TEACHER: MR HASSAN

CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 3 FROM: 18/09/23 TO: 22/09/23

DAY MONDAY (YEAR 4) MONDAY TUESDAY WEDNESDAY THURS FRIDAY

(YEAR 3) (YEAR 5) YEAR 2 DAY YEAR 6

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

OBJECTIVES [S]  Understand the  Identify and  Understand the  Understand  Define what a
concept of input categorize concept of the basic robot is and
in programming. computer networks concept of the explain its basic
different types of
 Identify and use and their computer characteristics.
digital devices. importance. processor and  Identify different
different input
blocks in Scratch  Understand the  Identify various its role in a applications of
programming purpose and network devices computer robots in real-
functionality of and their functions system. world scenarios.

 Identify the  Understand the
various digital
key benefits and
devices. components of challenges of
a computer using robots in
. processor and various fields.
their functions.
 Appreciate the
importance of
the processor
in computer
operations.
TEACHING  Computers or  Whiteboard  Visual aids (e.g.,  Visual aids  Computing
RESOURCES devices with or blackboard images, diagrams) (e.g., images, students book
Scratch software of network devices. diagrams, 6
 Markers or
installed  Poster paper and videos) of  Whiteboard or
chalk markers. computer
 Internet access flipchart
(optional, for  Pictures or  Computing student processors.
 Markers
online resources) illustrations book 5  Whiteboard.
 Printed images
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 3 FROM: 18/09/23 TO: 22/09/23

 Whiteboard or of digital  Whiteboard  Computing or illustrations

blackboard devices student book 2 of different
 Markers or chalk  Worksheets or robots
 Computing student
 Computing coloring  Video clips of
book 3
student book 4 materials. robots in
 Computer
action
(optional for
demonstration
(optional, for
purposes) demonstration
)

INTRODUCTION Greet the students Greet the students  Begin the lesson by  Begin by  Engage students
[5] and introduce the and introduce the discussing with the asking the in a short
topic: "Today, we are topic: "Today, we are children about their children if they discussion:
going to explore the going to explore the experiences with know what  Ask the students
input part of world of digital the internet and makes a what they know
programming using devices. Digital how they access it. computer about robots
Scratch. Input is an devices are all Ask them if they work and how and if they have
essential aspect of around us, and they have any idea it can perform seen or heard
creating interactive help us in many about how devices different tasks. about any
communicate over Encourage robots in real
programs. Let's dive ways. Let's learn
the internet. their life or in movies.
in!" more about them!"
 Introduce the topic responses and  Prompt them to
thoughts. share their
 Introduce the thoughts on
topic of the what robots
lesson: "Today, might be used
we are going for.
to learn about
the 'brain' of
the computer,
which helps it
think and
perform tasks.
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 3 FROM: 18/09/23 TO: 22/09/23

It's called the

'computer
processor.'

TEACHING [15]  Ask the students: Show pictures or  Explain the concept  Explain the  Start by defining
"Can you give illustrations of of computer role of the what a robot is:
examples of input different digital networks: "A processor: "A robot is a
in everyday life? devices, such as computer network "The processor machine that can
How about in smart phones, is like a group of is like the brain perform tasks
programming?" tablets, laptops, computers that are of the autonomously or
Allow a brief digital cameras, and connected together computer. It under remote
discussion and game consoles so they can share helps the control. It can be
Explain that input information and computer programmed to
note down their
communicate with think, solve do specific
responses on the devices are used to
each other." problems, and actions without
board. enter information
 Present visual aids perform all the human
 Explain the into a computer or
or images of tasks we ask it intervention."
concept of input device, while output to do."
different network  Discuss the basic
in programming, devices display or devices, such as  Discuss the key characteristics of
where users provide information routers, switches, components of robots, such as
provide data or to the user. modems, and a computer sensing,
instructions to the  wireless access processor: processing, and
program. points.  Use simple acting on
 Show examples of  Discuss the main analogies to information to
input blocks in network devices help them complete tasks.
Scratch and their functions understand  Show images or
programming, better illustrations of
such as "ask," "key different robots
press," and to give students a
"mouse events." visual
 Discuss how these representation of
input blocks can various types of
be used to make robots
programs
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 3 FROM: 18/09/23 TO: 22/09/23

interactive and
responsive to user
actions.
 Demonstrate how
to use different
input blocks in
Scratch
programming.
 Provide step-by-
step instructions
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
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 3 FROM: 18/09/23 TO: 22/09/23

block and how

they affect
program
behavior.

