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GRADE 10 INFORMATION COMMUNICATION TECHNOLOGY (ICT) LESSON

PLANS TERM 1
WEEK 1: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Introduction to ICT

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify the meaning of the term information communication technology (ICT).
- Use digital devices to search for information on technologies used in ICT.
- Appreciate the importance of ICT in society.

Key Inquiry Question(s):

- What is the meaning of ICT?

Learning Resources:
- Information Communication Technology (ICT) Curriculum Design
- Digital devices (tablets or computers)
- Picture cards showing different ICT tools (smartphone, computer, internet)

Organisation of Learning:
Introduction (5 minutes)
- Ask students if they have used any digital devices (like a tablet or computer) before and
discuss briefly what they do with these devices.
- Introduce the term "Information Communication Technology" (ICT) and explain that it
covers all the tools we use to communicate information.

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Lesson Development (30 minutes)

Step 1: Understanding ICT (10 minutes)
- Define ICT in simple words: "ICT means using computers, tablets, and phones to share
information."
- Display picture cards of different ICT tools and have students identify each item.
- Engage the class in a short discussion asking, "Why do we think these tools are important?"
Step 2: Searching for Information (10 minutes)
- Demonstrate how to use a digital device to find information, such as searching for "how a
computer works."
- Pair students up and allow them to use tablets to search for information on a simple ICT tool
(e.g., "What is a smartphone used for?").
- Assist the students while they use the devices and ensure they understand the functionality
of ICT.
Step 3: Importance of ICT in Society (5 minutes)
- Discuss how ICT helps us in our daily lives, such as connecting with family, learning, or
playing games.
- Ask students to share how they use ICT at home or at school.
- Reinforce the connection between ICT and its impact on communication and learning.
Step 4: Quick Recap Game (5 minutes)
- Conduct a quick quiz or game where students can raise hands or use cards to answer
questions about ICT. For example, ask "What does ICT stand for?" or "Name one ICT tool."
Conclusion (5 minutes)
- Summarize key points: What is ICT? How do we use it? Why is it important?
- Conduct a brief interactive activity where students can show their favorite ICT tool (either
from the picture cards or what they have at home) and explain why they like it.
- Prepare learners for the next session by asking them to think about how technology will
change in the future.
Extended Activities:
- Ask students to draw a picture of their favorite ICT device and write a sentence about its
[Link] students to bring a technology-related book from home to share with the class
next time.
- Organize a "Tech Week" where students can explore various ICT tools at school.
Teacher Self-Evaluation:

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 [Link]

For Complete CBE Senior Schools Materials, Contact Kenya Educators Consultancy 0724 333 200 OR

Subscribe to our website [Link] to download.

 [Link]

WEEK 1: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Introduction to ICT

Specific Learning Outcomes:

- Outline the components of ICT infrastructure in society.
- Use an ICT device to send and receive information.
- Appreciate the importance of ICT in society.

Key Inquiry Question:

- What ICT devices can we use to send and receive information?

Learning Resources:
- Information Communication Technology (ICT) Curriculum Design
- Pictures of various ICT devices (computers, tablets, smartphones, etc.)
- Chart paper and markers

Organisation of Learning:

Introduction (5 minutes)
1. Start with a fun review question: "What was our last lesson about?" (E.g., basic
understanding of ICT)
2. Briefly introduce today's topic by explaining how we use ICT devices every day. Show
pictures of different ICT devices and ask children to name them.

Lesson Development (30 minutes)

Step 1: Identifying ICT Devices (10 minutes)

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- Show images of various ICT devices (e.g., computers, tablets, smartphones, and printers).
- Ask students to identify each device and discuss how they might use them to send or receive
information.
Step 2: Understanding Components of ICT Infrastructure (10 minutes)
- Introduce the concept of ICT infrastructure using simple language.
- Explain that it includes things like the internet, computers, and cables.
- Use a drawing on chart paper to visually represent these components and label them
together with the class.
Step 3: Demonstrating Sending and Receiving Information (5 minutes)
- Have a simple role-play activity where one student “sends” a message (like a drawing or a
note) using a pretend smartphone to another student.
- Discuss how this demonstrates our learning about sending and receiving information.
Step 4: Appreciating the Importance of ICT (5 minutes)
- Ask students why they think ICT is important. Encourage them to think about how it helps
us connect with friends and family, learn new things, and share ideas.
- Write ideas on the board under the title "Why ICT is Important."

Conclusion (5 minutes)
- Summarize key points: the devices we can use, the components of ICT, and the importance
of ICT.
- Conduct a quick interactive activity: Have students draw their favorite ICT device and share
with a partner about how they use it.
- Preview the next lesson’s topic by asking, "How do we stay safe when using ICT?"

Extended Activities:
- Home Activity: Ask students to take a picture of an ICT device they use at home and bring
it to class for the next lesson.
- Group Project: Create a "Class ICT Wall" where students can add drawings or pictures of
ICT devices and write one way these devices help us in our daily lives.

Teacher Self-Evaluation:

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WEEK 2: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Introduction to ICT - 3

Specific Learning Outcomes:

- State the importance of ICT in society.
- Use ICT to interact with information on a topical issue.
- Appreciate the importance of ICT in society.

Key Inquiry Question:

- What is the importance of ICT in society?

Learning Resources:
- Information Communication Technology (ICT) Curriculum design

Organisation of Learning:
Introduction (5 minutes)
- Begin with a review of the previous lesson about what ICT stands for (Information and
Communication Technology).
- Encourage students to share anything new they learned about using technology since the last
class.
- Briefly explain that today, we will discover why ICT is important in our daily lives.

Lesson Development (30 minutes)

Step 1: Understanding ICT (10 minutes)
- Explain what ICT means in simple terms (e.g., “ICT helps us to use tools like computers,
tablets, and phones to find and share information.”).

