SS 1 First Term

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

Cognitive	i. Name the early calculating devices in order. ii. State the contributions of Charles Babbage and Ada Lovelace. iii. Describe the first electronic computers. iv. Explain how transistors and integrated circuits changed computing.
Affective	i. Appreciate the value of History and Evolution of Computing in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly.
Psychomotor	i. Draw a timeline from the abacus to a modern computer. ii. Match each early device with its inventor and its use. iii. Write two differences between a mechanical and an electronic computer. iv. Name the component that replaced the vacuum tube.

Rationale: People invented tools for calculation long before electricity. Understanding early Calculating Devices, charles Babbage and Ada Lovelace, the First Electronic Computers, transistors, Integrated Circuits, and Modern Computing helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 1, learners studied Computer Systems and Digital Technologies, including what is a Computer System?, the Input-Process-Output (IPO) Model, role of the CPU. 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 and Evolution of Computing, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 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 (Computer Systems and Digital Technologies) with two quick oral questions, and asks what they already know about History and Evolution of Computing. Elicits responses and writes the topic on the board.	Recall the previous lesson and share what they already know about History and Evolution of Computing.	Connecting prior knowledge to History and Evolution of Computing.
Step 1 6 MINUTES	Covers Early Calculating Devices: People invented tools for calculation long before electricity. The need to calculate is as old as trade itself. The abacus, dating back to around 2400 BC, is one of the oldest known calculating tools.	Listen, take notes and answer oral questions on "Early Calculating Devices".	Understanding: Early Calculating Devices.
Step 2 6 MINUTES	Covers Charles Babbage and Ada Lovelace: Charles Babbage designed the Difference Engine in 1822 to calculate mathematical tables automatically. He later designed the Analytical Engine in 1837, which had a mill (like a CPU), a store (like memory), and could follow instructions on punched cards.	Copy the key points, give examples from school and everyday life, and ask questions on "Charles Babbage and Ada Lovelace".	Understanding: Charles Babbage and Ada Lovelace.
Step 3 6 MINUTES	Covers The First Electronic Computers: ENIAC (Electronic Numerical Integrator and Computer) was built at the University of Pennsylvania by John Presper Eckert and John Mauchly. It was completed in 1945 and could perform 5,000 additions per second. ENIAC contained about 17,468 vacuum tubes, weighed 27 tons, and filled a large room.	Discuss in pairs, then report one point on "The First Electronic Computers" to the class.	Understanding: The First Electronic Computers.
Step 4 6 MINUTES	Covers Transistors, Integrated Circuits, and Modern Computing: The transistor was invented at Bell Laboratories in 1947 by John Bardeen, Walter Brattain, and William Shockley. A transistor performs the same switching function as a vacuum tube but is far smaller, uses less power, generates less heat, and lasts much longer.	Respond to questions, complete the examples on the board and note down "Transistors, Integrated Circuits, and Modern Computing".	Understanding: Transistors, Integrated Circuits, and Modern Computing.
Practical Work 6 MINUTES	Guides learners through the practical work: (i) Draw a timeline from the abacus to a modern computer. (ii) Match each early device with its inventor and its use. (iii) Write two differences between a mechanical and an electronic computer. 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. Name the early calculating devices in order. ii. State the contributions of Charles Babbage and Ada Lovelace. iii. Describe the first electronic computers. iv. Explain how transistors and integrated circuits changed computing.	Respond verbally and in writing to the evaluation questions.	Assessment and consolidation of the lesson content.
Conclusion 2 MINUTES	Recaps the main points: early Calculating Devices, charles Babbage and Ada Lovelace, the First Electronic Computers, transistors, Integrated Circuits, and Modern Computing. Links them to the assignment and previews Week 3: Computer Hardware Architecture.	Listen, ask questions and copy the assignment.	Reinforcement of key concepts and a preview of the next lesson.

Assignment: i. A school wants to know why computers became smaller, cheaper and easier to use, and why personal computers became possible. Explain the invention of the transistor, the integrated circuit and the microprocessor, and name the generations of computing that followed. ii. A shopkeeper in a market town needs to add and subtract large daily totals without electricity. Between the abacus and the Pascaline, recommend the tool better suited to the job and justify your choice using what you know about how each one works.