 Desktop computer and Starter: Greet the students with Assalaamu Alaikum. 5 min
laptop Welcome the students to a new lesson. Ask them to recall
 Pictures of machines or what they have learned in the previous lesson, i.e. machines that make
wall chart work easier. After taking their responses tell them that they are going
to learn about an exciting machine today.
Paste some pictures of machines including a computer on a chart, fix it
on a classroom wall or on the information board. Wall chart of
machines can also be used for this purpose. Ask the students to
identify the machines. Involve them and make them attentive.
Introduction:
Tell the students that they are going to learn about a very interesting machine which is
25 min
called a computer.
Page 1 of 4
Lesson Plan 2
 Show them flashcards of the desktop as well as a laptop computer and ask some of the
students to tell their names. Provide adequate time for answers.
 Make three columns on the board with the headings “Student Name”, “Desktop Computer”,
“Laptop”.
 After taking their responses, tick under the name of the student who gives the correct
answer. Encourage the students and let them know the correct answers.
 Explain to them that the computer with a tower casing is called a desktop computer and the
computer with a keyboard and screen assembled together is called a laptop.
 Now ask them to observe the pictures of machines on the wall chart and identify the
similarities between the machines.
Activity 2: (Discussion)
 Tell the students that computer is a machine that helps us in many ways. On the board make a
list of ways in which machines are used as mentioned on the textbook page 3.
 Discuss each way thoroughly so that all the students have clear understanding.
 Now ask them to read the content on page 3. Walk around the classroom/lab and help the
students to understand the concept.
 Engage the students and make sure that no student sits idle and wastes time.
Activity 3: (Exercise)
 Ask the students to do Q no. 2 in their notebooks.
Extension SEN: The students will make a list of the ways in which computers help on paper
together.
G&T: The students will discuss with other students how a computer helps.
Plenary: Sum up the lesson saying that a computer is a very useful machine. Tell the 3 min
students that, in the next lesson, we will discuss the basic parts of a computer.
Assessment (AFL): Write the following questions on the board and ask the students to 5 min
answer these: 1) Why do we call a computer a machine? 2) What is the difference
between desktop and laptop computers? Encourage those who give the correct answers and correct
those who give wrong answers.
Home Assignment: The students will do worksheet given with this lesson plan as 2 min
homework. The students will note down homework assignment in their diaries, and the
teacher will sign them.
Outcome: I can recognise the computer as a machine.
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Page 2 of 4
Lesson Plan 2
Reason/comment:_________________________________________
______________________________________________________
Assessment Bank
Q1 On a paper make a list of 10 machines that can be seen at homes and in the school.
Q2 What are the reasons that we consider a computer a machine?
Q3 Have you ever used a tablet PC?
Q4 What is the difference between the using of a tablet and using a laptop?
Page 3 of 4
Lesson Plan 2
Worksheet
Computer as a machine
Student name: ____________________ Roll no: _____
Make a list of the ways in which computers helps us.
1.
___________________________________________________________________
2.
___________________________________________________________________
3.
___________________________________________________________________
4.
___________________________________________________________________
5.
__________________________________________________________________
Page 4 of 4
Lesson Plan 3
Periodic
Lesson Plan Unit
1 First 1 2 1
and ICT
TB
Pages
Computer Computer as a
1 1 3 N/A 40 Min
Basics machine
Learning  L1SO 1.3 Describe briefly Vertical Alignment
Objective that computer makes work Previous N/A
easier. Grade
Cross- This Grade Students will be able to:

curriculum  L1SO 1.3 Describe briefly that
Links computer makes work easier.
Required Skills Recognition of some machines Next Grade Students will be able to:
used daily.  L2SO 1. 3 Identify three basic
Focused Skills Description of computer a operations of a machine.
machine that makes work
easier.
Vocabulary games, shapes
Pre-requisite All students should have recognised that machines make work easier.
Knowledge
 Whiteboard/blackboard  Direct instruction NA
 Desktop/laptop computer  Demonstration
 Computer lab  Problem solving
Starter: 5 min
Have the students recall what they have learnt in the
previous lesson and ask the following questions.
1) What is the name of the very interesting machine you have
learnt in the previous class/session?
After taking their responses ask them to tell the similarities between
computers and other machines.
Introduction:
Make the students recall that as different machines helps make work easier, similarly a
20 min
computer also makes work easier.
Page 1 of 3
Lesson Plan 3
 Tell the students that computers help us in many ways.

 On the board make a list of the ways computers help us as mentioned on the book page 3.
 Discuss each way thoroughly so that all the students have clear understanding.
 Now ask them to read the content on page 3. Walk around the students and help them to
understand the concept.
 Involve the students in mental math. For example, ask a student what the answer would be if
we add 5 and 5. The answer would be easy and the students would reply ‘10’. Now ask the same
student to add two numbers for example 55 and 88. Definitely, it would be difficult to add.
 Now open Calculator in the computer and add these numbers. Make sure that all the students
observe the activity carefully. Tell them that the computer solved the sum easily.
 Similarly discuss other uses with practical examples such as draw some shapes in Paint and
colour them and ask the students to observe.
Activity 3 (Problem Solving)

Ask the students to solve exercise Q 6 in their textbooks. Walk around and help the students
complete this task. Sign their textbooks after checking them.
Extension SEN: Ask the students to draw a butterfly on a sheet of paper and colour it. Appreciate
the student whose drawing and colouring looks the best.
G&T: Ask the students to make a list of some educational games they know and share
information with the classmates.
Plenary: End the lesson saying that a computer is a very useful machine and it makes work 3 min
easier in many ways. Also tell them that in the next lesson you will discuss its different
parts.
Assessment (AFL): How does a computer help us solve sums? 10 min
Home Assignment: Ask the students to find some educational game CDs in their homes 2 min
and play them. The students will note down homework assignment in their diaries, and the
teacher will sign them.
Outcome: I can describe briefly that computers make work easier.
Teacher Self-evaluation Target Achieved
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
__
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
__
Page 2 of 3
Lesson Plan 3
Assessment Bank
Q1 How many basic parts does a computer have?
Q2 Name the basic parts of a computer.
Q3 Make a list of your favourite games on a sheet of paper and show it to your teacher.
Page 3 of 3
Lesson Plan 4
Periodic
Lesson Plan Unit
1 First 1 2 2
and ICT
TB
Pages
Computer Parts of a
1 1 4-7 N/A 40 Min
Basics computer
Objective  L1SO 1.4 Recognise four Previous N/A
basic parts of a computer: Grade
the keyboard, mouse,
monitor and system unit.
curriculum  L1SO 1.4: Recognise four basic
Links parts of a computer: the
keyboard, mouse, monitor and
system unit.
Required Skills Recognition of parts of some Next Grade The students will be able to:
machines.  L2SO 1.1: Describe the basic
Focused Skills Recognition of the basic parts of a computer: the mouse,
parts of a computer. keyboard, monitor, and system
unit.
 L2SO 1.5
Define input and output devices.
Vocabulary keyboard, mouse, monitor, system unit

Prerequisite All students should have recognised the computer as a machine.
Knowledge
 Marker/chalk  Modelling
 Textbook  Effective questioning
 Computer lab  Problem solving
 Sticky notes  Homework
Starter: Greet the students with Assalaamu Alaikum. 5 min
Welcome the students to a new lesson. Tell the students
that in this lesson you will ask a student to tell the names of body
parts. That student will act as a model.
Introduction:
Tell them that a computer is made up of many parts. In this lesson they are going to learn about some
basic parts of a computer.
Page 1 of 3
Lesson Plan 4
20 min
Activity 1: (Modelling)
 Ask a students to come forward and stand in front of the class. Ask the students to say the
names of some body parts.
 The response may be like this: hand, head, foot, leg, eye, nose, etc.
 After taking the responses explain that these body parts help us in many ways, such as hands
are used for holding things, eye to see, etc.
 Now ask the students to read the content on page 4.
Activity 2: (Hands-on learning)

 Make sticky notes of the names of four basic parts of a computer.
 Use a computer from the computer lab.
 Ask a few students to tell the names of computer parts. Some of them may already know, but
others may not.
 After taking their responses, paste the sticky notes on the relevant parts of a computer.
 Let them observe these parts in an ample time.
 Ask one of the students to read the content on page 5 and the others will listen carefully.
 Encourage them to ask questions and answer them in a friendly way.
Activity 3: (Problem solving)

Students will do worksheet (Q1 & 2) on page 6 and 7 of the textbook. Walk in the lab and help the
students. Make sure that all the students have completed it and sign the book.
Extension SEN: NA
G&T: Ask the students to find some pictures of different types of monitors, keyboards
and system units. They will paste and label them on a chart paper and pin the chart to a
soft board in the class. (G &T students will work collaboratively and prepare the chart
before the next period and discuss with SEN students in the class).
Plenary: Sum up the lesson saying that you have recognised four basic parts of a 3 min
computer: the keyboard, mouse, monitor, and system unit in today’s lesson.
Assessment (AFL): Ask a few students to tell the names of different parts of a 10 min
computer.
Home Assignment: Students will solve exercise Q no. 3 in their notebooks. The students 2 min
will note down homework assignment in their diaries, and the teacher will sign them.
Outcome: I can recognise four basic parts of a computer: the keyboard, mouse, monitor and system
unit.
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Page 2 of 3
Lesson Plan 4
Reason/comment:_________________________________________
_______________________________________________________
Assessment Bank
Q1 What is the name of a machine that looks like a monitor?
Q2 Why is a computer mouse called so?
Q3 What is the name of the box that looks like metal and plastic casing?
Page 3 of 3
Lesson Plan 5
Periodic
Lesson Plan Subject Grade Term Week Day
Unit
L1SO1.5,
Computing
L1SO1.6 LP5 1 First 1 3 1
and ICT
TB
Period Unit# Unit Name Concept PB Pages Time
Pages
Computer Starting up a
1 1 7-8 N/A 40 Min
Basics computer
computer and differentiate between computer hardware and software.
Objective  L1SO 1.5 Identify steps to Previous N/A
start up a desktop Grade
computer.
 L1SO 1.6 Recognise the
desktop screen on the
monitor.
curriculum  L1SO 1.5 Identify steps to
Links start up a desktop computer.
 L1SO 1.6 Recognise desktop
screen on the monitor.
Required Skills Recognition of the basic Next Grade The students will be able to:
parts of computer.  L2SO 2.3: Recognise Microsoft
Focused Skills Identification of start up Windows as system software.
process and the desktop
screen.
Vocabulary power supply, power button, desktop
Prerequisite All the students should know the difference between the desktop and laptop
Knowledge computers.
 Textbook  Demonstration
 Computer lab  Hands-on learning
Welcome the students to a new lesson. Tell them that they
are going to learn how to start up a computer. Conduct the lesson in the
computer lab.
Introduction:
20 min
Tell the students that we need to start a computer before using it.
 Ask the students to open their textbooks on page 7. Read the content and the students will
listen to the reading attentively. Write the steps of starting up a computer on the board.
Page 1 of 2
Lesson Plan 5
 Point to the power supply button on the classroom wall and let them observe.
 Now use a computer from the lab and point to the power button on the system unit. Let the
students observe the power button. Now point to the power button on the monitor. Ask them
to observe it.
 Now use the steps on page 7 to start up the computer until the desktop screen appears.
Demonstrate this to the students. Tell the students that the screen that appeared is called
the desktop.
Activity 2: (Reading and hands-on learning)
 Ask the students to read silently the content on page 7 and 8 on their own and raise hands to
ask questions. Answer their questions in a friendly way.
 Now ask them to start their computers in the lab following the same steps. Walk in the lab
and monitor the activity. Make sure that all the students perform this activity.
Extension SEN: Tell the students that the picture that appeared on the screen is of Windows 10.
G&T: Ask the students to make a list of other versions of Windows used nowadays and
share the information with other students in the next period.
Plenary: Sum up the lesson and ask the students to recall the steps to start up a laptop. 3 min
Inform that they will be asked to share the steps in the next class. Say Allah Hafiz
before you leave the lab.
Assessment (AFL): Ask a few students to tell when a computer is ready for use. 10 min
Home Assignment: The students will solve exercise Q No. 4 in their notebooks. The 2 min
students will note down homework assignment in their diaries, and the teacher will sign
them.
Outcome: I can identify steps to start up a desktop computer.
I can recognise desktop screen on the monitor.
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment Bank
Q1 What are the steps to start up a computer?
Q2 When is a computer ready for use?
Q3 What is the name of the screen visible on a monitor when a computer starts up?
Page 2 of 2
Lesson Plan 6
Periodic
Lesson Plan Unit
1 First 1 3 2
and ICT
TB
Pages
Computer Starting up a
1 1 9 N/A 40 Min
Basics computer
Unit Goal The students will recognise a computer as a machine and differentiate between
computer hardware and software.
Objective  L1SO 1.5 Identify the Previous N/A
steps to start up a laptop Grade
computer.

curriculum  L1SO 1.5 Identify the steps
Links to start up a laptop computer.
Required Skills Identification of start up Next Grade The students will be able to:
process and the desktop  L2SO 2.3: Recognise
screen. Microsoft Windows as system
Focused Skills Identification of start up software.
process and the desktop
screen.
Vocabulary power button, power supply
Prerequisite All the students should identify the steps to start up a desktop computer.
Knowledge
 Whiteboard/blackboard  Effective questioning NA
 Marker/chalk  Demonstration
 Computer lab  Hands-on learning
 Laptop Starter: Greet the students with Assalamu Alaikum. 5 min
Welcome them to a new lesson. Conduct this lesson in the
classroom. Bring the laptop in the classroom. Start the lesson by
asking the following question: Where is the power button located on a
laptop?
Introduction:
20 min
Tell the students that, in this lesson, they are going to learn how to start up a laptop
computer.
Activity 1: (Demonstration and reading)
 Use the laptop and point to the Start button located on the laptop. Walk around the
classroom and let the students observe the start button.
 Now ask them to read the content on page 9 of the textbook.
Page 1 of 2
Lesson Plan 6
 Discuss the content in Do you know? on page 9 of the textbook.

 Let some of the students start up the laptop. The teacher will shut down the laptop every
time.
 Ask them to do Q 5 of the textbook. Walk around the students, check and sign their books.
Extension SEN: NA
G&T: NA
Plenary: Sum up the lesson and tell to the students to always shut down the computer 3 min
after use.
Assessment (AFL): What is the difference between a power button and power supply. 10 min
Home Assignment: Ask the students to practise starting up and shutting down laptop at 2 min
their homes if available. Ask them to write the steps in their notebooks. They will note
down homework assignment in their diaries and the teacher will sign them.
Outcome: I can identify the steps to start up a laptop computer.
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment Bank
Q1 Why is a computer called an electronic machine?
Q2 What is the difference between the start up process of a desktop and of a laptop
computer? Compare in a table.
Q3 What is the cable used to charge a laptop called?
Page 2 of 2
Lesson Plan 7
Periodic
Lesson Plan Unit
1 First 1 4 1
and ICT
TB
Pages
Computer
Computer hardware &
1 1 9-11 N/A 40 Min
Basics Computer
software
Objective  L1SO 1.7 Differentiate Previous N/A
between hardware and Grade
software.
curriculum  L1SO 1.7 Differentiate
Links between hardware and
software.
Required Skills Recognise the monitor, system Next Grade The students will be able to:
unit, keyboard and mouse.  L2SO 2.1 Define software.
Focused Skills Recognise hardware and
software by touching and
feeling.
Vocabulary hardware, software, Windows 10
Prerequisite All students should have recognised the monitor, system unit, keyboard and mouse.
Knowledge
 Computer lab  Direct instruction Who has taught (the writing) by
 Windows 10 installed  Effective questioning the pen. He has taught man that
on computers.  Hands-on learning which he knew not. (Surah: Al-
 Textbooks ‘Alaq)
Starter: Greet the students with “Assalaamu Alaikum”. 5 min
Welcome them to a new lesson. Conduct this lesson in the
computer lab. Ask them to take their seats and sit properly and quiet.
When they have done, ask some of the students to tell the difference
between the start-up of a desktop and a laptop computer. Involve the
students in the discussion. The purpose is to make sure that all the
students have clear understanding of starting a desktop as well as a
laptop computer.
Introduction:
 Tell the students that they are going to recognise the parts of a computer that are called
hardware and those which are called software.
Page 1 of 3
Lesson Plan 7
Activity 1: (Hands-on learning) 20 min

