Lesson-Note-Second-Term-BST-Computer-Studies-Week-1-JSS-1

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Lesson-Note-Second-Term-BST-Computer-Studies-Week-1-JSS-1 in one sentence

This Lesson-Note-Second-Term-BST-Computer-Studies-Week-1-JSS-1 is a leading guide for teachers on how to teach week one topic in Computer Studies for JSS One during the second term of the academic session.

General Introduction to Lesson-Note-Second-Term-BST-Computer-Studies-Week-1-JSS-1

I prepared this Lesson-Note-Second-Term-BST-Computer-Studies-Week-1-JSS-1 based on standard Computer Studies Scheme of work for Junior Secondary School 1 – 3 by various state ministries of education.

The state ministries of education on the other hand prepared these schemes according to the new 9-year basic education curriculum. The Nigerian Educational Research and Development Council is the official developer of the Nigerian National curriculum frameworks. The revised 9-Year BEC reviewed the number of subjects in Nigerian schools from twenty (20) to a maximum of ten (10) for JSS 1 – 3. The developers did this by adopting a conceptual framework that identified and grouped related subjects under one composite subject. Under this structure, Computer Studies (or Information Technology) is under Basic Science and Technology. The other subjects under Basic Science and Technology are Basic Technology, Physical and Health Education and Basic Science.

Accordingly, teachers may this deliver lesson in the first week of second term of the academic year.

Who may find this useful?

These lesson note guides will be useful to all teachers  especially those in Nigeria, parents who want to help their children keep up, school owners and school administrators who want their teachers to do things right.

Note however that this guide does not favour a particular lesson plan format. Instead, it is a general suggestion that can be adapted to any format of choice. The focus of the note is to provide enriched lesson content and then suggest ways of delivering such content.

Lesson-Note-Second-Term-BST-Computer-Studies-Week-1-JSS-1


Teacher: PiusJoe Ankpa

School: LeadinGuides Post

Date: Look up the day that the timetable for the committee fixed the subject and the particular date that the teacher intends to teach the subjectE.g.: Monday & Wednesday, November 11 & 13, 2019.

 Period: Look up your timetable for the periods the subject occupies on the date of delivery. E.g. 6th & 3rd, 12:15 to 01:30 pm and 09:00 to 09:45 am respectively

Duration: Based on the timetable, what is the cumulative duration of the subject for the week in which the teacher will deliver the lesson? E.g. 90 minutes, 45 minutes each

Age: What is the average or range of ages of the children in the class? The students in Junior Secondary School One are typically within the ages ranging between 11-13 years.

Class: JSS 1

Class Composition: How many pupils are in the class? Typical population of students in a class arm for private schools is usually a maximum of 25 – 30 pupils with mixed abilities and moderately quiet.

Subject: Computer Studies (Information Technology)

Topic: Data Processing

Sub-topic: Data and Information – Meaning, Sources and Examples

Aims and Objectives:  At the end of the lesson, the students should have attained the following objectives:

  • Cognitive
    • Define data and information
    • List the types and sources of data
    • Mention examples of data and information
    • Differentiate between data and information
    • State qualities of good information
  • Affective
    • Make logical judgment based on quality information
    • Demonstrate conscious observation skills
  • Psychomotor
    • Carryout data collection/sourcing activities

Reference Materials:

MIT Office of Digital Learning. (n.d.). IMPROVING OBSERVATION SKILLS. Retrieved from MIT Open Learning: https://ccmit.mit.edu/observation/

Asun, P., Bajah, S. T., Ndu, F. O., Oguntonade, C. B., & Youdeowei, A. (2010). Basic Science & Technology UBE Edition Book 4. Lagos: Longman Nigeria Plc.

Cambridge International Corpus . (2008). Cambridge Advanced Learner’s Dictionary, Third Edition. Cambridge University Press .

Folorunso, O., Aduroja, O., & I, E. (2012). Melrose Computer Studies for Junior Secondary Schools. Ogun: Melrose Books and Pblishing Limited.

Ikeobi, I., Wasagu, M., Asim, A., Eyetsemitan, P., Uyanne, M., Gankon, B., . . . Bandele, O. F. (2009). STAN Primary Science. Ibadan: University Press PLC.

