JSS1 DIGITAL TECHNOLOGY LESSON

NOTE
SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 1
DATE: _______________________
DURATION: 40 minutes
NO. OF STUDENTS: _______________________

TOPIC: INTRODUCTION TO DIGITAL

TECHNOLOGIES
SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Define digital technology

2. Identify at least five (5) digital devices
3. Explain the importance of digital technology in daily life
4. Distinguish between digital and analog devices

PREVIOUS KNOWLEDGE:

Students are familiar with common electronic devices like television, radio, and mobile phones
from their daily experiences.

INSTRUCTIONAL MATERIALS:

 Smartphones
 Tablets
 Laptops/Computers
 Digital cameras
 Smartwatches
 Charts showing digital devices
 Whiteboard and markers
 Projector (if available)
REFERENCE MATERIALS:

 NERDC Digital Technology Curriculum for JSS

 Basic Computer Studies textbooks
 Online resources on digital technology

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Displays various devices (phone, calculator, wristwatch - both digital and analog)
 Asks students to observe and identify differences
 Poses question: "What makes some devices 'digital'?"

Students' Activity:

 Observe the displayed devices

 Participate in identifying differences
 Share their observations and experiences

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. DEFINITION OF DIGITAL TECHNOLOGY (8 minutes)

Teacher's Activity:

 Explains that digital technology refers to electronic tools, systems, and devices that
generate, store, or process data
 Shows examples of digital devices vs. analog devices
 Emphasizes that digital devices use binary code (0s and 1s)

Students' Activity:

 Listen attentively and take notes

 Ask questions for clarification
 Provide examples from their experience

B. IDENTIFICATION OF DIGITAL DEVICES (10 minutes)

Teacher's Activity:

 Presents various digital devices:

1. Smartphones - for communication, internet, apps
2. Computers/Laptops - for work, study, entertainment
3. Tablets - portable computing, reading, games
4. Digital Cameras - capturing and storing photos
5. Smart TVs - digital broadcasting, internet connectivity
6. Gaming Consoles - digital gaming and entertainment
7. Smartwatches - time, health monitoring, notifications
8. ATM Machines - digital banking transactions

Students' Activity:

 Identify devices they have seen or used

 Discuss functions of each device
 Share experiences with digital devices

C. IMPORTANCE OF DIGITAL TECHNOLOGY (7 minutes)

Teacher's Activity: Explains key benefits:

 Communication: Instant messaging, video calls, social media

 Education: Online learning, digital libraries, educational apps
 Entertainment: Digital games, streaming, music
 Business: Online shopping, digital payments, remote work
 Healthcare: Digital records, telemedicine, health apps
 Transportation: GPS navigation, ride-hailing apps

Students' Activity:

 Contribute examples of how they use digital technology

 Discuss benefits they have experienced
 Ask questions about unfamiliar applications

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Summarizes key points:

o Digital technology uses electronic systems to process information
o Digital devices are everywhere in modern life
o They make tasks easier, faster, and more efficient
o Examples include phones, computers, tablets, etc.
 Asks students to recap main points
Students' Activity:

 Participate in summary discussion

 Mention key points learned
 Ask final questions

STEP 4: EVALUATION (3 minutes)

Oral Assessment Questions:

1. What is digital technology?

2. Name five digital devices you know
3. How do digital devices help us in communication?
4. What is the difference between a digital watch and an analog watch?
5. Give two ways digital technology helps in education

Expected Answers:

1. Digital technology refers to electronic tools and systems that process, store, and transmit
information using binary code
2. Smartphone, computer, tablet, digital camera, smart TV (any 5)
3. Through calls, text messages, video calls, social media, email
4. Digital watch shows time in numbers; analog watch uses hands and dial
5. Online learning, educational apps, digital libraries, research, etc.

ASSIGNMENT:
1. List 10 digital devices you can find in your home or community
2. For each device, write one main function it performs
3. Draw any three digital devices and label them

CONCLUSION:
Digital technology is an essential part of modern life, making various tasks easier and more
efficient. Students should continue observing digital devices around them and think about how
these technologies impact their daily activities.

TEACHER'S REFLECTION: Space for teacher to write observations about lesson delivery,
student participation, challenges encountered, and areas for improvement

HEADTEACHER'S REMARKS:
SIGNATURE & DATE: Teacher: _______________________ Date: _________ Headteacher:
_______________________ Date: _________

WEEK 2: BASIC COMPUTER

OPERATIONS
SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 2
DATE: _______________________
DURATION: 40 minutes
NO. OF STUDENTS: _______________________

TOPIC: BASIC COMPUTER OPERATIONS

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Switch on and off a computer safely

2. Identify basic components of a computer system
3. Explain the function of each basic component
4. Demonstrate proper computer handling procedures

PREVIOUS KNOWLEDGE:

Students have learned about digital technology and can identify digital devices including
computers.