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- Discuss various types of ICT tools (e.g., computers, mobile phones, tablets) with visuals for
engagement.
Step 2: ICT in Our Daily Lives (10 minutes)
- Guide a discussion on how students use ICT in their daily activities (e.g., using tablets for
games, watching educational videos, etc.).
- Ask them to share how ICT helps them connect with family and friends (e.g., video calls,
messaging apps).
Step 3: Importance of ICT (5 minutes)
- Introduce the concept of ‘importance’ by asking students guiding questions (e.g., “Why do
you think using computers or the internet is good?”).
- List out responses while emphasizing key points such as communication, learning, and fun.
Step 4: Interactive Activity (5 minutes)
- Use a digital tool (like a simple drawing app or educational website) on a classroom tablet
to show how to find information on a topical issue (like the weather or animals).
- Involve students in the activity, allowing them to pass the tablet around to explore.
Conclusion (5 minutes)
- Summarize key points: ICT helps us connect, learn new things, and share information
easily.
- Conduct a brief activity: Ask students to draw their favorite way to use ICT and share it
with a partner.
- Preview the next lesson by asking, “What else do you think we can do with ICT that is
important for society?”
Extended Activities:
- Drawing Activity: Have students create a poster of different ICT tools and write 1-2
sentences about how each tool is useful.
- Home Assignment: Ask students to interview a family member about how they use ICT in
their work or daily life and share it in the next class.
- Visit to the Library: Organize a library visit where students can look for books related to
ICT and technology topics.

Teacher Self-Evaluation:

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WEEK 2: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Introduction to ICT

Specific Learning Outcomes:

- Name different digital devices.
- Describe how different digital devices facilitate communication and information exchange
in society.
- Appreciate the importance of ICT in society.

Key Inquiry Question(s):

- What digital devices are used in our society?

Learning Resources:
- Information Communication Technology (ICT) Curriculum Design

Organisation of Learning
Introduction (5 minutes):
- Review the previous lesson where students learned about forms of communication (e.g.,
speaking, writing).
- Ask students to share what they remember about communicating with others and what tools
they might use.

Lesson Development (30 minutes):

Step 1: Naming Digital Devices (10 minutes)
- Introduce the concept of digital devices by showing pictures of common devices
(smartphones, tablets, computers, etc.).

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- Ask students to name those devices as they identify them.

- Create a list on the board of the digital devices mentioned by students.
Step 2: How Devices Facilitate Communication (10 minutes)
- Discuss with students how each device from the list is used for communication.
- For example, “We use phones to call friends and family.”
- Share simple examples or scenarios where these devices are helpful (e.g., sending messages,
video calls).
- Encourage students to share personal examples of how they’ve used these devices.
Step 3: Importance of ICT in Society (5 minutes)
- Explain why ICT (Information Communication Technology) is important in our everyday
lives—e.g., helping us learn, stay connected, and access information.
- Discuss with students how these devices help people all over the world communicate and
share information.

Step 4: Group Activity (5 minutes)

- Split the class into small groups and give each group a set of images of different digital
devices.
- Ask them to discuss and come up with one sentence about how their device helps people
communicate.

Conclusion (5 minutes):
- Summarize key points: the names of digital devices, their use in communication, and their
importance.
- Conduct a quick interactive quiz: “Raise your hand if you think a computer helps us learn!”
- Preview the next session which will focus on understanding the internet as part of ICT.

Extended Activities:
- Device Scavenger Hunt: Send students home with a checklist of digital devices they might
find around their home (e.g., smartphone, tablet, television). Ask them to discuss with their
families how these devices are used.
- Drawing Activity: Have students draw their favorite digital device and write a sentence
about how they use it for communication.

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Teacher Self-Evaluation:

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WEEK 3: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Application Areas of ICT

Specific Learning Outcomes:

- Identify application areas of ICT in society
- Use digital devices to observe pictures of areas where ICT is used
- Appreciate the role of ICT in society

Key Inquiry Question:

- Give 5 areas where ICT is used?

Learning Resources:
- Information Communication Technology (ICT) Curriculum design
- Tablets or computers with internet access
- Pictures of various ICT applications (e.g., hospitals, schools, banks, homes, and shops)

Organisation of Learning:
Introduction (5 Minutes)
- Begin with a brief review of the last lesson. Ask students to share anything they remember
about ICT.
- Read together a short passage from the learning resources that explains ICT. Discuss the
main ideas to ensure understanding.

Lesson Development (30 Minutes)

Step 1: Group Brainstorming (10 minutes)

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- Gather students in small groups. Ask them to brainstorm and list areas in everyday life
where they think ICT is used (e.g., phones, computers, banks).
- After a few minutes, each group shares one area with the class.
Step 2: Picture Observation (10 minutes)
- Provide each group with digital devices (tablets or computers).
- Instruct them to search for images showing ICT in action in different areas (e.g., classrooms
with smartboards, hospitals with medical devices). Guide them to a few resources or web
pages where they can see these applications.
Step 3: Class Discussion (5 minutes)
- After they have observed, bring them back together.
- Ask students what pictures they saw. Discuss how ICT helps in each of those areas.
Encourage them to think about how their lives are easier because of ICT.
Step 4: Create a Class Chart (5 minutes)
- On a large chart paper, write down the listed areas of ICT along with sketches or printed
images they observed.
- Help students categorize the areas into groups (e.g., health, education, communication,
shopping, etc.).
Conclusion (5 Minutes)
- Summarize the key points of the lesson: the definition of ICT, areas where it is used, and its
importance.
- Conduct a brief interactive activity, such as a "Guess the Area" game, where students
describe one area of ICT without naming it, and their peers guess.
- Preview the next lesson by asking students what they think will happen when they use ICT
in their own homes or schools.
Extended Activities:
- ICT Show-and-Tell: Ask students to bring in or draw a picture of a piece of technology they
use at home. They can share with the class how they use it and why it is important.
- ICT Scavenger Hunt: Organize a classroom scavenger hunt where students can find and
point to examples of ICT, like computers, tablets, or smart devices in the classroom.
- Class Newsletter: Create a simple class newsletter using a digital tool (with teacher support)
that includes drawings or pictures they’ve created about what they learned on ICT in society.

Teacher Self-Evaluation:

For Complete CBE Senior Schools Materials, Contact Kenya Educators Consultancy 0724 333 200 OR

Subscribe to our website [Link] to download.