NERDC. (2013). 9-Year Basic Education Curriculum (Basic Science for JSS 1 – 3) . Kaduna: Nigerian Educational Research and Development Council.

Ogunniyi, M. B., Egbugara, U., Okebukola, P. O., & Mahmoud, I. (1998). Macmillan Primary Science book 4. Lagos: Macmillan Nigeria Publishers Ltd.

Simon, D. J. (Director). (2010). The Monkey Business Illusion [Motion Picture].

Sloman, L. (2019, August 30). Trapping the Tiniest Sound, . Retrieved 2020, from Scientific America: https://www.scientificamerican.com/article/trapping-the-tiniest-sound/

Instructional materials

  • White board and temporary marker or chalk and blackboard (chalkboard),
  • Any two objects for producing sound
  • The Monkey Business Illusion video
  • A computer
  • A sample raw material and the processed form. For example, raw tomato and tomato paste, orange and orange juice, raw cassava and gari, millet and popcorn, etc. If none of these items is available to the teacher, a chart of same will serve.

Previous Knowledge (Entry Requirement)

The students have memorized definition of both terms – data and information – from earlier classes in definition of computer. They however, may not have clear understanding of the concepts. Neither of these is however a prerequisite for understanding this lesson.

Method of Teaching

Talk and Chalk method and project-based.

Teacher’s Activities

In addition to thorough explanation and demonstration of the concepts; the teacher shall demonstrate and guide the students in carrying out the data collection/recording activity. S/he will also mark, grade and provide adequate feedback to the students.  The teacher shall group the students based on their abilities, supervise and accept their discussions.

Learners’ Activities

The students shall actively participate in the lesson by asking and answering questions. They shall also carryout data collection activity and accurately report/present the result.   The students shall also participate in group discussions.

Presentation

The teacher presents the lesson in order of the following steps:

1.     Introduction (warm up)

To introduce the lesson, the teacher presents/displays the raw material and the processed form to the students. S/he then asks the students to identify the specimen and state the relationship between them afterwards. The teacher notes that the essence of this exercise is to induce the students’ curiosity and command their attention in preparation for the lesson. Hence, s/he directs the question(s) to seeming inattentive student. Since the exercise is also to create familiar/friendly environment in the classroom, the teacher encourages as many attempts as possible while still being conscious of the time.

After the identification of the specimens and the relationship between them, the teacher explains that they shall in the week’s lesson, begin to learn how to get a finished product from a raw material. S/he clarifies that the raw material and products are however not in agricultural terms as the ones s/he presented. Instead, since they are in Computer class, it shall be raw material and finished product in Computer terms – you might want to bring fun to class by demanding a guess (don’t kill your time).

Thereafter, the teacher reminds/demands the students to recall the definition of computer in earlier classes:

“Computer is an electronic machine that accepts and process DATA; store and give out INFORMATION based on the instruction given to it by the user”

However their definition goes, the emphasis is on DATA and INFORMATION. The teacher also reminds them how their primary school teacher probably told them that DATA is raw information while INFORMATION is raw data. S/he therefore, reveals to them that data is the raw material and information is the finished product. The teacher also points out that they shall learn how data become information in what is known as data processing.

In conclusion of the warm-up exercise, the teacher explains that before proceeding however, they shall understand in details; what data and information means. S/he therefore writes the topic – Data and Information – on the board and explains the objectives of the lesson to the students.

2.     Definition of Data

In continuation of the lesson, the teacher teaches that the term data is the plural form of datum. S/he furthers the lesson by defining and explaining both datum and data to the understanding of the students. I present recommended definition and explanations below.

Datum

Datum is a unit of any of the means of expressing facts.

Explanation

1.       A unit

A unit means one item of the means we use to express facts.

2.       Facts

Fact means something which is known to have happened or to exist, especially something for which proof exists, or about which there is information.

One distinguishing feature of facts is the existence of proofs to show for it. Hence, one of the qualities of well educated people is that they are not easily swayed by hearsays. Instead, they always verify authenticity of every rumor before believing and circulating.

