<p><strong><u>2023 GRADE 7 LONGHORN COMPUTER SCIENCESCHEMES OF WORK TERM 3 </u></strong></p>
<p><strong><u>Ref used:</u></strong></p>
<p><strong><u>Grade 7 Computer science Curriculum Design</u></strong></p>
<p><strong><u>Longhorn Computer Science Grade 7 (Teachers Guide and Learners Book)</u></strong></p>
<p><strong>NAME OF THE TEACHER<u> </u>SCHOOL<u> </u> YEAR<u> </u> TERM<u> III </u></strong></p>
<table width="1365">
<tbody>
<tr>
<td width="47"><strong>Wk</strong></td>
<td width="56"><strong>LSN</strong></td>
<td width="75"><strong>strand</strong></td>
<td width="123"><strong>Sub-strand</strong></td>
<td width="287"><strong>Specific Learning Outcomes</strong></td>
<td width="147"><strong>Key Inquiry Question(s)</strong></td>
<td width="258"><strong>Learning Experiences</strong></td>
<td width="190"><strong>Learning Resources</strong></td>
<td width="129"><strong>Assessment Methods</strong></td>
<td width="49"><strong>Ref</strong></td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47">1</td>
<td width="56">1</td>
<td width="75"><strong>COMPUTER NETWORKS</strong></td>
<td width="123">Internet concepts</p>
<p> ;</p>
<p><em>Internet as a resource that runs on a global network of computers</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. describe the internet as a resource that runs on a global network of computers</p>
<p>b. explain benefits of internet in the immediate environment</p>
<p><strong>Skill</strong></p>
<p>c. use IT devices to access the internet</p>
<p><strong>Attitude</strong></p>
<p>d. appreciate the use of internet as a computer network resource.</td>
<td width="147">1. Why do you use internet?</p>
<p>2. How do you connect to internet?</p>
<p> ;</td>
<td width="258">The learner is guided to:</p>
<p>• search for the meaning of the term internet and present to peers,</p>
<p>• debate on the benefits and challenges of the internet,</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><strong> </strong></p>
<p><em>Longhorn Comp. Scie T.G Pg. 183-187</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 141-143</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">2</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Challenges of the internet</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. explain challenges of internet in the immediate environment</p>
<p>b. explore ways of overcoming challenges of internet in the immediate environment.</p>
<p><strong>Skill</strong></p>
<p>c. assess the internet connectivity in a nearby locality or school.</p>
<p><strong>Attitude</strong></p>
<p>d. appreciate the use of internet as a computer network resource.</td>
<td width="147">1. Why do you use internet?</p>
<p>2. How do you connect to internet?</p>
<p> ;</td>
<td width="258">The learner is guided to:</p>
<p>• in groups, discuss ways of</p>
<p>overcoming challenges of the internet in the immediate environment,</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 187-189</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 144-147</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">3</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Basic requirements for internet connectivity</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. identify basic requirements for internet connectivity</p>
<p><strong>Skill</strong></p>
<p>b. observe pictures of the basic requirements for connecting to the internet.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the use of internet as a computer network resource.</td>
<td width="147">1. Why do you use internet?</p>
<p>2. How do you connect to internet?</td>
<td width="258">The learner is guided to:</p>
<p>• discuss the basic requirements for internet connectivity<strong><em> (Internet</em></strong></p>
<p><strong><em>Service Provider (ISP)</em></strong>, Internet software, communication media,</p>
<p>communication device),</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><strong> </strong></p>
<p><em>Longhorn Comp. Scie T.G Pg. 189</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 148-149</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47">2</td>
<td width="56">1</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Connecting to the internet and using it</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. identify the basic requirements for internet connectivity.</p>
<p><strong>Skill</strong></p>
<p>b. connect to the internet to search for a topical issue.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the use of internet as a computer network resource.</td>
<td width="147">1. Why do you use internet?</p>
<p>2. How do you connect to internet?</td>
<td width="258">The learner is guided to:</p>
<p>• share experiences on interaction with the internet and list the services available,</p>
<p>• in turns select service available in the internet and use it to search for a</p>
<p>relevant topical issue,</p>
<p>• use the internet to search for a topical issue.</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 190-191</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 150</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">2</td>
<td width="75"><strong> </strong></td>
<td width="123">World Wide Web (WWW)</p>
<p> ;</p>
<p><em>Importance of World wide web</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. explain the importance of WWW as used in computer networks</p>
<p><strong>Skill </strong></p>
<p>b. make posters on WWW.</p>
<p><strong>Attitude </strong></p>
<p>c. appreciate the use of WWW as a repository of information.</td>
<td width="147">1. How do you access internet resources?</p>
<p>2. Why do you use a web browser?</p>
<p> ;</td>
<td width="258">The learner is guided to:</p>
<p>• use available learning resources to search for the meaning of the terms World Wide Web (WWW), web browsers, uniform resource locator (URL),</p>
<p>• in turns discuss examples of web browsers (explorer,</p>
<p>Firefox, Chrome, Netscape,</p>
<p>Opera, Safari)</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 192-195</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 151</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">3</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Features of a web browser</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. identify the features of a web browser</p>
<p><strong>Skill</strong></p>
<p>b. Using IT devices locate the features of a web browser on the screen.</p>
<p><strong>Attitude </strong></p>
<p>c. appreciate the use of WWW as a repository of information.</p>
<p> ;</td>
<td width="147">1. How do you access internet resources?</p>
<p>2. Why do you use a web browser?</td>
<td width="258">The learner is guided to:</p>
<p>• launch and navigate a web</p>