INSTRUCTIONAL MATERIALS:

 Desktop computer/Laptop
 Computer component charts
 Power cables and peripherals
  Whiteboard and markers
 Projector (if available)

REFERENCE MATERIALS:

 NERDC Digital Technology Curriculum for JSS

 Basic Computer Studies textbooks

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Shows a computer system

 Asks students what they think happens when we press the power button
 Poses safety question: "What should we check before turning on a computer?"

Students' Activity:

 Observe the computer system

 Share their experiences with computers
 Suggest safety considerations

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. BASIC COMPUTER COMPONENTS (10 minutes)

Teacher's Activity: Identifies and explains basic components:

1. Monitor/Screen - displays information

2. System Unit/CPU - main processing unit
3. Keyboard - for typing and input
4. Mouse - for pointing and clicking
5. Speakers - for sound output
6. Power cables - supply electricity

Students' Activity:

 Point to components as teacher names them

 Ask questions about component functions
 Take notes on component names and functions
B. SAFE COMPUTER STARTUP PROCEDURE (8 minutes)

Teacher's Activity: Demonstrates step-by-step startup:

1. Check all cables are properly connected

2. Ensure power source is stable
3. Press the power button on system unit
4. Wait for system to boot up completely
5. Check that monitor displays desktop

Students' Activity:

 Watch demonstration carefully

 Practice identifying the power button
 Note the startup sequence

C. SAFE COMPUTER SHUTDOWN PROCEDURE (7 minutes)

Teacher's Activity: Demonstrates proper shutdown:

1. Save and close all open programs

2. Click Start menu
3. Select "Shut down" option
4. Wait for system to completely shut down
5. Turn off monitor if separate
6. Unplug from power source when necessary

Students' Activity:

 Observe shutdown procedure

 Understand why proper shutdown is important
 Ask questions about the process

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Reviews computer components and their functions

 Emphasizes importance of safe startup/shutdown
 Highlights consequences of improper handling

Students' Activity:

 Recite component names and functions

 Demonstrate pointing to correct startup/shutdown procedures
STEP 4: EVALUATION (3 minutes)

Practical Exercise & Oral Questions:

1. Point to and name 5 basic computer components

2. What is the first step in starting a computer safely?
3. Why is proper shutdown important?
4. Demonstrate how to hold a computer mouse properly
5. What happens if you just switch off the power without proper shutdown?

ASSIGNMENT:
1. Draw and label 5 basic computer components
2. Write the correct steps for starting up a computer
3. List 3 safety rules when using computers

WEEK 3: INPUT AND OUTPUT DEVICES

SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 3
DATE: _______________________
DURATION: 40 minutes

TOPIC: INPUT AND OUTPUT DEVICES

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Differentiate between input and output devices

2. Classify devices as input or output
3. Explain the functions of common input and output devices
4. Give examples of input and output devices

PREVIOUS KNOWLEDGE:
Students can identify basic computer components and understand their general functions.

INSTRUCTIONAL MATERIALS:

 Various input devices (keyboard, mouse, microphone, scanner, joystick)

 Various output devices (monitor, printer, speakers, headphones)
 Classification charts
 Whiteboard and markers

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Shows keyboard and monitor

 Asks: "When you type, where do the letters appear?"
 Introduces concepts of "putting information in" vs "getting information out"

Students' Activity:

 Observe the demonstration

 Think about the flow of information
 Participate in discussion

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. DEFINITION AND DIFFERENTIATION (8 minutes)

Teacher's Activity: Explains:

 Input Devices: Allow users to enter data/information into the computer

 Output Devices: Display or present processed information from the computer
 Uses simple analogy: Input = "talking to computer", Output = "computer talking to us"

Students' Activity:

 Listen and take notes

 Ask for clarification
 Provide simple examples

B. COMMON INPUT DEVICES (8 minutes)

Teacher's Activity: Demonstrates and explains:

1. Keyboard - typing text, numbers, commands

2. Mouse - pointing, clicking, selecting
3. Microphone - recording voice/sound
4. Scanner - converting documents to digital format
5. Joystick - gaming and control
6. Touch screen - direct touch input
7. Camera - capturing images/video

Students' Activity:

 Handle devices when possible

 Practice identifying input devices
 Discuss devices they have used

C. COMMON OUTPUT DEVICES (9 minutes)

Teacher's Activity: Shows and explains:

1. Monitor/Screen - displaying visual information

2. Printer - producing hard copy documents
3. Speakers - producing sound/music
4. Headphones - personal sound output
5. Projector - displaying on large screens

Students' Activity:

 Identify output devices in the classroom

 Discuss the purpose of each device
 Share experiences with output devices

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Conducts classification game: Shows devices, students say "input" or "output"

 Reviews key differences between input and output devices
 Emphasizes that some devices can be both (e.g., touchscreen)

Students' Activity:

 Participate in classification game

 Correctly identify device types
 Ask final questions
STEP 4: EVALUATION (5 minutes)