 [Link]

For Complete CBE Senior Schools Materials, Contact Kenya Educators Consultancy 0724 333 200 OR

Subscribe to our website [Link] to download.

 [Link]

WEEK 3: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub-Strand: Application Areas of ICT

Specific Learning Outcomes:

- Outline the challenges posed by ICT in society.
- Describe ways of curbing the challenges posed by ICT in society.
- Appreciate the role of ICT in society.

Key Inquiry Question(s):

- Which challenges are posed by ICT in society?

Learning Resources:
- Information Communication Technology (ICT) Curriculum design

Organisation of Learning

Introduction (5 minutes)
- Review the previous lesson with the students, discussing what they learned about
technology.
- Introduce today’s topic by asking students if they have seen any difficulties caused by using
computers or phones. Encourage a brief discussion on their experiences.

Lesson Development (30 minutes)

Step 1: Identifying Challenges (10 minutes)
- Discuss with students some common challenges of ICT (e.g., screen time, cyberbullying).

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- Ask students to think of a time they faced a challenge while using technology. Invite a few
to share their stories.
Step 2: Talking About Solutions (10 minutes)
- Brainstorm solutions with the students. For example, setting time limits for screen use or
telling a responsible adult about bullying.
- Role-play scenarios where they might face tech-related challenges and how they can solve
them.
Step 3: Understanding the Benefits (5 minutes)
- Highlight how ICT helps us learn and communicate. Use examples like online learning, the
ability to talk to friends far away, and researching fun facts.
- Encourage students to share positive experiences they've had with technology.
Step 4: Class Reflection (5 minutes)
- Ask students to reflect on what they learned about the challenges and benefits of ICT.
- Create a chart together showing both sides.

Conclusion (5 minutes)
- Summarize the key points learned regarding the challenges and benefits of technology.
- Conduct a fun interactive activity, such as drawing a picture of their favorite technology and
a way to use it safely.
- Prepare students for the next session by asking them to think of a technology they use every
day and how it helps them.

Extended Activities:
- Journal Entry: Have students write or draw about a time they used technology safely or
something new they learned using technology.
- Technology Show and Tell: Encourage students to bring in an item related to technology
and share its positive role and any challenges they feel it brings.
- Class Poster: Create a classroom poster showing the benefits and challenges of ICT that
students can contribute to throughout the week.

Teacher Self-Evaluation:

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WEEK 4: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Application Areas of ICT

Specific Learning Outcomes:

- Name application areas of ICT.
- Describe how ICT is used to solve problems in daily life.
- Appreciate the role of ICT in society.

Key Inquiry Question:

- How is ICT used to solve problems in daily life?

Learning Resources:
- Information Communication Technology (ICT) Curriculum design

Organisation of Learning
Introduction (5 minutes)
- Review Previous Lesson: Ask students to share one thing they learned last time about ICT.
- Discussion: Guide learners in discussing how ICT is present in their lives by looking at
pictures of technology at home, school, and the community.

Lesson Development (30 minutes)

Step 1: Name Application Areas of ICT (10 minutes)

- Activity: Show pictures of different types of ICT (e.g., computers, smartphones, tablets).

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- Discussion: Ask students to name the devices and where they see them being used (e.g., at
home for chatting with family, at school for learning).

Step 2: How ICT Solves Problems (10 minutes)

- Demonstration: Use a simple story about a child who uses ICT (like asking for help from a
friend using a tablet) to solve a problem (like finishing a project).
- Discussion: Ask children to think of problems they've faced and how technology helped
them or could help them.

Step 3: The Role of ICT in Society (5 minutes)

- Group Work: Break students into groups and give them a community scenario (like a
hospital using computers) to discuss how ICT helps people.
- Sharing: Invite each group to share their scenarios and findings with the class.

Step 4: Connect and Reflect (5 minutes)

- Reflective Questions: Ask students how they feel about technology. Do they think it's
helpful? Can they think of other ways it helps in their daily lives?

Conclusion (5 minutes)
- Summary: Recap what students learned about ICT, naming areas, its problem-solving
abilities, and its role in society.
- Interactive Activity: Play a quick game where students match ICT tools with their uses (like
a picture of a computer with "learning" or a phone with "communicating").
- Preview: Tell students that next session they will learn about the future of ICT and what
new technology might look like!

Extended Activities
- Activity at Home: Ask students to find and draw pictures of three different types of ICT
they use at home and share with the class during the next lesson.
- Classroom Project: Create a large collage on a poster board representing different ICT
usages in everyday life and have students contribute their drawings or magazine cutouts.

Teacher Self-Evaluation:

For Complete CBE Senior Schools Materials, Contact Kenya Educators Consultancy 0724 333 200 OR

Subscribe to our website [Link] to download.

 [Link]

For Complete CBE Senior Schools Materials, Contact Kenya Educators Consultancy 0724 333 200 OR

Subscribe to our website [Link] to download.

 [Link]

WEEK 4: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub-Strand: Application Areas of ICT

Specific Learning Outcomes:

- Outline the role of ICT in society.
- Watch a video of areas where ICT is used.
- Appreciate the role of ICT in society.

Key Inquiry Question:

- How is ICT used in your school?

Learning Resources:
- Information Communication Technology (ICT) Curriculum Design
- Video showing the application of ICT in everyday life (e.g., supermarkets, banks, school
administration)

Organisation of Learning
Introduction (5 minutes)
1. Review Previous Lesson: Begin with a quick check-in about what students learned
previously regarding technology. Use simple questions to engage them.
2. Discussion: Read together from the learning resources. Focus on the key concepts of ICT
and its roles in our community—ask students to share their thoughts.

Lesson Development (30 minutes)

Step 1: Understanding ICT in Daily Life (10 minutes)
- Explain what ICT stands for: Information and Communication Technology.

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- Discuss different ways we use ICT in daily life (e.g., phones, computers, tablets).
- Encourage students to think of examples of ICT they see in their homes or school.
Step 2: Watch the Video (10 minutes)
- Show a short, age-appropriate video that highlights different areas where ICT is used, like:
- Supermarkets (self-checkout machines)
- Banks (ATM machines)
- School Administration (computers for attendance)
- Pause occasionally to note examples and engage students by asking what they see.
Step 3: Group Discussion (5 minutes)
- After the video, conduct a guided group discussion.
- Ask the students to name places shown in the video where they saw ICT in action.
- Discuss how these ICT tools help people in different jobs (e.g., making shopping easier,
helping banks keep information safe).
Step 4: Outline the Role of ICT (5 minutes)
- Together, create a simple chart on the board about the roles of ICT in society.
- Include: (1) Helps people communicate, (2) Makes shopping more efficient, (3) Assists in
learning and teaching.

Conclusion (5 minutes)
1. Summarize Key Points: Recap the roles of ICT in society discussed throughout the lesson.
2. Interactive Activity: Ask students to draw their favorite example from the video or a place
in their school where they see ICT being used.
3. Preview Next Session: Briefly inform them of the upcoming lesson on how personal
devices (like tablets) are used in the classroom.
Extended Activities:
- Home Assignment: Ask students to find one piece of technology at home and talk about
what it does and how it helps their family. They can draw a picture of this technology.
- Class Project: Create a simple book where each student contributes a page illustrating how
ICT is used in a different place (school, home, stores).

Teacher Self-Evaluation:

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WEEK 5: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Operating Systems

Specific Learning Outcomes:

- Brainstorm the meaning of operating systems
- Explain the importance of operating systems
- Appreciate the use of operating systems in a digital device

Key Inquiry Question:

- What are operating systems?

Learning Resources:
- Information Communication Technology (ICT) Curriculum Design

Organisation of Learning:
Introduction (5 minutes)
1. Review the Previous Lesson: Start by having a brief discussion about what students
learned in the last lesson. Ask questions about any digital devices they use at home and what
they like about them.
2. Discussion: Introduce the day's topic by asking students if they know what an operating
system is. Guide them to read and discuss relevant content from the learning resources,
highlighting the definition.

Lesson Development (30 minutes)

Step 1: Brainstorming the Meaning of Operating Systems (10 minutes)

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- Activity: Engage students in a brainstorming session where they share what they think
operating systems are. Write their ideas on the board.
- Discussion: After brainstorming, guide the students to a simple definition of operating
systems, explaining that they help our devices work, like how a conductor helps an orchestra.

Step 2: Importance of Operating Systems (10 minutes)

- Explanation: Discuss why operating systems are important. Explain that they allow us to
interact with our devices and run programs like games and educational software.
- Visual Aid: Show pictures or icons representing different devices (e.g., tablets, computers)
and how they need an operating system to function. Ask students how they think those
devices would work without an operating system.

Step 3: Examples of Operating Systems (5 minutes)

- Activity: Present examples of operating systems (e.g., Windows, macOS, Android). Use
simple language to explain that these are types of operating systems like different flavors of
ice cream.
- Engagement: Invite students to share what devices they have at home and which operating
systems they think those devices might use.

Step 4: Appreciation of Operating Systems in Digital Devices (5 minutes)

- Discussion: Talk about how operating systems help us communicate, learn, and have fun.
Ask students to think of ways they use digital devices every day and how operating systems
make this possible.
- Interactive Question: Ask students to give examples of things they like to do on these
devices (e.g., play games, watch videos).

Conclusion (5 minutes)
- Summarize Key Points: Recap what an operating system is, its importance, examples, and
how they help us in our daily lives.
- Interactive Activity: Conduct a quick "thumbs up" or "thumbs down" game where you state
scenarios, and students show thumbs up if it involves an operating system or thumbs down if
it does not.
- Preview of Next Session: Share exciting topics for the next session, such as "How do we
use operating systems safely?" and encourage students to think of one question they might
have about digital safety.

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Extended Activities:
1. At-Home Activity: Ask students to talk to their family members about the devices they use
at home and what they think the operating system does.
2. Creative Project: Have students draw or create a collage of their favorite digital devices
and label them with their operating systems.
3. Story Time: Read a simple story about a character using a device. Ask students to identify
how the operating system helps the character in the story.

Teacher Self-Evaluation:

For Complete CBE Senior Schools Materials, Contact Kenya Educators Consultancy 0724 333 200 OR

Subscribe to our website [Link] to download.

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WEEK 5: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Operating Systems

Specific Learning Outcomes:

- Identify types of operating systems in digital devices.
- Explore the operating system interface used for interaction (GUI).
- Appreciate the use of operating systems in a digital device.

Key Inquiry Question:

- What are some types of operating systems?

Learning Resources:
- Information Communication Technology (ICT) Curriculum design

Organisation of Learning:
Introduction (5 minutes)
1. Review the previous lesson about what digital devices are (like computers, tablets, and
smartphones).
2. Ask students if they have seen different devices and what they used them for.
3. Introduce the topic of operating systems as the "brain" of these devices.

Lesson Development (30 minutes)

Step 1: Identifying Types of Operating Systems (10 minutes)

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- Present images or names of different operating systems (Windows, Linux, Mac OS,
Android, iOS).
- Engage the class by repeating the names together and asking if any students have used
devices with these operating systems.
Step 2: Exploring the Operating System Interface (10 minutes)
- Show students examples of the graphical user interface (GUI) used in some big operating
systems.
- Use a projector or screen to display how to open an app or a program on different systems.
- Encourage children to describe what they see and how they would interact with it (like
clicking icons).
Step 3: Group Activity: Matching Game (5 minutes)
- Prepare cards with images of operating systems and cards with devices (like a tablet, a
laptop).
- In groups, have students match the operating system cards with the device cards, promoting
teamwork and discussion.
Step 4: Real-Life Application (5 minutes)
- Ask students why they think an operating system is important for the devices they use.
- Share simple examples of tasks they can do with various operating systems (e.g., playing
games, drawing, learning).
Conclusion (5 minutes)
1. Summarize the types of operating systems learned today and how they help our devices
work.
2. Conduct a fun interactive activity: "Operating System Charades," where students mimic
how they interact with their favourite devices.
3. Give a preview of the next session: "What Can We Do with Our Digital Devices?" and ask
students to think of one thing they love to do with technology.
Extended Activities:
- Have students draw their favorite device and label the operating system it uses.
- Create a simple class book where each child writes one or two sentences about how they use
technology at home or school.
- Organize a show-and-tell where students can bring or talk about their favorite apps or
games, relating them back to the operating systems they learned about.

