JSS 1 Second Term

Lesson objectives

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

1. Define computer ethics and state its purpose in the classroom and the workplace.
2. Name five school-lab hazards and state the protective action for each.
3. Outline safe handling rules for cables, storage media and equipment.
4. List two correct ways to store and clear a workstation before leaving.
5. State the protocol when a minor electrical fault or broken device occurs.

Key vocabulary

• Computer ethics: the set of principles about responsible use of computers, software, data and networks.
• Laboratory safety: the rules that prevent injury during hands-on computing work.
• Hazard: anything that can cause harm, such as overheated parts, damaged cables or leaking liquids.
• Toxic: a substance that damages living tissue on contact.
• Electric shock: current passing through the body via contact with a live socket or device.
• Burn risk: heat damage from high voltage, overheated components or power surges.
• Data confidentiality: keeping learner information private and shared only with authorised staff.

Common misconceptions

• "Lab safety means turning off everything when done." Leaving a monitor on wastes energy and still presents a small risk; check cables before leaving.
• "Moral behaviour has nothing to do with computing." Plagiarism, sharing passwords and bypassing controls are ethical problems in digital work.
• "Only adults need to worry about lab safety." Learners must follow the same rules, so no one works unsupervised.

Teacher activities

1. Starter: display two photos, one of a charged laptop and one of a socket with water nearby; ask which is more dangerous. Collect and discuss answers.
2. Define computer ethics and list four classroom examples of bad practice: copying another student's file, changing grades, sharing login names or saving over someone else's work.
3. Present the five lab hazards one by one, with the matching protective action written on the board beside each one.
4. Demonstrate a proper clearing routine: switch off monitors first, then devices, then disconnect unused peripherals, wipe the desk surface and put away storage media.
5. Run a quick role-play where pairs act out a minor fault scenario and choose the correct action.
6. Close with a summative five-item recall quiz and assign the hazard worksheet for homework.

Student activities

1. Answer the starter and explain why each photo is risky.
2. Copy the four examples of bad practice into a personal notebook.
3. In pairs, classify ten statement cards as hazard or not hazard and write the protective action.
4. Follow the clearing routine step by step after completing independent practice.
5. Complete the five-item recall quiz at the board and mark your own responses.
6. Answer the exit question: "Name one rule you must never skip in the laboratory."

Practical / learning evidence

A printed safety checklist covering hazards, actions and clearance steps, plus a one-page hazard chart where learners draw the matching protective actions.Learners hand in both sheets to the teacher for inspection.

Resources and preparation

Safety posters, printed hazard cards, a socket demonstration socket tester, labelled cable kit and blank checklist printouts. Check electrical sockets are live before class; keep the demonstration hands away from water. Provide offline alternative of a photographed safety poster and discussion cards.

Assessment for learning

Inspect the hazard worksheet for correct pairing of hazard and action. Ask one pair to explain why leaving a monitor plugged in still requires turning it off. Record any learner who lists "turning off something" as the only safety rule and reteach.

Inclusion and homework

Provide the hazard chart pre-drawn with blanks for learners to complete and allow oral answers rather than written ones. Extend confident learners by asking which safety rule relates to data confidentiality. Homework: list three other ICT tools you use outside school and state one safety rule that applies to each.