 Ask the students to start up the computers in the computer lab. Ask them to touch
the main parts of the computers, i.e. monitor, keyboard, mouse and system unit. Instruct them
to touch these parts only. They should not touch the cables or other parts to save themselves
from dangerous electric shocks.
 Now tell them that the parts they have touched and felt are known as hardware.
 Now ask them to touch the Windows 10. When they touch, ask them to observe that they have
touched the screen of monitor and not the Windows 10 software.
 Now tell them that those parts of a computer which you can see only and cannot touch or feel
are known as software.
Activity 2: (Reading)
 Ask one of the students to read the content on pages 9 to 11. Encourage the students to ask
questions and answer them in a friendly way.
 Let the students perform “Let’s practise” and “Practical activity” in the computer lab.
Extension SEN: The students will make a list of more hardware components that can be seen in
the computer lab and share the information with the rest of the class.
G&T: The students will make a list of more software components they know and share
the names with the rest of the class.
Plenary: Students are expected to give 6 examples of hardware components and 3 3 min
examples of software components.
Assessment (AFL): Ask a few students to tell the difference between computer hardware 10 min
and computer software.
Home Assignment: Ask the students to do the following. 2 min
1) Practical Activity Q2 and 3.
2) Q7 of the textbook in their notebooks.
The students will note down homework assignment in their diaries, and the teacher will sign them.
Outcome: I can differentiate between hardware and software.
Not Achieved
Reason\Comment:_________________________________________
_______________________________________________________
__
Partially Achieved
Reason\comments:________________________________________
_______________________________________________________
___
Page 2 of 3
Lesson Plan 7
Assessment Bank
Q1 Which parts of a computer are known as hardware?
Q2 Which parts of a computer are known as software?
Q3 Do you know any Windows version other than Windows 10?
Page 3 of 3
Lesson Plan 8
Periodic
Lesson Plan Unit
1 First 1 4 2
and ICT
TB
Pages
Computer
Computer hardware and
1 1 12 N/A 40 Min
Basics Computer
software
Objective  L1SO 1.7 Differentiate Previous N/A
between hardware and Grade
software.
curriculum  L1SO 1.7 Differentiate
Links between hardware and
software.
Required Skills Recognise hardware and Next Grade The students will be able to:
software by touching and  L2SO 2.1 Define software.
feeling.
Focused Skills Saving a computer from
different hazards.
Vocabulary food, liquids, dust, heat
Prerequisite All students should have recognised the monitor, system unit, keyboard, and mouse
Knowledge as hardware and Windows 10 as software.
 Computer lab  Demonstration
 Print of illustrations  Hands-on learning
(given at the end of this Starter: Greet the students with Assalaamu Alaikum. 5 min
lesson plan) or wall chart Welcome them to a new lesson. Print and paste the
 Dust cover illustrations on a chart. Put ticks and crosses on the illustrations
according to page 12 of the textbook using a marker and display the
chart on the board. Wall chart can also be displayed for this purpose.
Introduction:
Tell the students:
This is the last lesson of the unit. You have learnt and put your hands on practice of many activities
related to computer hardware. It is necessary to protect yourselves as well as computers while you
1
Lesson Plan 8
are working. Let us see some of the ways you can adopt to protect the computer. Conduct
25 min
the lesson in the computer lab.
 Ask the students to observe the illustrations on the wall chart. Give them adequate time for
observation. After they have observed ask them to tell why some ticks and crosses are put on
the illustrations. Take their responses and give them ample time for discussion.
 Now conclude that we should protect our computers from foods, liquids, dust and heat. Tell
them that these are dangerous for computers. These things may destroy the delicate
computer components. Show them the dust covers and ask them to use such for their
computers at homes.
 Now ask the students to read content on page 12 under the heading ‘Save me’. Walk around
the students and answer their questions.
 Students will revise the concepts learned in the lesson in “Let’s revise”. It is the summary of
the unit.
 Use the content of “Teacher’s note” on page 12 and get all the students to start up their
computers in the computer lab.
 Also tell different ways to save computers from different hazards.
Extension SEN: NA
G&T: NA
Plenary: Summarise the lesson saying that they have learned how to protect their 3 min
computers from different hazards.
Assessment (AFL): Ask the following questions to the students: 5 min
1) What are the uses of computers at homes and schools?
2) What are the basic parts of a computer?
Home Assignment: NA 2 min
Outcome: I can identify ways to take care of a computer from edible things, dust, and heat.
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment Bank
Q1 Where is the power button located to start up a computer?
Q2 Name some liquids that are harmful for a computer?
Q3 How can you protect your computer from dust and heat?
2
Lesson Plan 8
Illustrations from textbook page 12
3
Nakhlah Computer – Grade 1
Revision Pack Guidelines
Periodic Unit 1-Week 5
Lesson Plan 9
Day 1 (40 min)
 Convey to the students that they are going to revise the lesson from page
no.s 1 to 12 of the textbook in today’s class.
 The teacher should involve the students in revision of concepts learned in
the unit 1.
 The teacher should focus on the main concepts of the unit.
 Let them revise the concept of machines such as computer, parts of a
computer, starting up a computer and differentiating between computer
hardware and software.
 Let them do the reinforcement worksheet for day 1.
 Walk around the students and monitor them while they are working on the
worksheet.
Lesson Plan 10
Day 2 (40 min)
 Ask the students to revise the exercise from the textbook on page no.s
13 to 15 which includes Q1, Q2, Q3, Q4, Q5 and Q6 of Unit 1.
 Ask the students to revise Q7 form the exercise on their notebook.
 Ask the students to practise writing answers to the questions in their
notebooks.
 The teacher should monitor how the revision is going on, and modify the
revision plan and style accordingly, to make it more effective.
worksheet.
Page | 1
Week 5 Day 1 Grade 1
Lesson Plan 9
Reinforcement Worksheet Unit 1
Textbook Page no.s 1 to 12
Time 15 min
Student’s Name: ______________
Q1: Make a list of the machines that make work easier.
i.
ii.
iii.
iv.
v.
Q2: What are the four main parts of a computer?
i.
ii.
iii.
iv.
Q3: What are the steps to start up a desktop computer?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Q4: What are the steps to start up a laptop computer?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Q5: Differentiate between computer hardware and software.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Page | 2
Lesson Plan 10
Reinforcement Worksheet Unit no. 1
Textbook Page no.s 1 to 12
Time 15 min
Student’s Name: ______________
Q1: Label the parts of a computer.
Q2: Write the steps to start up a computer.
Step Step
Step
Page | 3
Q3: Tick T for “True” and F for “False”.
a) A computer is a machine. (T/F)
b) The screen of a monitor is called a desktop. (T/F)
c) The parts of a computer that we can see and touch are known as software.
(T/F)
d) The parts of a computer that we can see but cannot touch are known as
hardware. (T/F)
e) The power button is located only on the system unit of a computer. (T/F)
Page | 4
Periodic
Lesson Plan Unit
1 1st 2 1 1
and ICT
TB
Pages
The
A computer
1 2 Computer 16 N/A 40 Min
mouse
Mouse
Learning The students will be able to:
Objective/s  L1SO 1.8 Recognise a mouse as a part of a computer.
Vocabulary movement, pointer

Prerequisite The students should have recognised mouse as a hardware part of computer.
Knowledge
 whiteboard/blackboard  Direct instruction NA
 marker/chalk  Effective questioning
 textbook  Demonstration
 mouse Starter: Greet the students with Assalaamu Alaikum. 5 min
 wallchart of a house Welcome them to a new lesson “The Computer Mouse”.
mouse and a computer Paste/pin the wallchart of a house/field mouse and a computer mouse
mouse on a prominent place, for example writing board or information board in
the classroom. Ask the students to tell the similarities and differences
between the two.
Methodology/Instructional Phase: 25 min
Introduction:
Tell the students that the computer mouse is one of the basic parts of a computer. It is named so
because it is similar in shape to a mouse that lives in fields and houses. Give them introduction to the
unit using the content on page 16.
 Ask the students to read the content on page 16.
 Tell them that a mouse lives in houses or fields and a computer mouse is a part of a
computer.
Activity 2: (Observation)
 Give the students a mouse and let them observe. Encourage them to ask questions about the
device and answer their questions.
Plenary: Sum up the lesson and tell the students that a mouse is a part of a computer 5 min
that is interacted most while working on a computer. A computer mouse is called mouse as
it is similar in shape to the animal mouse.
Assessment (AFL): What are hardware parts of a computer? 5 min
Home Assignment: NA
Outcome: I can recognise a mouse as a part of a computer.
Page 1 of 2
Teacher’s Self- Target Achieved
Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 How does a mouse help you while you work on your computer? List some ways in your
notebook.
Q2 What part of a laptop performs the function of a mouse?
Q3 Why was the computer mouse given the name “mouse”?
Page 2 of 2
Periodic
Unit
L1SO1.9,
Computing
L1SO1.10 LP2 1 1st 2 1 2
and ICT
TB
Pages
The
A computer
mouse
Mouse
Objective/s  L1SO 1.9 Recognize left and right mouse buttons.
 L1SO 1.10 Recognise a scroll wheel.
Vocabulary left button, right button, scroll wheel, cable

Prerequisite The students should have recognised mouse as a hardware part of a computer.
Knowledge
 textbook  Demonstration
 labelled picture of a Starter: Greet the students with Assalaamu Alaikum. 5 min
mouse Arrange students into two groups A and B. Write the
 scotch tape following statements on the board. Ask group A students to explain the
 Wall chart answer of Q1 to group B and group B to explain the answer of Q2 to
 computer lab group A.
1) What is similar between a house/filed mouse and a computer
mouse?
Show a computer mouse and ask the students to identify its parts.
Then ask the question given below.
2) How many parts of a computer mouse can you recognise?
Introduction:
20 min
Tell the students that in this lesson they are going to recognise some parts of a mouse.
 Paste the wallchart of labelled picture of a mouse on the information board. It should be
clearly visible to all students.
 Let the students see the different parts of a mouse and discuss with each other.
 Use the content of page 17 and explain the purpose of buttons, scroll wheel and cable on a
mouse.
 Ask the students to read content of page 17 and ask questions.
 Walk around the students and answer their questions.
Activity 3:
Page 1 of 2
 Let the students observe the mouse buttons, scroll wheel, and cables attached to the mouses
in the lab.
Plenary: Tell the students that a computer mouse has two buttons and a scroll wheel. It is 5 min
attached to the system unit through a cable.
Assessment (AFL): How many buttons are there on a mouse? Name them. 5 min
Home Assignment: Ask the students to solve exercise Q 1 on their textbooks. The 5 min
students will note down the homework assignment in their diaries and the teacher will sign
them.
Outcome: I can recognise left and right buttons and scroll wheel of a mouse.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What is the type of a mouse that is without a cable?
Q2 What is the purpose of a scroll wheel on a mouse?
Q3 How does a mouse attach to the computer system?
Page 2 of 2
Periodic
Unit
L1SO1.11,
Computing
L1SO1.12, LP3 1 1st 2 2 1
and ICT
TB
Pages
 Different
The
types of mouse
1 2 Computer 17-18 N/A 40 Min
 Correct way to
Mouse
use a mouse
Objective/s  L1SO 1.11 Recognise different types of a mouse.
 L1SO 1.12 Describe the correct way to use a mouse.
Vocabulary laser, optical, mechanical, wireless

Prerequisite The students should have recognised different parts of a mouse.
Knowledge
 textbook  Discussion
 laser, optical, mechanical Starter: Greet the students with Assalaamu Alaikum. Bring 5 min
and wireless mouse different types of mouses in the classroom, i.e. laser,
 mouse pad optical, mechanical, and wireless. Put all the mouses on a table. Ask the
students to observe and discuss them.
Introduction:
Tell the students that they are going to recognise different types of mouse and also how
25 min
to hold a mouse correctly.
 Divide the class into two groups A and B. Give different mouses to the group A and ask them
to observe and tell the difference among them to the group B.
 Similarly group B will do and tell the differences they can identify to the group A. Most of
their answers will be based on the physical appearance of the mouses.
 After taking their responses, explain to them that:
1) A laser mouse uses laser technology for sensing the surface on which it is placed. It can
be used on a variety of surfaces. It is expensive.
2) An optical mouse uses LED lights for illumination and sensing the surface on which it is
placed. It is less expensive than the laser mouse. It is mostly used on a mouse pad and glossy
surfaces.
3) A mechanical mouse contains metal or rubber ball on its underside. When the ball is
rolled, it moves the mouse pointer on the monitor screen. It has been replaced by the optical
mouse nowadays. Explain to them the content in Do you know? that a mouse pad is used
beneath the mechanical mouse. Show them the mouse pad.
Page 1 of 2
4) A wireless mouse connects to the computer without the use of wires. It uses wireless
technology, for example Bluetooth.
 Ask the students to observe the illustration on page 18 in which a mouse is placed in a correct
way.
 Ask them to read the content on page 17 and 18.
Plenary: Sum up the lesson by saying, “You have learned about different types of mouse. 5 min
Now you can recognise a mouse by observing its physical appearance and features.”
Assessment (AFL): Ask the following question. In which direction mouse buttons should 5 min
be when it is attached to a computer?
Home Assignment: NA
Outcome: I can recognise different types of mouses and can use a mouse in the correct way.

Evaluation
Not Achieved
Reason/Comment:__________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:__________________________________________
______________________________________________________
Assessment
Q1 What are the benefits of using a mouse pad?
Q2 What is the difference between a laser mouse and an optical mouse?
Q3 Is it necessary to use a mouse pad for all mouse types?
Page 2 of 2
Periodic
Lesson Plan Unit
1 1st 2 2 2
and ICT
TB
Pages
The
Correct way to
hold a mouse
Mouse
Objective/s  L1SO 1.13 Describe and practise the correct way to hold a mouse.
Vocabulary index finger, middle finger, palm, thumb
Prerequisite The students should recognise different types of mouse and demonstrate how to
Knowledge place a mouse correctly when connected to a computer.
 marker/chalk  Demonstration
 textbook  Effective questioning
 computer lab  Role play
 projector Starter: Greet the students with Assalaamu Alaikum. 5 min
Display the illustration of a labelled hand given with this
lesson plan using a projector. Ask the students to recognise the names
of different fingers. Announce the name of a finger, for example “little
finger” and ask the students to raise their little fingers. Encourage
those who raise the correct finger and correct those who raise the
wrong finger. Similarly, let them name other fingers. Help the students
to recognise their little finger, middle finger, thumb and palm in the
same way.
Introduction:
20 min
Now tell the students that they are going to learn how to hold a mouse correctly.
Activity 1: (Reading and observation)
 Ask the students to read the content on page 19 and observe the illustrations. Explain the
content where the students require.
 Also explain how a mouse is handled by left-handed children. Use the content given in the
teacher’s note.
Activity 2: (Let’s practise)
 Ask one student to demonstrate holding a mouse in his right hand. He will use the steps given
in “Let’s practise” on page 19. Other students will observe the activity attentively. After that
every student should practise to handle the mouse by using their right hand.
 Walk around the lab and monitor the activity.
Plenary: Sum up the lesson by saying, “You have learned and practiced how to handle a 5 min
mouse by using the right hand. You need to put the index finger on the left button and
middle finger on the right button of the mouse. Hold the mouse with your palm and thumb.”
Page 1 of 3
Assessment (AFL): Ask the students to solve worksheet on page 20. Walk around the 5 min
lab, check and sign their textbooks.
Home Assignment: Ask the students to solve exercise Q4 and Q 9 part a on textbooks. 5 min
The students will note down the homework assignment in their diaries and the teacher will
sign them.
Outcome: I can describe and practise the correct way to hold a mouse.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What part of a mouse is used to scroll a page up and down in a document?
Q2 What is the correct way to hold a mouse?
Q3 Which finger should be placed on the left button if the user is left-handed?
Page 2 of 3
Labelled figure of a hand
Little finger
Page 3 of 3
Periodic
Lesson Plan Unit
1 1st 2 3 1
and ICT
TB
Pages
The
The mouse
pointer
Mouse
Objective/s  L1SO 1.14 Recognise a mouse pointer and observe that moving a mouse moves
the pointer on the monitor screen.
Vocabulary arrowhead, mouse pointer or cursor