Worksheet Activity: Students classify the following devices:

 Keyboard, Monitor, Mouse, Printer, Microphone, Speakers, Scanner, Headphones

ASSIGNMENT:
1. Create two columns: "Input Devices" and "Output Devices"
2. List 6 devices in each column
3. Write one function for each device listed

WEEK 4: INTERNET AND ONLINE

SAFETY
SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 4
DATE: _______________________
DURATION: 40 minutes

TOPIC: INTERNET AND ONLINE SAFETY

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Explain what the internet is

2. State at least 5 online safety rules
3. Identify potential online dangers
4. Demonstrate responsible internet behavior

PREVIOUS KNOWLEDGE:

Students understand digital devices and may have observed internet use on phones or computers.
INSTRUCTIONAL MATERIALS:

 Internet-connected device
 Online safety posters
 Role-play scenario cards
 Whiteboard and markers

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Shows connected device accessing a website

 Asks: "How can we see information from other countries instantly?"
 Introduces the concept of global connection

Students' Activity:

 Watch demonstration with interest

 Share what they know about the internet
 Ask questions about connectivity

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. WHAT IS THE INTERNET? (8 minutes)

Teacher's Activity: Explains that the internet is:

 A global network of connected computers

 Like a huge library where people share information
 Allows communication across the world instantly
 Provides access to websites, videos, games, and educational content

Students' Activity:

 Listen and visualize the concept

 Ask questions about how it works
 Share their internet experiences

B. ONLINE SAFETY RULES (12 minutes)

Teacher's Activity: Teaches key safety rules:

 1. Never share personal information (full name, address, phone number, school name)
2. Use strong passwords and don't share them
3. Tell an adult if something online makes you uncomfortable
4. Don't meet strangers from the internet in person
5. Be kind online - don't bully or be mean to others
6. Don't download files without adult permission
7. Verify information - not everything online is true
8. Time limits - don't spend too much time online

Students' Activity:

 Listen carefully to each rule

 Ask questions about specific situations
 Share experiences (appropriately)

C. ROLE-PLAY ACTIVITY (5 minutes)

Teacher's Activity: Presents scenarios:

 "Someone online asks for your home address"

 "You see something that scares you online"
 "Someone is being mean in online comments"

Students' Activity:

 Act out appropriate responses

 Discuss what to do in each situation
 Practice saying "No" and telling adults

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Reviews the main safety rules

 Emphasizes that the internet is useful but requires caution
 Encourages students to always ask adults for help

Students' Activity:

 Recite key safety rules

 Promise to follow online safety guidelines

STEP 4: EVALUATION (3 minutes)

Quiz Questions:
 1. What is the internet?
2. Name 3 online safety rules
3. What should you do if someone online asks for your address?
4. Who should you tell if something online makes you uncomfortable?

ASSIGNMENT:
Create an "Online Safety Poster" with 5 safety rules and colorful illustrations

WEEK 5: WORD PROCESSING BASICS

SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 5
DATE: _______________________
DURATION: 40 minutes

TOPIC: WORD PROCESSING BASICS

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Open and create new documents

2. Type text using proper finger positioning
3. Format text (bold, italic, underline)
4. Save documents with appropriate names

PREVIOUS KNOWLEDGE:

Students can identify keyboard as an input device and understand its basic function.

INSTRUCTIONAL MATERIALS:

 Computers/laptops with word processing software

 Keyboards for practice
  Sample documents
 Typing technique charts

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Shows a handwritten letter and a typed document

 Asks about differences and advantages of typed documents
 Introduces word processing software (Microsoft Word, Google Docs, etc.)

Students' Activity:

 Compare handwritten vs. typed documents

 Share experiences with typing
 Show interest in learning to type

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. OPENING AND CREATING DOCUMENTS (8 minutes)

Teacher's Activity: Demonstrates:

1. Opening word processing software

2. Creating a new blank document
3. Opening existing documents
4. Understanding the interface (toolbar, menu, typing area)

Students' Activity:

 Follow along on their computers

 Practice opening and creating documents
 Explore the interface with guidance

B. BASIC TYPING AND FORMATTING (12 minutes)

Teacher's Activity: Shows:

1. Proper typing posture - sit straight, feet flat

2. Finger positioning - home row keys (ASDF, JKL;)
3. Basic typing - letters, numbers, spaces, Enter key
 4. Basic formatting:
o Bold text - Ctrl+B or toolbar button
o Italic text - Ctrl+I or toolbar button
o <u>Underline</u> - Ctrl+U or toolbar button
o Changing font size

Students' Activity:

 Practice proper sitting posture

 Place fingers on home row keys
 Type their names and simple sentences
 Experiment with bold, italic, and underline

C. SAVING DOCUMENTS (5 minutes)

Teacher's Activity: Demonstrates:

1. Using Ctrl+S or File > Save

2. Choosing appropriate file names
3. Selecting save location
4. Understanding file formats

Students' Activity:

 Practice saving their documents

 Create meaningful file names
 Locate saved files

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Reviews document creation, typing, formatting, and saving

 Emphasizes the importance of regular saving
 Shows how word processing makes writing easier

Students' Activity:

 Practice the complete process from creation to saving

 Ask questions about any unclear steps

STEP 4: EVALUATION (3 minutes)

Practical Assessment Task: Students create a paragraph about themselves including:

 Their name (bold)

  Their school (italic)
 Their favorite subject (underlined)
 Save the document as "About_Me"

ASSIGNMENT:
Type a short paragraph (5-7 sentences) about "My Family" using different formatting options,
then save it properly.

