THE ANDREW SAMUELS INFORMATION TECHNOLOGY TEACHING MODEL®

FOR CARIBBEAN EXAMINATIONS COUNCIL COUNCIL INDIVIDUAL EDUCATION PLANINFORMATION TECHNOLOGY (TECHNICAL
PROFICIENCY) EXAMINATIONS

Name of ChildName of school: ________________________Starting Date:_________________________ Mid Review Date ____________________

Ending Date: ___________
D.O. B.Name of Teacher _____________________________ Grade/Form: __________________________ PHDRC Teacher :
____________________ Class Teacher ______________External Assessment: _________________________________
UNIT 1 CXC IT OBJECTIVE 3: SECONDARY STORAGEEducation
STORAGE Examiner :
_______________________________________________________________
SPECIFIC OBJECTIVES MATERIAL/ EVALUATIONAPPRO OBJECTIVE Support COMMENTS
INSTRUCTIONCONTENT ACH ACHIEVEDMETHODOLOGY Documents
(DURATION OF USED
LESSON)
Unit 1 CXC IT Obj. 3 - For the following storage devices, - Marker board will be used - Mostly a lecturer
Andrew Samuels S
- Memoryecondary
Students will: identify them by picture, state their
characteristics or a definition that states
to assist in explain some - Some visual illustrations of internal
structure of a computer System Unit -
Storage Handout,
Youth Link Reading on
concepts by drawing
State and compare the their use and characteristics, identify diagrams suchof pointing out the memory chip and Primary Storage
situations for storage in which they are Secondary Storage explanation of how to increase of Secondary Storage –
characteristics and uses of used, identify possible advantages and Devices as give illustration memory when computers are operating Howard Campbell
secondary storage devices disadvantages (as compared to other
named storage devices), assess the cost
of memory cells like a post
office box with unique
slowlystorage devices from a text book,
where the actual storage device is
- Observer Lecturer
Series Page X
and media; and accessibility of these devices, address identifiers.each unavailable. Students will be asked to - CXC IT by Skeete
identify the purpose of the device along device. Textbooks will be take pictures of secondary storage Chapter 23
with its distinct function as a storage used to get facts from devices to class as this will allow them - Discovering
device including their storage capacity: about each storage device to become more familiar. A small group Computers
Magnetic Hard Disk, Magnetic Floppy and make notes. presentation may also be given to - Computers for your
Content: Magnetic Tape, floppy Disk, Magnetic Tape, Optical Disks – students to do to see if they review this future Bill Daley
DVD, CD, CD-R, CDRW, Magneto Optical topic before and during the topic being
disk, micro floppy disk, hard disk Disks. taught. The aim of this is to increase -
Chapter
Encarta CD 2006
(fixed head, moving head, - Assess the features of more modern
Summary/ familiarization with the devices as this Reference Materials
storage devices not included in the topic is normally a troublesome topic in extracted by Search
exchangeable), optical disks, syllabus – Jazz Disk, Jump/Thumb Drive understanding by students doing CXC. Engine
Magneto Optical Disk, CD, DVD. (Flash Drive), etc. Conclusion:
- Discuss the concepts of File Compression
as it relates to storage devices and
explore the purpose why people - Summarize the main point
Control Unit, ALU, Main Memory/IAS, compress files.
- To identify ways to take care of diskettes with an on the marker - Fundamental Handout
backing/disk Storage, peripheral devices
–do’s and don’ts. - Observer Lecturer Series Page
- Speak to the issue of creating directories board especially those of
X,
on storage devices to assist in more
effective file management organization listing the comparative

