Computer Science Grade 7 CBC Schemes of Work For Junior Secondary

Resources         

a)      Explain the meaning of computer science.

b)     Define technology.

c)      Discuss the characteristics of computer.

d)     Appreciate the characteristics of computers.

Learners to define technology.

In groups, learners to discuss the characteristics of computer

What is technology?

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Spark; StoryMoja, Computer Science Learner’s Book Grade 7 pg. 1-2

a)      List examples of computers.

b)     Discuss the use of computers in daily life.

c)      Perform various tasks, such as, listening to music using a computer.

d)     Appreciate the use of computers in daily life.

In groups, learners are guided to discuss the use of computers in daily life.

As a class, learners are guided to perform various tasks, such as, listening to music using a computer.

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Spark; StoryMoja, Computer Science Learner’s Book Grade 7 pg. 3-7

a)      Explain the meaning of processing cycle.

b)     Identify the functions of a computer.

c)      Draw and label the computer processing cycle.

d)     Appreciate the functions of a computer.

In groups, learners to identify and discuss the functions of a computer.

In groups, learners are guided to draw and label the computer processing cycle.

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a)      List and discuss the advantages and disadvantages of using computer.

b)     Draw an illustration of a general model of a computer

c)      Appreciate the advantages of using a computer.

Learners to draw an illustration of a general model of a computer.

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a)      Identify areas where computers are applied.

b)     Share experiences on application of computers.

c)      Enjoy sharing and listening to experiences on application of computers.

In groups, learners are guided to share experiences on application of computers.

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a)      Watch a video clip about the evolution stages of computers from Abacus to the modern day computer.

b)     Discuss the evolution stages of computers.

c)      Appreciate the evolution stages of computers.

In groups, learners are guided to discuss the evolution stages of computers

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a)      Identify the tasks that computers performed at different stages of evolution.

b)     Brainstorm on the relationship between the difference engine and the analytic engine.

c)      Discuss the role of the difference engine and the analytic engine.

d)     Appreciate the tasks performed by computers at different evolution stages

In groups, learners are guided to brainstorm on the relationship between the difference engine and the analytic engine.

In groups, learners are guided to discuss the role of the difference engine and the analytic engine

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a)      Using a calculator or an abacus add two numbers.

b)     Share experiences on the use of computers that existed at different evolution stages.

c)      Have fun and enjoy sharing experiences.

In groups, learners are guided to share experiences on the use of computers that existed at different evolution stages.

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a)      Explain the meaning of artificial intelligence.

b)     Take turns to discuss the development of computers in respect to contemporary technology.

c)      Appreciate the importance of technology.

In groups, learners are guided to take turns to discuss the development of computers in respect to contemporary technology

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a)      Mention the five generations of computers.

b)     Map computers to their appropriate generation based on year of manufacture.

c)      Appreciate the 5 generations of computers.

In groups, learners are guided to map computers to their appropriate generation based on year of manufacture

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a)      Identify the characteristics of different computer generations.

b)     Share experiences on characteristics of each generation of computers.

c)      Appreciate characteristics of different computer generations.

In groups, learners to share experiences on characteristics of each generation of computers

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a)      Identify technologies used in different computer generations.

b)     Prepare a personal study timetable.

c)      Use technologies of different computer generations in daily life situations.

As a class, learners are guided to prepare a personal study timetable, using applications such as, My Study Life, Timetable, Daily Schedule or any other.

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a)      Analyse technological advancement from one computer generation to the other.

b)     Debate on technological advancement of computers from one generation to the next.

c)      Have fun and enjoy the debate.

In groups, learners are guided to form two groups of opposers and proposers and debate the notion ‘Technological advancement of computers has more disadvantages than benefits’

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a)      Discuss and list types of computers.

b)     Draw different types of computers.

c)      Appreciate types of computers.

In pairs, learners are guided to draw different types of computers (supercomputers, mainframe, minicomputers, microcomputers and embedded computers)

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a)      Identify the criteria used to classify computers.

b)     Match different types of computers to their responses classes.

c)      Appreciate the criteria used to classify computers.

In groups, learners are guided to match different types of computers to their responses classes.

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a)      Identify the factors to consider when selecting a type of computer to use.

b)     Play one of the computers games.

c)      Have fun and enjoy playing different types of computers game.

In groups, learners to play one of the computers games, such as, chess titans

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a)      Explain the meaning of embedded computers.

b)     Share experiences on the use of embedded computers.

c)      Use different types of computers to perform tasks.

d)     Appreciate the uses of embedded computers in daily life activities.