<p>browser to identify its features,</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 195-196</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 152-153</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47">3</td>
<td width="56">1</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Components of Uniform Resource Locator</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. name the components of a URL</p>
<p><strong>Skill</strong></p>
<p>b. describe the components of a uniform resource locator (URL) used to access resources in the internet.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the use of WWW as a repository of information.</td>
<td width="147">1. How do you access internet resources?</p>
<p>2. Why do you use a web browser?</td>
<td width="258">The learner is guided to:</p>
<p>• take turns to write URL format: protocol://hostname/other</p>
<p>information</p>
<p>• participate in giving examples of URL</p>
<p>• type a web resource Uniform Resource Locator (URL), and discuss its components,</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 196-197</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 154-155</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">2</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Components of Uniform Resource Locator</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. name the components of a URL</p>
<p><strong>Skill</strong></p>
<p>b. describe the components of a uniform resource locator (URL) used to access resources in the internet.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the use of WWW as a repository of information.</td>
<td width="147">1. How do you access internet resources?</p>
<p>2. Why do you use a web browser?</td>
<td width="258">The learner is guided to:</p>
<p>• take turns to write URL format: protocol://hostname/other</p>
<p>information</p>
<p>• participate in giving examples of URL</p>
<p>• type a web resource Uniform Resource Locator (URL), and discuss its components,</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 196-197</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 154-155</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">3</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Locating resources in the WWW using a web browser</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. list the different types of web browsers.</p>
<p><strong>Skill</strong></p>
<p>b. use a web browser to locate resources in the WWW</p>
<p><strong>Attitude </strong></p>
<p>c. appreciate the use of WWW as a repository of information.</td>
<td width="147">1. How do you access internet resources?</p>
<p>2. Why do you use a web browser?</td>
<td width="258">The learner is guided to:</p>
<p>• take turns to demonstrate how web browsers work,</p>
<p>• practice using a web browser to locate relevant internet resources.</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 197-198</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 156</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47">4</td>
<td width="56">1</td>
<td width="75"><strong>COMPUTER PROGRAMMING</strong></td>
<td width="123">Computer programming concepts</p>
<p> ;</p>
<p> ;</p>
<p><em>Meaning of program and computer programming</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. define the terms program and computer programming</p>
<p>b. explain the importance of programming as used in computing</p>
<p><strong>Skill</strong></p>
<p>c. using IT devices locate a computer program</p>
<p><strong>Attitude </strong></p>
<p>d. appreciate using computer programs in performing daily life activities.</td>
<td width="147">1. Why do computers have programs?</p>
<p>2. How do you use computer programs?</p>
<p> ;</td>
<td width="258">The learner is guided to:</p>
<p>• use available learning resources to search for the meaning of the term</p>
<p>programming and programs,</p>
<p>• in groups discuss the importance of computer programs,</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 199-202</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 157-159</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">2</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Application areas of computer programs</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. identify areas where computer programs are used in daily life.</p>
<p><strong>Skill</strong></p>
<p>b. Group computer applications according to functions.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate using computer programs in performing daily life activities.</td>
<td width="147"> ;</td>
<td width="258">The learner is guided to:</p>
<p>• take turns to discuss areas where computer programs are used in daily life and list them,</p>
<p>• share ideas on the use of</p>
<p>programming in daily life activities,</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 203</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 160-161</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">3</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Launching and interacting with computer programs</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. list the different types of computer programmes.</p>
<p><strong>Skill</strong></p>
<p>b. launch and interact with a computer program for awareness.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate using computer programs in performing daily life activities.</td>
<td width="147"> ;</td>
<td width="258">The learner is guided to:</p>
<p>• share experience on performing daily life activities (playing computer games, listening to music, performing mathematical</p>
<p>operations, drawing objects, type text) using available computer programs accessories.</p>
<p>• in groups, start and interact with a computer program accessory such as, a computer game, calculator, paint, snipping tool, media player</p>
<p>and note notepad, accessories.</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p> ;</p>
<p><em>Longhorn Comp. Scie T.G Pg. 204-206</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 162-164</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47">5</td>
<td width="56">1</td>
<td width="75"><strong> </strong></td>
<td width="123">Visual programming concepts</p>
<p> ;</p>
<p><em>Types of visual programming applications</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. identify types of visual programming applications for use</p>
<p><strong>Skill</strong></p>
<p>b. demonstrate knowledge in visual programming.</p>
<p><strong>Attitude </strong></p>
<p>c. appreciate navigating a visual programming application interface.</td>
<td width="147">1. Why do you use visual? programming</p>
<p>applications?</p>