Lesson Content: -
and faster retrieval of files.
Explain the purpose of File Allocation knowledge of RAM and
NO
Introductory lecture covering the Table (FAT) found on Hard Drive.
following: - Explain bad cluster and assess its impact ROM in a secondary
on storage devices namely hard disk and
floppy disk. storage devices in a
- What isare Information
- Speak to partitioning as it relates to hard
Technology and Computer tabular format. Students
drive and state the benefits as it relates
Science? How may IT be used in to use multiple Operating Systems on a
our society? What is the role of system’s hard drive. will be encouraged to
IT in our society? - To speak to the effect of viruses on
- What is a computer and secondary storage devices and identify make a field trip visit to a
computer system? What are the ways to minimize harms caused by virus.
components found inside of a computer store and check
- The learner should understand the
computer? What are the development of storage measurements out the storage devices
different connections (ports) from Bit up to Terabyte (and Petabyte)
outside of the computer used and know the exact measurements of Bit they have available and
for (practical demonstration (1 binary digit), Byte (8 binary digits),
necessary with a computer Kilobyte (1024 Bytes) and Megabyte take back pamphlets.
showing USB, Parallel, and (1,048,576 bytes). The learner must also
Serial ports, etc.) be aware that KB, MB, GB, TB and PB are YES
popularly used measurements of
- Distinguish between data and memory storage and that memory
Mostly a lecturer
information, Identify the storage is measured in bytes. The Some visual illustrations
elements in the Data learner should also understand how to of internal structure of a
Processing Cycle (IPOS) - calculate the number of bits and bytes computer System Unit
Discuss the purpose of each that would be needed to store words
such as INFORMATION TECHNOLOGY (22 Diagrams of the
and give examples, along with
providing diagram; bytes, 22 Bytes * 8 bits = 88 Bits), Machine/Instruction
calculate the number of KB found in XMB Cycle
- Understand the role of the CPU e.g. How many KB are there in 5 MB (5 *
– knowing its functions, types 1048576 bytes = 5242880 bytes ÷ 1024
Identify parts of
of CPU, etc; bytes = 5120 KB) computers such as
- - Students must also be able to motherboards, memory
understand clearly all terms associated chips, CPU, Fans, Power
Lesson Content: Introductory lecture with memory as is stated in the content
covering the following: on the syllabus for Objective 2 and be Supply, Extension Bays
able to draw examples as to how these and explain their
- Develop an understanding as to why terms may be applied. purpose, etc.
computers need to have secondary
storageprimary storage.
- Explain the role of secondary storage to
PCs and other devices in which they are
used.
- Identify other terms that are used to
mean secondary storage including
- Identify and describe the roles
backing, auxiliary or long-term storage; of components of the CPU – ALU
- Site advantages and disadvantages of and CU and understand how
Primary Storage over Secondary Storage they inter-relate in getting their
over primary storage.
- Identify popular uses of secondary job done, listing functions of
storage. ALU and CU; the role of the
- State what secondary storage devices Machine Cycle and Instruction
(medias) are and assess how secondary
storage devices maybe used on PC.
Cycle – clearly explaining the
- Identify the ways secondary storage Fetch, Decode, Execution,
devices maybe grouped – Optical and Write-back (storage) process,
Magnetic, Sequential Access and Real- both in words and diagram;
Time (Direct Access) Storage Devices –
SASD and DASD, etc. - To explain the role of Main
- Identify and classify all secondary Memory in relation to the CPU
storage devices into groups as identified and list its functions.
above – Sequential & Direct, Magnetic
and Optical.
Explaining why memory is not
- apart of the CPU physically, but
- List the characteristics of each memory – why some people consider
RAM and ROM, and ensure that the Memory a CPU component;
comparison and similarities of both
memories are highlighted to the learner. - To understand the flow of
Students should be able to say that information inside of the
instructions can be read from and written System Unit, with a diagram
to in relations to memory as Read means
to access instructions and written to being used;
means that new instructions maybe - To be able to explain the
added. following key terms:
Explain the use of each memory (RAM and
ROM) with ROM being used to store Booting - Cyberphobia, offline vs.
and BIOS instructions and RAM storing data
and instructions currently being used by the
online, peripheral device,
CPU. The types of booting must be explained
and also the purpose of BIOS operations. The ports, etc.
learner should also be told about the need to
save data regularly when they are working on Oral Test
the computer.
The learner should also understand the
mechanistic that data/information/programs
stored are transferred from Secondary Written Report
Storage to Primary Storage before they can
be used by the computer.
The student should now be able to understand
the role of the variations of ROM – PROM, Project
EPROM and EEPROM and give practical
illustrations of where they are used.
Reading Presentation
Word Attack/Vocabulary