GROUP WORK Assign a Group students  Divide the

programming  Divide the children to allow for peer students into
activity where into small groups learning, with small groups
students can create and provide them students who and assign each
their own with worksheets or have a deeper group a specific
interactive activity sheets understanding field or industry
program using related to network helping those where robots
devices. who may be are used (e.g.,
input blocks.
 Ask each group to struggling manufacturing,
Provide a choice of
match the network healthcare,
activity templates
devices to their space
or allow students corresponding exploration,
to come up with functions and draw agriculture).
their own ideas, connections  In their groups,
ensuring they between the ask the students
incorporate devices to illustrate to research and
different input how they work discuss the
blocks. together in a different roles
Walk around the network and tasks that
classroom to robots perform
provide support, in their assigned
guidance, and field.
differentiation  Have each group
based on present their
individual findings to the
students' needs. class,
highlighting the
applications of
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 3 FROM: 18/09/23 TO: 22/09/23

robots and the

benefits they
bring to the
industry.

DIFFERENTIATIO  Provide  Provide For students Differentiation:

N [20] differentiated differentiated who may need For visual
instruction based more challenge: learners, provide
instruction based
on students' Provide printed resources
on students' additional with information
learning needs:
learning needs: information about different
 For students who
 For students who about computer fields and
need additional
need additional processors, such industries that
support: Offer
as discussing use robots.
extra examples support: Offer more complex For auditory
and provide simplified processor learners, have
individualized explanations, architectures the groups
guidance during and their present their
provide visual aids,
the activity. evolution. findings verbally
 For students who and offer extra
For students to the class.
grasp the examples. who need more For kinesthetic
concepts quickly: support: Simplify learners, allow
Encourage them For students who
the explanation them to act out
to explore grasp the concepts
and use more how robots might
advanced input quickly: Challenge concrete perform tasks in
blocks or them to think examples to help different industries
challenge them to critically by asking them
incorporate them to analyze the understand the
conditional functionality of concepts better.
statements with complex digital
input blocks. devices or to
research and present
on emerging
technologies
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 3 FROM: 18/09/23 TO: 22/09/23

CONCLUSION [5]  Summarize the  Summarize the  Recap the main  Summarize by  show video clips
key points of the key points of the points of the lesson, saying: "Today, of robots in
lesson: emphasizing the we learned action in various
lesson: "Today, we
 Allow students to significance of that the fields (e.g.,
explored different network devices in computer factory robots
share their
digital devices and enabling processor is assembling cars,
experiences or
challenges faced learned about communication and like the brain medical robots
during the their functions and internet access. of the assisting in
 Encourage the computer. It surgeries,
activity. the difference
children to ask helps the agricultural
 Provide a preview between input and computer robots
questions and
of the next lesson output devices." discuss real-life think and do harvesting
or related topics examples of all the tasks we crops).
 Encourage
to keep students network devices want it to do,  Discuss each
engaged. students to share
they may encounter like solving video after
any new insights
at home or school. problems and showing it,
they gained from playing emphasizing the
the lesson or ask games." tasks performed
questions.  End the lesson by the robots
with a simple and their impact
question-and- on the
answer session respective
to reinforce industries.
the concepts

EVALUATION
TEACHER: MR HASSAN
CLASS: Year 2 to 6 SUBJECT: ICT WEEK: 3 FROM: 18/09/23 TO: 22/09/23

OTHER NOTES: