Name: Yusuf Ahmed Ozovehe
Matric No: 24/25PJ152
Department: Education Technology
Level: 100 Level
Name of School: University of Ilorin
Class: SSS 3
Subject: Computer Studies
Topic: Microsoft Word
Subtopic: Introduction to Microsoft Word
Date: 20th May 2025
Time: 1:00 PM
Duration: 40 mins
Average Age of Students: 17 years
Behavioral Objectives
By the end of the lesson, students should be able to:
1. Define a word processor and state at least three uses of Microsoft Word.
2. Identify and describe basic features and tools found in the Microsoft Word interface.
3. Create and format a simple document using font styles, sizes, and paragraph alignment.
4. Insert images, shapes, and other objects into a document with minimal guidance.
5. Use spell check, save, and print a document independently.
Teaching Objectives Teacher Activities Student Activities Learning outcomes
1. Define what a word Explains the concept Listen attentively and Students will be able
processor is of word processing ask questions to define a word
using real-life processor
(Cognitive) examples
2. Identify the Demonstrates key Take notes and Students will list and
features of Microsoft features like bold, observe the describe features of
Word italics, underline, etc. demonstration MS Word.
(Cognitive, affective)
3. Perform basic Provides hands-on Practice typing and Students will create
typing and formatting guide to typing and apply formatting to a and format a basic
in MS Word formatting text sample document document
(Psychomotor)
4. Save and retrieve Demonstrates how to Follow along and Students will
a document save a file and practice saving and successfully save,
reopen it opening documents close, and reopen a
(Cognitive, affective) document.
5. Insert images and Shows steps for Insert images and Students will enhance
shapes in a inserting pictures, shapes in their documents with
document shapes, and SmartArt practice files visuals.
(Cognitive,
psychomotor)
6. Use basic page Explains margins, Explore and change Students will adjust
layout options. orientation, and page page layout settings document layout to
size settings in a sample file suit different
(Psychomotor) purposes.
7. Understand the Demonstrates how to Test spell check Students will correct
use of spell check use spelling and using a text with common spelling and
and grammar tools. grammar tools in errors grammar mistakes
Word
(Cognitive, affective)
8. Print and preview a Guides students Practice using print Students will prepare
document through print preview preview and simulate a document for final
and printing options printing output and printing
(Cognitive,
psychomotor)
Assignment: Teacher should give out group work as well as individual workout and with the
task of defining a network with an example from their environment and do a research on how
universities use networking to improve their services
NAME: SOLADOYE ABDULQODIR OLAITAN
MATRIC NUMBER: 24/25PJ142
DEPARTMENT: EDUCATIONAL TECHNOLOGY
PROGRAMME: COMPUTER SCIENCE AND EDUCATION (C.S.E)
LEVEL: 100L
CLASS: SSS3
SUBJECT: COMPUTER SCIENCE
TOPIC: NETWORKING
SUB-TOPICS: TYPES OF NETWORK AND NETWORK TOPOLOGIES
DATE: 20th MAY 2025
TIME: 12:00 PM
DURATION: 40 Minutes
AVERAGE AGE OF STUDENTS: 17 Years
BEHAVIORAL OBJECTIVE
At the end of the lesson, students should be able to:
1. Define Networking
2. Identify and differentiate types of networks such as MAN, WAN, LAN and PAN
3. Describe common topologies e.g Star, Bus and Ring
4. Observe visual representative of topologies
5. Demonstrate understanding by matching real-life scenarios to topology type
Teacher Teacher’s activity Student’s activity Learning outcome
Objectives
1•Definition of Introduction to the term They should listen, take Student will
Network “Networking”. notes, be active and ask understand the basic
question. concept of Networking
Start with comparing
networking to a
marketplace where buyers
and sellers exchange
goods and information
2•Identifying and Explain LAN, MAN, Student should partake They can be able to
differentiate WAN, PAN with real-life in class discussion and differentiate the types
types of networks application and diagrams compare the network of networking (LAN,
types WAN, MAN and
PAN)
3•Describe types Introduction of Star, Bus They should observe, They will understand
of Network and Ring topology with be attentive, take notes the structure and use of
topologies diagrams. and ask question on the each topology
confusing area or parts
Comparing •Star topology
to bike riders gathering at
a bus stop to receive
passengers.
•Ring Topology similar to
a traffic movement on a
roundabout route where
vehicles circle around to
reach different destination
4•Observe Display diagrams of each Study and pin point out Students will be able to
topology topology and if possible the key features in each recognize the
diagrams provide a video showing diagram topologies visually
each topology like the
network setups in schools,
offices, banks and
telecoms.
5•Apply Providing a classroom- Students should engage They will link theory
topologies to based examples then ask in group discussion and to real world classroom
scenarios the students to suggest reasoning. setup and gain deeper
appropriate topologies understanding
That is, they should
choose a best topology
scenarios e.g •Radio
station broadcasting
programs across Kwara
state (a bus Topology)
•A small office
business where their
computer is linked or
connected in a loop
(star topology)
Assignment Teacher should give out Students carry out their The knowledge and
group work as well as assignment understanding of each
individual workout and significantly in group students will be wider
with the task of defining a work and individual and deeper
network with an example assignment
from their environment
and do a research on how
universities use
networking to improve
their services.
1. Student and Class Information
Name: Adejor Daniel
Matric No: 24/25PJ016
Department: Education Technology
Level: 100 Level
Name of School: University of Ilorin
Class: SSS 3
Subject: Computer Studies
Topic: Computer Hardware Component
Subtopic: Input and Output Devices
Date: 20th May 2025
Time: 1:00pm
Duration: 40mins
Average Age of Student: 17yrs
2. Behavioral Objectives
1. Students will be able to define input and output devices with examples.
2. Students will be able to differentiate between input and output devices effectively.
3. Activity Sheet - Computer Studies
Teaching Teacher's Students' Learning Outcome
Objectives Activities Activities
To define input and Present Listen, observe Students will be able to
output devices definitions with and take notes define
real-life examples input and output devices
and images correctly
To identify Show actual devices Respond to Students will identify
examples of input or different input and
questions and
and output devices pictures (keyboard, participate in listing output devices
mouse, monitor, examples
printer, etc.)
To differentiate Use a Venn Fill the diagram in Students will distinguish
between input and pairs
diagram to between input and output
output devices compare features devices
accurately
To demonstrate the Live demo of typing Try out the devices Students will demonstrate
use of some devices with a keyboard, where available basic usage of
printing a file input/output devices
NAME: FATOGUN IFEOLUWA FAVOUR
MATRIC NUMBER: 24/25PJ055
DEPARTMENT: Computer Science Education
LEVEL: 100L
NAME OF SCHOOL: University of Ilorin
CLASS: SS3
SUBJECT: Computer Science
TOPIC: Internet
SUB-TOPIC: Types of Computer Networks
DATE: 24th June, 2025
TIME: 10:00 AM
AVERAGE AGE OF STUDENTS: 16–17 years
INSTRUCTIONAL MATERIALS: Laptops, Smartphones, Modem, Projector,
Internet connection
BEHAVIOURAL OBJECTIVES
At the end of the lesson, students should be able to:
i. Define the term Internet (Cognitive)
ii. Identify examples of internet usage in Nigeria (Cognitive, Affective)
iii. Demonstrate how to connect a device to the internet using data or Wi-Fi
(Psychomotor)
iv. Discuss the challenges and safety tips of using the internet in Nigeria
(Cognitive, Affective)
Learning Teacher’s Students’ Activities Lesson
Objectives and Activities Outcomes
Taxonomy
1. Define the Teacher defines Students listen and Students are
term "Internet" Internet as a take notes. A few able to define
(Cognitive) global network students share their the Internet in
that connects understanding their own words
millions of using local and give
computers and examples (e.g. relatable
devices to checking WAEC examples.
share results online, using
information. Jumia to buy
Explains in goods).
simple terms
like 'The
internet is like a
road that links
your phone to
websites like
Google, JAMB
portal, or
WhatsApp.'
2. Identify Teacher lists Students mention Students relate
examples of popular ways how they or their personally to
internet usage Nigerians use parents use the the uses of the
in Nigeria the internet: internet — like internet and
(Cognitive, Online banking registering for identify 3–5
Affective) (e.g. GTBank exams, watching Nigerian
app), e-learning YouTube, or doing internet
(e.g. Udemy), business on applications.
online WhatsApp.
registration
(e.g. NYSC
portal), social
media, etc.
3. Demonstrate Teacher Students connect Students are
how to connect demonstrates their own devices able to connect
a device to the using a mobile to Wi-Fi or mobile their device to
internet phone to turn data, and access a the internet
(Psychomotor) on hotspot and simple web page and understand
connects a (e.g. the concept of
laptop via Wi-Fi. www.nabteb.gov.ng data usage.