Prerequisite The students should be able to hold a mouse.
Knowledge
 whiteboard/blackboard  Direct instruction Read content in the knowledge
 marker/chalk  Effective questioning corner on page 21 and explain to
 textbook  Observation the students.
 printout of pointer  Demonstration
image covered with Starter: Greet the students with Assalaamu Alaikum. 5 min
another page with gum. Welcome them to a new lesson. Display a pointer image on
 computer lab the board. It should be covered with another page using gum on the top
 projector of the page. Ask questions related to the topic and let the students
guess the shape. Show a little bit more of the image every time a
student answers a question. The first student to identify the image
wins. The teacher may give a candy to the winning student or encourage
in some other way.
Introduction: Tell the students that they have guessed the shape that represents a mouse
25 min
pointer and they are going to learn about it in today’s lesson.
Activity:(Observation and Discussion)
 Ask the students to open the textbook at page 21. Let them observe the picture in which
Aamina is pointing towards the Eid-ul-Fitr moon. After they observe, ask them the following
question. Do you know how to point at something on the monitor?
 After taking their responses, tell them that we use an arrowhead for pointing something on
the monitor. This arrowhead is called a pointer or cursor.
 Also tell them that when a mouse is moved on a surface, it moves the cursor on the monitor
screen.
Plenary: Sum up the lesson by saying that you have observed a mouse pointer and 5 min
practised that moving a mouse moves the pointer on the monitor screen. An arrowhead-
shaped pointer is also known as a cursor.
Page 1 of 3
Assessment (AFL): What is another name of a mouse pointer? 5 min
Home Assignment: NA
Outcome: I can recognise a mouse pointer and observe that moving a mouse moves the pointer on the
monitor screen.
Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 Which type of surfaces are better for mouse movements?
Q2 Can we use a mouse without using a mouse pad?
Q3 What is used to point something on a monitor?
Page 2 of 3
The mouse pointer or
cursor
Page 3 of 3
Periodic
Lesson Plan Unit
1 1st 2 3 2
and ICT
TB
Pages
The
The mouse
pointer
Mouse
Objective/s  L1SO 1.14 Recognise a mouse pointer and observe that moving a mouse moves
the pointer on the monitor screen.
Vocabulary surface, pointer, monitor screen, cursor
Prerequisite Students should have recognised a mouse pointer.
Knowledge
 whiteboard/blackboard  Direct instructions NA
 textbook  Observation
 computer lab  Demonstration
 projector Starter: Greet the students with Assalaamu Alaikum. 5 min
Welcome them to a new lesson. Write heading of the topic
“Moving a mouse pointer” on the board. Divide the class into two groups
and get them take turns to say a word related to the topic. No word
can be repeated. The group who guesses more words will win.
Introduction:
Tell the students that they are going to learn how to move a mouse pointer on a monitor screen. They
will observe different shapes of a mouse pointer also.
 Ask a student to read the content under the heading “Moving a mouse pointer”. Others will
listen and observe the picture.
Activity 2: (Demonstration in lab)

 Demonstrate different shapes of a cursor by moving mouse to different places in a Word
document or webpage as shown in “Do you know?” on page 22.
Activity 3: (Practise)
 Let them practise on their computers.
 Walk around the students and monitor the activity.
Plenary: Sum up the lesson by saying “You have learned how to move a mouse pointer and 5 min
observed its different shapes today.”
Page 1 of 2
Assessment (AFL): What shape the pointer has made when it is on a hyperlink on a 5 min
webpage?
Home Assignment: NA
Outcome: I can recognise a mouse pointer and observe that moving a mouse moves the pointer on the
monitor screen.
Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 Which shape the pointer has when you want to write something in a Word document?
Q2 What is another name for a mouse pointer?
Q3 How does a mouse pointer move on the monitor screen?
Page 2 of 2
Periodic
Lesson Plan Unit
1 1st 2 4 1
and ICT
TB
Pages
The
A mouse click
Mouse
Objective/s  L1SO 1.15 Describe and practise single and double mouse clicks.
Vocabulary single-click, double-click, sound

Prerequisite The students should have practised how to single and double click a mouse.
Knowledge
 whiteboard/blackboard  Demonstration NA
 marker/chalk  Reading
 textbook  Hands-on learning
 computer lab Starter: Greet the students with Assalaamu Alaikum. 5 min
Welcome them to a new lesson. Draw the following mouse
pointer shapes on the board and ask the students to name them.
After taking their response write the names as follows.
Default Cursor Hand Cursor Text Cursor Wait Cursor

Introduction:
Tell the students that they are going to learn how to use a mouse by clicking it. In this
20 min
lesson, they will learn and practise two types of mouse clicks, i.e. single-click and double-
click. Let’s do.
Page 1 of 2
 Demonstrate a click. Use a mouse, click, and release the button. Students will observe the
process attentively. Ask them to listen the ‘click’ sound as you press the button. After they
have listened tell them that this is called a “mouse click”. In this case, you can press any
button on the mouse.
 Now use the left button specifically, press it once and release. Tell the students that it is
called a “single-click”.
 Now use the left button again, press it twice in rapid succession, and release it. Tell the
students that it is a “double click”.
 Ask the students to read the content on page 22 under the headings “A mouse click” and
“Single-click and double-click”.
 Encourage the students to ask questions while they read, and answer them.
 Ask the students to practise “single-click”. Ask them to select icons on the desktop screen.
Give enough time for it and observe that all the students are practising well.
 Now ask them to practise “double-click”. Walk around the lab and monitor the activity.
Plenary: Sum up the lesson and say, “You have identified and used the mouse buttons for 5 min
click actions. You have specifically used the left button of the mouse for single-click and
double-click actions.”
Assessment (AFL): What is the difference between single-click and double-click? 5 min
Home Assignment: Ask the students to solve exercise Q 2 and 3 in their textbooks. The 5 min
them.
Outcome: I can perform single and double mouse clicks.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What is the meaning of selecting an item with a mouse?
Q2 How does a scroll wheel help us?
Q3 What comforts do you feel using a wireless mouse instead of the mouse with a cable?
Page 2 of 2
Periodic
Lesson Plan Unit
1 1st 2 4 2
and ICT
TB
Pages
The
A mouse click
Mouse
Objective/s  L1SO 1.15 Describe and practise single and double mouse clicks.
Vocabulary pointer movements, surface
Prerequisite The students can perform single and double mouse clicks.
Knowledge
 whiteboard/blackboard  Reading NA
 marker/chalk  Observation
 textbook  Hands on learning
 computer lab  Discussion
 mouse with double-click Starter: Greet the students with Assalaamu Alaikum. 5 min
button Welcome them to a new lesson on computer mouse. Ask the
following question and get answers from a few students. What is the
difference between a single-click and a double-click. Take their
answers and involve them in the discussion.
Introduction: Introduce to the students that today they are going to do a practical
activity and learn how to save themselves and their computers.
Activity 1: (Reading and Observation)
 The teacher will read the content in “Computer tip” and explain it to the students.
 Ask them to observe the button used to do a double-click action.
 Let them open some files using this button.
Activity 2: (Reading and Observation)
 Ask a student to read the content under the headings “Save me” and “Work smarter”. Others
will observe the pictures on page 23.
 Now all the students will read the content under the heading “Let’s revise”
Activity 3: (Practical Activity)
 The students will perform the tasks given in the practical activity.
 The teacher will monitor the activity.
Plenary: Sum up the lesson and say to the students that it is very important to take care 5 min
of yourself and your computers.
Assessment (AFL): Can we use a wet cloth to clean our computer? 5 min
Page 1 of 2
Home Assignment: Ask the students to do exercise Q 5 and 6 in their notebooks. The 5 min
them.
Outcome: I can perform single and double mouse clicks and save myself and my computer from
different hazards.
Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What buttons does a mouse have? Name them.
Q2 If you move a mouse what it moves on the monitor screen?
Q3 Which finger is placed on the right button of the mouse if someone is left-handed?
Page 2 of 2
Lesson Plan 9
Day 1 (40 min)
 Convey to the students that they are going to revise unit 2 from pages 16
to 24 of the textbook in today’s class.
 The teacher should involve the students in the revision of concepts learned
in unit 2.
 Let them revise the computer mouse, parts of a mouse, different types of
mouses, correct way to use and hold a mouse, mouse pointer, moving a
mouse pointer, mouse clicks, save me and work smarter concepts.
worksheet.
Lesson Plan 10
Day 2 (40 min)
 Ask the students to revise the exercise from the textbook pages 24 to
27 which include Q1, Q2, Q3, Q4, Q5, Q6, Q7, and Q8 of Unit 2.
 Ask the students to revise exercise question Q9 from their notebook.
 Ask the students to practise writing the answers to the questions in their
notebooks.
revision plan and style accordingly to make it more effective.
worksheet.
Page | 1
Lesson Plan 9
Textbook Pages 16 to 24
Time 15 min
Student Name______________
Q1: Label the following figure.
Q2: What is the correct way to hold a mouse?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Page | 2
Q3: What is a mouse click? Differentiate between single-click and double-click?
Mouse Click:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Single-Click:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Double-Click:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Q4: Put a tick () or cross () on the following illustrations.
Page | 3
Lesson Plan 10
Reinforcement sheet Unit 2
Time 15 min
Q1: Find the following parts of a computer from the puzzle below and colour them.
LEFT BUTTON RIGHT BUTTON SCROLL WHEEL

MOUSE PAD POINTER
S J M F R W H O G K O T
D H O R I D S I F S P R
G R U E G A D R D C Y P
L E S W H H K H W R Q L
M L E F T B U T T O N O
R K P H B O L G I L F M
S R A K U T W L R L H P
P Y D S T B Q E T W J S
A I H W T N R Y U H K R
Q D R T O M T S Y E V L
N P O I N T E R F E C M
V P I M A F B N T L S S
Q2: Fill in the blanks from the given word bank: scroll wheel, two, pointer, index,
palm, thumb.
a. A computer mouse usually has _______ buttons on it.

b. Some mouses have a _________________ in the middle of the two
buttons.
c. The _____________ finger is placed on the left button of the mouse.
d. The mouse is held with ___________ and ____________.
e. The arrowhead is called a mouse ___________.
Page | 4
Q3: What is a mouse pointer? How is it moved on the monitor?
Mouse pointer:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Moving a mouse pointer:

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page | 5
Periodic
Lesson Plan Unit
1 2nd 1 1 1
and ICT
TB
Pages
Know Your
1 3 Keyboard 28 N/A 40 Min
Keyboard
Objective  L1SO 1.16 Define keyboard
Vocabulary device, typing

Prerequisite The students should have recognised keyboard as a part of computer.
Knowledge
 Whiteboard/blackboard  Reading NA
 Marker/chalk  Discussion
 Textbooks  Demonstration
 Computer lab  Effective questioning
 Projector Starter: 5 min
Greet the students with Assalaamu Alaikum. Welcome them
to unit 3 “Know Your Keyboard”. Encourage them on completing unit 2
successfully. Now ask them the following questions to grab the
attention of the students.
What do you use to write something in your notebooks?
Take their answers. Their answers would be “pencils” and “pens” surely.
Now ask them to think and tell what they use to write something on a
computer? Take their responses and write on the board.
Introduction: Introduce to the students that the new unit they are going to start is “Know Your
Keyboard” and write the title on the board. Now relate the introduction to the starter
22 min
activity that for writing something on a computer, a device known as the keyboard is used.
 Ask the students to read the content of the “Introduction” paragraph.
 Involve the students in discussion on “keyboard”. Ask them to observe the picture of the
keyboard on page 28. Let them relate the picture of keyboard with the keyboards attached
to their computers in the lab.
 Now write the following definition on board: “A keyboard is a basic device of a computer. It is
used to write something on a computer.” Also explain that writing something on a computer is
called “typing”.
 Create a text document file and type a sentence in it using the keyboard. For example type “I
love Almighty Allah” and demonstrate to the students how to type. Now relate that writing
something on a computer using a keyboard is called typing.
Page 1 of 2
Plenary: Sum up the lesson by saying that they have defined a keyboard and know what is 3 min
typing.
Assessment (AFL): Ask the following questions to the students. 10 min
1) What is difference between writing and typing?
2) What component is used to type something in a computer?
Home Assignment: NA
Outcome: I can define a keyboard.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 What are the basic components of a computer?
Q2 Why is a keyboard called so?
Q3 What is typing?
Page 2 of 2
Periodic
Lesson Plan Unit
1 2nd 1 1 2
and ICT
TB
Pages
Know Your
1 3 Keyboard 28-29 N/A 40 Min
Keyboard
Objective/s  L1SO 1.17 Recognise different types of keyboards.
Vocabulary desktop, laptop, wireless
Prerequisite The students should have recognised a keyboard as a part of computer.
Knowledge
 Whiteboard/blackboard  Direct instruction Use the content given in
 Marker/chalk  Effective questioning “Knowledge corner” and explain it
 Textbooks  Demonstration to the students.
 Laptop Starter: Greet the students with Assalaamu Alaikum. 5 min
 Wireless keyboard Welcome them to a new lesson with a smile. Share with them
 Printed worksheets any interesting story or event occurred on the way coming to school or
any other time related to the topic of the lesson. Then ask the
following questions to involve them to the topic of discussion.
What do you know about a keyboard?
What is writing something on a computer called?
27 min
Introduction: Tell the students that they are going to recognise different types of
keyboards today.
 Ask the students to look at the pictures of different keyboards on textbook pages 28 and
29 and observe them.
 Ask them to find the differences among the three types of the keyboard.
 Involve them in a discussion and let them give their views about the pictures and write on the
board.
 Now show them different keyboards and ask them to relate their views by observing the
keyboards.
 Now tell them that one type of keyboard is attached to a computer with a cable. There is
another keyboard that needs no cable, and that is a wireless keyboard. Show them wireless
keyboards.
 Now show them a keyboard on a laptop.
Activity 2: (Worksheet)
 Give printed worksheets to the students and ask them to do.
 Collect, check and return them to the students in the next class.
Plenary: Sum up the lesson by saying that a computer has keyboard for typing something. 3 min
There are different types of keyboards that can be seen on a desktop computer, laptop
Page 1 of 3
computer, and tablet PC. Some are attached through cables and some are without cables called
wireless keyboards.
Assessment (AFL): What is the difference between a hardware keyboard and a software 5 min
keyboard?
Home Assignment: NA
Outcome: I can recognise different keyboards.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 What is the difference between a keyboard and a keypad?
Q2 What are basic devices of a computer?
Q3 Which type of keyboards work without cable?
Page 2 of 3
Lesson Plan 22 Grade 1
Worksheet
Wireless Devices
Name of the Student: ________________ Roll No: _________
Q: Identify wireless devices from the picture and write their names. Marks: /10
1.__________________________________
2.__________________________________
3.__________________________________
4.__________________________________
5.__________________________________
Page 3 of 3
Periodic
Lesson Plan Unit
1 2nd 1 2 1
and ICT
TB
Pages
Know Your
1 3 Keyboard 29 N/A 40 Min
Keyboard
Objective/s  L1SO 1.17 Recognise different types of keyboards (Keys on a keyboard).
Focused Skills  recognition of

keyboard buttons as
keys
Vocabulary wireless keyboard, keys
Prerequisite The students should have recognised different keyboards.
Knowledge
 Whiteboard/blackboard  Effective questioning Use content given in the
 Marker/chalk  Discussion “Knowledge corner” and explain to
 Textbooks  Analysis of student work the students.
 Laptop Starter: Greet the students with Assalaamu Alaikum. 5 min
 Computer lab Welcome them to a new topic. Ask the students the
following question.
Do you know how many keys are there on the keyboard?
Write their responses on the board.
Introduction: Introduce to the students that in this lesson they will recognise the keys on
27 min
a keyboard.
Activity 1: (Analysis of student’s work)
 Distribute checked worksheets to the students. Discuss their mistakes.
 Ask the SEN students to share the name of the device that has a software keyboard
rather than a hardware keyboard.
 Ask the G&T students to share the list of wireless devices.
 Let the students discuss with each other. Make sure that the students are focused on the
topics of discussion. Analyse the students’ work and make the discussion enthusiastic.
 Now ask the students to read the topic “Keys on a keyboard” on page 29. Explain to them
that buttons on a keyboard are called keys.
 Ask the students to count keys on their keyboards and tell how many are there?
 After taking their responses explain the content and tell that most keyboards have 104 keys.
Plenary: Sum up the lesson by saying that you have recognised that buttons on a keyboard 3 min
are called keys.
Assessment (AFL): Do all keyboards have the same number of keys? 5 min
Page 1 of 2
Home Assignment: NA
Outcome: I can recognise different keyboards and know that buttons on a keyboard are called keys.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 How do a wireless keyboard and a mouse communicate with a computer? List the components
that help make it possible.
Q2 How many keys are there on the keyboard?
Q3 Where is the result shown when someone presses any key on a keyboard?
Page 2 of 2
Periodic
Lesson Plan Unit
1 2nd 1 2 2
and ICT
TB
Pages
Know Your Keys on a
1 3 30, 31 N/A 40 Min
Keyboard keyboard
Objective/s  L1SO 1.18 Recognise and describe alphabetic and numeric keys.
Vocabulary capital and small letters, QWERTY
Prerequisite The students should have recognised buttons on a keyboard as keys.
Knowledge
 Marker/chalk  Reading
 Textbooks
 Computer lab
Welcome them to a new lesson. Ask the students to answer
the following question. Only those will raise their hands up who know.
How are the keys on a keyboard arranged? Involve the students to
grab their attention to the topic.
Introduction: In order to be a good computer user one must be efficient to use the keyboard. A
keyboard has many types of keys and a user must know their names and functions.
27 min
Keyboard keys are used for typing as well as work as shortcuts for many programs and
features.
Activity 1: (Reading and Explanation)
 Ask the students to open textbooks at page 30.
 Read and explain the content under the heading “Alphabet keys” while the students will
observe the labelled picture of the keyboard.
 Now ask them to observe alphabet keys on their keyboards.
 After that explain the content in the “Do you know?” and explain that commonly used
keyboards have QWERTY arrangement of first six alphabet keys.
 Now the teacher will read and explain the content under the heading “Number keys” and the
students will observe the respective keys.
 Now ask the students to locate the number keys at both locations on the keyboard.
 Ask a few students to check whether they have clearly identified both types of keys.
 Let them identify function, arrow, and special keys by observing the picture.
 Ask the students to do the worksheet on page 31 in their textbooks.
Plenary: Sum up the lesson by saying that they have recognised different types of keys 3 min
on a keyboard and discussed alphabet and number keys. To be a good computer user, one
must know the placement and usage of different keys.
Page 1 of 2
Assessment (AFL): What is meant by QWERTY keyboard? 5 min
Home Assignment: NA
Outcome: I can recognise and describe alphabetic and numeric keys.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 What is the purpose of alphabet keys?
Q2 What is the purpose of number keys?
Q3 Which key/keys will be used to type 10?
Page 2 of 2
Periodic
Lesson Plan Unit
1 2nd 1 3 1
and ICT
TB
Pages
Know Your Keys on a
1 3 35, 40 N/A 40 Min
Keyboard keyboard
Objective/s  L1SO 1.18 Recognize and describe alphabetic and numeric keys.
Vocabulary function keys, special keys, arrow keys