WEEK 6: DIGITAL COMMUNICATION

TOOLS
SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 6
DATE: _______________________
DURATION: 40 minutes

TOPIC: DIGITAL COMMUNICATION TOOLS

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Identify various digital communication tools

2. Explain the purpose of email communication
3. Demonstrate the process of composing an email
4. Understand proper email etiquette

PREVIOUS KNOWLEDGE:

Students understand internet basics and online safety rules.

INSTRUCTIONAL MATERIALS:
  Internet-connected computers
 Email interface examples
 Communication tools charts
 Sample emails for demonstration

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Shows traditional letter and digital message

 Asks: "How can we send messages instantly to people far away?"
 Introduces digital communication concepts

Students' Activity:

 Compare traditional vs. digital communication

 Share experiences with digital messaging
 Express interest in learning email

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. DIGITAL COMMUNICATION TOOLS (8 minutes)

Teacher's Activity: Identifies common tools:

1. Email - electronic mail for formal/informal messages

2. Text messages (SMS) - short messages via phone
3. Instant messaging - WhatsApp, Telegram, etc.
4. Video calls - Zoom, Skype, etc.
5. Social media - Facebook, Instagram, Twitter
6. Voice calls - traditional and internet-based

Students' Activity:

 Recognize tools they've seen or used

 Discuss when each tool might be used
 Ask questions about different tools

B. EMAIL BASICS (12 minutes)

Teacher's Activity: Explains email components:

 1. Email address - unique identifier ([email protected])
2. Subject line - brief description of message content
3. Body - main message content
4. To/CC/BCC fields - recipient options
5. Attachments - files sent with email

Demonstrates email composition:

 Opening email application

 Creating new message
 Filling in recipient, subject, and message
 Reviewing before sending

Students' Activity:

 Understand email address format

 Practice identifying email parts
 Follow along with demonstration
 Ask questions about the process

C. EMAIL ETIQUETTE (5 minutes)

Teacher's Activity: Teaches proper email practices:

1. Clear subject lines - describe the message purpose

2. Polite greetings - "Dear..." or "Hello..."
3. Proper language - formal, respectful tone
4. Clear message - get to the point
5. Polite closing - "Thank you," "Best regards"
6. Proofread - check spelling and grammar before sending

Students' Activity:

 Listen to etiquette rules

 Understand importance of professionalism
 Ask about appropriate language

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Reviews digital communication tools and their uses

 Emphasizes email as important skill for school and work
 Reinforces online safety in all digital communication

Students' Activity:
  Recite main communication tools
 Understand when to use email vs. other tools

STEP 4: EVALUATION (3 minutes)

Assessment Task: Students draft an email (on paper) to their teacher with:

 Appropriate subject line

 Polite greeting
 Clear message asking about homework
 Professional closing

ASSIGNMENT:
Write a proper email (on paper) to a friend telling them about something interesting you learned
in school this week.

WEEK 7: GRAPHICS AND

PRESENTATION TOOLS
SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 7
DATE: _______________________
DURATION: 40 minutes

TOPIC: GRAPHICS AND PRESENTATION TOOLS

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Create simple slides using presentation software

2. Insert images and text into slides
3. Choose appropriate slide designs and layouts
 4. Understand the purpose of presentations

PREVIOUS KNOWLEDGE:

Students can use word processing software and understand basic formatting.

INSTRUCTIONAL MATERIALS:

 Computers with presentation software (PowerPoint, Google Slides)

 Sample images for insertion
 Example presentations
 Projection equipment

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Shows a simple presentation about school subjects

 Asks students how this differs from a word document
 Explains that presentations help share information visually

Students' Activity:

 Watch presentation demonstration

 Notice visual elements and slide structure
 Express interest in creating presentations

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. INTRODUCTION TO PRESENTATION SOFTWARE (8 minutes)

Teacher's Activity: Demonstrates:

1. Opening presentation software (PowerPoint/Google Slides)

2. Understanding the interface - slides panel, work area, toolbar
3. Creating a new blank presentation
4. Understanding slides vs. documents

Students' Activity:

 Open presentation software on their computers

  Explore the interface with guidance
 Create new presentation

B. CREATING AND DESIGNING SLIDES (10 minutes)

Teacher's Activity: Shows how to:

1. Add new slides - using New Slide button

2. Choose slide layouts - title slide, content slide, etc.
3. Add text - clicking in text boxes and typing
4. Change font size and style - using formatting tools
5. Apply design themes - choosing attractive backgrounds and colors

Students' Activity:

 Create their first slide with a title

 Add a second slide with content
 Experiment with different layouts
 Apply a design theme they like

C. INSERTING IMAGES (7 minutes)

Teacher's Activity: Demonstrates:

1. Insert images - from computer files or online

2. Resize images - dragging corner handles
3. Position images - moving around the slide
4. Balance text and images - creating attractive layouts

Students' Activity:

 Insert at least one image into their presentation

 Practice resizing and positioning
 Balance text and images on slides

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Reviews the presentation creation process

 Emphasizes that presentations should be clear and visually appealing
 Shows how presentations help communicate ideas effectively

Students' Activity:

 Complete their 2-slide presentation

  Review their work for clarity and appearance

STEP 4: EVALUATION (5 minutes)

Project Assessment: Students create a 2-slide presentation about their favorite hobby:

 Slide 1: Title slide with hobby name and their name

 Slide 2: Content slide with text describing the hobby and at least one image

ASSIGNMENT:
Create a 3-slide presentation about "My School" including title slide, information about school,
and favorite school activity.

WEEK 8: CODING FOR BEGINNERS

SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 8
DATE: _______________________
DURATION: 40 minutes

TOPIC: CODING FOR BEGINNERS

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Define coding/programming
2. Understand basic coding concepts
3. Create a simple animation in Scratch
4. Explain how coding controls digital devices

PREVIOUS KNOWLEDGE:

Students understand that computers follow instructions and can process information.
INSTRUCTIONAL MATERIALS:

 Computers with internet access

 Scratch programming environment
 Simple coding examples
 Projection equipment for demonstration

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Shows a simple game or animation

 Asks: "How do you think the computer knows what to do?"
 Explains that someone had to give the computer step-by-step instructions

Students' Activity:

 Watch demonstration with curiosity

 Think about how computers get instructions
 Share ideas about computer behavior

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. WHAT IS CODING? (8 minutes)

Teacher's Activity: Explains that coding is:

 Writing instructions for computers to follow

 Like giving directions to someone who follows exactly what you say
 The language computers understand
 What makes apps, games, and websites work

Shows examples of code results:

 Moving characters in games

 Calculating math problems
 Displaying websites
 Playing music

Students' Activity:
  Listen and understand the concept
 Ask questions about coding
 Think of devices that use code

B. INTRODUCTION TO SCRATCH (12 minutes)

Teacher's Activity: Demonstrates Scratch basics:

1. Opening Scratch - website or offline version

2. Understanding the interface:
o Stage (where things happen)
o Sprites (characters/objects)
o Code blocks (instruction pieces)
o Scripts area (where you build code)
3. Basic blocks:
o Motion blocks (move, turn)
o Looks blocks (say, change costume)
o Sound blocks (play sound)
o Events blocks (when clicked)

Students' Activity:

 Open Scratch on their computers

 Explore the interface
 Identify different areas and blocks
 Ask questions about the tools

C. CREATING SIMPLE ANIMATION (5 minutes)

Teacher's Activity: Guides students through creating basic animation:

1. Select the cat sprite

2. Drag "when green flag clicked" block
3. Add "say Hello! for 2 seconds" block
4. Add "move 10 steps" block
5. Click green flag to test

Students' Activity:

 Follow step-by-step instructions

 Build their first code sequence
 Test their animation
 Experiment with different values

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Reviews what coding is and why it's important

 Shows how simple blocks create complex behaviors
 Encourages creativity and experimentation
 Explains that coding is used everywhere in technology

Students' Activity:

 Demonstrate their simple animation

 Explain what their code does
 Ask questions about coding possibilities

STEP 4: EVALUATION (3 minutes)

Assessment: Students create a working animation where:

 The sprite says something when clicked

 The sprite moves or changes appearance
 The code runs without errors

ASSIGNMENT:
Explore Scratch at home (if possible) and try to make the cat sprite dance by using different
motion and looks blocks.

WEEK 9: DATA AND FILE

MANAGEMENT
SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 9
DATE: _______________________
DURATION: 40 minutes
TOPIC: DATA AND FILE MANAGEMENT
SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Save and open files properly

2. Organize files into folders
3. Create a logical folder structure
4. Understand the importance of file organization

PREVIOUS KNOWLEDGE:

Students have created documents and know how to save files with names.