Explains how ).
data bundles
work (MTN, Glo,
Airtel, 9mobile).
4. Discuss Teacher Students discuss Students list at
challenges and highlights challenges they’ve least 2
safety tips common faced (slow challenges and
(Cognitive, internet issues network, 'data 2 safety tips
Affective) in Nigeria: poor disappearing') and relevant to
network, high ask questions. Nigerian
cost of data, context.
cyber scams
(Yahoo-Yahoo),
fake news.
Gives safety
tips like not
sharing BVN
online, avoiding
suspicious
links.
5. Develop a Teacher gives In groups, students Students create
local idea using group activity: brainstorm and and present a
internet for 'Create an idea present ideas like practical
business or using the opening an internet-based
school internet to Instagram page for idea tied to
(Cognitive, solve a problem their mum’s akara their
Psychomotor) in your school, business, or environment.
street, or creating a study
church.' group chat.
Examples:
online
timetable,
WhatsApp
homework
group, or
selling snacks
online.
ASSIGNMENT
Form a group and interview one small business owner in your area who uses
the internet (WhatsApp, Facebook, etc.).
Write a one-page summary of how they use it, benefits and challenges.
NAME: JIMOH ABDULRASAK ADENIYI
MATRIC NUMBER: 24/25PJ073
DEPARTMENT: EDUCATIONAL TECHNOLOGY
UNIT: COMPUTER SCIENCE AND EDUCATION
LEVEL: 100L
NAME OF SCHOOL: UNIVERSITY OF ILORIN
CLASS: SSS3
SUBJECT: COMPUTER STUDIES
TOPIC: BASIC PROGRAMMING
SUB-TOPIC: INTRODUCTION TO BASIC PROGRAMMING CONCEPTS AND STRUCTURES
DATE: 26TH JUNE 2025
TIME: 12:30PM
DURATION: 40 MINUTES
AVERAGE AGE OF STUDENTS: 17 Years
TEXTBOOK RECOMMENDED: NEW APPROACH TO COMPUTER STUDIES FOR SENIOR
SECONDARY SCHOOL
INSTRUCTIONAL MATERIALS: COMPUTER SYSTEM, PROJECTOR, PROGRAMMING
ENVIRONMENT (e.g., Scratch or Python IDE), FLOWCHART CHARTS
BEHAVIORAL OBJECTIVES
i. explain what programming is and its basic purpose – Cognitive
ii. identify programming languages and their uses – Cognitive, Affective
iii. differentiate between types of programming instructions – Cognitive
iv. construct simple program logic using flowchart or pseudocode – Psychomotor
v. demonstrate appreciation for program efficiency and logic structure – Affective
Learning Objectives and Taxonomy | Teacher’s Activities | Students’ Activities | Lesson
Outcomes
S/N Learning Teacher’s Students’ Lesson
Objectives & Activities Activities Outcomes
Taxonomy
1 Explain what Introduce Listen attentively Students
programming is and programming using and share define
its purpose – relatable analogies understanding programming
Cognitive and real-life and identify its
applications role in
computer
operations
2 Identify types of Present a list of Observe, ask Students list at
programming common languages questions, and least 3
languages – (Python, Java, etc.) relate examples programming
Cognitive, Affective with examples to real-world apps languages and
match them
with uses
3 Differentiate types of Demonstrate Identify and Students
programming examples of categorize explain control
instructions – sequence, instruction structures
Cognitive selection, and examples using
iteration examples
4 Construct basic logic Guide students in Draw and write Students
flow – Psychomotor drawing flowcharts sample program complete a
and writing logic in groups basic logic flow
pseudocode for a calculator
or greeting app
5 Appreciate logic in Discuss the Reflect on how Students
programs – Affective importance of structured logic explain how
program clarity and prevents errors good
debugging programming
structure
improves
accuracy
6 Assignment – Assign: (i) Draw a Take down Students apply
Cognitive, flowchart to add assignment to do logic and
Psychomotor two numbers. (ii) individually concepts to
Write a complete tasks
pseudocode to at home
check even or odd
NAME: NOAH EMMANUEL ONORUOYIZA
MATRIC NUMBER: 24/25PJ085
DEPARTMENT: EDUCATIONAL TECHNOLOGY
PROGRAMME: COMPUTER SCIENCE AND EDUCATION (C.S.E)
LEVEL: 100L
CLASS: SSS3
SUBJECT: COMPUTER SCIENCE
TOPIC: DATABASE
SUB-TOPICS: DATABASE, DATABASE MANAGEMENT SYSTEM/PACKAGES AND
APPLICATIONS.