Prerequisite The students should have recognised alphabet keys, number keys, function keys,
Knowledge special keys, and arrow keys.
 Textbooks  Discussion
 Starter: 5 min
Greet the students with Assalaamu Alaikum. Welcome them
to a new lesson. Ask the following question to make the students recall
the concepts learned in the previous lesson. Which keys are used to
type 100? Involve the students and draw their attention to the topic.
Introduction: Introduce to the students that, in this lesson, they will do exercise
27 min
questions in their textbooks. Also they will observe typing with alphabet and number keys.
Activity 1:
 Ask the students to open their textbooks at page 35 and do exercise Q 1.
Activity 2:
 Ask the students to open their textbooks at page 40 and do exercise Q 9 part a.
Plenary: Check whether the students have completed the exercise questions and sign 3 min
their textbook pages.
Assessment (AFL): What is the location of number keys on the keyboard? Involve the 5 min
students in short discussion.
Home Assignment: Students will search another type of keyboard with different key 02 min
arrangement at the following URL:
http://www.webopedia.com/TERM/A/AZERTY_keyboard.html and write their observations in their
notebooks.
Outcome: I can recognise and describe alphabetic and numeric keys.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Page 1 of 2
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 What is the location of QWERTY keys on the keyboard?
Q2 Why are the alphabet keys on a keyboard not in order?
Q3 What is the location of number keys?
Q4 What is the location of function keys?
Page 2 of 2
Periodic
Lesson Plan Unit
1 2nd 1 3 2
and ICT
TB
Pages
Know Your Keys on a
1 3 32, 40 N/A 40 Min
Keyboard keyboard
Objective/s  L1SO 1.19 Recognise and describe special keys: Backspace and Enter.
Vocabulary erase, cursor
Prerequisite The students should have recognised different types of keys on a keyboard.
Knowledge
 Textbooks  Discussion
 Computer lab Starter: Greet the students with Assalaamu Alaikum. 5 min
Welcome them to a new lesson. Ask the following question to
have the students recall the concepts learned in the previous lesson.
Can you tell the names of some special keys? Take their responses and
write on board. Their responses may be like this: Backspace, Enter,
Shift, and Delete. Involve the students and draw their attention to the
topic of the day.
Introduction: Tell the students that they will learn the topic “Special Keys” and discuss
25 min
and use Backspace and Enter keys.
Activity 1: (Discussion and Demonstration)
 Define special keys using the content of the topic “Special keys” on page 32. Write on board:
”The keys that are used to perform special tasks, while typing are called Special Keys”.
 Write the examples of special keys on the board like Backspace and Enter.
 Ask a student to read the content of “Backspace and Enter” keys. Others will listen and
observe the pictures of keys in the textbook.
 Write vocabulary words on board and explain them.
 Now open a Notepad document and type “0123456789” using the number keys. Make sure all
students are attentive.
 Bring the cursor to the right of number “9”. Erase the number 9 by using the Backspace key.
 Now bring the cursor to a new line by using the Enter key and type “qwerty” using the
alphabet keys.
 Now help the students open a Notepad document on their computers in the lab.
 Ask them to practise using Backspace and Enter keys. Walk around the lab and make sure that
all students are practising as you have demonstrated to them.
 Help the students where they require.
Page 1 of 2
Plenary: Sum up the lesson that they have recognised and used Special Keys including 3 min
Backspace and Enter.
Assessment (AFL): How many Enter keys are there on a keyboard? 2 min
Home Assignment: Ask the students to do exercise Q 9 part b in their textbooks. The 5 min
students will write in their diaries. Sign their diaries.
Outcome: I can recognise, describe and use special keys: Backspace and Enter.
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 What is the purpose of a Backspace key?
Q2 What is the purpose of an Enter key?
Q3 What is a cursor?
Page 2 of 2
Periodic
Lesson Plan Unit
1 2nd 1 4 1
and ICT
TB
Pages
Know Your Keys on a
1 3 32 N/A 40 Min
Keyboard keyboard
Learning Students will be able to:
Objective  L1SO 1.19 Recognise and describe special keys: Shift and Delete.
Vocabulary functions, capital letters, select an item

Prerequisite The students should have recognised special keys and used Backspace and Enter
Knowledge keys.
 Whiteboard/blackboard Effective questioning NA
 Marker/chalk Demonstration
 Textbooks Discussion
 Computer lab Starter: Greet the students with Assalaamu Alaikum. 5 min
 Projector Welcome them to a new lesson. Ask the following questions
to have the students recall the concepts learned in the previous lesson.
Which key is used to erase anything on left of the cursor?
Which key is used to move the cursor to a new line?
Take their responses and write on board. Their responses may be like
this: Backspace and Enter. Involve the students and grab their
attention to the topic of the day.
Introduction: Introduce to the students that today’s topic is “Special Keys” including
25min
Shift and Delete. They will recognise and use these keys in the lesson.
Activity 1: (Reading and Demonstration)
 Use the content on page 32 and explain the Shift and Delete keys.
 Ask the students to read the content of Shift and Delete keys.
 Explain vocabulary words “functions, capital letters, select an item” using the board.
 Now demonstrate use of the Shift key by typing some capital letters in Notepad. Students
will observe the activity on a projector screen.
 Now demonstrate use of the Delete key. Type the following numbers “012345678” in
Notepad. Move the cursor to the left of “8”. Press delete key. Students will observe the
activity on the projector screen.
 Explain the content given in “Computer tip”. Demonstrate how to select and delete an item
using the Delete key.
 Make sure that all students are observing the activity attentively.
 Let the students use these keys on their own in the computer lab.
 Help the students use these keys efficiently.
 Walk around and monitor the activity.
Page 1 of 2
Plenary: Sum up the lesson after the students have recognized, described and used 3 min
special keys, Shift and Delete.
Assessment (AFL): What is the process to delete an item using the “Delete” key? 2 min
Home Assignment: Colour the Backspace, Enter, Shift, and Delete keys on a keyboard 5 min
picture given in worksheet. The students will write the homework in their diaries. Sign the
diary.
Outcome: I can recognise, describe, and use special keys: Shift and Delete.

evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 Which keys are used to type small as well as capital letters?
Q2 How many alphabet keys are there on a keyboard?
Q3 How many number keys are there on a keyboard?
Q4 Which key is used to delete anything on the right of the cursor?
Page 2 of 2
Periodic
Lesson Plan Unit
1 2nd 1 4 2
and ICT
TB
Pages
Know Your Keys on a
1 3 33 N/A 40 Min
Keyboard keyboard
Objective/s  L1SO 1.19 Recognise and describe special keys: Spacebar and Ctrl.
Vocabulary space, selection, press and hold, document
Prerequisite Students should have recognised special keys.
Knowledge
Resources: Instructional Strategies: Q & H (Islamic) Integration:
 Whiteboard/blackboard Effective questioning NA
 Marker/chalk Demonstration
 Textbooks Hands-on learning
 Computer lab Homework
 Projector Starter: Greet the students with Assalaamu Alaikum. 5 :min
Welcome them to a new lesson. Ask the following questions
to have the students recall the concepts learned in the previous lesson.
1. Which key helps to type capital letters when needed?
2. Which key helps to erase anything on the right of the cursor?
3. Which keys are used to select all items in a lengthy document?
Take their responses and write on board. Involve the students and grab
their attention to the topic of the day.
Introduction: Introduce to the students that today they are going to learn and practise
25 min
two more keys, Spacebar and Ctrl.
Activity 1: (Reading and Demonstration)
 Ask the students to observe the keys on a keyboard and find the largest key among all. After
they find, tell them that it is the Spacebar. It is used to insert spaces between words and
numbers.
 Now open any lengthy document in Notepad or Word. Use projector to demonstrate the
selection of data by the use of Ctrl + A keys.
 Now ask any student to read the content of “Spacebar” and “Ctrl” keys. Others will listen
attentively.
 Write vocabulary words on the board and explain them to the students.
Activity 2: (Let’s practise)
 Ask the students to do “Let’s practise” activity given on page 33.
 Help students open Notepad on the computers in the lab. Walk around the lab and monitor the
activity.
Activity 3: (Save me and Work smarter)
 Ask the students to observe the pictures on page 34.
 Tell the students that taking care of the computer as well as one’s health is very important.
Page 1 of 2
 Explain to them that should not play with the parts of a computer.
 Also keep a suitable distance from the monitor. Sitting too close to the monitor may effect
eye sight.
Plenary: Sum up the lesson by saying to the students that they have recognised, 3 min
described, and used two special keys, the Spacebar and Ctrl, in today’s lesson. You have
also practised the use of other keys learned in the lesson.
Assessment (AFL): Which key is used to insert spaces between the words? 5 min
What is the function of the backspace key?
Which key is used to delete something on the right of the cursor?
Which key is used to delete something on the left of the cursor?
Home Assignment: Ask the students to do exercise Q 2 on page 36 in their textbooks. 2 min
The students will write in their diaries. Sign their diaries.
Outcome: I can recognise, describe and use special keys, Spacebar and Ctrl.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 How many alphabet keys are there on a keyboard?
Q2 How many number keys are there on a keyboard?
Q3 Which type of keys perform special functions?
Q3 Which key is pressed to insert a new line?
Page 2 of 2
Lesson Plan 9
Day 1 (40 min)
 Convey to the students that they are going to revise unit 3 “Know Your
Keyboard” from page 28 to 35 of the textbook in today’s class.
in unit 3.
 The teacher should focus on main concepts of the unit.
 Let them revise keyboard, keys on a keyboard, alphabet keys, number keys,
worksheet, special keys, let’s practise, save me and work smarter.
worksheet.
Lesson Plan 10
Day 2 (40 min)
 Ask the students to revise the exercise from the textbook on pages 35 to
40 which includes Q1, Q2, Q3, Q4, Q5, Q6, Q7, Q8 and Q9 of Unit
3.
revision plan and style accordingly to make it more effective.
worksheet.
Page | 1
Lesson Plan 9
Time: 15 min
Q1: Colour the alphabet keys green on the keyboard.
Q2: Tick T for true and F for false statements.
a) Buttons on a keyboard are called keys. (T / F)
b) There are 25 alphabet keys on a keyboard. (T / F)
c) There are 10 number keys, 0 to 10, on a keyboard. (T / F)
d) Backspace key erases anything on the right of the cursor. (T / F)
e) The spacebar key inserts a space between the words or numbers. (T / F)
Q3: What are special keys? Name them.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page | 2
Lesson Plan 10
Textbook Page 24 to 27
Time 15 min
Q1: Find the names of the following keys from the word search below and colour
them.
BACKSPACE ENTER SHIFT DELETE SPACEBAR CTRL
S K W S A S D R D H C Z
D J M D S D V S S J T A
F D N F E F T H P Q R D
G G F R N B Y I A W O Q
H Y D E T M U F C T R L
J T C D E L E T E A N R
K W V N R D I M B D F E
R R G M D G S L A F D Y
T O H P G R D H R L W T
W P I O J Y N G S P R I
Q D O E F U B S F F T S
N G P W O R M A G I Y M
Q2: Fill in the blanks from the given word bank.
Number selects delete shift alphabet
a) The _______ keys are used to type letters, both capital and small.
b) The _______ keys are found above the alphabet keys as well as on the right
side of the keyboard.
Page | 3
c) The ________ key is used with other keys to perform various functions.
d) The _______ key is used to erase anything typed on the right side of the
cursor.
e) Combination of Ctrl + A keys __________ all items in a document.
Q3: What is the arrangement of keys on a keyboard?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page | 4
Periodic
Lesson Plan Unit
1 2nd 2 1 1
and ICT
TB
Pages
Start-up
Software
1 4 process of 41-43 N/A 40 Min
Basics
Windows
Objective/s  L1SO 2.1 Recognise start-up process of Microsoft Windows.
Vocabulary Software, start-up process, desktop area, shut down, power button, screens, lock
screen.
Prerequisite The students should have recognised power button and Windows desktop screen.
Knowledge
 whiteboard/blackboard Direct instruction NA
 marker/chalk Demonstration
 textbooks Reading
 computer lab Starter: Greet the students with “Assalaamu Alaikum”. 5 :min
 projector Welcome them to a new unit that is “Software Basics”. Ask
the following questions to make the students recall the concepts
related to the lesson.
1. What is software?
2. What are the steps to start up a computer?
3. What are the steps to shut down a computer?
4. Do you know any programs installed a computer?
Take their responses and write on board. Involve the students and grab
their attention to the topic of the day. Write the topic of the day on
the board: “Strat-up process of Windows”.
Introduction: Tell the students that they are going to start a new unit today that is “Computer
Basics”. Conduct the lesson in the computer lab. Introduce the unit according to the content given in
the introduction paragraph of the unit on page 41. Now ask the students to read the
25 min
“Introduction” paragraph.
 Students should be ready to observe the start-up process of Windows. Use a projector to
demonstrate the steps.
 Ask them to recall the steps to start-up a computer they have learned in unit 1.
 Now press the power button on the system unit to start the start-up process of Windows.
 Students will observe the start-up screens on page 41 and 42.
 In order to complete the start-up process and reach the desktop follow the steps given on
page 42.
 Ask the students to observe the desktop screen on page 43.
Page 1 of 2
 Ask a student to read the content on pages 41 and 42. Others will listen attentively. Explain
the steps that are difficult for the students to understand.
 Let the students practise how to start-up their computers in the lab.
 Make sure that all students practise this activity.
Plenary: End up the lesson by saying that you have recognised the different steps to 3 min
start-up Windows in a computer.
Assessment (AFL): Ask the following questions: 5 min
1) On which screen is the password entered to complete the staart-up process?
2) Which part of the computer is pressed for start-up process?
Home Assignment: NA 2 min
Outcome: I can recognise the start-up process of Microsoft Windows.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 What is software?
Q2 Which screen appears on the monitor after the start-up process is complete?
Q3 Name some programs present in a computer.
Page 2 of 2
Periodic
Unit
L1SO2.1, 2.2
Computing
LP2 1 2nd 2 1 2
and ICT
TB
Pages
Start-up
Software 44-46,
1 4 process of N/A 40 Min
Basics 55
Windows
Objective/s  L1SO 2.1 Recognise start-up process of Microsoft Windows.
(Completing the Process)
 L1SO 2.2 Recognise desktop area of a monitor screen.
Vocabulary Lock screen, Windows desktop, password.
Prerequisite The students should have used the “power button” on the system unit to start-up a
Knowledge computer.
 whiteboard/blackboard NA
 marker/chalk Starter: Greet the students with “Assalaamu Alaikum”. 5 :mins
 textbooks Welcome them to a new lesson. Ask the following questions
to make the students recall the concepts related to the lesson.
1. What is software?
2. What are the steps to start up a computer?
3. What are the steps to shut down a computer?
4. What is a desktop?
Take their responses and write on the board. Involve the students and
grab their attention to the topic of the day. Write the topic of the day
on the board: “Strat-up process of Windows”.
Introduction: Ask the students to recall what they have learned in the previous lesson. Tell them
that in this lesson they are going to revise the concepts through a worksheet and will do
20:mins
exercise question 7 part 1.
 Ask the students to do worksheet on page 44-46.
Activity 2:
 Ask the students to do exercise Q 7 part 1 in their textbook page 55.
Plenary: Sum up the lesson by saying that they have recognised the start-up procedure of 3 :mins
Windows and recognised different icons on the desktop screen.
Assessment (AFL): 1) What is the sequence of steps to complete the start-up process of 10 :mins
Windows? 2) Name any three icons on the desktop.
Home Assignment: NA 2 :mins
Outcome: I can recognise the start-up process of Microsoft Windows and desktop area on a monitor
screen.
Page 1 of 2
Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 Name any three icons located on the taskbar.
Q2 Which key is pressed after a password is entered to complete the star-up process of
Windows?
Q3 What is a lock screen?
Q4 What is a Windows desktop?
Page 2 of 2
Periodic
Lesson Plan Unit
1 2nd 2 2 1
and ICT
TB
Pages
Software Icons on the
1 4 43 N/A 40 Min
Basics desktop
Objective/s  L1SO 2.3 Recognise some “Icons” on the desktop area: This PC, Recycle Bin,
Start Button, Task View, Microsoft Edge, File Explorer and Store.
Vocabulary This PC, Recycle Bin, Start Button, Task View, Microsoft Edge.
Prerequisite The students should have recognised start-up process of Windows 10.
Knowledge
 Whiteboard/Blackboard Direct instruction NA
 Marker/Chalk Reading
 Textbooks Starter: Greet the students with “Assalaamu Alaikum”. 5 min
 Print of desktop Welcome them to a new lesson. Ask the following question to
screenshot grab the attention of the students. How many steps are followed after
the Start button is pressed?
Introduction: Introduce to the students that they are going to recognise some icons that
32 min
are present on the desktop area.
 Ask the students to read and observe the desktop screenshot on page 43.
 Ask them to observe different icons and their names.
 Ask the students to do worksheet given at the end of the lesson plan.
Plenary: Sum up the lesson by saying that you have recognised some icons on the desktop 3 min
area of Windows 10.
Assessment (AFL): NA
Home Assignment: NA
Outcome: I can recognise some “Icons” on the desktop area: This PC, Recycle Bin, Start Button, Task
View, Microsoft Edge, File Explorer and Store.
Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Page 1 of 3
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 What are icons?
Q2 What is the function of icons?
Q3 Name three icons that are available on the desktop.
Page 2 of 3
Worksheet
Label the desktop