Worksheet
1. Read words, sentences and
stories from word strips,
large story cards and Workbook
books. (Word and sentence
strips, story cards, big
books)
2. Write letter for beginning
and final sound of names of
pictures and words. Write
beginning and final sounds
of orally presented words.
(picture cards, worksheets)
3. Discriminate between like
and unlike sounds. ( Word
list, work sheets)
4. Teach short vowel sounds
a, e, I, o, u. Teach word
families with short vowel
sounds ( vowel chart,
games, worksheets)
5. Teach silent e rule. Have
students read and mark
vowels in words. (vowel
chart, games, worksheets)
6. Teach rhyming words by
emphasizing endings with
vowel sounds. Student
identifies and form rhyming
words by adding new
endings. ( word and ending
strips, worksheets)
7. Teach root words and
endings. Students forms
and read words by adding
new endings ( word, ending
strips and worksheets)

8. joining two smaller words.

 Student forms compound
words using picture clues
and word strips. Teach
meaning of compound
words. (word cards, picture
cards, chart, worksheets)

9. Teach sight words by

reading words and have
students repeat words. Use
words in sentences and
discuss meaning of words.
(word list charts, audio
tapes, worksheets,
workbooks, games)
10. Teach synonyms and
antonyms of vocabulary
and grade appropriate
words using picture clues
and sentences. Discuss
meaning of opposites –
Words that tell different
ideas about the same
object. Eg. Size :- big
little, feel: - soft hard etc.

1. Show students pictures and

have then select
appropriate word(s) that
go(es) with the picture.
Have students use picture
clues and sentence
meaning to choose
appropriate word(s) to
complete sentences and
stories. (pictures, sentence,
and word strips, worksheets
and workbooks)
2. Teach student to identify
details in pictures and
complete pictures using
specific details, Have
student answer detail
questions from oral and
printed text by answering
who, what, where, when,
why, and how questions.
(pictures, worksheets, big
books, and games)
3. Teach student to identify
main idea of pictures and
 stories by asking what is
the most important thing or
what is the story/picture
about. (pictures,
worksheets, big books,
games)
4. Teach terms such as FIRST,
NEXT, FINALLY to identify
sequence of events. Have
students arrange pictures,
events and letters in order
and discuss order of events.
( pictures, big book
sentence strips, alphabet
cards and games)
5. Teach student to follow
directions by making
something and follow
directions to solve a
problem. Have student
follow orally presented
instructions. (material to
make things, worksheets)
6. Teach students to identify
cause and effects by doing
simple experiments and
everyday experience.
(material for experiment,
worksheets, stories)
7. Teach student to predict
events by using everyday
experiences and completing
story using cloze procedure.
(stories, story charts/maps
and word strips,
worksheets)

8. Teach student to draw

conclusion by presenting
facts from stories and draw
his/her own conclusions.
( stories, story chart,
conclusion sentence strips,
worksheets)
9. Teach student to identify
feelings by relating to their
own experience. Teach
words to describe feelings.
(stories, story chart, word
strips, worksheets)
10. Teach student to
differentiate between
real/factual stories by
 reading fairy tales and
other true to life stories.
Teach student to identify
what could happen in real
life and what is make
believe.

Recommendation (s)Evaluation
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Special Services Follow Up Activity

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________________Date___________ ______________________Date______________
_______________________________ ____________________
Special Ed. TeacherAndrew C. Samuels Class TeacherDelroy Daley
Parent Date
IT Teacher Head of Department
 WORD
TERMS ATTACK/DECODING TEST SCORES ORAL READING TEST SCORES SILENT READING TEST SCORES
SKILLS COMPRHENSION COMPREHENSION

TERM 1

TERM 2

TERM 3