+
ICT BOOK 1
LESSON PLAN
School Grade Level
Teacher Learning Area ICT BOOK 1
Teaching Date
Quarter
and Time
Lesson Title: Computers
Suggested Time Allotment: 120 minutes
Suggested Number of Session/s: 2
I. OBJECTIVES
In this lesson, the students will explore the history of computers and find out how they came to be. They will be
focusing mainly on computers while studying ICT.
Specific Objectives:
By the end of this lesson, you should be able to:
1. discover the history of computers;
2. differentiate among the generations of computers; and
3. illustrate the impact of modern-day computers.
ISTE The ISTE Standards for Students that are relevant to computers include:
Standards: Empowered Learner: Students develop their skills in using technology to learn about and
explore the history of computers.
Creative Communicator: Students use technology to create presentations or projects that
showcase their understanding of the history of computers.
Global Collaborator: Students work with peers to research and discuss the global impact
of computers on society.
Computational Thinker: Students analyze the evolution of computer technology over
time and identify patterns and trends.
Innovative Designer: Students examine the design of early computers and consider how
design choices impacted their functionality and use.
Digital Citizen: Students explore the ethical and social implications of computer
technology throughout history, and consider how these issues continue to affect society
today.
CSTA The CSTA Standards for Students that are relevant to computers include:
Standards: Digital Systems: Students understand how digital systems represent and transmit
information and why these matters.
Computing Systems: Students will be able to describe the components of computing
systems and how they work together.
Impacts of Computing: Students will understand the connections between computing
and interdisciplinary fields such as science, engineering, business, and the arts.
Values Integration:
1. Ability to think clearly and logically.
2. Longing to know and understand.
3. Independence of thought and flexibility of mind.
4. Awareness of the use of information technology skills in the world beyond the classroom.
II. SUBJECT MATTER
Content/Topic: History of Computers
Concepts:
i. Discuss the Early Computing Devices
ii. What happen in 1800s and 1830s?
iii. Discuss the First Generation (1940 - 1956) of computer
iv. Discuss the Second Generation (1956 - 1963) of computer
v. Discuss the Third Generation (1964 - 1971) of computer
vi. Discuss the Fourth Generation (1971 - 2010) of computer
vii. Discuss the Fifth Generation (Present and Future) of computer
III. LEARNING RESOURCES
Materials/Equipment:
i. ICT Book 1 PPT: Lesson 2 Computers
ii. Laptop/Computer/Cellphone
iii. Paper and Pen
iv. Image
v. Video
References:
i. LearnIT – ICT Book 1 Pages 9-18
Websites:
i. [Link] - How Is Your Phone Changing You?
IV. PROCEDURES
A. Reviewing previous ELICIT
lesson or presenting
The teacher will ask students to present their assignment.
the new lesson
B. Establishing a
purpose for the lesson ENGAGE
1. The teacher will prepare a game to introduce the next lesson
Example: 4 pics 1 word
Answer: Electronics
C. Presenting
examples/instances of
the new lesson
Answer: Monitor
Answer: Application
The teacher will introduce the lesson and the objectives that need to be achieved at.
D. Discussing new
concepts and EXPLORE
practicing new skills Practice Activity:
#1
1. Teacher will ask the students to identify what are the images below:
Answer: Abacus
Answer: Punched Cards
E. Discussing new
concepts and
practicing new skills Answer: ENIAC
#2
Answer: PC (IBM 370)
The Teacher will discuss the following:
Teachers Discussion
1. History of Computers
Practice Activity:
1. The teacher will ask the students to write an essay (200 words) about what they
expect from computers in the future.
Grading: See Rubric Below
EXPLAIN
Ask the students, to discuss the following:
1. Discuss the Early Computing Devices
F. Developing mastery 2. What happen in 1800s and 1830s?
(leads to Formative 3. Discuss the First Generation (1940 - 1956) of computer
Assessment 3) 4. Discuss the Second Generation (1956 - 1963) of computer
5. Discuss the Third Generation (1964 - 1971) of computer
6. Discuss the Fourth Generation (1971 - 2010) of computer
7. Discuss the Fifth Generation (Present and Future) of computer
G. Finding practical
ELABORATE
applications of
concepts and skills in The teacher will ask the students to watch the video below:
daily living Video link: [Link] - History of Computers |
From 1930 to Present
The teacher will ask students (written or oral)
1. What can you say about the video?
The teacher will explain to the students the importance of technology nowadays.
H. Making Short Quiz:
generalizations and 1. It refers to technology that uses integrated circuits where thousands of transistors
abstractions about can be stored. Answer: VLSI
the lesson 2. It is made up of transistors and other electronic components despite being very
small. Answer: IC
3. ENIAC is stands for what? Answer: Electronic Numerical Integrator and Computer
4. It is made up a computer’s circuitry and magnetic drums were used for memory.
Answer: Vacuum Tubes
5. The first automatic digital computer for general use. Answer: Analytical Engine
EVALUATE
The teacher will ask the students to answer the following:
STUDENT ACTIVITY 1:
Write True if the statement is true. If the statement is false, write False and underline
the word or words which makes the statement incorrect.
___________ 1. The parallel processing method is a method that uses two or more
microprocessors in a computer to split tasks and make it run faster.