Student Name: ____________________ Roll No: ______________________
Q: Label the icons on the desktop.
Page 3 of 3
Lesson Plan 34
Periodic
Lesson Plan Unit
1 2nd 2 2 2
and ICT
TB
Pages
Software Icons on the
1 4 43 N/A 40 Min
Basics desktop
Objective/s  L1SO 2.4 Define an icon.
Vocabulary Icons, programs, menu, Internet browser.
Prerequisite The students should have recognised Windows desktop area.
Knowledge
 marker/chalk  Discussion
 textbooks  Reading
 printed sheet of “label Starter: Greet the students with “Assalaamu Alaikum”. 5 min
desktop icons” Welcome them to a new lesson. Write the following
definition on the bard. “A Windows desktop has many small pictures on
it”. Ask the students to guess what are those small pictures called?
Ask the students who know the answer to raise their hands. Take their
answers and write them on the board. Encourage those students who
give the correct answers by giving them candies or in some other way.
Introduction: Tell the students that they are going to recognise and label different small
25 min
pictures present on the desktop screen.
 Ask a student to read the content “Icons on the desktop” on page 43.
 Others will listen attentively and observe the icons of different programs.
 Explain vocabulary words using board.
 Define that “A browser is software used to locate and display web pages”.
 Explain the content in “Do you know?” and tell that Microsoft Edge is an Internet browser
which has replaced Internet Explorer.
Activity 2: (Labelling)
 Paste the print of “Label Desktop Icons” given at the end of this lesson plan on the board
using scotch tape.
 Ask a few students to come forward one by one and label the icons on the printed sheet with
marker. One student will label one icon.
 Others will observe the labelling.
Plenary: Sum up the lesson by saying that they have recognised and labelled different 3 min
icons present on the desktop screen. Also you have defined that “small pictures on the
desktop are known as icons”
Assessment (AFL): What is an internet browser? 5 min
Page 1 of 3
Lesson Plan 34
Home Assignment: Do exercise Q 1 and 4 in textbooks as homework. 2 min
Outcome: I can recognise some “Icons” on the desktop area: This PC, Recycle Bin, Start Button, Task
View, Microsoft Edge, File Explorer and Store.
Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment Bank
Q1 What are small pictures on a Windows desktop called?
Q2 What is a browser software?
Q3 Give two examples of internet browsers.
Page 2 of 3
Lesson Plan 34
Label Desktop Icons
___________________ ___________________ ____________________
___________________ ___________________
______________________ _________________________
Page 3 of 3
Periodic
Lesson Plan Unit
1 2nd 2 3 1
and ICT
TB
Pages
Software
1 4 Start menu 46 N/A 40 Min
Basics
Objective/s  L1SO 2.5 Recognise the Start menu.
Vocabulary Icons, programs, tiles.

Prerequisite The students should have recognised Start button.
Knowledge
 whiteboard/blackboard NA
 marker/chalk  Direct instruction
 textbooks  Demonstration
 computer lab  Reading
 projector  Hands-on learning
Welcome them to a new lesson. Ask the students to tell, how
many of you have seen menu of food items at a restaurent? After
taking their response tell the students that a food menu contains a list
of dishes that may be ordered or are to be served in a restaurent. A
food menu may be in printed form or nowadays in digital form
containing the name and price of the food itmes. You may show a food
menu to grab the attention of the students before starting the topic
of the day.
Introduction: Introduce to the students the topic of the day “Start menu”. Relate the
25 min
Start menu with the food menu and tell that the Start menu contains a list of programs
represented by icons.
 Open the Start menu by clicking the Start button. Students are expected to observe the
process attentively.
 After the Start menu opens, move the mouse pointer over some icons of programs and tell
that these icons open programs.
 Also have the students observe that there are small icons on the left side and larger icons
on the right side of the Start menu. The larger icons on the right side are called “tiles”.
 Relate “tile” shape to a thin rectangular slab of baked clay or other material, used in
overlapping rows for covering roofs.
 Now click any one icon to open the related program.
 Explain to the students that the Start menu is a starting point of many programs and
applications in a computer.
Page 1 of 2
 Now ask the students to read the content “Start menu” on page 46.
 Now ask the students to open Start menu on their computer in the lab and observe different
programs and applications.
 Ask them to open programs and applications of their choice by clicking the relevant icons.
 Walk around the lab and monitor that all the students are practicing the Start menu.
Plenary: 5 Sum up the lesson by saying that you have opened the Start menu using the 3 min
Start button and recognised that Start menu contains different icons representing
programs and applications.
Assessment (AFL): Why does the larger icons in the Start menu are called tiles? 5 min
Home Assignment: Ask the students to open Start menu at their home computer and 2 min
make a list of the programs and applications on a sheet of paper. They will discuss their
findings in the next period.
Outcome: 5 I can recognise the Start menu and some programs in a Start menu.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 Where does the Start button located on the desktop?
Q2 What are the larger icons on the Start menu called?
Q3 What does a Start menu contains?
Page 2 of 2
Periodic
Lesson Plan Unit
1 2nd 2 3 6
and ICT
TB
Pages
Software
1 4 Start menu 47 N/A 40 Min
Basics
Objective/s L1SO 2.6 Recognise some programs present in the Start menu.
Vocabulary Calendar, Mail, Calculator, and OneNote.
Prerequisite The students should have opened Start menu and recognised some icons of
Knowledge programs.
 whiteboard/blackboard  Direct instruction Before you start using the
 marker/chalk  Analysis of student’s work computer, say BISMILLAH and
 textbooks  Reading after finishing your work, say
 prints of worksheet  Hands-on learning ALHAMDULILLAH.
the students to grab their attention: What is the purpose of a Start
menu?
25 min
Introduction: Introduce to the students the topic of the day “Programs in the Start
menu”.
Activity 1: (Analysis of students’ work)
 Analyse the students’ work. Ask the students to share their lists of programs and
applications with one another.
 Ask the students to read the topic “Programs in the Start menu” and compare with their
findings.
Plenary: Sum up the lesson by saying that you have recognised that Start menu contains 3 min
different icons representing programs and applications.
Assessment (AFL): Name some programs present in the Start menu. 5 min
Home Assignment: Do worksheet given at the end of the lesson as homework. 2 min
Outcome: I can recognise some programs present in the Start menu.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Page 1 of 3
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 What are tiles in the Start menu?
Q2 Which browser has replaced Internet explorer in Windows 10?
Q3 What are the steps to complete the start-up process of Windows 10?
Page 2 of 3
Worksheet
Programs in the Start menu
Student Name: ___________________________ Roll No: _____________
Q: Draw a line from the program name to its icon on the Start menu. One is done for you.
Marks: /10
Calendar Mail Calculator OneNote Microsoft Edge Store
Page 3 of 3
Periodic
Lesson Plan Unit
1 2nd 2 4 1
and ICT
TB
Pages
Software 47, 53,
1 4 Software N/A 40 Min
Basics 54
Objective/s L1SO 2.7 Describe that programs present in a computer are called software.
Vocabulary Paint, Microsoft Word.

Prerequisite The students should have recognised programs present in the Start menu.
Knowledge
 textbooks  Role play
 computer lab Starter: Greet the students with “Assalaamu Alaikum”. 5 min
grab the attention of the students. What do you know about software?
After taking their response write the definition of software on board.
“The programs installed on a computer are called software.”
Introduction: Tell the students that they are going to learn the topic “Software” today.
25 min
Ask them to share any examples of software they know and write on the board.
 Ask the students to read the topic “Software”.
Activity 2: (Let’s Practise)
 Ask a student to act as Ahmad and show some programs installed on his computer in the lab.
 Students will do exercise Q 2 in their textbooks.
Plenary: Sum up the lesson by saying that programs present in a computer are called 3 min
software.
Assessment (AFL): What are examples of software? 5 min
Home Assignment: Students will do Q 5 in their textbooks as homework. 2 min
Outcome: I can describe that programs installed in a computer are called software.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Page 1 of 2
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 Define software.
Q2 Which is the basic software?
Q3 Give three examples of software.
Page 2 of 2
Periodic
Lesson Plan Unit
1 2nd 2 4 2
and ICT
TB
Pages
48, 49,
Software How to shut
1 4 50, 54, N/A 40 Min
Basics down a computer
55
Objective/s L1SO 2.8 Describe how to shut down a computer.
Vocabulary Power icon, Shut down, Power supply

Prerequisite The students should have recognised different program icons in the Start menu.
Knowledge
 computer lab  Hands-on practise
 projector Starter: Greet the students with “Assalaamu Alaikum”. 5 min
Welcome them to a new lesson.
Introduction: Introduce to the students that they are going to learn how to shut down a
20 min
computer. Tell them the importance of shutting down a computer after use.
 Demonstrate the shut down process using the steps on page 48.
 Click the Start button to open the Start menu. Move the mouse pointer to the “Power” icon and
show to the students. Click it and show the options “Sleep”, “Shut down” and “Restart”.
 Click “Shut down” to shut down the computer.
 Switch off the monitor and switch off the power supply.
 Students will observe the process attentively.
 Ask the students to read the topic “How to shut down a computer”. They are expected to
observe the screenshots and illustrations properly.
 Ask the students to shut down their computers in the lab following the steps on page 48 and
49.
 Students are expected to open the Start menu using the Windows key as an alternative to
opening by mouse.
Activity 4: (Save me and Work smarter)
 Ask the students to read the content and observe the pictures on page 51.
 Explain to them that saving the computer is very important. Ask them to shut down the
computer properly after use.
 Also they should save themselves from the heat produced by the computer.
Page 1 of 2
Plenary: Sum up the lesson by saying that you have learned how to shut down a computer 3 min
properly after use. You have also learned how to take care of your computer as well as to
take care yourself while working on computer.
Assessment (AFL): 10 min
1) Which key is used to open the Start menu as an alternative to open by the click of
a mouse?
2) Where is the “Power” icon located on the Start menu?
Home Assignment: Students will do “Let’s practise” and exercise Q 6 and 7 part 2 in 2 min
their textbooks as homework. Students will write homework in their diaries. Sign their
diaries.
Outcome: I can describe how to shut down a computer.

Evaluation
Not Achieved
Reason/Comment:__________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 What are small pictures on Windows desktop called?
Q2 What is the purpose of icons?
Q3 Which is the most basic software?
Q4 What are the steps to shut down a computer?
Page 2 of 2
2nd Term
Lesson Plan 9
Day 1 (40 min)
 Convey to the students that they are going to revise unit 4 from page 41
to 55 in the textbook in today’s class.
in the unit 4.
 Let them revise the start-up process of Windows, icons on the desktop,
start menu, programs in the start menu, software, how to shut down a
computer.
worksheet.
Lesson Plan 10
Day 2 (40 min)
 Ask the students to revise the exercise from the textbook on page 52 to
55 which includes Q1, Q2, Q3, Q4, Q5, Q6, Q7, Q8 and Q9 of Unit
4.
 Ask the students to revise exercise question Q1 to Q8 from their
textbook and Q9 from their notebooks.
notebooks.
worksheet.
Page | 1
2nd Term
Lesson Plan 9
Time 15 min
Q1: What are the steps to complete the start-up process of Windows?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Q2: Label the following icons.
Q3: What are the steps to shut down a computer?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page | 2
2nd Term
Lesson Plan 10
Time 15 min
Q1: Find the following parts of a computer from the word search below and colour
them.
ICONS SOFTWARE WINDOWS SHUT DOWN
C A F G H K O B S E R N
Z F H Y U H T M D S S K
U C Y W T I A E T N F L
E A H G D P S R J W G F
I C O N S H U T D O W N
F J U S O L W Y L T Q S
G H I V F B F O K O E R
M D N B T N G P P C T Y
N S M N W I N D O W S D
A B E Y A D Y D K E U K
Q N I D R S H Q L Y D I
T D O H E F N W G I A R
Q2: Tick “T” for true and “F” for false.
a) When the start-up process is complete, a screen is shown

called a desktop. (T / F)
b) This is the file explorer icon (T / F)
c) When you move the mouse pointer to the start button,
the start button is highlighted. (T / F)
d) Word is software. (T / F)
Page | 3
e) Paint is the basic software installed on a computer. (T / F)
Q3: Define software. Give any four examples of software.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page | 4
Periodic
Lesson Plan Unit
1 3rd 1 1 1
and ICT
TB
Pages
Uses of
Computer in
1 5 computers at 56-58 N/A 40 Min
Everyday Life
home.
Objective/s L1SO 3.1 Recognise and describe uses of a computer at home: playing games.
Vocabulary games, learning ability, CD, DVD, The Internet, cartoons

Prerequisite The students should be able to recognise that computer makes work easier.
Knowledge
 projector Welcome them to a new unit “Computer in Everyday Life”.
Ask the following questions to involve the students in the topic of the
day. 1) How many of you have a computer at home?
2) How does a computer help you solve your problems?
3) What are your favourite games?
4) Who uses a computer to play games?
Take their responses and write on the board.
Introduction: Introduce to the students that in this lesson they will start a new lesson and that is
based on uses of computers in everyday life. It is important for them to know how a
25 min
computer helps in different areas of everyday life.
Activity 1: (Introduction)
 Introduce to them the unit by reading the “Introduction” paragraph.
 Tell them that a computer is a very useful machine. I tis used in many ways in our everyday
life. This unit discusses some uses of computers in our daily life.
 Ask a student to read the topic “Uses of computers at home” on pages 56-58. Others will
listen and observe the illustration related to the topic.
 It is important to note for the students that games increase learning ability.
Activity : (Demonstration)
 Use the following link and demonstrate how a “school bus spelling” game helps learn spellings
of different objects. Use a projector for demonstration.
URL: https://www.education.com/game/school-bus-spelling-game/
Plenary: Sum up the lesson by saying that you have recognised and described that 3 min
computer can be used to play games, and especially educational games are very useful to
increase the learning ability.
Page 1 of 2
Assessment (AFL): Why do we say that games increase our learning ability? 5 min
Home Assignment: Ask the students to copy the following URL links in their diaries and 2 min
use them to learn more.
URL: https://www.education.com/game/stop-the-clock/
Advise them to get help from their parents. Also tell them that the game can run on the desktop,
laptop, tablet PC or a mobile phone connected to the Internet.
Outcome: I can recognise and describe uses of a computer at home: playing games.

