Uses and Impact of Computers

Lesson objectives

By the end of the week, learners should be able to:

1. List five positive impacts of computers in daily life.
2. List two negative impacts and explain why each arises.
3. Compare positive and negative impacts on a two-axis chart.
4. State one personal impact that concerns you and plan a behaviour change.
5. Summarise the overall effect of computers on Nigerian society.

Key vocabulary

• Impact: the effect a technology has on people and their environment.
• Positive impact: a beneficial consequence of a technology.
• Negative impact: a harmful consequence of a technology.
• Daily life: ordinary routines at home, school and work.
• Behaviour change: a deliberate shift in habits to reduce risk.
• Overall effect: the balanced judgment about a technology's net contribution.

Common misconceptions

• "Computers affect only those who work with them." Computers reach phones, schools and transport visibly in daily life.
• "Impacts are always the same for everyone." Individual responses vary based on access and use.
• "Both impacts are equally large." Most technologies have clearer positive effects than negative ones.

Teacher activities

1. Starter: display three statements, one strongly positive, one negative and one mixed; ask which fits best as an overall impact.
2. Brainstorm five positive impacts as a class and record them on the board.
3. Brainstorm two negative impacts and pair each with a root cause.
4. Build a two-axis chart with positive on one side and negative on the other for each impact.
5. Model one personal impact and ask learners to name one that concerns them.
6. Close with the exit question summarising the overall effect.

Student activities

1. Pick the overall-impact statement from the starter and justify the choice.
2. Brainstorm five positive impacts and write each in their own words.
3. Brainstorm two negative impacts and name a cause for each.
4. Plot the two-axis chart for each brainstormed impact.
5. State one personal impact that concerns you and write one behaviour change.
6. Answer the exit question in one sentence about the overall effect.

Practical / learning evidence

A two-axis impact chart with five entries plotted, a written one-sentence personal impact with behaviour change, and the class brainstorm on paper. All submitted for marking.

Resources and preparation

Printed two-axis chart template and paper brainstorm sheets. Offline route: paper charts and discussion cards, no device needed. Provide large printed templates for learners with low vision.

Assessment for learning

Inspect the two-axis chart for five plotted entries and a sensible division of positive and negative. Check the personal impact statement for a real concern and a concrete behaviour change. Record any learner who cannot pick a personal impact.

Inclusion and homework

Provide the two-axis chart preplotted in the halves so learners fill only the entries. Allow oral completion for learners who struggle with writing. Extend confident learners by asking them to evaluate one impact as stronger than the other. Homework: research one positive and one negative impact of a local technology and write one sentence for each.