INSTRUCTIONAL MATERIALS:

 Computers with file management systems

 Sample files for organization practice
 Folder structure examples
 Whiteboard for diagrams

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Shows messy desk with papers everywhere vs. organized desk with labeled folders
 Asks: "Which desk would help you find things faster?"
 Relates this to computer file organization

Students' Activity:

 Compare organized vs. disorganized examples

 Share experiences looking for lost files
 Understand the need for organization

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. UNDERSTANDING FILES AND FOLDERS (8 minutes)

Teacher's Activity: Explains:

  Files are like individual documents, photos, or programs
 Folders are like containers that hold files and other folders
 File extensions show what type of file it is (.docx, .jpg, .mp3)
 File names should be descriptive and meaningful

Shows file explorer/finder interface:

 Navigation panel
 File viewing area
 Address bar
 Search function

Students' Activity:

 Open file explorer on their computers

 Identify different file types by their icons
 Understand the folder concept

B. CREATING AND ORGANIZING FOLDERS (12 minutes)

Teacher's Activity: Demonstrates:

1. Creating new folders - right-click > New Folder

2. Naming folders clearly - "School Work," "Pictures," "Games"
3. Creating subfolders - folders inside folders
4. Moving files into folders - drag and drop or cut/paste

Example organization structure:

 My Documents
o School Work
 English
 Mathematics
 Digital Technology
o Personal
 Pictures
 Music

Students' Activity:

 Create folders for different school subjects

 Practice moving files between folders
 Organize existing files into appropriate folders

C. BEST PRACTICES FOR FILE MANAGEMENT (5 minutes)

Teacher's Activity: Teaches important practices:

1. Use descriptive names - "Math Homework Week 5" not "Document1"

2. Create folders before you need them - be proactive
3. Clean up regularly - delete unnecessary files
4. Backup important files - make copies
5. Don't save everything on desktop - use proper folders

Students' Activity:

 Review their current file names

 Rename poorly named files
 Plan their personal organization system

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Reviews folder creation and file organization

 Emphasizes that good organization saves time
 Shows how organized files help with schoolwork

Students' Activity:

 Demonstrate their organized folder structure

 Explain their organization logic
 Ask questions about file management

STEP 4: EVALUATION (3 minutes)

Practical Assessment: Students create organized folder structure:

 Main folder: "JSS1 [Student Name]"

 Subfolders for each school subject
 Move at least 3 files into appropriate folders

ASSIGNMENT:
Organize all files on the computer into proper folders and create a folder structure for home use.
WEEK 10: DIGITAL CITIZENSHIP
SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 10
DATE: _______________________
DURATION: 40 minutes

TOPIC: DIGITAL CITIZENSHIP

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Define digital citizenship

2. Explain responsible online behavior
3. Understand digital rights and responsibilities
4. Practice respectful digital communication

PREVIOUS KNOWLEDGE:

Students understand internet basics and online safety rules.

INSTRUCTIONAL MATERIALS:

 Digital citizenship scenarios

 Internet-connected devices
 Poster materials
 Whiteboard and markers

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Asks: "How should we behave in our community?"

 Explains that the internet is also a community
  Introduces the concept of being a good "digital citizen"

Students' Activity:

 Think about community behavior rules

 Understand that online spaces have communities too
 Show interest in learning proper digital behavior

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. WHAT IS DIGITAL CITIZENSHIP? (8 minutes)

Teacher's Activity: Explains digital citizenship as:

 Being responsible, respectful, and safe online

 Understanding that real people are behind screens
 Following rules that protect everyone online
 Making good choices in digital spaces

Key principles:

1. Respect - treat others kindly online

2. Educate - learn to use technology properly
3. Protect - keep yourself and others safe
4. Connect - build positive relationships

Students' Activity:

 Listen and understand the concept

 Ask questions about digital behavior
 Share thoughts on online interactions

B. RESPONSIBLE ONLINE BEHAVIOR (12 minutes)

Teacher's Activity: Discusses specific behaviors:

DO:

 Be kind and respectful in messages

 Think before you post or share
 Help others learn about technology
 Respect other people's work and ideas
 Report inappropriate behavior
 Use technology for learning and positive activities

DON'T:
  Send mean messages or comments
 Share other people's personal information
 Copy other people's work without permission
 Believe everything you see online
 Share inappropriate content
 Use technology to hurt others

Students' Activity:

 Discuss examples of good and bad digital behavior

 Role-play appropriate responses to digital situations
 Ask questions about specific scenarios

C. DIGITAL RIGHTS AND RESPONSIBILITIES (5 minutes)

Teacher's Activity: Explains that digital citizens have:

Rights:

 Right to be safe online

 Right to privacy
 Right to be treated respectfully
 Right to learn and express ideas appropriately

Responsibilities:

 Treat others with respect

 Protect personal and others' information
 Use technology responsibly
 Help create positive online communities

Students' Activity:

 Understand that rights come with responsibilities

 Discuss how to balance freedom with responsibility
 Ask about specific rights and duties

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Reviews key aspects of digital citizenship

 Emphasizes that good digital citizens help make the internet better for everyone
 Encourages students to be positive digital role models

Students' Activity:
  Summarize main points of digital citizenship
 Commit to practicing good digital behavior
 Ask final questions

STEP 4: EVALUATION (3 minutes)

Assessment: Students write a short essay (150-200 words) on "How to be a Good Digital
Citizen" covering at least 3 key points.