Evaluation
Not Achieved
Reason/comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What are sources of educational games?
Q2 Why is a computer called a useful machine?
Q3 How do games increase learning ability?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 1 1 2
and ICT
TB
Pages
Uses of
Computer in
1 5 computers at 58-59 N/A 40 Min
Everyday Life
home.
Objective/s L1SO 3.1 Recognise and describe uses of a computer at home: watching cartoons
and doing homework.
Vocabulary educational games, The Internet, CD, DVD, Google
Prerequisite The students should have recognised that computer makes work easier.
Knowledge:
 textbooks  Hands-on learning
 projector Welcome them to a new lesson. Ask the following questions
 educational (English and to involve the students in the topic of the day.
Mathematics) game 1) How many of you have computer at home?
cds/dvds 2) How does a computer help you solve your problems?
3) What are your favourite games?
4) Who uses computer to play games?
Introduction: Introduce to the students that they are going to learn about the uses of
22 min
computer at home for watching cartoons and searching answers to their questions.
 Ask the students to open their textbooks at page 58.
 Read the topics “Watching cartoons” and “Searching answers” and explain them to the
students.
 Use projector for demonstrations.
 Use the following URL to open a famous cartoon movie “Tom and Jerry” available on
youtube.com. URL: https://www.youtube.com/watch?v=1ytLkEq1cb8
 Let them watch the cartoon movie.
 Similarly, search for an answer of a question asked by the students using “Google” search
engine.
 Bring some educational game CDs/DVDs based on English and Mathematics concepts and show
to the students.
 Let the students search using Google at their computers in the lab.
Page 1 of 2
 Walk around the lab and monitor the activity. Help them in searching for answers and images,
etc.
Plenary: Sum up the lesson by saying that they have recognised the uses of computer at 3 min
home for watching cartoons and searching answers to your questions. There are many
other uses of computers.
Assessment (AFL): What are uses of computer at home? 10 min
Home Assignment: NA
Outcome: I can recognise and describe uses of a computer at home: watching cartoons and doing
homework.
Evaluation
Not Achieved
Reason/comment:__________________________________________
________________________________________________________
Partially Achieved
Reason/comment:__________________________________________
________________________________________________________
Assessment
Q1 Which is your favourite cartoon?
Q2 Give two examples of web browsers.
Q3 What are the sources to watch cartoons?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 1 2 1
and ICT
TB
Pages
Uses of
Computer in
1 5 computers at 59 N/A 40 Min
Everyday Life
home.
Objective/s L1SO 3.1 Recognise and describe uses of a computer at home: listening to the
recitation of the Holy Quran.
Vocabulary The Holy Quran, headphones
Knowledge
 marker/chalk  Discussion
 textbooks Starter: Greet the students with “Assalaamu Alaikum”. 5 min
to involve the students in the topic of the day.
1) How many of you have a computer at home?
2) How does a compuer help you solve your problems?
3) Who uses computer to play games?
4) Who has used computer for searching for answers?
Introduction: Introduce to the students that they are going to learn about the uses of computer at
home for learning the Holy Quran. Tell them that can keep voice and video recordings in
25 min
computer to learn tajveed of the Holy Quran. Pdf files also help to learn the Holy Quran.
 Ask the students to read the topic “Learning the Holy Quran” on page 59 and observe the
picture.
 Explain the content to the students.
 Tell them that they may use headphones for listening to the recitation instead of speakers.
 Headphones will help if they do not want to disturb others.
Activity 2: (Complete Worksheet)
 Students will complete worksheet on page 60 in their textbooks.
Plenary: Sum up the lesson by saying that you have recognised the use of computer for 3 min
learning the Holy Quran and listening its recitation.
Assessment (AFL): How can you use a computer to learn the Holy Quran? 5 min
Home Assignment: Students will complete exercise Q1 in their textbooks. Students will 2 min
write their homework in diaries. Sign their diaries.
Page 1 of 2
Outcome: I can recognise and describe uses of a computer at home: listening to the recitation of the
Holy Quran.
Evaluation
Not Achieved
Reason/comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What are uses of computer at home?
Q2 How can you get benefit from educational games?
Q3 What is the purpose of headphones?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 1 2 2
and ICT
TB
Pages
Uses of
Computer in
1 5 computers at 61 N/A 40 Min
Everyday Life
school.
Objective/s L1SO 3.2 Recognise and describe the uses of a computer in school for drawing and
painting.
Vocabulary drawing and painting
Knowledge
1) How many of you have computer at home?
3) Who is good at drawing and colouring on paper?
Take their responses and write them on the board.
school. Tell them that a computer helps to draw shapes and objects and make them
25 min
attractive by colouring them.
 Ask the students to read the topic uses of computer at school “Drawing and painting”.
 Ask them to observe the screenshot.
 While they are looking at the screenshot tell them that the home they see has been drawn
using a software called “Paint”.
 Open the Paint program and show to the students its main window and explain its different
areas.
 Give them a brief introduction of the different tools used to draw and colour shapes.
 Draw some shapes such as triangle and square and fill colour in them.
 Make sure that students are taking interest and involved in the activity.
Plenary: Sum up the lesson by saying that you are able to recognise and describe the use 3 min
of computer for drawing and colouring.
Page 1 of 3
Assessment (AFL): Which software can be used to draw and colour? 5 min
Home Assignment: Students will do worksheet as homework. 2 min
Outcome: I can recognise and describe the uses of a computer in school for drawing and painting.

Evaluation
Not Achieved
Reason/comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What are uses of a computer at home?
Q2 What are uses of a computer at school?
Q3 Which are tools of Paint?
Q4 Which types of shapes can be drawn by using Paint?
Page 2 of 3
Worksheet
Uses of computer at home and school

Student Name: ______________________ Roll No: _________
Q1: Fill in the blanks.
a) Educational games are available on CDs, DVDs and ______________.

b) Computer can be used to play _____________.
c) Computer can be used to watch _____________.
d) Google is used for _____________________.
e) A software used to draw and colour is known as ________________.
Q2: Describe uses of computer at home and school.
At home:
a) ____________________________________________________________________.
b) ____________________________________________________________________.
c) ____________________________________________________________________.
d) ____________________________________________________________________.
e) ____________________________________________________________________.
At school:
a) ____________________________________________________________________.
b) ____________________________________________________________________.
c) ____________________________________________________________________.
d) ____________________________________________________________________.
e) ____________________________________________________________________.
Page 3 of 3
Periodic
Lesson Plan Unit
1 3rd 1 3 1
and ICT
TB
Pages
Uses of
Computer in
1 5 computers at 61, 62 N/A 40 Min
Everyday Life
school.
Objective/s  L1SO 3.2 Recognise and describe the uses of a computer in school for typing
and teaching.
Vocabulary typing, typing tutor, projector
Knowledge
 whiteboard/blackboard  Direct instruction Explain the content in the
 marker/chalk  Reading “Knowledge corner” on page 62.
3) Who is good at typing something on computer?
4) How can a computer help in teaching?
Introduction: Introduce to the students that they are going to learn about the uses of a computer
at school. There are many uses of computer at schools. Here you will learn two uses. Use of
20 min
computer for typing and teaching students in school will be discussed today.
 Ask a student to read the topics “Learn to type” and “Teaching” at page 61 and 62.
 Type the vocabulary words “typing” and “typing tutor” on the board.
 Explain that a typing tutor is software that help learn typing and increase speed of typing.
“Typing Master” is an example of typing tutor software.
 Explain to the students that computer is used for typing letters, applications, sending
emails, creating presentations and making many other useful documents.
 Another use of computer is to teach students. PowerPoint presentations and step by step
demonstrations of tasks is done with the help of computer and projector.
 Ask the students to use the following URL http://www.easytype.org/ to open a typing
tutor and learn typing.
Page 1 of 2
 Write the URL on the board and ask the students to type in the address bar of a browser.
Help them type the URL correctly.
Activity 3: Explain the content in “Knowledge corner”.
Plenary: Sum up the lesson by saying that you have recognised and described the 3 min
different uses of computer in everyday life. Computer has made our life easier.
Assessment (AFL): Can we expect life without the use of computer? 10 min
Home Assignment: Students will do exercise Q2 in their textbooks. 2 min
Outcome: I can recognise and describe the uses of a computer in school for typing and teaching.

Evaluation
Not Achieved
Reason/comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What are uses of a computer at school?
Q2 What is a typing tutor? Give an example.
Q3 What are PowerPoint presentations?
Q4 Which devices/software do you use for addition, subtraction, multiplication and division
of numbers?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 1 3 2
and ICT
TB
Pages
Uses of
Computer in
1 5 computer by 63 N/A 40 Min
Everyday Life
teacher.
Objective/s L1SO 3.3 Recognise and describe uses of a computer in school for preparing
worksheets and time table.
Vocabulary worksheet, timetable
Knowledge
2) Which devices/software do you use for addition, subtraction,
multiplication and division of numbers?
3) Which software is used to type letters and applications on
computer?
Take their responses and write them on the board.
Introduction: Introduce to the students that they are going to learn about the uses of a computer
at school. There are many uses of computer at schools. Here you will learn two uses. Use of
25 min
computer for preparing worksheets and time table will be discussed today.
 Ask the students to open their textbooks at page 63 and read the topic “Uses of computer
by a teacher”.
 Use computer and projector and show the students a worksheet created in Microsoft Word
and time table created in Microsoft Excel.
 Explain to them that computer is used to create such type of documents by the use of
Microsoft Word and Excel.
Activity 3:
 Students will do exercise Q3 in their textbooks.
 Walk around the students and make sure that all students have completed the task.
Plenary: Sum up the lesson by saying that they have recognised and described the 3 min
different uses of computer in everyday life. Computers help and facilitate making
Page 1 of 2
worksheets, timetables, exam papers, keeping record of students and teachers, and printing fee
vouchers. It is also used to type and print circulars for teachers and parents. The school management
also uses computer to communicate with parents through emails and maintain school’s website. Some
schools have web portals in which there are logins for teachers, parents, and students. So computer
plays a very important role for schools.
Assessment (AFL): What is the difference between Word and Excel? 5 min
Home Assignment: Students will do exercise Q4 in their textbooks. They will write in 2 min
their diaries. Sign their diaries.
Outcome: I can recognise and describe uses of a computer in school for preparing worksheets and
timetable.
Not Achieved
Reason/comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What is a web portal?
Q2 What is a website?
Q3 What are user log-ins?
Q4 Which software is used for creating letters, applications, worksheets, etc.?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 1 4 1
and ICT
TB
Pages
Uses of
Computer in
1 5 computer by 64 N/A 40 Min
Everyday Life
teacher.
Objective/s  L1SO 3.3 Recognise and describe uses of a computer in school for preparing
exam schedule.
Vocabulary web portal, website, email, user login.
Knowledge
 exam schedule file in ms Starter: Greet the students with “Assalaamu Alaikum”. 5 min
word Welcome them to a new lesson. Ask the following questions
1) Which software is used to create letters, applications and
documents ?
2) Which software is used to keep record of students and
Teachers in schools?
3) Which software is used to do calculations?
Take their responses and write on the board. Now tell them that these
software are installed on computer and computer make them useful.
school. There are many uses of computer at schools. Here you will learn how computer help
25 min
to make exam schedules.
 Ask the students to read the content on page 64 and observe the illustration.
 Now explain to them that an exam schedule sheet can be seen pinned on the information
board. Such type of sheets are created in computer using Word and Excel, etc.
 Demonstrate an exam schedule file created in MS Word using a projector.
Plenary: Sum up the lesson and say to the students that they have discussed the uses of a 3 min
computer in school for preparing exam schedule. Exam schedules are created using
computer. It may be printed and given to the students before exams or sent through email to
parents. It can also be displayed on the website or in the web portal where students and parents can
access through their logins.
Page 1 of 2
Assessment (AFL): Explain a web portal? 5 min
Home Assignment: Students will do exercise Q5 in their textbooks. Students will write 2 min
homework in their diaries. Sign their diaries.
Outcome: I can recognise and describe uses of a computer in school for preparing exam schedule.

Evaluation
Not Achieved
Reason/comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What is a website?
Q2 What is a web portal?
Q3 What is the role of a computer in creating documents?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 1 4 2
and ICT
TB
Pages
Uses of
Computer in
1 5 computer by 64, 65 N/A 40 Min
Everyday Life
teacher.
Objective/s L1SO 3.3 Recognise and describe uses of a computer in school for preparing exam
papers.
Vocabulary exam schedule, exam paper
Knowledge
Resources: Instructional Strategies: Q & H (Islamic) Integration:
 worksheet, time-table, to involve the students in the topic of the day.
exam schedule, and exam 2) Which software is used to keep record of students and
paper files created in Ms teachers in schools?
Word. (samples) 3) Which software is used to make exam schedule?
 wall chart Take their responses and write on the board. Now tell them that Excel
is a simple software that is commonly used to keep record and make
exam schedule. These software progrmas are installed on computer and
computer make them useful for us.
Paste wall on the board using scotch tape.
school. There are many uses of computer at schools. Here you will learn how computers
20 min
help to make exam papers.
Activity 1: (Reading and Explanation)
 Ask the students to read the content on page 64 and observe the illustration.
 Now explain to them that exam papers are prepared on computer mostly using a word
processing program called Microsoft Word.
 Also tell that nowadays answer sheets are made to solve Multiple Choice Question type
exam papers.
 Empty circles of the correct options and personal information are darkened on a pre-
printed sheet by the students/candidates.
 Then answer sheets are fed in a scanning machine known as Optical Mark Recognition (OMR)
attached with computer to generate the results automatically.
Page 1 of 4
 This is a very quick and error free way to generate result of the students/candidates.
Computer and OMR machine can generate result of thousands of students/candidates in an
hour.
 Demonstrate files created in MS Word according to the content in the “Teachers note”
using a projector.
 Search an OMR answer sheet using Google images and show to the students using projector.
Activity 3: (‘Save me’ and ‘Work smarter’)
 Ask the students to read the content of ‘Save me’’ and ‘Work smarter’ on page 65. They
should observe the illustrations to learn how to save computer as well take care of
themselves.
 Ask any two students to come forward voluntarily and tick or cross the boxes on wall chart
illustrations.
Plenary: Sum up the lesson and say to the students that they have learned the uses of a 3 min
computer in school for preparing exam papers. You also learned that an OMR scanning
machine attached with a computer scans and generates error free results of thousands of
students/candidates in an hour.
Assessment (AFL): What is an OMR scanner? 10 min
Home Assignment: Students will do exercise Q6 in their textbooks. Students will write 2 min
homework in their diaries. Sign their diaries.
Outcome: I can recognise and describe uses of a computer in school for preparing exam papers.

Evaluation
Not Achieved
Reason/comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 Which software does help create worksheets, time-table, exam schedule, etc.?
Q2 What is the purpose of OMR machine?
Q3 What rules should be followed in a computer lab?
Page 2 of 4
Tick or cross the box against each illustration to
identify correct use of computer.
Page 3 of 4
Tick or cross the box against each illustration to
identify correct use of computer.
Page 4 of 4
3rd Term
Lesson Plan 9
Day 1 (40 min)
 Convey to the students that they are going to revise the unit 5 from page
56 to 66 in the textbook in today’s class.
in the unit 5.
 Let them revise uses of computers at home, worksheet and uses of
computers at school.
 Let them revise save me, work smarter and let’s revise on pages 65 and 66
in the textbook.
worksheet.
Lesson Plan 10
Day 2 (40 min)
70 which includes Q1, Q2, Q3, Q4, Q5, Q6 and Q7 of Unit 5.
 Ask the students to revise exercise question Q8 from their notebooks.
notebooks.
worksheet.
Page | 1
Lesson Plan 9
Time 15 min
Q1: Circle “T” for true and “F” for false.
a) A computer can be used for learning, drawing and painting. (T / F)
b) A computer does not help us with our homework. (T / F)
c) We can learn addition using a computer. (T / F)
d) A computer can be used for making worksheets (T / F)
e) A teacher uses a computer to play games in the class. (T / F)
Q2: What are uses of computers at home?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Q3: What are uses of computers at school?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page | 2
______________________________________________________________