Teacher Self-Evaluation:

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Subscribe to our website [Link] to download.

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WEEK 6: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Operating Systems

Specific Learning Outcomes:

- Outline the procedure for carrying out basic operating system manipulation.
- Carry out basic manipulation tasks such as changing the desktop background, adjusting
system settings, and locating applications.
- Appreciate the use of operating systems in a digital device.

Key Inquiry Question:

- How do you change the desktop background?

Learning Resources:
- Information Communication Technology (ICT) Curriculum design
- Computers or tablets for practical use
- Interactive whiteboard or large screen for demonstration

Organisation of Learning:
Introduction (5 minutes)
- Warm-Up: Ask the students what they remember from the previous lesson about using
computers.
- Briefly introduce the topic of operating systems and explain that today they will learn how
to change things on a computer screen.
- Read a short passage from the learning resource together, highlighting important words like
"desktop," "background," and "settings."

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Lesson Development (30 minutes)

Step 1: Changing the Desktop Background
- Show students how to right-click on the desktop (using a projector).
- Explain what a "right-click" is and why it's important.
- Ask a volunteer to practice right-clicking and guide them through choosing a new
background picture.
Step 2: Adjusting System Settings
- Explain what system settings are and why we might want to change them (e.g., making the
screen brighter).
- Demonstrate how to access settings (show ‘Settings’ icon).
- Let students adjust a simple setting like volume with your guidance.
Step 3: Locating Applications
- Discuss what applications are (e.g., games, drawing tools).
- Demonstrate how to find an application by clicking the start menu or icons.
- Have a quick search game! Call out the name of an application, and let students find it on
the screen.
Step 4: Summary and Review
- Recap the steps: 1) Change desktop background; 2) Adjust settings; 3) Locate applications.
- Ask students to tell you one thing they learned from each step.
Conclusion (5 minutes)
- Summarize the key points: changing backgrounds, adjusting settings, and finding apps are
essential skills for using a computer.
- Conduct a quick interactive activity: “Quick Question Game”—ask the students to raise
their hands with the correct answer to questions about what they learned today.
- Preview the next session: Tell them they will learn about using a specific application they
can create something fun with!
Extended Activities:
- Create a "My Favorite Background" project where students find a picture online (with help)
that they would like to use as a background and draw it.
- Have students pair up and practice showing each other how to change the desktop
background, reinforcing their learning through teaching.
- Introduce a "Computer Scavenger Hunt" where students have to find certain settings or
applications and share them with the class.

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Teacher Self-Evaluation:

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WEEK 6: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Operating Systems

Specific Learning Outcomes:

- Outline the procedure for creating folders and saving files in a computing device.
- Create folders, save files, rename files, rename folders, and delete them from a computing
device.
- Appreciate the use of operating systems in a digital device.

Key Inquiry Question(s):

- How do you create a folder?

Learning Resources:
- Information Communication Technology (ICT) Curriculum design
- Computers or tablets with simple operating systems

Organisation of Learning:
Introduction (5 minutes):
- Begin with a quick review of the previous lesson on basic computer operations (e.g., turning
a computer on/off, using the mouse).
- Engage learners by asking, “What is a folder?” and discussing why we might need them on
a computer.

Lesson Development (30 minutes):

Step 1: Understanding Folders

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- Explain that a folder is like a box we use to keep our files organized. Show a folder icon on
the screen.
- Activity: Ask students to pretend they are placing items in a folder on their desks.

Step 2: Creating a Folder

- Demonstrate how to create a new folder on the computer.
1. Click on the desktop or inside a window.
2. Right-click and select “New” and then “Folder.”
3. Show how to name the folder.
- Activity: Have students repeat this on their devices, guided by the teacher.

Step 3: Saving a File in a Folder

- Show how to save a file into a folder:
1. Open a simple drawing program (e.g., Paint).
2. Create a simple drawing, click “File,” and then “Save As.”
3. Choose the folder they created and name the file.
- Activity: Allow students to draw and save their creations into their folders.

Step 4: Renaming and Deleting a Folder

- Explain how to rename a folder by right-clicking on it and selecting "Rename."
- Demonstrate deleting a folder by selecting it, right-clicking, and choosing "Delete."
- Activity: Encourage students to practice renaming their created folders and, if comfortable,
deleting a test folder.

Conclusion (5 minutes):
- Review the steps covered in creating and managing folders and files.
- Reinforce the importance of keeping digital work organized.
- Interactive Activity: Quick quiz where students raise their hands to answer true/false
questions about folders and files.
- Briefly preview the next lesson: “What types of files can we save in a folder?” and ask
students to think about their favorite drawing, song, or game file.

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Extended Activities:
- Folder Scavenger Hunt: Provide a worksheet where students can write down the steps they
took to create a folder and list what types of things they might keep in it.
- Creative Drawing: Ask students to create a drawing about what they learned today, focusing
on using folders to keep things organized.
- Home Connection: Encourage students to show their parents how to create a folder at home,
practicing their skills further.

Teacher Self-Evaluation:

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WEEK 7: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Operating Systems

Specific Learning Outcomes:

- Outline the procedure for creating folders and saving files in a computing device.
- Create folders, save files, rename files, rename folders, and delete them from a computing
device.
- Appreciate the use of operating systems in a digital device.

Key Inquiry Question:

- How do you save files in a computer?

Learning Resources:
- Information Communication Technology (ICT) Curriculum design

Organisation of Learning:
Introduction (5 minutes)
- Begin by reviewing the previous lesson on digital devices.
- Engage learners by asking, "Who can tell me what a computer is used for?"
- Briefly introduce the term “operating systems” and explain that it helps us organize our
work on computers.

Lesson Development (30 minutes)

Step 1: Creating a Folder (10 minutes)

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- Explain what a folder is (a place to keep files organized).