ASSIGNMENT:
Create a "Digital Citizenship Rules" poster with 5 rules for responsible online behavior,
including illustrations.

WEEK 11: INTRODUCTION TO

ROBOTICS
SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 11
DATE: _______________________
DURATION: 40 minutes
NO. OF STUDENTS: _______________________

TOPIC: INTRODUCTION TO ROBOTICS

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Define robotics
2. Identify various uses of robots in daily life
3. Explain the basic components of a robot
4. List applications of robotics in different fields
PREVIOUS KNOWLEDGE:

Students understand digital technology and how computers follow programmed instructions.

INSTRUCTIONAL MATERIALS:

 Robot pictures and videos

 Simple robot toys (if available)
 Charts showing robot applications
 Whiteboard and markers
 Projector for videos

REFERENCE MATERIALS:

 NERDC Digital Technology Curriculum for JSS

 Robotics educational resources
 Online robot demonstration videos

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/SET INDUCTION (5 minutes)

Teacher's Activity:

 Shows video of robots in action (factory robots, vacuum robots, etc.)

 Asks: "What do you notice about these machines?"
 Introduces the idea that robots can work like humans but are machines

Students' Activity:

 Watch robot videos with fascination

 Notice that robots move and work automatically
 Share what they know about robots from movies or real life

STEP 2: DEVELOPMENT/PRESENTATION (25 minutes)

A. WHAT IS ROBOTICS? (8 minutes)

Teacher's Activity: Defines robotics as:

 The science of designing and building robots

 Robots are machines that can perform tasks automatically
 They are programmed to follow specific instructions
  They can sense their environment and respond to it

Explains key characteristics of robots:

 Autonomous - can work without constant human control

 Programmable - can be given different instructions
 Versatile - can be designed for many different tasks
 Precise - can repeat tasks exactly the same way

Students' Activity:

 Listen and understand the definition

 Ask questions about how robots work
 Think about robots they have seen or heard about

B. TYPES AND APPLICATIONS OF ROBOTS (12 minutes)

Teacher's Activity: Shows different robot applications:

1. Industrial Robots:

 Factory assembly lines (making cars, electronics)

 Welding and painting
 Moving heavy materials

2. Service Robots:

 Vacuum cleaning robots (Roomba)

 Lawn mowing robots
 Security robots

3. Medical Robots:

 Surgical robots that help doctors

 Rehabilitation robots for therapy
 Medicine delivery robots in hospitals

4. Entertainment Robots:

 Toy robots that dance and play

 Robot pets (AIBO dog)
 Educational robots for learning

5. Exploration Robots:

 Mars rovers exploring space

  Underwater robots exploring oceans
 Robots that go into dangerous places

Students' Activity:

 Identify robots in each category

 Discuss benefits of using robots for these tasks
 Share any robot experiences they've had

C. BASIC ROBOT COMPONENTS (5 minutes)

Teacher's Activity: Explains basic robot parts:

1. Sensors - eyes and ears of the robot (cameras, microphones)

2. Actuators - muscles of the robot (motors, wheels, arms)
3. Controller - brain of the robot (computer processor)
4. Power supply - energy source (batteries, electricity)
5. Frame/Body - structure that holds everything together

Students' Activity:

 Understand each component's function

 Relate robot parts to human body parts
 Ask questions about how parts work together

STEP 3: CONSOLIDATION/SUMMARY (7 minutes)

Teacher's Activity:

 Reviews definition of robotics and robot characteristics

 Summarizes main applications of robots in society
 Emphasizes that robots help humans do work more efficiently and safely
 Explains that robotics is an exciting field for future careers

Students' Activity:

 Recite the definition of robotics

 Name different types of robots and their uses
 Express interest in learning more about robots

STEP 4: EVALUATION (3 minutes)

Assessment Questions:

1. What is robotics?
2. Name three places where robots are used
 3. What are the main parts of a robot?
4. How do robots help humans?
5. Give an example of a service robot

Expected Answers:

1. Robotics is the science of designing and building robots that can perform tasks
automatically
2. Factories, hospitals, homes, space exploration, etc.
3. Sensors, actuators, controller, power supply, frame
4. They help by doing dangerous, repetitive, or precise tasks
5. Vacuum cleaning robot, security robot, etc.

ASSIGNMENT:
1. List 10 different applications of robots in society
2. Draw a simple robot and label its main parts
3. Write about one robot you would like to have and explain why

CONCLUSION:
Robotics is an exciting field that combines technology, engineering, and creativity. Robots are
becoming more common in our daily lives and offer many career opportunities for the future.

