SAN FERNANDO WEST SECONDARY SCHOOL

INFORMATION TECHNOLOGY DEPARTMENT

LESSON PLAN

TEACHERS NAME: Leena Balkaran

SUBJECT: Information Technology

DATE: 15th September 2014

CLASS: Form 3 Group 4

TIME: 10:30 am 11:40 am

LENGTH OF PERIOD: 35 mins X 2

Syllabus: CSEC Information Technology

Unit Title: Fundamentals of Hardware and Software/Hardware/Data Processing Cycle/Central Processing Unit
Lesson 1: Functions of the Central Processing Unit (CPU)

RESOURCES
Teacher Resources
Laptop
Projector
Video presentation
(http://education-portal.com/academy/lesson/centralprocessing-unit-cpu-parts-definition-function.html#lesson)
Student observation checklist

Student resources
Think-pair share sheet
Processor match sheet

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PREVIOUS KNOWLEDGE - Students should:

Be familiar with the Data Processing Cycle

OBJECTIVES
Cognitive
At the end of the lesson students will:

Psychomotor
At the end of the lesson students should
be able to:

Affective
At the end of the lesson students will be able to:
1.

1. Explain briefly the purpose of the

Motherboard

Work together with their peers

2. Show respect when others are speaking

2. Define completely the term Central

Processing Unit. (Remembering)
3. Identify correctly the three components of
the Central Processing (Remembering)
4. Explain briefly all three components of the
Central Processing Unit and make
connections between them. (Understanding)
5. Choose the most appropriate processor
when purchasing a computer.(applying)

ASSESSMENT STRATEGY with Objective

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Cognitive

1. Explain the purpose of the

motherboard.
(Understanding)

Assessment Strategy

Affective

1. Activity 1 oral assessment

1. Work together with their

peers

2. Explain the term Central

Processing Unit.
(Remembering)

2. Activity 2 oral assessment

3. Identify the three

components of the Central
Processing (Remembering)

3. Activity 3 oral assessment

4. Explain all three components

of the Central Processing
Unit. (Understanding)

4. Activity 4 Oral assessment

5. Choose the most appropriate

processor when purchasing a
computer.(applying)

5. Activity 5 - Worksheet

2. Show respect when others

are speaking

Set Induction
Teacher shares a Motherboard with the class and ask students if they can identify the components on it.

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Assessment Strategy

1. Observation (checklist)

Description of Teaching/Learning strategies:

Teacher Activities

Student Expected Activities

Intelligence
being developed
VL, Inter

Est. time to
complete

1. Teacher engages students in looking at the

motherboard and observing it carefully.
(Engaging and questioning)

1. Students look at the Motherboard carefully and

discuss with their peers what they see

5 mins

2. Teacher asks students if they can identify any

part on the motherboard and discusses it with
them

2. Student participates in discussion with each other

and teacher

10 mins

3. Teacher explains the motherboard to the

students

3. Students are expected to listen attentively.

2 mins

4. Teacher will then recap the Data Processing

Cycle with the class

4. Students will be expected to think about the cycle

and discuss with the teacher the part of cycle that has
an impact on speed. Students suggest possible parts.

5 mins

5. Teacher plays a video about the CPU for

students

5. Students are expected to listen attentively. Students

will also write down a definition of the CPU in their
books.

7 mins

6. Teacher will instruct students to work on an

exercise

6. Students will think and list at least two(2) things that

stands out to them in the video

10 mins

7. Teacher asks students to share the two (2)

things that stood out to them with the class.

7. Students will be expected to share the two (2) things

that stood out to them with the class and discuss it
with the teacher.

VL, LM

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5 mins

8. Teacher asks students to revise their answer

for the part of the CPU that affects speed the
most.

8. Students engage in discussions again about the

purpose of different parts of the CPU and give
arguments about which one most affects speed

3 mins

15 mins

9. Teacher discusses the term Hertz and the

ways processors can differ by sharing a
handout with the students

9. Students match processors to purposes using the

Processor Match sheet.
5 mins

10. Teacher asks Students for responses on

Processor Match sheet and gives feedback on
students responses

10. Students share responses on Processor match sheet

with class

END OF LESSON ACTIVITIES

Closure to lesson:
T.S. (Transition Statement): In today's class we looked at how various components of the computer system has an impact on speed. (1min)
B.S.(Bridging Statement): In our next lesson we will be looking at Memory and the different types of memory (1min)

Multiple Intelligences
http://www.tecweb.org/styles/gardner.html
VS: Visual Spatial VL: Verbal Linguistic
Inter: Interpersonal Intra: Intrapersonal
BK: Body/ Kinesthetic
LM: Logic/Mathematical
M: Musical
N: Naturalistic
E: Existential

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