- Demonstrate on the screen how to create a new folder.
- Have students follow along on their devices:
1. Right-click on the desktop (or show on screen).
2. Select “New” and then “Folder.”
3. Ask them to name the folder something fun (like “My Artwork”).

Step 2: Saving a File (10 minutes)

- Discuss why saving files is important (so we don’t lose our work).
- Show how to save a file into the folder created by:
1. Clicking “File” in a program.
2. Selecting “Save As.”
3. Choosing the new folder to save it in.
- Let them practice by saving a simple drawing or document in their folder.

Step 3: Renaming Files and Folders (5 minutes)

- Teach the students how to rename.
1. Explain that we might want to change names to keep things clear.
2. Demonstrate how to right-click on the file or folder and select “Rename.”
- Allow them to rename their saved work.

Step 4: Deleting Files (5 minutes)

- Explain that sometimes we need to delete things we don’t need anymore.
1. Demonstrate how to right-click on a file or folder and choose “Delete.”
- Discuss what to think about before deleting something.
- Encourage students to delete something playfully (like a test file) to ease suspense.

Conclusion (5 minutes)
- Recap what we learned today about folders, saving files, renaming, and deleting.

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- Ask a few questions based on the key inquiry to check understanding, such as “Why do we
save files?”
- Conduct a brief interactive activity: have each student share the name of their folder and one
file they have saved.
- Preview next session: “Next time, we will learn about how to use the files we saved and
what we can do with them!”

Extended Activities:
- Ask students to create a folder at home for their favorite things (like toys or pets) and draw
pictures of items they want to include in that folder.
- Encourage them to bring in a favorite saved file (like a drawing) to share with the class in
the next lesson.

Teacher Self-Evaluation:

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WEEK 7: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: ICT AND SOCIETY

Sub Strand: Operating Systems

Specific Learning Outcomes:

- Identify the use of operating systems in a digital device.
- Implement security control measures on files and folders in a computing device using the
operating system.
- Appreciate the use of operating systems in a digital device.

Key Inquiry Question(s):

- What role do operating systems play in supporting user operations in a digital device?

Learning Resources:
- Information Communication Technology (ICT) Curriculum design materials.
- Simple illustrations of digital devices and operating systems.

Organisation of Learning:
Introduction (5 minutes)
- Begin by reviewing the previous lesson on digital devices. Ask students to share their
favorite digital devices (like tablets, computers, or phones).
- Introduce the concept of operating systems by explaining that they are like the "brains" that
help devices work and make them easier to use.

Lesson Development (30 minutes)

Step 1: Introduction to Operating Systems (10 minutes)
- Show pictures of different digital devices (e.g., a tablet, computer, smartphone).

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- Discuss how each device has an operating system (like Windows for computers, iOS for
iPhones).
- Ask questions like "What happens when you press a button on a tablet?" Explain how the
operating system helps the device respond.
Step 2: Identifying the Use of Operating Systems (8 minutes)
- Divide students into pairs and provide them an illustration of a simple desktop with icons.
- Ask them to identify parts of the screen and discuss what they think the operating system
does (e.g., opens programs, helps save games).
- Have each pair share one way they think an operating system helps them.
Step 3: Implementing Security Measures (6 minutes)
- Explain what security means in a simple way (keeping things safe).
- Demonstrate how to create a folder on the desktop (real or through images) and discuss why
it is important to keep files organized.
- Talk briefly about using passwords for files: "Just like you lock your doors at home!"
Step 4: Appreciating Operating Systems (6 minutes)
- Engage students in a discussion about how life would be without operating systems. What
would be hard to do?
- Allow students to share their thoughts and feelings about using devices with and without
operating systems, reinforcing that they make things easier and safer.
Conclusion (5 minutes)
- Summarize the lesson by highlighting the importance of operating systems in making digital
devices work and protecting files.
- Conduct a quick interactive activity: Have students draw their favorite digital device and
label it with the name of its operating system.
- Provide a sneak preview of the next lesson about different types of digital security measures
they can use.
Extended Activities:
- Drawing Activity: Have students create a poster showing their favorite device and the name
of its operating system.
- Story Time: Read a short story that incorporates technology and have students point out
where an operating system is mentioned or implied.
- Home Assignment: Ask students to find out what operating system is used on a device at
home and report back in the next lesson.
Teacher Self-Evaluation:

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WEEK 9: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: Productivity Tools

Sub Strand: Word Processing

Specific Learning Outcomes:

- Brainstorm the meaning and importance of word processing in document production.
- List examples of word processing applications.
- Appreciate the emerging trends in word processing productivity tools.

Key Inquiry Question(s):

- What is the importance of word processing?

Learning Resources:
- Information Communication Technology (ICT) Curriculum Design

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson (e.g., basic computer uses).
- Ask students what they already know about typing and writing on computers.
- Introduce the lesson by reading a short section from the learning resources that discusses
what word processing means.

Lesson Development (30 minutes):

Step 1: Understanding Word Processing (10 minutes)
- Activity: Discuss what word processing is.

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- Engage students by asking, “What do we do on computers?”

- Explain that word processing helps us to write, change, and save our work easily.
Step 2: Importance of Word Processing (10 minutes)
- Activity: Brainstorm the importance of word processing.
- Ask guiding questions like, “Why do people use computers to write instead of pen and
paper?”
- List student ideas on the board (e.g., it’s faster, easier to fix mistakes).
Step 3: Examples of Word Processing Applications (5 minutes)
- Activity: Introduce examples of word processing tools.
- Present visuals or icons of programs like Microsoft Word, Google Docs, and WPS Office.
- Discuss what they can do in each application (e.g., change fonts, add pictures).
Step 4: Trends in Word Processing (5 minutes)
- Activity: Briefly discuss new trends in word processing.
- Share fun facts about how we can write on phones or use voice typing.
- Encourage students to think about what future tools they might use.

Conclusion (5 minutes):
- Summarize key points learned about word processing and its importance.
- Conduct an interactive activity where students can say one word they learned today.
- Preview the next lesson by hinting at discovering how to use one of the word processing
applications.