TEACHER'S REFLECTION: Space for teacher to write observations about lesson delivery,
student participation, challenges encountered, and areas for improvement

HEADTEACHER'S REMARKS:

SIGNATURE & DATE: Teacher: _______________________ Date: _________ Headteacher:

_______________________ Date: _________

WEEK 12: REVISION & ASSESSMENT

SCHOOL: _______________________
CLASS: JSS 1
SUBJECT: Digital Technology
TERM: First Term
WEEK: 12
DATE: _______________________
DURATION: 40 minutes
NO. OF STUDENTS: _______________________

TOPIC: REVISION & ASSESSMENT

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

1. Demonstrate knowledge of all first term topics

2. Answer questions on digital technology concepts
3. Perform practical tasks using computers
4. Show understanding of digital citizenship and safety

PREVIOUS KNOWLEDGE:

Students have learned all first term topics: digital technology introduction, computer operations,
input/output devices, internet safety, word processing, digital communication, presentations,
coding, file management, digital citizenship, and robotics.

INSTRUCTIONAL MATERIALS:

 Computers for practical assessment

 Written test papers
 All previous lesson materials for reference
 Assessment rubrics
 Whiteboard and markers

REFERENCE MATERIALS:

 All first term lesson notes

 NERDC Digital Technology Curriculum
 Assessment guidelines

LESSON DEVELOPMENT
STEP 1: INTRODUCTION/REVIEW SESSION (15 minutes)
Teacher's Activity: Conducts comprehensive review of all topics:

Week 1-3 Review:

 Digital technology definition and devices

 Computer components and safe operations
 Input and output device classification

Week 4-6 Review:

 Internet and online safety rules

 Word processing basics and formatting
 Digital communication tools and email etiquette

Week 7-9 Review:

 Presentation creation with graphics

 Basic coding concepts in Scratch
 File and folder organization

Week 10-11 Review:

 Digital citizenship principles

 Robotics introduction and applications

Students' Activity:

 Participate in review discussions

 Ask questions about unclear concepts
 Share what they remember from each topic
 Practice key skills quickly

STEP 2: WRITTEN ASSESSMENT (15 minutes)

Teacher's Activity: Administers written test covering:

SECTION A: MULTIPLE CHOICE (10 questions)

1. Which of the following is a digital device? a) Analog clock b) Smartphone c) Paper book
d) Wooden table
2. What does CPU stand for? a) Computer Processing Unit b) Central Processing Unit c)
Control Processing Unit d) Computer Power Unit
3. Which is an input device? a) Monitor b) Printer c) Keyboard d) Speaker
4. What should you never share online? a) Funny jokes b) Personal address c) Favorite color
d) School subjects
5. In word processing, Ctrl+B makes text: a) Italic b) Underlined c) Bold d) Larger
SECTION B: SHORT ANSWER (5 questions)

1. Define digital technology

2. List 3 online safety rules
3. What is coding?
4. Name 2 types of robots
5. What is digital citizenship?

Students' Activity:

 Answer all questions carefully

 Manage time effectively
 Review answers before submission

STEP 3: PRACTICAL ASSESSMENT (8 minutes)

Teacher's Activity: Conducts practical assessment with tasks:

Task 1: Computer Operations

 Turn on computer safely

 Open word processor
 Create document with name and formatting

Task 2: File Management

 Create folder named "Assessment"

 Save document in the folder
 Demonstrate file organization

Task 3: Basic Skills

 Show proper typing posture

 Demonstrate mouse navigation
 Close programs safely

Students' Activity:

 Perform practical tasks confidently

 Follow instructions carefully
 Complete tasks within time limit

STEP 4: EVALUATION AND FEEDBACK (2 minutes)

Teacher's Activity:
  Collects written assessments
 Observes practical performance
 Provides immediate feedback on practical skills
 Announces when results will be available

Students' Activity:

 Submit completed assessments

 Listen to feedback
 Ask questions about performance

SAMPLE WRITTEN ASSESSMENT

FIRST TERM EXAMINATION - DIGITAL TECHNOLOGY JSS1

Time: 30 minutes

SECTION A: Choose the correct answer (2 marks each)

1. Digital technology refers to: a) Only computers b) Electronic systems that process
information c) Only mobile phones d) Paper-based systems
2. Which is NOT an online safety rule? a) Never share personal information b) Tell adults
about uncomfortable content c) Share passwords with friends d) Be kind online
3. The brain of a computer system is the: a) Monitor b) Keyboard c) CPU d) Mouse
4. In Scratch programming, blocks are used to: a) Build walls b) Give instructions to sprites
c) Delete files d) Send emails
5. A good digital citizen should: a) Be respectful online b) Share others' personal
information c) Send mean messages d) Copy others' work

SECTION B: Answer briefly (4 marks each)

1. List four digital devices you use in daily life.

2. Explain why proper computer shutdown is important.
3. What is the difference between input and output devices? Give one example of each.
4. Write three rules for creating strong passwords.
5. Name two ways robots help humans in factories.

SECTION C: Write short explanations (6 marks each)

1. Explain what digital citizenship means and why it is important.

2. Describe the steps to create a simple presentation with text and images.