<p>2. How do you launch</p>
<p>visual programming</p>
<p>application?</td>
<td width="258">The learner is guided to:</p>
<p>• use available resources to search for the meaning of the term visual programming,</p>
<p>• discuss and list examples of visual programming applications used in</p>
<p>computer programming,</p>
<p>• in groups discuss the procedure of launching a visual programming</p>
<p>application,</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 207-210</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 165</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">2</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Launching a visual programming application</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. explain the procedure of launching a visual programming application</p>
<p><strong>Skill</strong></p>
<p>b. launch a visual programming application in a computer.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate navigating a visual programming application interface.</td>
<td width="147">1. Why do you use visual? programming</p>
<p>applications?</p>
<p>2. How do you launch</p>
<p>visual programming</p>
<p>application?</td>
<td width="258">The learner is guided to:</p>
<p>• in groups, launch a visual</p>
<p>programming application such as Microsoft Make Code, Scratch, Code.org, Sprite box,</p>
<p>• share experiences on navigating the visual programming application interface with peers.</p>
<p>• consult a computer resource person to demonstrate how to</p>
<p>launch visual programming</p>
<p>applications used in computer programming,</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p> ;</p>
<p><em>Longhorn Comp. Scie T.G Pg. 210-211</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 166-167</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">3</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Launching a visual programming application</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. explain the procedure of launching a visual programming application</p>
<p><strong>Skill</strong></p>
<p>b. launch a visual programming application in a computer.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate navigating a visual programming application interface.</td>
<td width="147">1. Why do you use visual? programming</p>
<p>applications?</p>
<p>2. How do you launch</p>
<p>visual programming</p>
<p>application?</td>
<td width="258">The learner is guided to:</p>
<p>• in groups, launch a visual</p>
<p>programming application such as Microsoft Make Code, Scratch, Code.org, Sprite box,</p>
<p>• share experiences on navigating the visual programming application interface with peers.</p>
<p>• consult a computer resource person to demonstrate how to</p>
<p>launch visual programming</p>
<p>applications used in computer programming,</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 210-211</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 166-167</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47">6</td>
<td width="56">1</td>
<td width="75"><strong> </strong></td>
<td width="123">Visual programming features</p>
<p> ;</p>
<p><em>Features of scratch</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. explore features of a visual programming application.</p>
<p><strong>Skill</strong></p>
<p>b. match the functions of the features of visual programming application to their functions.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the application of the features of a visual programming application to create a sequence of instructions</td>
<td width="147">1. Why is visual programming popular in introducing computer programming?2. How do you use visual programming application features?</p>
<p> ;</td>
<td width="258">The learner is guided to:</p>
<p>• in groups discuss the features of a visual programming application</p>
<p>• match the functions of the</p>
<p>features of a visual programming application to their functions</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p> ;</p>
<p><em>Longhorn Comp. Scie T.G Pg. 212-215</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 168</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">2</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Features of scratch</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. explore features of a visual programming application.</p>
<p><strong>Skill</strong></p>
<p>b. match the functions of the features of visual programming application to their functions.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the application of the features of a visual programming application to create a sequence of instructions</td>
<td width="147">1. Why is visual programming popular in introducing computer programming?2. How do you use visual programming application features?</td>
<td width="258">The learner is guided to:</p>
<p>• in groups discuss the features of a visual programming application</p>
<p>• match the functions of the</p>
<p>features of a visual programming application to their functions</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 212-215</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 168</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">3</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Functions of the features of scratch</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. relate the features of a visual programming application to their function</p>
<p><strong>Skill</strong></p>
<p>b. match the functions of the features of visual programming application to their functions.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the application of the features of a visual programming application to create a sequence of instructions</td>
<td width="147">1. Why is visual programming popular in introducing computer programming?2. How do you use visual programming application features?</td>
<td width="258">The learner is guided to:</p>
<p>• discuss the functions of the</p>
<p>features of a visual programming application</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p> ;</p>
<p><em>Longhorn Comp. Scie T.G Pg. 215</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 169</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47">7</td>
<td width="56">1</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Functions of the features of scratch</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. relate the features of a visual programming application to their function</p>
<p><strong>Skill</strong></p>
<p>b. match the functions of the features of visual programming application to their functions.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the application of the features of a visual programming application to create a sequence of instructions</td>