Extended Activities:
- Drawing Activity: Have students draw a picture showing their favorite way to write and
share with the class.
- Home Challenge: Ask students to write a short sentence at home on a word processing tool
(with help from parents) and bring it to share in the next class.
- Classroom Role-play: Set up a mini office and allow students to pretend they are using word
processing tools to create invitations or signs for an event.

Teacher Self-Evaluation:

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WEEK 9: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: PRODUCTIVITY TOOLS

Sub Strand: Word Processing

Specific Learning Outcomes:

- Select a word processing tool to be used for document production.
- Create a text document using word processing productivity tools.
- Appreciate the emerging trends in word processing productivity tools.

Key Inquiry Question(s):

- What is a word processing tool?
- How can we use it to make a document?
- Why are word processing tools important?

Learning Resources:
- Information Communication Technology (ICT) Curriculum design
- Computers or tablets with word processing software (such as Microsoft Word or Google
Docs)

Organisation of Learning:
Introduction (5 minutes)
- Begin with a quick review of the previous lesson on technology.
- Ask students what they remember about computers and what words they can type.
- Discuss what a word processing tool is in simple terms (a tool we use on a computer to
write and make documents).

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Lesson Development (30 minutes)

Step 1: Introducing Word Processing Tools (10 minutes)
- Show students examples of word processing tools on the screen.
- Explain briefly how these tools can help us write stories, letters, and reports, making it fun
and easy to change our work.
Step 2: Choosing a Word Processing Tool (5 minutes)
- Have students choose a computer or tablet with a word processing tool available.
- Allow them to explore the tool and show them how to open a new document.
Step 3: Creating a Text Document (10 minutes)
- Guide students to type their names and a short sentence about what they like (e.g., “I like
cats.”).
- Demonstrate how to change the font or size of their text.
- Encourage the students to play with features like bold or italics.
Step 4: Sharing and Discussing (5 minutes)
- Invite a few students to share their sentences with the class.
- Discuss how they used the tool to make their sentences stand out and what they enjoyed
about it.

Conclusion (5 minutes)
- Summarize the key points learned: What is a word processing tool, how we can use it, and
why it’s helpful.
- Conduct an interactive activity where students can raise their hands if they liked using the
tool.
- Peek into the next session: “Next time, we will learn how to save our documents!”

Extended Activities:
- Have students create a digital “About Me” page with their favorite things and pictures using
the word processing tool.
- Encourage them to take turns at home with a family member to create a simple letter or card
using the tool.

Teacher Self-Evaluation:

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WEEK 10: LESSON 1

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: PRODUCTIVITY TOOLS

Sub Strand: Word Processing

Specific Learning Outcomes:

- Define the term formatting.
- Describe ways of formatting a text document.
- Appreciate the emerging trends in word processing productivity tools.

Key Inquiry Question(s):

- What is formatting a document?

Learning Resources:
- Information Communication Technology (ICT) Curriculum Design

Organisation of Learning:
Introduction (5 minutes)
- Review the previous lesson on basic computer skills or the introduction to word processing.
- Guide learners to read and discuss relevant content on formatting a document, asking
questions to ensure they understand essential concepts. Example questions: “What do you
think formatting means?” or “Why do we change how our text looks?”

Lesson Development (30 minutes)

Step 1: Define Formatting (10 minutes)
- Activity: Introduce the term "formatting" by explaining it as changing the way text looks to
make it easier to read. Use simple examples (e.g., bold versus normal text).
- Discussion: Ask students to share their thoughts on why changing text might be important.

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Step 2: Explore Text Formatting Options (10 minutes)

- Demonstration: Show different formatting styles using a word processing tool (e.g., using
basic software such as Microsoft Word or Google Docs).
- Elements to demonstrate: bold, italic, underline, font size, and color.
- Hands-on Activity: Allow students to try out changing text formats using a simple word
processor.
Step 3: Importance of Formatting (5 minutes)
- Discussion: Talk about when and why we use formatting (e.g., making titles stand out,
highlighting important information).
- Examples: Show an example of a well-formatted document versus a poorly formatted one.
Step 4: Current Trends in Word Processing (5 minutes)
- Introduction: Briefly discuss how word processing tools have changed over time,
mentioning things like templates and cloud-based applications.
- Interactive Activity: Ask students if they know of any apps or programs they have seen their
parents or teachers use for word processing.

Conclusion (5 minutes)
- Summarize key points: what formatting is, types of formatting, and its importance in
documents.
- Reinforce learning with a quick interactive quiz on the different formatting terms discussed:
e.g., “What makes text bold?”.
- Preview the next lesson, which will explore inserting images and tables into documents.
Extended Activities:
- Creative Writing Assignment: Students can create a short story or a poem using text
formatting tools learned in class. Encourage them to use at least three different formatting
styles.
- Class Bulletin Board: Create a class project where students contribute formatted documents
that include a picture, title, and fun facts about themselves, showcasing their formatting
skills.
- Home Challenge: Ask students to help a family member format a simple document at home
such as a shopping list or a family schedule, discussing what formatting they might want to
use.

Teacher Self-Evaluation:

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WEEK 10: LESSON 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: Productivity Tools

Sub Strand: Word Processing

Specific Learning Outcomes:

- State ways of formatting a document.
- Create a document in Word and format it.
- Appreciate emerging trends in word processing productivity tools.

Key Inquiry Question:

- How do we change the colour of a document?

Learning Resources:
- Information Communication Technology (ICT) Curriculum Design.
- Computers with Word Processing Software (e.g., Microsoft Word).

Organisation of Learning
Introduction (5 minutes)
1. Review Previous Lesson:
- Ask students what they remember about using computers and any prior experience with
word processing.
2. Discussion on Key Concepts:
- Introduce the key inquiry question by showing a document with different colors.
- Discuss the notion of formatting and why it might be important.

