JSS 1 First Term

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Cognitive	i. Explain what evolution means. ii. Name the early counting and calculating devices. iii. State the contribution of Charles Babbage and other early inventors. iv. Describe early electronic computers such as ENIAC.
Affective	i. Appreciate the value of History, Evolution and Generations of Computers in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly.
Psychomotor	i. Draw and label an abacus, then explain in one sentence how it is used. ii. Make a timeline showing the abacus, Napier's Bones, the Pascaline, the Analytical Engine and ENIAC. iii. Write two sentences on the contribution of Charles Babbage and two on Ada Lovelace. iv. List two differences between a mechanical calculator and an electronic computer.

Rationale: Evolution means the gradual development and improvement of something over time. Understanding what Evolution Means, early Counting and Calculating Devices, the Mechanical Era, charles Babbage and the Analytical Engine helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 1, learners studied Introduction to ICT and Information Ages, including meaning of ICT, parts of ICT, uses of ICT in Our Environment. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on History, Evolution and Generations of Computers, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 2); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Stage/Step (Time)	Teacher's Activities	Student's Activities	Learning Points
Introduction 5 MINUTES	Welcomes learners, revises Week 1 (Introduction to ICT and Information Ages) with two quick oral questions, and asks what they already know about History, Evolution and Generations of Computers. Elicits responses and writes the topic on the board.	Recall the previous lesson and share what they already know about History, Evolution and Generations of Computers.	Connecting prior knowledge to History, Evolution and Generations of Computers.
Step 1 6 MINUTES	Covers What Evolution Means: Evolution means the gradual development and improvement of something over time. The computer did not appear suddenly. Covers Early Counting and Calculating Devices: The abacus is one of the oldest counting devices. It has a frame with rods, and beads slide along the rods to stand for numbers.	Listen, take notes and answer oral questions on "What Evolution Means" and related points.	Understanding: What Evolution Means; Early Counting and Calculating Devices.
Step 2 6 MINUTES	Covers The Mechanical Era: In 1642, a French mathematician named Blaise Pascal, who was only 19 years old, invented a mechanical calculator called the Pascaline. His father was a tax collector who spent long hours adding up numbers, so Pascal wanted to build a machine to help. Covers Charles Babbage and the Analytical Engine: Charles Babbage was an English mathematician and inventor. In 1822 he began the Difference Engine, a machine designed to calculate and print mathematical tables without the errors made by people working by hand.	Copy the key points, give examples from school and everyday life, and ask questions on "The Mechanical Era" and related points.	Understanding: The Mechanical Era; Charles Babbage and the Analytical Engine.
Step 3 6 MINUTES	Covers Early Electronic Computers: The first electronic computers used thousands of electronic valves, also called vacuum tubes. These machines were very large and used a great deal of power.	Discuss in pairs, then report one point on "Early Electronic Computers" to the class.	Understanding: Early Electronic Computers.
Step 4 6 MINUTES	Covers Generations of Computers: A computer generation is a group of computers that share the same main technology. When a completely new technology replaced the old one, a new generation began. There are five generations.	Respond to questions, complete the examples on the board and note down "Generations of Computers".	Understanding: Generations of Computers.
Practical Work 6 MINUTES	Guides learners through the practical work: (i) Draw and label an abacus, then explain in one sentence how it is used. (ii) Make a timeline showing the abacus, Napier's Bones, the Pascaline, the Analytical Engine and ENIAC. (iii) Write two sentences on the contribution of Charles Babbage and two on Ada Lovelace. Moves round the class to check progress and correct unsafe or careless use.	Carry out the practical tasks individually or in pairs and record what they did in their notebooks.	Applying the lesson through hands-on practice.
Evaluation 3 MINUTES	Asks learners to: i. Explain what evolution means. ii. Name the early counting and calculating devices. iii. State the contribution of Charles Babbage and other early inventors. iv. Describe early electronic computers such as ENIAC.	Respond verbally and in writing to the evaluation questions.	Assessment and consolidation of the lesson content.
Conclusion 2 MINUTES	Recaps the main points: what Evolution Means, early Counting and Calculating Devices, the Mechanical Era, charles Babbage and the Analytical Engine, early Electronic Computers. Links them to the assignment and previews Week 3: What is a Computer and Its Parts.	Listen, ask questions and copy the assignment.	Reinforcement of key concepts and a preview of the next lesson.

Assignment: i. (a) Mention three (3) early non-electronic counting devices used before modern computers were invented. (b) Highlight the main technological component used in each of the following computer generations: (i) First Generation (ii) Second Generation (iii) Third Generation (iv) Fourth Generation (c) Who was Charles Babbage, and what was his contribution to computer history? ii. A history lesson explains that one age built on another. Describe how the Industrial Age changed the sharing of information, explain how the Electronic Age improved on it, and state why the Electronic Age is called a bridge between the Industrial Age and the Information Age.