DATE: 20TH MAY 2025
TIME: 3:00 PM
DURATION: 1 HOUR
AVERAGE AGE OF STUDENT: 17
BEHAVIORAL OBJECTIVE
At the end of the lesson, students should be able to:
1. Define Database
2. Identify and differentiate types of DBMS(Database Management System)/Packages
3. Describe Basic Technologies In Database Package
4. Forms Of Database Organization
5. Creating Database
6. Basic Operations In Database
7. Test Students Understanding Of The Topic By Giving Them Group Projects On Database
Creation And Operations
Here's a concise summary:
Teacher's Objective Teacher's Activities Student's Activities Learning Outcome
Definition of Introduction to the Students should Through this
Database. topic “Database”. listen, take notes, be students should
Explanation and active and ask understand the
Questioning. question. concept “Database”
entails better.
Identifying and Mention examples of Student should They will know the
differentiate various database packages: partake in group various database
Database Packages. e.g. Dbaselll, discussions and packages alongside
DbaselV, Foxbase compare the various the various different
alongside database packages attributes each has.
Explanations. available.
Describe Basic Teacher should Students Should Jot Students will learn
Technologies In explain and give and Take Notes of the what basic
Database. examples of Basic basic technologies eg. technologies in
database implies
technologies eg. file, file, record, field,
alongside the key
record, field, keys.. keys e.t.c They Just uses and effects.
Their key uses e.t.c Learned.
Describe Various Teacher Should List Students should take Students will learn
Forms Of Database different forms of notes of the various the various forms of
Organization. data base lists of organization organizing databases
the teacher talked and in the right
organization. Display
about. format to avoid
an existing data base Know the rights and wrong presentation
Intel in the systern wrongs of database of data during
and features e.g. file organization. practicals and
designed as tables. They should also ask projects.
Tables composed of questions in their
rows and columns aspects of wanting.
(field) contains
specific types of
information.
Explains The Process Teacher would guides Students should take This will enable
Of Creating students to create a note of the various students to
Databases. database in the steps and practicalise database
applications the creation knowing the
system(H.OF).
teacher used or do’s and don'ts of
followed while database creation
creating the database and handling.
in the system.
Demonstrates Basic Define the structure - Students should take Students will tend to
Operations Involved Indicate field type - turns to tryout the understand that
In A Database. Enter and save data - various basic various operations
operations the and knowledge about
Basic operations: i)
teacher taught in database entailed in
Searching ii) Sorting database systems. this subtopic giving
iii) Modifying iv) They should also take them greater
Generating report turns to ask questions advantage in the
in their various course of time.
aspects of doubts
concerning the
subtopic.
Gives the students The Teacher would Work Together As A Students will be able
Group Project On group students into Group And Team to; to practically learn
Database Creation compliable and ● Create and more on database.
organize a Learn to make
And Basic compatible groups to
mistakes and correct
Operations. work together on a database.
their mistakes due to
given set of data to ● Use the
the try again method.
practice database various Learn to work
practicalization. database together as a group
packages in or member of a team
database while developing
● Work basic team spirit.
operations on Apply database to
the database. real life set of given
● Learn more data they may once
on database or twice have access
application to.
through Become better at
database and
practice while
applications due to
learning to
continuous practice.
work as a
group or
team
member.
Name:Towolawi Daniel
Matric Number:24/25PJ145
Topic: Web Technology
Teaching Objective Teacher's Activity Student's Activity Learning Outcome
Cognitive Explain the concept Listen to the Understand the
of Web lecture, take notes, basic concepts and
Technology, ask questions tools used in Web
including internet Technology
protocols, HTML,
CSS, and web
development tools
Affective Encourage Participate in Appreciate the
discussions on the discussions, share value and ethical
importance of web opinions and considerations of
technology in experiences using web
today's world and technology
ethical use of the
internet
Psychomotor Demonstrate how Practice coding a Develop hands-on
to create a basic webpage in a lab or skills in creating
webpage using practical session simple web pages
HTML and CSS using HTML/CSS
Behavioural objective
1. Ensure the students understand the concept of Web Technology
2. Make certainty of the fact that the students are able to recognise the importance and value of
web technology
3. Help students to improve thei4 abilities to create solutions
