Computers

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Lesson Plan

Planning a SDAIE Lesson

How Computers Work (The Organizational Structure of Computers)

Focus Question: (What concepts do you want to teach in this lesson?)

  1. How is the computer organized into different parts?
  2. What do each of the parts do, and how do they work?
  3. If I open up a computer, how do I know what part is what?
  4. If I read an ad in the newspaper, how do I know what it is saying (what does all that jargon mean)?

Outcomes: (What will the students be able to do at the conclusion of the lesson?)

  1. Know the vocabulary words associated with computers.
  2. Know the five categories of personal computer organization.
  3. Give examples of, or show on a computer the various parts.
  4. Know the names of the parts of the computer and what each organizational part does.
  5. Describe how each of the parts of the computer work.
  6. Describe how each of the parts of the computer function in relation to each other.
  7. Understand the computer jargon in a computer advertisement.

 

Target Vocabulary: (What words do the students need to know to understand the concepts?)

  1. Hardware
  2. Bus
  3. CPU
  4. Main Memory (RAM and ROM)
  5. Auxiliary Memory
  6. Input / Output devices

Primary Sources: (What photos, diaries, first-hand accounts will you use?)

  1. Scanned images and clip art of the parts of a computer.
  2. First hand accounts will also include some history of parts of computers.

 

 

Visuals: (What pictures, realia, charts, maps, etc. will you use?)

  1. A PowerPoint Presentation projected on the screen (8 ft. x 8 ft.) with a computer projector (an example of computer output itself).
  2. Handout with copies of the slides of the PowerPoint Presentation.
  3. Scanned images and clip art of the parts of the computer.
  4. Organizational charts for the parts of the computer.
  5. Physical parts of a computer that has been taken apart.
  6. Two similar computers will be passed around the room. One with the cover removed and all the parts connected and in their proper place. A second similar computer has been taken apart, and each piece will be passed around the room as each piece is discussed in the PowerPoint presentation.
  7. There will be video clips projected on the screen as well that show the parts of the computer working (for example a floppy disk drive with the cover off accessing data on a floppy disk, animations of how the CPU works, etc.).
  8. Some of the parts of the computer passed around the classroom will be "antique" in terms of computer years.
  9. Computer advertisements.

Procedure

 

Motivation: (How will you start your lesson?)

  1. K E W L chart
  2. What they Know about how computers work.
  3. What they Want to learn about how computers work.
  4. Students will also give Examples of the parts of the computer.
  5. Taking apart a computer to examine the various parts.
  6. The L part of the chart (what they learned will be completed as we discuss each part of the computer) will be ongoing throughout the lesson.
  7. A "hierarchy chart" will also be filled out by students to show relationships and examples of each of the parts of the computer.

 

 

Vocabulary: (How will you teach and reinforce the target vocabulary?)

  1. Pictures
  2. Clip Art
  3. Video clips
  4. Realia
  5. Hands on (passing around computer parts).

 

 

Instruction: (What activities will you assign to insure understanding? How will interactive learning accommodate different learning styles, etc.?)

This is a lesson takes about a week to finish or longer, depending on what students want to learn. Day one starts with a KEWL chart.

  1. K E W L chart for formative and summative assessment. The class will break up into groups of 4-6 students. They will each have a K E W L chart, and there will be a K E W L chart at the front of the class.
  2. Each group will fill in what they already know about how computers work (this will tie in to their prior learning of using computers: this is a class where students learn to use various computer software programs in class or to write their own computer programs.)
  3. Each group will then choose a representative to go to the front of the class and write what they already know about how computers work.
  4. Each group will also fill in what they want to Learn about how computers work.
  5. Each group will then choose a representative to go to the front of the class and write what they would like to learn about how computers work.
  6. Each student in each group will be given handout of the PowerPoint Presentation with space to take notes. This presentation will also be displayed at the front of the room using a computer projector.
  7. Brief portions of the PowerPoint presentation will discuss parts of the computer using audio, visuals, and video footage.
  8. The presentation will be stopped periodically, and the realia (various parts of the computer) will be passed around the room for students to examine.
  9. The realia will be passed around to each group, so they can examine for themselves the role of each part of the computer being discussed.
  10. This process (steps 7-9) will be repeated until the end of the PowerPoint Presentation.
  11. Students will work in the groups to add to the "E" portion of the K E W L chart. They will give examples of each part of the computer as we discuss them.
  12. Students will work in the groups to add to the "L" portion of the K E W L chart as we finish each day’s lesson.
  13. In all the group work listed above, the instructor will circulate throughout the classroom to ask and answer questions and observe student work.
  14. Group work: Students will create a hierarchical chart to show the relationship of the parts of the computer to each other in addition to the KEWL chart.
  15. Individual work: Students will find 3 computer advertisements in newspapers or magazines, or online for homework and bring to class to discuss as it relates to the lesson.

These activities will accommodate all learning styles (and use all the senses except taste). The group activities will allow for peer teaching and usage of L1 languages, and will also lower the Affective Filter.

 

 

Integrating Language: (How will you include reading, writing, listening, speaking into your lesson?)

  1. Using the K E W L chart and working in groups, the students will write, listen to me and to each other, and speak to me (as I circulate between the groups) and each other.
  2. They will also read the PowerPoint Presentation.
  3. They will search through newspaper, magazine, or online advertisements for 3 computer systems from three different stores.

 

Assessment: (How will you check for understanding and mastery?)

  1. K E W L chart (formative and summative)
  2. Hierarchical chart to show the relationships of the parts of the computer to each other.
  3. Observation of the students as they work in their groups (as I walk around the classroom from group to group: formative).
  4. Group and Individual student work (identifying and describing how computer parts work): formative.
  5. Summative assessment ( Unit Test )

Independent Work: (What will follow-up activities will you assign?)

  1. Individual student work: reviewing the PowerPoint Presentation.
  2. Reading the textbook on how computers work.
  3. Finding 3 advertisements from three different "stores" of computer prices describing the components that come with the computer system.