Lesson Plan 10
Time 15 min
Q1: Find the following words from the word search puzzle and circle them.
INTERNET CARTOONS EMAIL DRAWING TYPING
Q D I I I P U C A R T
A E N N F O T A C D
S F E T M I Y R A A W
D B R E M A I L R O
T V D R A W I N G T O
G S W N W W N T Y O N
H D E E E D G O J O E
J E C T Y P I N G N H
I B S G S B O S S L
K M I A D N C E M A S
Q2: Fill in the blanks using the word bank.
type teaching cartoons Internet learning
a) Games increase___________ ability.
b) Educational games are available on CD’s, DVD’s and on the ____________.
c) You can use a computer for watching your favourite __________.
d) You can ____________ letters and applications on a computer.
e) A computer is used for ___________ in a class.
Page | 3
Q3: Match the text with the right pictures.
Page | 4
Periodic
Lesson Plan Unit
L1SC1.1 LP1 Computing
1 3rd 2 1 1
and ICT
TB
Pages
Drawing with Starting MS
1 6 71-73 N/A 40 Min
Paint Paint
Objective/s  L1SC 1.1 Start Microsoft Paint.
Vocabulary Start button, Pane, folders, Windows Accessories, scroll down, Search the web and
Windows.
Prerequisite The students should have recognised the Start button and used to open All apps.
Knowledge Also they should know the location of “Search the web and Windows” box on the
taskbar.
1) Who likes to draw and paint?
2) Why do you like drawing and painting?
3) Which software can be used for drawing and painting in
computer?
4) What is a taskbar?
Write their responses on board.
Introduction: Introduce to the students that they are going to learn about a drawing and painting
software known as “Microsoft Paint”. Ask them to open their textbooks at page 71. Give them
introduction of the unit by using content under the heading “Introduction”. Tell them that
25 min
in this lesson they will learn how to start Microsoft Paint program.
 Use the steps 1 to 5 to start MS Paint and demonstrate to the students using projector.
 Write the vocabulary words Start button, pane, folders, scroll down, etc. on the board and
explain them.
Start button: A button on the bottom left corner of desktop that is clicked to open
programs.
Pane: A window that is divided into sections in computing.
Folder: A folder is a storage area for files and other folders in computer and organize data.
Scroll: Moving the visual portions of a window up and down or may be left and right.
 Relate the demonstration steps to the screenshots 6.1a to 6.1c on the textbook.
 Let them observe the Paint window and relate with the screenshot 6.2.
 Write the terms “Search the web and windows” and taskbar on the board and explain using
the content in the “Computer tip” on page 73.
Page 1 of 2
 Now demonstrate a short way to open Paint using the “Search the web and windows” box on
the taskbar.
 Let the students read the concepts “Introduction”, “Starting MS Paint” and “Computer tip”.
 Let the students do exercise Q3 in their textbooks.
Plenary: Sum up the lesson and say that now you are able to start MS Paint using the 3 min
Start button and through Search the web and Windows box. Many other programs can
also be opened using the same ways.
Assessment (AFL): 1) What is clicked to open “Windows Accessories”? 5 min
2) What is the alternate way to open progrmas than the Start menu?
Home Assignment: Ask the students to practise opening Microsoft Paint at home. 2 min
Outcome: I can start Microsoft Paint using the Start button as well as Search the web and windows
box.
Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment Bank
Q1 What is meant by Untitled Paint?
Q2 What is meant by scrolling a window?
Q3 What is the shortcut way to open programs in computer?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 2 1 2
and ICT
TB
Pages
The main
Drawing with
1 6 parts of the 73-74 N/A 40 Min
Paint
Paint Window
Objective:  L1SC 1.2 Label the main parts of the Paint window.
(Quick Access Toolbar and Ribbon)
Vocabulary Home tab, Ribbon, Colors palette.
Prerequisite The students should be able to start MS Paint using the Start button and through
Knowledge Search the web and Windows box. Also they can open many other programs using
the same ways.
 print of the ribbon area to involve the students in the topic of the day.
for labelling. 1) What are the ways to open programs in computer?
2) What are the steps to open Paint using the Start menu?
Introduction: Introduce to the students that they are going to learn the different parts
25 min
of Paint window and how to label particularly the Quick Access Toolbar and the Ribbon in
this lesson.
 Open the Paint window and display using projector.
 Write the parts on the board.
1) Quick Access Toolbar
2) Ribbon
3) Drawing Area
 Move cursor to the Quick Access Toolbar and show to the students.
 Similarly show them the Ribbon and explain that is the area of any program window that
combines many tools together.
 You may draw the Quick Access Toolbar and the Ribbon area on the board and label according
to images on pages 73 and 74.
 Let the students read the content and observe the images.
 Let the students open Paint window and observe is different areas.
Page 1 of 2
 Ask them to move mouse pointer over the icons to identify the names of tools.
Plenary: Sum up the lesson and say that now you are able to identify and label Quick 3 min
Access Toolbar and the Ribbon area of Paint window. Also you can describe the uses of
these.
Assessment (AFL): 1) What is the purpose of Quick Access Toolbar? 5 min
2) What is a color palette?
Home Assignment: Students will do Q1 in their textbooks. 2 min
 Outcome: I can label the main parts of the Paint window, particularly the Quick Access Toolbar
and the Ribbon.
Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What are commonly used features on Quick Access Toolbar?
Q2 Which the commonly used tools can be found on the Ribbon?
Q3 Which area of the Ribbon allows to select different colors?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 2 2 1
and ICT
TB Time
Period Unit#: Unit Name: Concept PB Pages:
Pages: Duration
The main
Drawing with
1 6 parts of the N/A 40 Min
Paint
Paint Window.
Unit Goal: This unit will help students start Microsoft Paint, label main parts and tools of Paint
window, use Paint tools to draw and paint simple shapes and save a Paint file.
Learning Students will be able to:
Objective:  L1SC 1.2 Label the main parts of the Paint window.
(Drawing Area)
Worksheet
Q4, 5
Vocabulary Drawing area, Paint window.
Pre-requisite Students should be able to identify and label Quick Access Toolbar and the Ribbon
Knowledge: area of Paint window. Also they should be able to describe the uses of these.
 Whiteboard/Blackboard Direct instruction Always seek permission before
 Marker/Chalk Demonstration using things from other people.
 Textbooks Hands-on learning
 Computer lab Starter: Greet the students with “Assalaamu Alaikum”. 5 :mins
 Projector Welcome them to a new lesson. Ask the following questions
to involve the students in the topic of the day. Ask the following
questions to involve the students in the topic of the day.
1) What are three main areas of the Paint window?
2) Which area of the Paint window has different colours for
selection?
3) Tell any three tools of the Ribbon.
Methodology\Instructional Phase:
Introduction: Introduce to the students that they are going to learn about the Paint
23 :mins
window particularly the drawing area.
 Open MS Paint and show the drawing area of Paint window.
 Draw a smiley face as shown on the drawing area.
 Let the students read the content.
 Read the “knowledge corner” and explain that they should always seek permission before
using things from other people.
 Let the students do worksheet on page 82.
Extension SEN: Students will move mouse pointer over the tools and observe the tool tips.
Page 1 of 2
G&T: Students will use oval and curve tools to draw smiley and fill colour in it.
Plenary: Sum up the lesson and say that now you are able to identify three main parts of 5 :mins
the Paint window i.e. the Quick Access Toolbar, the Ribbon, and the drawing area.
Assessment (AFL): What is the location of drawing area of Paint window? 2 :mins
Home Assignment: Ask the students to do exercise Q4 and 5 in their textbooks as 5 :mins
homework. They will write in their diaries and then sign their diaries.
 Outcome: I can label the main parts of the Paint window, the Quick Access Toolbar, the Ribbon,
and the drawing area.
Not Achieved
Reason\Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason\comments:_________________________________________
_______________________________________________________
Assessment Bank
Q1 What are the three main parts of the Paint window?
Q2 Where does the commonly used tools are available in the Paint window?
Q3 What can be drawn in the drawing area of the Paint window?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 2 2 2
and ICT
TB
Pages
Drawing with
1 6 Tools of Paint N/A 40 Min
Paint
Objective/s  L1SC 1.3 Label tools available in Paint.
Vocabulary Free-form, erase, curves, ovals, circles, colors palette.

Prerequisite The students should be able to identify three main parts of the Paint window i.e.
Knowledge the Quick Access Toolbar, the Ribbon, and the drawing area. They should be able to
label tools available on the Ribbon.
 marker/chalk  Group work
 textbooks Starter: Greet the students with “Assalaamu Alaikum”. 5 min
 computer lab Welcome them to a new lesson. Ask the following question to
 projector involve the students in the topic of the day.
Where do the commonly used tools available in the Paint window?
Introduction: Introduce to the students that they are going to learn about the different
22 min
tools of the Ribbon. Ask the students to open page 75 of the textbook.
 Explain commonly used tools to the students. Tell that pencil, eraser, and colors they use for
their notebooks, but these are available in computer as tools.
 Write the vocabulary words on board and explain.
 You may draw the tools and explain their purpose and give examples of shapes that can be
drawn.
Activity 2:
 Let the students observe the tools, read their purpose and examples.
 Students will do exercise Q6 in their textbooks.
Plenary: Sum up the lesson and say that now you are able to label tools available in Paint 3 min
and draw shapes in their notebooks that can be drawn by using these tools.
Assessment (AFL): 1) Which tool is used to erase mistakes in Paint? 5 min
2) Which tool is used to fill a picture or a shape with colours?
Home Assignment: Students will revise the concepts learned. Students will write in their 5 min
homework in diaries. Then sign their diaries.
 Outcome: I can describe the purpose and give examples of the tools available in Paint.

Evaluation
Page 1 of 2
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment Bank
Q1 Which tool is used to draw free-form lines and curves?
Q2 Which tool is used to draw smooth curved lines?
Q3 Which tool is used to draw rectangular shapes?
Q3 Which tool is used to draw ovals and circles?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 2 3 1
and ICT
TB
Pages
Drawing with Using Paint
1 6 N/A 40 Min
Paint tools
Objective/s  L1SC 1.4 Use Paint tools (pencil, line, curve, oval, rectangle, eraser, fill with color)
to draw and paint simple shapes.
Vocabulary Tools group, Free-form, pointer, drag
Prerequisite The students should be able to label tools available in Paint and draw shapes in
Knowledge their notebooks that can be drawn by using these tools.
 computer lab  Hands-on learning
 projector  Homework
1) Which part of the Paint window contains tools?
2) What is the use of the pencil tool in Paint?
Write their responses on baord.
Introduction: Introduce to the students that they are going to learn how to use the pencil
25 min
tool to draw free-form line and curve. Ask them to open their textbooks at page 76.
 Open MS Paint and demonstrate the steps using the projector.
 Tell them that there are different groups on the Paint Ribbon and pencil tool is available on
the Tools group. Also tell that they are going to draw irregular shape lines and curves.
 Write the vocabulary words on board and explain them.
Free-form: Not following a particular style or structure.
Drag: To move something on a computer screen using a mouse.
(http://dictionary.cambridge.org)
 Demonstrate the selection of the pencil tool as given in the step 1 on the textbook. Move the
mouse pointer to the drawing area until its shapes changes to a pencil.
Drawing free-form line:
 Draw a free-form line using step 2. Press and drag the mouse cursor with pencil tool selected
to draw the required line as shown on page 76.
Drawing free-form curve:
For free-from curve press and drag the mouse cursor gradually upward and then downward
and draw the line as shown on page 76.
Page 1 of 2
 Let the students read the topic “Pencil tool”.
 Let the students draw line and curve using pencil tool on their computers.
 Help students to draw especially dragging the mouse.
Plenary: Sum up the lesson and say that you are able to select the pencil tool and use it to 3 min
draw free-form lines and curves. You are also able to drag mouse in different directions
according to the requirement.
Assessment (AFL): Ask the following questions. 5 min
1) What is meant by a free-form line? 2) What is meant by a free-form curve? What are
the steps to change a free-form line to curves?
Home Assignment: Students will practise to draw free-from lines and curves at home and 2 min
also do exercise Q 8 in their textbooks.
Outcome: I can use pencil tool to draw free-form lines and curves in MS Paint.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What is the purpose of groups in Paint?
Q2 Name some tools that are available in the Tools group?
Q3 Explain the difference between the free-form line and curve.
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 2 3 2
and ICT
TB
Pages
1 6 77-79 N/A 40 Min
Paint tools
Objective/s  L1SC 1.4 Use Paint tools (pencil, eraser, line, curve, oval, rectangle, fill with
color) to draw and paint simple shapes.
Vocabulary Eraser, Line and Oval tools,
Prerequisite The students should be able to select the pencil tool and use it to draw free-form
Knowledge lines and curves. They should also able to drag mouse in different directions
according to the requirement.
 whiteboard/blackboard  Direct instructions NA
1) In which group the Pencil tool can be found?
2) What can you draw using the Pencil tool?
Write their answers on baord.
Introduction: Introduce to the students that they are going to learn about the eraser, line, curve,
and oval tools of MS Paint in today’s lesson. They will be able to use these tools to draw
25 min
lines, curves, and ovals after this lesson.
 Show the students different tools on the Tools and the Shapes group. Move the mouse
pointer/cursor over the tools icons and let them observe the tool tips.
Eraser tool:
 Select the “Eraser” tool and demonstrate its use according to the steps on page 77.
Line tool:
 Select the “Line” tool and demonstrate its use according to the steps on page 77.
Curve tool:
 Select the “Curve” tool and demonstrate its use according to the steps on page 78.
Oval tool:
 Select the “Oval” tool and demonstrate its use according to the steps on page 78.
 Explain “do you know?” and “computer tip” to the students.
 Let the students read content on page 77 and 78.
Page 1 of 2
 Let the students practise the use of tools they have learned.
Plenary: Sum up the lesson and say that you are able to use the eraser, line, curve, and 3 min
oval tools of MS Paint.
Assessment (AFL): Ask the following questions. 1) Which tool is used to draw smooth 5 min
curves in MS Paint? 2) How can you draw straight lines? 3) Which tool is used to draw
ellipses?
Home Assignment: Students will practise to draw straight lines, smooth curves, and 2 min
ellipses at home and also do exercise Q 9 in their textbooks.
 Outcome: I can use Paint tools eraser, line, curve, and oval to draw simple shapes.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 Why do you use an Eraser tool?
Q2 Where can you find the Line tool?
Q3 On which area of the Paint window shapes are drawn?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 2 4 1
and ICT
TB
Pages
1 6 80-81 N/A 40 Min
Paint tools
Objective/s  L1SC 1.4 Use Paint tools (pencil, line, curve, oval, rectangle and fill with color)
to draw and paint simple shapes.
Vocabulary Rectangle tool, Fill with color

Prerequisite The students should be able to use the eraser, line, curve, and oval tools of MS
Knowledge Paint.
Introduction: Introduce to the students that they are going to learn about the rectangle
25 min
and Fill with color tools to draw and colour simple shapes.
 Show the students rectangle and fill with color tools on the Tools and the Shapes group.
Move the mouse pointer/cursor over the tools icons and let them observe the tool tips.
Rectangle tool:
 Select the “Rectangle” tool and demonstrate its use according to the steps on page 80.
Fill with color:
 Select the “Fill with color” tool and demonstrate its use according to the steps on page
81.
 Let the students practise the use of tools they have learned.
Plenary: Sum up the lesson and say that you are able to use the rectangle and fill with 3 min
color tools of MS Paint.
Assessment (AFL): Ask the following questions. 1) Which tool is used to draw rectangles 5 min
in MS Paint? 2) Which tool is used to fill colours in shapes?
Page 1 of 2
Home Assignment: Students will practise to draw rectangle and color it at home and also 2 min
do exercise Q 2 and 7 in their textbooks.
 Outcome: I can use Paint tools rectangle and fill with color to draw and paint simple shapes.

Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comment:_________________________________________
_______________________________________________________
Assessment
Q1 What is the blank area in Paint window called?
Q2 Which group has the Fill with color tool?
Q3 Which part of the Paint window allows to select colours?
Page 2 of 2
Periodic
Lesson Plan Unit
1 3rd 2 4 2
and ICT
TB
Pages
Drawing with Saving a Paint
1 6 86-87 N/A 40 Min
Paint file
Objective/s  L1SC 1.5 Save a Paint file.
Let’s practise
Let’s revise
Save me and work smarter
Vocabulary Palette, Five-point star, Crescent, Save As window.
Prerequisite The students should be able to use the Rectangle and Fill with color tools to draw
Knowledge smooth rectangles and fill colours.
to involve the students in the topic of the day. 1) Which shape can you
draw using the curve tool? Which tool do you use to draw a crescent in
Paint? Which tool do you use to draw a star with crescent?
Introduction: Introduce to the students that they are going to learn how to save a Paint
25 min
file. Also they will do Let’s practise, Let’s revise, Save me and work smarter in today’s
lesson.
 Show the students rectangle and fill with color tools on the Tools and the Shapes group.
Move the mouse pointer/cursor over the tools icons and let them observe the tool tips.
 Show the students the File menu. Click to open the drop down menu.
 Use the steps 1 to 3 on page 86 to save the Paint file and demonstrate using the projector.
 Let the students do “Let’s practise” to draw a smiley face and fill color as shown on page 83.
 Let the students do “Practical activity” page 83 to 86.
 Let the students save a paint file they have created.
Plenary: Sum up the lesson and say that you are able to use the pencil, eraser, line, curve, 3 min
rectangle and fill with color tools of MS Paint. Also they can save a Paint file.
Page 1 of 2
Assessment (AFL): Ask the following questions. 1) Which tool is used to draw rectangles 5 min
in MS Paint? 2) Which tool is used to fill colour in shapes? What are the steps to save a
Paint file?
Home Assignment: Students will write “Let’s revise” do exercise Q10 in their notebooks. 2 min
 Outcome: I can save a Paint file. Also I can use the pencil, eraser, line, curve, rectangle and fill
with color tools of MS Paint and save a Paint file.
Evaluation
Not Achieved
Reason/Comment:_________________________________________
_______________________________________________________
Partially Achieved
Reason/comments:_________________________________________
_______________________________________________________
Assessment
Q1 What are the steps to save a Paint file?
Q2 Which group has Fill with color tool?
Q3 Which tool is used to draw a five-point star?
Q4 Which tool is used to draw a crescent?
Page 2 of 2
Revision Pack Guidelines 3rd Term
Lesson Plan 9
Day 1 (40 min)
 Convey to the students that they are going to revise the unit 5 from page
71 to 88 of the textbook in today’s class.
in the unit 6.
 Let them revise how to start MS Paint, the main parts of the Paint
Window, tools of Paint, how to use tools of Paint and saving a Paint file.
 Let them revise save me, work smarter and let’s revise on page 87 and 88
of the textbook.
worksheet.
Lesson Plan 10
Day 2 (40 min)
70 which includes Q1, Q2, Q3, Q4, Q5, Q6 and Q7 of Unit 5.
 Ask the students to revise exercise question Q8 from their notebooks.
notebooks.
worksheet.
Page | 1
Lesson Plan 9
Time 15 min
Q1: Circle “T” for true and “F” for false.
a) A computer can be used for learning, drawing and painting. (T / F)
b) A computer does not help us with our homework. (T / F)
c) We can learn addition using a computer. (T / F)
d) A computer can be used for making worksheets (T / F)
e) A teacher uses a computer to play games in the class. (T / F)
Q2: What are uses of computers at home?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Q3: What are uses of computers at school?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page | 2
Lesson Plan 10
Time 15 min
Q1: Find the following words from the wordsearch puzzle and circle them.
INTERNET CARTOONS EMAIL DRAWING TYPING
Q D I I I P U C A R T
A E N N F O T A C D
S F E T M I Y R A A W
D B R E M A I L R O
T V D R A W I N G T O
G S W N W W N T Y O N
H D E E E D G O J O E
J E C T Y P I N G N H
I B S G S B O S S L
K M I A D N C E M A S
Q2: Fill in the blanks using the word bank.
type teaching cartoons Internet learning
a) Games increase___________ ability.
b) Educational games are available on CD’s, DVD’s and on the ____________.
c) You can use a computer for watching your favourite __________.
d) You can ____________ letters and applications on a computer.
e) A computer is used for ___________ in a class.
Page | 3
Q3: Match the text with the right pictures.
Page | 4
ASSESSMENT SHEET
Term 1
Term 1 ASSESSMENT
AFAQ NAKHLAH SERIES Time: 90 mins
ENGLISH 3
Name: __________________________ Roll No:__________ Date:_________
Class Teacher’s Signature:____________________________________________
Paper Checker’s Signature:____________________________________________
Examination Controller’s Signature:____________________________________
Section Objective Subjective Total
Maximum 20 30 50
Marks Obtained
1
Term I Assessment 2017
Computing and ICT Grade 1
Marks Teacher's Rechecked Rechecker's
Obtained Signature Marks Signature
Name______________________ Section ______ Date___________