Lesson Development (30 minutes)

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Step 1: Introduction to Formatting (10 minutes)

- Explain formatting: Describe what formatting is in simple terms (changing fonts, colors,
sizes).
- Demonstration: Show how to select text and change its color using visuals or a
demonstration on the screen.
Step 2: Creating a Document (10 minutes)
- Guided Activity: In pairs, have students open Word on their computers.
- Task: Instruct them to type their name and a sentence about their favorite color.
- Support: As students work, circulate to assist them with basic typing and using the mouse.
Step 3: Formatting the Document (5 minutes)
- Direct Students: Show them how to select their typed name and change the font color using
the toolbar.
- Encourage Creativity: Let them choose different colors for their names, ensuring they
understand how to do it independently.
Step 4: Sharing Work (5 minutes)
- Show and Tell: Allow students to share their screens with the class to show off their
formatted documents.
- Discussion: Talk about their choices regarding colors and why they selected them.

Conclusion (5 minutes)
- Summarize Key Points: Recap how to format text and the importance of choosing colors for
documents.
- Interactive Activity: Play a game where students match colors to objects (e.g., red with
apple, blue with sky) to reinforce color naming and recognition.
- Preview Next Lesson: Mention that next time, they will learn about adding pictures to their
documents.

Extended Activities:
- Home Project: Ask students to create a short document about their favorite animal, using at
least two different colors to format the text. Encourage them to bring it to class to share.
- Color Exploration: Create a ‘color wheel’ poster in class where students can suggest and
write down different color names and their uses in writing.

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Teacher Self-Evaluation:

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WEEK 11: LESSON 1

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: PRODUCTIVITY TOOLS

Sub Strand: Word Processing

Specific Learning Outcomes:

- Identify the key features in a word processor.
- Insert and format graphics, shapes, text wrap, and images.
- Appreciate emerging trends in word processing productivity tools.

Key Inquiry Question(s):

- How can the key features in a word processor be optimized to enhance document
production?

Learning Resources:
- Information Communication Technology (ICT) Curriculum Design

---

Organisation of Learning:
Introduction (5 minutes)
- Begin with a fun review of what a word processor is and discuss any experiences students
have with typing or using pictures in documents.
- Read selected parts from the learning resource to introduce key concepts of word
processing.

Lesson Development (30 minutes)

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Step 1: Identifying Key Features (10 minutes)

- Introduce the basic features of a word processor (e.g., menus, toolbars, text areas).
- Discuss and show visuals of each feature on the projector or screen.
Step 2: Inserting Graphics and Shapes (10 minutes)
- Demonstrate how to insert images and shapes into a document using a hands-on computer
demonstration.
- Allow students to practice by inserting a shape into a practice document.
Step 3: Formatting Text and Images (5 minutes)
- Teach them how to make text bold, change its color, or wrap text around images.
- Students can follow along on their computers to format their text accordingly.
Step 4: Understanding Text Wrap (5 minutes)
- Explain what text wrap means and how it helps make documents look nicer.
- Guide the students to experiment with wrapping text around an inserted image, allowing
them to see the changes in real-time.

Conclusion (5 minutes)
- Summarize what was learned about key features in word processors, including inserting
graphics, formatting images, and text wrap.
- Conduct an interactive activity like a quick quiz where students identify features on a
sample screen.
- Preview the next session's topic, such as exploring more tools in word processing or
creating a mini-project using what they learned.

Extended Activities:
- Create a mini poster using a word processor where students can draw or insert pictures
about their favorite animal.
- Encourage students to practice at home by typing short stories or letters and inserting
relevant pictures.
- Organize a class project where each student contributes a page about a class trip, using the
key features learned, for a class book.

Teacher Self-Evaluation:

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WEEK 11: LESSON 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 10 INFORMATION
COMMUNICATION
TECHNOLOGY

Strand: Productivity Tools

Sub Strand: Word Processing

Specific Learning Outcomes:

- Identify the key features in a word processor.
- Use editing tools in a word processor on a created document such as thesaurus, spell
checker, grammar checker, auto-complete, and auto-correct.
- Appreciate the emerging trends in word processing productivity tools.

Key Inquiry Question(s):

- What are some editing tools in a word processor?

Learning Resources:
- Information Communication Technology (ICT) Curriculum Design

Organisation of Learning:
Introduction (5 minutes):
1. Begin with a quick review of the last lesson on how we can use computers to write and
create documents.
2. Ask students to share anything they know or have seen about Word processing tools.
3. Introduce the new vocabulary: editing tools (thesaurus, spell checker, etc.).

Lesson Development (30 minutes):

Step 1: Introduction to Word Processors (10 minutes)
- Explain what a word processor is using simple examples (e.g., MS Word, Google Docs).

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- Show students images or a demonstration of a word processing document on a screen.

Step 2: Identifying Key Features (5 minutes)

- Guide students to point out different parts of the word processor (toolbar, text area, menus).
- Discuss what each part does in a simple way.
Step 3: Exploring Editing Tools (10 minutes)
- Introduce each editing tool:
- Thesaurus: What is it? (Help to find synonyms)
- Spell Checker: What is it? (Helps to find spelling mistakes)
- Grammar Checker: What is it? (Checks for grammar mistakes)
- Auto-Complete: What is it? (Suggests words while typing)
- Auto-Correct: What is it? (Corrects common mistakes automatically)
- Engage students by asking them to give examples of how they would correct a sentence
using these tools.
Step 4: Hands-On Practice (5 minutes)
- Provide a simple sentence on a shared document.
- Allow students to practice using one of the editing tools discussed (e.g., find a synonym
using the thesaurus for a word in the sentence).

Conclusion (5 minutes):
1. Summarize the key points learned: what a word processor is, its key features, and how
editing tools can improve our writing.
2. Conduct a brief interactive activity such as a quick game where students guess which tool
does what.
3. Preview the next lesson: "How to create a fun story using a word processor."
Extended Activities:
- Activity 1: Have students create a short story using a word processor at home. Encourage
them to use at least two editing tools discussed in class.
- Activity 2: Pair up students and have them swap their stories to check for spelling and
grammar using the editing tools, giving feedback to each other.

Teacher Self-Evaluation:

For Complete CBE Senior Schools Materials, Contact Kenya Educators Consultancy 0724 333 200 OR

Subscribe to our website [Link] to download.

 [Link]

For Complete CBE Senior Schools Materials, Contact Kenya Educators Consultancy 0724 333 200 OR

Subscribe to our website [Link] to download.