In groups, learners are guided to share experiences on the use of embedded computers.

In groups, learners are guided to use different types of computers to perform tasks.

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a)      Watch a video about different computer user environments.

b)     State factors to consider when setting up a computer user environment.

c)      Enjoy watching the video about different computer user environments.

In groups, learners to state factors to consider when setting up a computer user environment.

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a)      Identify resources for a computer user environment.

b)     Use digital devices to search for resources for a computer user environment.

c)      Appreciate the resources for a computer user environment.

In groups, learners are guided to use digital devices to search for resources for a computer user environment

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a)      Identify the safety precautions to observe in a computer user environment.

b)     Participate in setting rules to follow in a computer user environment.

c)      Appreciate the safety precautions and practices in a computer user environment.

In groups, learners are guided to participate in setting rules to follow in a computer user environment

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a)      Identify different seating layouts of computers.

b)     Set up a computer user environment.

c)      Observe safety precautions and practices in a computer user environment.

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a)      Identify some of the emerging trends in computer user environment.

b)     Share ideas on emerging trends in computer user environment.

c)      Appreciate the use of computers in daily life.

In groups, learners are guided to share ideas on emerging trends in computer user environment

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a)      Observe, identify and list the various physical parts of a computer.

b)     Draw the physical parts of a computer.

c)      Appreciate the physical parts of a computer.

Individually, learners to draw the physical parts of a computer.

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a)      Identify the functions of the physical parts of a computer.

b)     Match the physical parts of a computer to their respective functions.

c)      Appreciate the functions of the physical parts of a computer.

In pairs, learners to match the physical parts of a computer to their respective functions

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a)      Name the physical parts of a computer.

b)     Connect the physical parts of a computer for use.

c)      Have a desire to use computers and digital devices.

In groups, learners are guided to connect the physical parts of a computer for use

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a)      Name the materials used for modelling.

b)     Take part in modelling the interlinked physical parts of a computer.

c)      Have fun and enjoy modelling the interlinked physical parts of a computer.

In groups, learners are guided to take part in modelling the interlinked physical parts of a computer.

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a)      Talk about reusing or recycling physical parts of a computer that are in good working condition to minimize wastage.

b)     Summarise the steps or examples of ways of reusing or recycling physical parts of a computer.

c)      Enjoy talking about computers.

In groups, learners to summarise the steps or examples of ways of reusing or recycling physical parts of a computer.

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a)      Interact with the available physical devices by identifying them and their functions.

b)     Practice using the physical parts of a computer to perform their specific functions.

c)      Appreciate the physical parts of a computer.

In groups, learners are guided to practice using the physical parts of a computer to perform their specific functions.

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a)      Define the terms shut down, sleep, restart and hibernate.

b)     Outline the procedure for starting and shutting down a computer.

c)      Start and shut down a computer using appropriate procedure.

d)     Appreciate the appropriate procedure for starting and shutting down a computer.

As a class, learners are guided to outline the procedure for starting and shutting down a computer.

In groups, learners to start and shut down a computer using appropriate procedure

How do you shut down a computer?

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a)      Identify categories of keys in a computer keyboard.

b)     State the functions of keys in a computer keyboard.

c)      Model or draw different categories of keys of a computer keyboard.

d)     Appreciate the functions of keys in a computer keyboard.

In groups, learners are guided to state the functions of keys in a computer keyboard.

In groups, learners are guided to model or draw different categories of keys of a computer keyboard.

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a)      Identify the home keys.

b)     Practise typing using the Home keys on the computer keyboard.

c)      Enjoy typing using the home keys

In groups, learners are guided to practise typing using the Home keys on the computer keyboard.

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a)      Define the term cursor as used in pointing devices.

b)     Explain the meaning of system and computer system.

c)      Practise using keyboard and pointing devices to perform various tasks.

d)     Appreciate the use of pointing devices to manipulate objects in a computer.

Learners to explain the meaning of system and computer system.

In groups, learners are guided to practise using keyboard and pointing devices to perform various tasks

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a)      Identify the components of a computer system.

b)     State the importance of computer systems in the society.

c)      Create an illustrate of the linkage among the components of a computer systems.

d)     Appreciate the importance of computer systems in the society.

Learners to state the importance of computer systems in the society.

In groups, learners are guided to create an illustrate of the linkage among the components of a computer systems.

What are the importance’s of computer systems in the society?

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