<td width="147">1. Why is visual programming popular in introducing computer programming?2. How do you use visual programming application features?</td>
<td width="258">The learner is guided to:</p>
<p>• discuss the functions of the</p>
<p>features of a visual programming application</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p> ;</p>
<p><em>Longhorn Comp. Scie T.G Pg. 215</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 169</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">2</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Terminologies used in visual programming applications</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. describe terminologies used in a visual programming application</p>
<p><strong>Skill</strong></p>
<p>b. demonstrate the use of Visual programming terms.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the application of the features of a visual programming application to create a sequence of instructions</td>
<td width="147">1. Why is visual programming popular in introducing computer programming?2. How do you use visual programming application features?</td>
<td width="258">The learner is guided to:</p>
<p>• in turns discuss and demonstrate the use of visual programming terms (reserved words, syntax, variables, input output statements, control structures,</p>
<p>variable declarations).</p>
<p> ;</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 216</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 172-175</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">3</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Using scratch to create a sequence of instructions</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. name the features of the scratch program.</p>
<p><strong>Skill</strong></p>
<p>b. use the features of a visual programming application to create a sequence of instructions.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the application of the features of a visual programming application to create a sequence of instructions</td>
<td width="147">1. Why is visual programming popular in introducing computer programming?2. How do you use visual programming application features?</td>
<td width="258">The learner is guided to:</p>
<p>• in groups, create a sequence of actions using the features of a visual programming application (animations, sound)</p>
<p>• share experience on the use of the features of a visual</p>
<p>programming application</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p> ;</p>
<p><em>Longhorn Comp. Scie T.G Pg. 218-220</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 176-179</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47">8</td>
<td width="56">1</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Using scratch to create a sequence of instructions</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. name the features of the scratch program.</p>
<p><strong>Skill</strong></p>
<p>b. use the features of a visual programming application to create a sequence of instructions.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the application of the features of a visual programming application to create a sequence of instructions</td>
<td width="147">1. Why is visual programming popular in introducing computer programming?2. How do you use visual programming application features?</td>
<td width="258">The learner is guided to:</p>
<p>• in groups, create a sequence of actions using the features of a visual programming application (animations, sound)</p>
<p>• share experience on the use of the features of a visual</p>
<p>programming application</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p> ;</p>
<p><em>Longhorn Comp. Scie T.G Pg. 218-220</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 176-179</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">2</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Using scratch to create a sequence of instructions</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. name the features of the scratch program.</p>
<p><strong>Skill</strong></p>
<p>b. use the features of a visual programming application to create a sequence of instructions.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the application of the features of a visual programming application to create a sequence of instructions</td>
<td width="147">1. Why is visual programming popular in introducing computer programming?2. How do you use visual programming application features?</td>
<td width="258">The learner is guided to:</p>
<p>• in groups, create a sequence of actions using the features of a visual programming application (animations, sound)</p>
<p>• share experience on the use of the features of a visual</p>
<p>programming application</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p><em>Longhorn Comp. Scie T.G Pg. 218-220</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 176-179</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"> ;</td>
<td width="56">3</td>
<td width="75"><strong> </strong></td>
<td width="123"><em>Using scratch to create a sequence of instructions</em></td>
<td width="287">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a. name the features of the scratch program.</p>
<p><strong>Skill</strong></p>
<p>b. use the features of a visual programming application to create a sequence of instructions.</p>
<p><strong>Attitude</strong></p>
<p>c. appreciate the application of the features of a visual programming application to create a sequence of instructions</td>
<td width="147">1. Why is visual programming popular in introducing computer programming?2. How do you use visual programming application features?</td>
<td width="258">The learner is guided to:</p>
<p>• in groups, create a sequence of actions using the features of a visual programming application (animations, sound)</p>
<p>• share experience on the use of the features of a visual</p>
<p>programming application</td>
<td width="190">Digital devices, reference materials, productivity tools, compute software (<strong>OS, Utility software and Application programs</strong>), computer hardware, manila papers, Internet, video, audio clips</p>
<p> ;</p>
<p><em>Longhorn Comp. Scie T.G Pg. 218-220</em></p>
<p><strong><em> </em></strong></p>
<p><em>Longhorn Comp. Scie P.B Pg. 176-179</em></td>
<td width="129">Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions</p>
<p> ;</td>
<td width="49"> ;</td>
<td width="6"> ;</td>
</tr>
<tr>
<td width="47"><strong>9</strong></td>
<td colspan="10" width="1318"><strong>END YEAR ASSESSMENT/CLOSING</strong></td>
</tr>
</tbody>
</table>
<p><u> </u></p>
<p> ;</p>