Examples of what could be facts are:
  1. Color of an object – the proof is that we can see the color.
  2. The taste of an object – we prove this by tasting it
  3. The shape of an object – we can see and even draw it by making the outline
  4. The height and length of an object – we can measure it with ruler or appropriate tools
  5. The number of an item – we prove this by counting
  6. The state of an item – whether liquid, solid, gas – we prove this by feeling
  7. The texture of an item
  8. The size of an item
  9. The feeling of a person or an animal
  10. Statement of an occurrence like “there was a bomb blast”, “she was awarded”, “he is sacked”, “I am blind”, e.t.c.

Note that all these could be facts if there are reasonable proofs or information to show for it. They could also be false.

3.       Means of expressing facts

Means of expressing facts now referred to how we communicate/report (say or show) facts. The means of expressing facts are through:

  1. letters
  2. numbers
  3. letters and numbers (text)
  4. sound
  5. graphics (drawing, picture, painting)

We may also call each of this means of expressing facts medium of communication. Hence, the last form of medium of communication is called multimedia. Multimedia is a medium of communication that contains many means of expressing facts. Examples of multimedia are videos, animations and music/audio (combination of many sound elements).

From the explanations above, datum refers to a single letter, single number, the tiniest piece of sound (phonon) and the smallest unit if image (pixel – picture element). So, any of these items formed alone is a datum. Now from this it can also be said that datum does not make complete sense. For instance, writing a number or letter without saying a word or prior discussion will not make any sense.

Data

From the definition and explanation of datum above, we can derive the definition of data. Since data is the plural of datum, data can be defined as any collection or a set of one or more medium of communication expressing a fact which can be processed to make complete sense or give more meaning to support decision making.

Explanation

1.       Collection or a set

This means data is usually not a single content form such as a letter, number, phonon or pixel. Instead, it is many letters, many numbers, group of phonons, and group of pixels or combination of two or more of the content forms.

2.       Expressing a fact

This means that the collection or set of medium of communication is usually a description of a fact. Therefore, writing number 1 alone without describing what it represents is no data. Instead it is a datum. However, saying “the number of oranges left is 1” makes it data because it now describes a fact.

3.       Which can be processed to make complete sense or give more meaning

Process (verb form) in computer means performing operations such as conversion, calculation or arranging/rearranging a set of data to give a desired meaning/output. More so, a characteristic of data is that it does not make sense or complete sense. Hence, it has to be processed or it can be processed to make complete or more meaning.

4.       To support decision making

Since data does not make complete sense or there are additional meaning that one can derive, we cannot make decisions based on a given data except it is processed.

 

3.     Examples of data

Referring the students to the definition and explanation, the teacher asks them to give examples of data. S/he accepts as many attempts as possible. After that, the teacher lists some examples.

  1. Aubja
  2. Maihcel
  3. Name my is Smason
  4. Favorite color of 5 students: Green, Green, Yellow, White, Purple
  5. The shoe size of ten children: 12 11          5      10.5      10         12         13         9.5       8          12
  6. Unedited sound and video recording
  7. Unedited and indistinct outline sketch of a painting

Note that in each case, the data can be processed into a meaningful form or to give more meaning.

 

Stage Evaluation and Group Discussion

After identifying the examples of data, the teacher demands the students to ask questions. Following, s/he revises what s/he has taught so far and then asks the following questions:

  1. Which is the raw material, information or data?
  2. Data is changed into information in what is known as ___________.
    1. data processing
    2. information processing
  3. That which is known to have happened or to exist, especially something for which proof exists, or about which there is information is ________
    1. medium of communication
    2. fact
    3. proof
  4. Which one is not true of data?
    1. It is a single content form such as a letter, number, phonon or pixel
    2. Data always describes facts
    3. Ability to be processed
  5. How many qualities of data were discussed?
    1. 3
    2. 2
    3. 4
    4. 5

Group Discussion

Following the stage evaluation questions above, the teacher groups the students. Then dedicating a/some group(s) as opponent and the other(s) as proponent, the teacher directs each group to answer the following questions:

  1. List the 4 qualities of data
  2. Using the qualities of data mention in (1 ) above, prove/disprove that a letter written by some students to the Principal is an example of data.

 

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