___________ 2. The ones responsible for building ENIAC and UNIVAC were John
Mauchy and Presper Eckart.
___________ 3. The first generation computer ENIAC stands for Electronic Numeral
Integrator and Computer.
I. Evaluating learning ___________ 4. A technology that was prominent in the fourth generation is the
microprocessor.
___________ 5. A weaver named Joseph Jacquard invented a programmable loom
which used punched cards to carry out instructions.
___________ 6. Fourth generation computers used very large-scale integration (VLSI)
technology while fifth generation computers used ultimate large-scale
integration (ULSI) technology.
___________ 7. The IBM 1400 series, UNIVAC 1108, and CDC 7600 are some examples
of third generation computers.
___________ 8. Microcomputers are also called personal computers (PC).
___________ 9. The Internet was introduced during the fifth generation of computers.
___________ 10. Smartphones are examples of fifth generation computers.
EXTEND
Assignment:
J. Additional activities
for application or If you had the resources, what would you contribute to the fifth generation of computers?
remediation Will you invent something new, gain inspiration from the past, or improve a device from the
present? Think of the kind of computer you want to build and enumerate the features it has.
Then, make a poster which creatively advertises your idea and share it with your class.
V. REMARKS
I. Reflection. Answer may vary
STUDENT ACTIVITY 1: ANSWER
Write True if the statement is true. If the statement is false, write False and underline the word or words which makes
the statement incorrect.
1. True
2. False
John Mauchy and Presper Eckart / John Mauchy and Presper Eckart
3. False
Electronic Numeral Integrator and Computer
4. True
5. True
6. False
ultimate large-scale integration (ULSI) technology
7. False
IBM 1400 series, UNIVAC 1108
or
CDC 7600; third generation computers
8. True
9. False
fifth generation
10. True
RUBRIC FOR ESSAY
Score will be based on student performance/output.
Criteria Excellent (5) Good (4) Fair (3) Poor (2) Missing (1)
Clearly and
comprehensively Addresses the
addresses the prompt with Addresses some
prompt with mostly relevant, aspects of the
relevant, accurate, accurate, and prompt but lacks Address the Fails to
and detailed detailed detail or prompt with little address the
Content information. information. relevance. relevance or detail. prompt.
Organizatio Has a clear, logical Has a clear Has a basic Lacks clear Lacks
n structure with well- structure with structure but structure or structure and
developed good paragraphs may lack transitions between coherence.
paragraphs and and transitions, coherence and ideas, making it
transitions that but may lack transition difficult to follow
Criteria Excellent (5) Good (4) Fair (3) Poor (2) Missing (1)
enhance the flow some depth or the author's train
of ideas. clarity. between ideas. of thought.
Demonstrates a
Demonstrates an good style and
engaging and tone with mostly
appropriate style precise Demonstrates a
and tone with language, varied basic style and Demonstrates a
precise language, sentence tone but may poor style and
varied sentence structure, and lack precision, tone, making the Demonstrates
Style and structure, and adequate variation, or writing unclear or little or no
Tone strong vocabulary. vocabulary. vocabulary. confusing. style and tone.
Demonstrates
basic
understanding of
Demonstrates grammar and Demonstrates poor
Demonstrates good control of usage but may control of grammar Demonstrates
mastery of grammar and make frequent and usage, little or no
grammar and usage with errors that resulting in understanding
Grammar usage with few or occasional distract from the confusion or of grammar
and Usage no errors. errors. message. misunderstanding. and usage.
Accurately and Accurately cites Cites sources but Cites few sources
consistently cites sources but may may have some or does not
sources using an have some inaccuracies or accurately or
appropriate inconsistencies inconsistencies consistently cite Does not cite
References format. in formatting. in formatting. sources. any sources.
Note: This rubric is just an example, and you may modify it to fit your specific
assignment and grading criteria.
RUBRIC FOR POSTER, INFOGRAPHIC
Score will be based on student performance/output.
Criteria 4 (Exemplary) 3 (Proficient) 2 (Developing) 1 (Emerging)
Some key
All key information is Most key information information is present Minimal information
present and clearly is present and clearly and may not be is present and not
Content displayed. displayed. clearly displayed. clearly displayed.
The The The The
poster/infographic is poster/infographic is poster/infographic is poster/infographic is
Visual visually appealing visually appealing but not very visually not visually
Appeal and creative. not very creative. appealing. appealing.
The The The The
poster/infographic is poster/infographic is poster/infographic is poster/infographic is
well-organized and mostly well-organized somewhat disorganized and
Organization easy to follow. and easy to follow. disorganized. difficult to follow.
Visuals are used Some visuals are
effectively to Visuals are used to used but do not Visuals are not used
Use of enhance enhance enhance or do not enhance
Visuals understanding. understanding. understanding. understanding.
Mechanics No errors in spelling, Few errors in spelling, Some errors in Many errors in
and punctuation, or punctuation, or spelling, punctuation, spelling, punctuation,
Grammar grammar. grammar. or grammar. or grammar.
All sources are Most sources are Some sources are Sources are not cited
Citations and properly cited using properly cited using cited but not properly or not properly
References APA or MLA format. APA or MLA format. formatted. formatted.
Note: This rubric is just an example, and you may modify it to fit your specific
assignment and grading criteria.
