TEACHER: MR HASSAN

CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 2 FROM: 11/09/23. TO: 15/09/23

DAY MONDAY (YEAR 4) MONDAY TUESDAY WEDNESDAY FRIDAY

(YEAR 3) (YEAR 5) YEAR 2 YEAR 6
TOPIC The input part of Digital Devices Network devices Inside the What robots are
the program computer used for
( Processor)

OBJECTIVES [S]  Understand the  Identify and  Understand the  Understand the  Define what a robot is
concept of input categorize concept of computer basic concept of and explain its basic
in programming. networks and their the computer characteristics.
different types of
 Identify and use importance. processor and its  Identify different
digital devices.  Identify various role in a applications of robots in
different input
blocks in Scratch  Understand the network devices and computer real-world scenarios.
programming purpose and their functions system.  Understand the
functionality of  Identify the key benefits and challenges
components of a of using robots in
various digital
computer various fields.
devices. processor and
their functions.
 Appreciate the
importance of
the processor in
computer
operations.
TEACHING  Computers or  Whiteboard  Visual aids (e.g.,  Visual aids (e.g.,  Computing students
RESOURCES devices with or blackboard images, diagrams) of images, book 6
Scratch software network devices. diagrams, videos)  Whiteboard or
 Markers or
installed  Poster paper and of computer flipchart
chalk markers. processors.
 Internet access  Markers
(optional, for  Pictures or  Computing student  Whiteboard.
 Printed images or
online resources) illustrations book 5  Computing
student book 2
illustrations of
of digital  Whiteboard
 Whiteboard or different robots
 Worksheets or
blackboard devices  Video clips of robots
coloring
 Markers or chalk  Computing student in action (optional,
materials.
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 2 FROM: 11/09/23. TO: 15/09/23

 Computing book 3  Computer for demonstration)

student book 4 (optional for
 demonstration
purposes)

INTRODUCTION Greet the students Greet the students  Begin the lesson by  Begin by asking  Engage students in a
[5] and introduce the and introduce the discussing with the the children if short discussion:
topic: "Today, we topic: "Today, we are children about their they know what  Ask the students what
are going to explore going to explore the experiences with the makes a they know about
the input part of world of digital internet and how computer work robots and if they have
programming using devices. Digital they access it. Ask and how it can seen or heard about
Scratch. Input is an devices are all them if they have any perform different any robots in real life
essential aspect of around us, and they idea about how tasks. Encourage or in movies.
creating interactive help us in many devices communicate their responses  Prompt them to share
over the internet. and thoughts. their thoughts on what
programs. Let's dive ways. Let's learn
 Introduce the topic  Introduce the robots might be used
in!" more about them!"
topic of the for.
lesson: "Today,
we are going to
learn about the
'brain' of the
computer, which
helps it think and
perform tasks.
It's called the
'computer
processor.'

TEACHING [15]  Ask the students: Show pictures or  Explain the concept of  Explain the role  Start by defining what a
"Can you give illustrations of computer networks: of the processor: robot is: "A robot is a
examples of input different digital "A computer network "The processor is machine that can
in everyday life? devices, such as is like a group of like the brain of perform tasks
How about in smart phones, computers that are the computer. It autonomously or under
programming?" tablets, laptops, connected together helps the remote control. It can
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 2 FROM: 11/09/23. TO: 15/09/23

Allow a brief digital cameras, and so they can share computer think, be programmed to do
discussion and game consoles information and solve problems, specific actions without
note down their Explain that input communicate with and perform all human intervention."
responses on the devices are used to each other." the tasks we ask  Discuss the basic
board. enter information  Present visual aids or it to do." characteristics of
 Explain the into a computer or images of different  Discuss the key robots, such as sensing,
concept of input device, while output network devices, such components of a processing, and acting
in programming, devices display or as routers, switches, computer on information to
provide information modems, and wireless processor: complete tasks.
where users
access points.  Use simple  Show images or
provide data or to the user.
 Discuss the main analogies to help illustrations of different
instructions to the 
network devices and them understand robots to give students
program.
their functions better a visual representation
 Show examples of of various types of
input blocks in robots
Scratch
programming,
such as "ask," "key
press," and
"mouse events."
 Discuss how these
input blocks can
be used to make
programs
interactive and
responsive to user
actions.
 Demonstrate how
to use different
input blocks in
Scratch
programming.
 Provide step-by-
step instructions
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 2 FROM: 11/09/23. TO: 15/09/23