Time: 20 min Total Marks: 20
Objective [20 marks]

Q.1. Circle the correct choice from the following. [ /10]
1) A mouse has two buttons and a ____________ in the middle.

a) scroll wheel
b) left button
c) right button
d) middle button
2) The part of the computer that you can see but cannot touch is known
as____________.
a) hardware
b) software
c) data
d) images
3) A mouse is placed in such a way that the buttons should be towards the
__________.
a) computer
2
b) monitor
c) keyboard
d) mouse
4) The left side of the mouse is called the __________.
a) left button
b) right button
c) middle button
d) scroll Wheel
5) Right side of the mouse is called the __________.
a) left button
b) right button
c) middle button
d) scroll Wheel
6) When a mouse on a surface is moved, the _______________on the
screen also moves.
a) monitor
b) mouse
c) pointer
d) screen
7) A computer mouse is attached to the system unit through a
__________.
a) keyboard
b) cable
c) Wi-Fi
d) bluetooth
3
8) When the left button on the mouse is pressed and released once, it is
called a __________.
a) one click
b) single-click
c) double-click
d) triple-click
9) When the left button on the mouse is pressed and released twice, it is
called a __________.
e) one click
f) single-click
g) double-click
h) triple-click
10) Computer makes our work __________.
a) difficult
b) easier
c) useless
d) difficult/ Easier
Q.2. Circle T for true and F for false. [ /05]
a) Machines are made by human beings. (T / F)

b) An arrowhead is used for pointing on the monitor. (T / F)
c) A computer cannot solve sums. (T / F)
d) A mouse usually has two buttons and a scroll
wheel at the bottom. (T / F)
e) A mouse is placed on a special mat called the mouse mat. (T / F)
4
Q.3. Match the following. [ /5]
Correct way to hold a

mouse
A mouse pointer
Single-click
Double-click
Mouse pad
5
Term I Assessment 2017


__________________________________________________________________
Subjective [30 marks]

Q.4. Answer the following questions briefly. [ /10]
1) Name the basic parts of a computer. /02
_________________________________________________________________
_____________________________________________________________
2) What is the type of a mouse that is without a cable? /02
___________________________________________________________________
___________________________________________________________________
3) How many buttons are there on a mouse? Name them. /02
___________________________________________________________________
___________________________________________________________________
4) What part of a mouse is used to scroll a page up and down in a /02

document?
6
___________________________________________________________________
___________________________________________________________________
5 Write down different types of computer mouse? /02
___________________________________________________________________
___________________________________________________________________
Q.5. Answer the following questions in detail. [ /8]
1 What are the steps to start up a desktop computer? /04

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2 Write a note on the computer mouse. /04
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
7
Q.6. Define the following [ /6]
1) Single- click. /02

___________________________________________________________
___________________________________________________________
2) Double - click /02
___________________________________________________________
___________________________________________________________
3) Scroll wheel /02
___________________________________________________________
___________________________________________________________
Q.7. Label the following diagrams. [ /06]
8
First Unit Assessment 2017

__________________________________________________________________
Objective [20 Marks]
Q.1. Tick () the pictures of machines. [ /6]
1
Q.2. Look at the pictures and fill in the missing letters to complete the
names. [ /04]
a) k__y b__a__d
b) m__u__e
c) m__n__t__r
d) sy__t__m un__t
Q.3. Fill in the blanks. [ /05]
1) A/An __________ machine help us sew our clothes.

2) A/An ___________ keeps us cool in hot weather.
3) A/An ___________ helps us to wash dirty clothes.
4) A/An ___________ helps us to travel.
5) A/An____________ is used to calculate sums.
Q.4. Circle T for “True” and F for “False”. [ /05]

a) Machines are made by human beings. (T / F)
b) A computer is a machine. (T / F)
c) A computer cannot solve sums. (T / F)
d) We can draw and paint using a computer. (T / F)
e) A computer keeps us cool in hot weather. (T / F)
2
Subjective [10 Marks]
Q.4. Answer the following questions.
a) What is the difference between a power button and power supply? [ /05]
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
b) Explain the difference between computer hardware and software. Give examples of
each. [ /05]
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3
Answer Key
Grade 1 Unit 2
Q1: Circle the correct choice from the following.
1) A mouse has two buttons and a ____________ in the middle.

a) scroll wheel
2) The part of the computer that you can see but cannot touch is known
as____________.
b) software
3) A mouse is placed in such a way that the buttons should be towards
the __________.
a) computer
4) The left side button of the mouse is called the __________.
a) left button
5) The right side button of the mouse is called the __________.
b) right button
6) When a mouse on a surface is moved, the _______________on the
screen also moves.
c) pointer
7) A computer mouse is attached to the system unit through a
__________.
b) cable
8) When the left button on the mouse is pressed and released once, it is
called a __________.
b) single-click
9) When the left button on the mouse is pressed and released twice, it
is called a __________.
c) double-click
10) Computer makes our work __________.
b) easier
Q2: Circle T for true and F for false.
a) Machines are made by human beings. (T )

b) An arrowhead is used for pointing on the monitor. (T )
c) A computer cannot solve sums. ( F)
d) A mouse usually has two buttons and a scroll
wheel at the bottom. (F)
e) A mouse is placed on a special mat called the mouse mat. (T )
Q3: Match the following.
f)
Correct way to hold a

g)
mouse
h)
i)
j)
A mouse pointer
k)
l)
m)
Single-click
Double-click
Mouse pad
Q4:
1) The basic parts of a computer are keyboard, mouse, system unit and
monitor.
2) Wireless mouse
3) There are two buttons on the mouse:
a. the left button
b. the right button
4) A scroll wheel is used to scroll pages up and down in a document.
5) Laser mouse, optical mouse, mechanical mouse, wireless mouse.
2nd Term
AFAQ NAKHLAH SERIES

Unit 1 ASSESSMENT
COMPUTING and ICT-1 Time: 60 min
Maximum 12 18 30
Marks Obtained
Name: __________________________ Roll No:__________ Date:_________
Class Teacher’s Signature: ____________________________________________
Paper Checker’s Signature: ____________________________________________
Examination Controller’s Signature: ____________________________________
1
2nd Term
Unit 1 Assessment 2017

__________________________________________________________________
Objective [12marks]
Q.1. Choose the best option to complete the statement. [ /04]
1) The key that inserts a space between the words or numbers is called
the________________.
a) Enter Key
b) Shift key
c) Tab
d) Spacebar
2) The key used with the alphabet keys to type capital letters where
needed is called the ______________.
a) Shift key
b) Alt key
c) Caps lock key
d) Ctrl key
3) The key used to erase anything on the right of the cursor is called the
______________.
a) Shift key
b) Alt key
c) Delete key
d) Ctrl key
4) Number keys are found in ______________ place/s.
a) one
2
b) two
c) three
d) four
Q.2. Write T for true or F for false. [ /03]
1) Enter is the longest key on the keyboard.
2) Number keys are found at three places on the keyboard.
3) The combination of Ctrl + A selects all items.
3
Q.3. Match the pictures in column “A” with the names in column “B” [ /05]
4
2nd Term
Unit 1 Assessment 2017

__________________________________________________________________
Subjective [18 marks]
Q.4: Describe the following briefly. [ /06]
1) Enter key /02
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2) Ctrl key /02
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5
3) Spacebar /02
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
Q.5: Answer the following questions in detail. [ /8]
a) What is the function of alphabet keys? /04
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
b) What is the function of Number keys? /04
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Q.6: Label the diagram. [ /4]
7
Computing and ICT- Grade-1 2nd Term Assessment
Time: 20 min
Name: ____________________________ Roll No: ________ Date: ________
Section Objective
Maximum Marks 20
Obtained Marks
Objective
1) Windows is the most basic software installed on a______________.

a) LCD
b) Radio
c) Television
d) computer
2) A windows desktop has many small pictures on it called

______________.
a) icon
b) diagram
c) pictures
d) programs
3) The start menu opens by clicking______________.

a) End button
b) right button
c) Start button
d) left button
1
4) The program installed on the computer are called ______________.
a) hardware
b) programming
c) software
d) languages
5) The start menu displays small icons on the left side and larger icons on
the ____________called ‘tiles’.
a) left side
b) right side
c) up side
d) down side
6) Icons are used for opening programs and ______________.

a) videos
b) audios
c) images
d) menus
7) Click ______________ your computer will shut down.

a) sleep
b) Shut down
c) Restart
d) Log off
8) Computer screen is called ______________.

a) Windows desktop
b) Windows icon
c) windows menu
d) windows program
2
Q.2. Write “true” or “false”. [ /08]
1) Examples of software are Notepad, Paint, Calculator, and Microsoft Word.
2) Start menu is on the bottom right corner of the desktop.
3) Word is a software.
4) A start menu containing icons of programs.
5) The part of computer that we cannot touch but can see, are called
hardware.
6) Paint is the basic software installed on a computer
7) When you move the mouse pointer to the start button, the start button is
highlighted.
8) windows is the basic software
3
Q.3. Match column A with column B. [ /04]
4
Time: 70 mins
Name : ___________________ Roll No: ________ Date: ________
Section Subjective
Maximum Marks 30
Obtained Marks
________________________________________________________________
Subjective
Q.4. Define the following [ /6]
1) Icons. /02
2) start menu /02
3) software /02
5
Q.5. Answer the following questions briefly. [ /8]
1) Write down any four examples of software. /04
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2) Write down any four examples of icons. /04
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Q.6.Answer the following questions in detail. [ /10]
1) Write down the steps of “How to shut down a computer”. /05
6
2) Write down complete start-up process? /05
Q.8. Label the following diagram. [ /06]
7
Time: 90 min
Name: ________________________ Roll No:__________ Date:_________

Maximum 20 30 50
Marks Obtained
Class Teacher’s Signature: __________________________________________
Paper Checker’s Signature: _________________________________________
Examination Controller’s Signature: __________________________________
8
AFAQ NAKHLAH SERIES 2nd Term Assessment
Computing and ICT– 1
Answer key
Q.1: Choose the correct option.
1. D
2. A
3. C
4. C
5. B
6. D
7. B
8. A
Q.2. Write “true” or “false”.
1) Examples of software are Notepad, Paint, Calculator, and Microsoft Word.

T
2) Start menu is on the bottom right corner of the desktop.

F
3) Word is a software.
T
4) A start menu containing icons of programs.
T
5) The part of computer that we cannot touch but can see, are called
hardware.
6) Paint is the basic software installed on a computer

T
7) When you move the mouse pointer to the start button, the start button is
highlighted.
T
8) windows is the basic software
T
Q.3. Match column A with column B.
3rd Term
AFAQ NAKHLAH SERIES Grade 1 Unit 1 ASSESSMENT

Time: 60 mins
Maximum 12 18 30
Marks Obtained
Name: _________________________ Roll No: __________ Date:_________
Class Teacher’s Signature: ____________________________________________
Paper Checker’s Signature: ____________________________________________
Examination Controller’s Signature: ____________________________________
1
3rd Term
Computing and ICT Grade 1 Unit 1 Assessment

Time: 20mins
Section Objective
Maximum Marks 12
Obtained Marks
_______________________________ Roll No: ________ Date: _______

Name:
Objective Type [ /12]

1) A computer is used for ________________ in a class.

a) coaching
b) schooling
c) thinking
d) teaching
2) You can ______________ letters and applications on a computer.

a) type
b) Kind
c) style
d) print
3) Game increase ______________ ability

a) Scholarship
b) Learning
c) Culture
d) wisdom
2
4) You can use a computer to add ______________.
a) facts
b) information
c) numbers
d) figures
Q.2. Write “true” or “false”. [ /03]
1) A computer does not help us with our homework.
2) A computer can be used for making worksheets.
3) We can learn addition using a computer.
3
Q.3. Match column A with the names in column B. [ /05]
Column B
Column A
4
3rd Term

Time: 40 mins
Section Subjective
Maximum Marks 18
Obtained Marks
Name: __________________________ Roll No: ________ Date: _______
Subjective Type [ /18]
Q.4: Describe two uses of computer at [ /08]
1) Teaching /04
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5
2) School /04
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Q.5: Answer the following questions in detail. [ /10]
a) Make a list of the uses of computers at home. /05
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
b) Why have computers become an essential part of everyday life? /05
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7
3rd Term
Answer Key
Q.1: Choose the correct option.
1. D
2. A
3. B
4. C
Q.2. Write “true” or “false”.
1) A computer does not help us with our homework. F
2) A computer can be used for making worksheets.

T
3) We can learn addition using a computer.

T
Q.3. Match column A with column B.
Column B
Column A

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ACADEMIC PLANNER

Week 6 Week 6 Week 6 Week 6 Week 6 Week 6

Activity 1: (Effective questioning)

Activity 3: (Problem solving)

Teacher Self-Evaluation Target Achieved

Vocabulary desktop computer, laptop computer

Teacher Self-Evaluation Target Achieved

Make a list of the ways in which computers helps us.

Cross- This Grade Students will be able to:

 Tell the students that computers help us in many ways.

Activity 3 (Problem Solving)

Teacher Self-evaluation Target Achieved

Vocabulary keyboard, mouse, monitor, system unit

Activity 2: (Hands-on learning)

Activity 3: (Problem solving)

Cross- This Grade The students will be able to:

Activity 3: (Hands-on learning)

Teacher Self-Evaluation Target Achieved

Activity 1: (Hands-on learning) 20 min

Teacher Self-Evaluation Target Achieved

Teacher Self-Evaluation Target Achieved

Illustrations from textbook page 12

Q2: What are the four main parts of a computer?

Q3: What are the steps to start up a desktop computer?

Q4: What are the steps to start up a laptop computer?

Q5: Differentiate between computer hardware and software.

Q2: Write the steps to start up a computer.

a) A computer is a machine. (T/F)

b) The screen of a monitor is called a desktop. (T/F)

Vocabulary movement, pointer

Outcome: I can recognise a mouse as a part of a computer.

Vocabulary left button, right button, scroll wheel, cable

Teacher’s Self- Target Achieved

Vocabulary laser, optical, mechanical, wireless

Teacher’s Self- Target Achieved

Teacher’s Self- Target Achieved

Vocabulary arrowhead, mouse pointer or cursor

Activity 2: (Demonstration in lab)

Vocabulary single-click, double-click, sound

After taking their response write the names as follows.

Default Cursor Hand Cursor Text Cursor Wait Cursor

Teacher’s Self- Target Achieved

Q2: What is the correct way to hold a mouse?

Q4: Put a tick () or cross () on the following illustrations.

LEFT BUTTON RIGHT BUTTON SCROLL WHEEL

a. A computer mouse usually has _______ buttons on it.

Moving a mouse pointer:

Vocabulary device, typing

Outcome: I can define a keyboard.

Teacher’s Self- Target Achieved

Outcome: I can recognise different keyboards.

Teacher’s Self- Target Achieved

Focused Skills  recognition of

Teacher’s Self- Target Achieved

Outcome: I can recognise and describe alphabetic and numeric keys.

Teacher’s Self- Target Achieved

Vocabulary function keys, special keys, arrow keys

Teacher’s Self- Target Achieved

Teacher Self-evaluation Target Achieved

Vocabulary functions, capital letters, select an item

Teacher’s Self- Target Achieved

Teacher’s Self- Target Achieved

Q2: Tick T for true and F for false statements.

_________ _ ____________

Student Name: _______________ Roll No: _