on creating a
simple program
using input
blocks. For
example, ask the
user's name,
display a
personalized
message, or
control sprite
movements using
keyboard input.
 Encourage
students to follow
along on their
computers or
devices and
experiment with
the input blocks.
 Explain the
parameters and
options available
within each input
block and how
they affect
program
behavior.

GROUP WORK Assign a  Group students to  Divide the students

programming  Divide the children allow for peer into small groups and
activity where into small groups and learning, with assign each group a
students can create provide them with students who have specific field or
their own worksheets or activity a deeper industry where robots
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 2 FROM: 11/09/23. TO: 15/09/23

interactive sheets related to understanding are used (e.g.,

program using network devices. helping those who manufacturing,
input blocks.  Ask each group to may be struggling healthcare, space
Provide a choice of match the network exploration,
activity templates devices to their agriculture).
or allow students corresponding  In their groups, ask the
to come up with functions and draw students to research
connections between and discuss the
their own ideas,
the devices to different roles and
ensuring they
illustrate how they tasks that robots
incorporate
work together in a perform in their
different input
network assigned field.
blocks.  Have each group
Walk around the present their findings
classroom to to the class,
provide support, highlighting the
guidance, and applications of robots
differentiation and the benefits they
based on bring to the industry.
individual
students' needs.

DIFFERENTIATIO  Provide  Provide For students who Differentiation:

N [20] differentiated differentiated may need more For visual learners,
instruction based challenge: Provide provide printed
instruction based
on students' additional resources with
on students' information about information about
learning needs:
learning needs: computer different fields and
 For students who
 For students who processors, such as industries that use
need additional
need additional discussing more robots.
support: Offer
complex processor For auditory learners,
extra examples support: Offer
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 2 FROM: 11/09/23. TO: 15/09/23

and provide simplified architectures and have the groups

individualized explanations, their evolution. present their findings
guidance during For students who verbally to the class.
provide visual aids,
the activity. need more For kinesthetic learners,
and offer extra support: Simplify allow them to act out
 For students who
examples. the explanation how robots might
grasp the
concepts quickly: and use more perform tasks in different
For students who concrete examples industries
Encourage them grasp the concepts to help them
to explore quickly: Challenge understand the
advanced input them to think concepts better.
blocks or critically by asking
challenge them to them to analyze the
incorporate functionality of
conditional complex digital
statements with devices or to
input blocks. research and present
on emerging
technologies
CONCLUSION [5]  Summarize the  Summarize the  Recap the main points  Summarize by  show video clips of
key points of the key points of the of the lesson, saying: "Today, robots in action in
lesson: emphasizing the we learned that various fields (e.g.,
lesson: "Today, we
 Allow students to significance of network the computer factory robots
explored different devices in enabling processor is like assembling cars,
share their
digital devices and communication and the brain of the medical robots
experiences or
challenges faced learned about internet access. computer. It assisting in surgeries,
their functions and  Encourage the children helps the agricultural robots
during the
to ask questions and computer think harvesting crops).
activity. the difference
discuss real-life and do all the  Discuss each video
 Provide a preview between input and tasks we want it
examples of network after showing it,
of the next lesson output devices." devices they may to do, like solving emphasizing the tasks
or related topics encounter at home or problems and performed by the
 Encourage
to keep students school. playing games." robots and their
engaged. students to share
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 2 FROM: 11/09/23. TO: 15/09/23

 any new insights  End the lesson impact on the

they gained from with a simple respective industries.
question-and-
the lesson or ask
answer session to
questions. reinforce the
 concepts

EVALUATION

OTHER NOTES: