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ICT BOOK 1
LESSON PLAN
 School Grade Level
Teacher Learning Area ICT BOOK 1
Teaching Date
Quarter
and Time

Lesson Title: Computers in Daily Life

Suggested Time Allotment: 120 minutes
Suggested Number of Session/s: 2

I. OBJECTIVES
In this lesson, the students will learn more about how computers translate data from human to machine language.

Specific Objectives:
By the end of this lesson, you should be able to:
1. understand how computers work;
2. use the binary number system; and
3. show how computers process data such as text, graphics, and sound through binary.

ISTE The ISTE Standards for Students that are relevant to Computers in Daily Life include:
Standards:  Digital citizenship: Students should understand how to use technology in a responsible
and ethical manner, including how to protect their personal information and respect the
intellectual property of others.
 Technology operations and concepts: Students should have a basic understanding of how
computers and other digital devices work, as well as how to use common software
programs and applications.
 Critical thinking, problem-solving, and decision-making: Students should be able to use
technology to analyze information, solve problems, and make informed decisions.
 Communication and collaboration: Students should be able to use digital tools to
communicate and collaborate with others, including people from diverse backgrounds
and cultures.
 Research and information fluency: Students should know how to locate, evaluate, and
use digital information effectively and efficiently.

CSTA The CSTA Standards for Students that are relevant to Computers in Daily Life include:
Standards:  Social Implications: Students should be aware of how technology affects society and
individuals, including the impact on privacy, security, and the economy.
 Impacts of Computing: Students should understand how computing technology affects
various fields and industries, including education, healthcare, entertainment, and the
environment.
 Computational Thinking: Students should be able to think logically and algorithmically,
and to use computational tools to solve problems and analyze data.

Values Integration:
1. Ability to think clearly and logically.
2. Longing to know and understand.
3. Independence of thought and flexibility of mind.
4. Awareness of the use of information technology skills in the world beyond the classroom.

II. SUBJECT MATTER

Content/Topic: Understanding the Binary Number System, Data in Binary, Numbers in Binary,
Text in Binary, Graphics in Binary, Sound in Binary
Concepts:
i. Discuss how computer works
ii. Define bit
iii. What is 0 and 1

III. LEARNING RESOURCES

Materials/Equipment:
i. ICT Book 1 PPT: Lesson 3 Computers in Daily Life
ii. Laptop/Computer/Cellphone
iii. Whiteboard and marker (optional)
iv. Flashcards with binary numbers (5-6 digits)
v. Coins or counters (to keep score)
vi. Stopwatch or timer
vii. Bingo cards (you can make your own or find pre-made ones online)
viii. Markers (such as beans or small pieces of paper)
ix. A set of binary numbers (0's and 1's) to call out during the game

References:
i. LearnIT – ICT Book 1 Pages 19-29

Websites:
i. https://www.youtube.com/watch?v=W6CBb3yX9Zs - How Is Your Phone Changing You?

IV. PROCEDURES

A. Reviewing previous ELICIT

lesson or presenting
The teacher will ask students to present their assignment.
the new lesson
B. Establishing a
purpose for the lesson ENGAGE
1. The teacher will prepare a game to introduce the next lesson
Binary Bracelets
 Provide each participant with a long piece of string and a set of beads in two
different colors.
 Explain to the participants that they will be making bracelets that represent their
initials in binary code. You can use an online binary translator to convert the initials
into binary code, or you can provide a cheat sheet with the binary codes for each
C. Presenting letter.
examples/instances of  Instruct participants to choose one color of bead to represent "1" and the other
the new lesson color to represent "0."
 Have participants string the beads onto the string in the order of the binary code
for their initials. For example, if someone's initials were "AG", the binary code
would be 01000001 01000111, so they would need to string the beads in the order
of: 0100000101000111.
 Tie the ends of the string together to create a bracelet.

The teacher will introduce the lesson and the objectives that need to be achieved at.
D. Discussing new
concepts and EXPLORE
practicing new skills The Teacher will discuss the following:
#1
Teachers Discussion 1
E. Discussing new
concepts and 1. Understanding the Binary Number System, Data in Binary, Numbers in Binary,
practicing new skills
#2 Practice Activity:
 1. The teacher will ask the students to play a game
Title: Binary to Decimal Conversion Game

Objective: To reinforce the concept of binary to decimal conversion by playing a fun

and interactive game.

Materials:

Whiteboard and marker (optional)

Flashcards with binary numbers (5-6 digits)
Coins or counters (to keep score)
Stopwatch or timer

Instructions:

Introduce the concept of binary to decimal conversion. Explain that binary is a

number system that uses only two digits, 0 and 1, to represent numbers, while
decimal is a number system that uses ten digits, 0 to 9.

Divide the students into pairs or small groups.

Distribute the flashcards with binary numbers to each group. The cards should have
binary numbers ranging from 5 to 6 digits long.

Explain the rules of the game. Each group will take turns choosing a flashcard and
attempting to convert the binary number to decimal. The group that correctly
converts the binary number to decimal in the shortest amount of time earns a
point. The group with the most points at the end of the game wins.

Set a timer for 30 seconds for each turn. Students have to convert the binary
number within the allotted time.

Encourage students to work together and share their thought processes. If a group
is stuck, you can provide hints or guide them through the conversion process.

You can also play variations of this game, such as timing each group to see who can
convert the most binary numbers to decimal within a certain amount of time.

After the game, review the solutions as a class. Discuss the different strategies that
groups used to convert binary to decimal and encourage them to reflect on what
they learned about binary and decimal number systems.

Teachers Discussion 2

1. Text in Binary, Graphics in Binary, Sound in Binary

Practice Activity:

1. The teacher will ask the students to play BINARY BINGO!

Binary Bingo!

Objective:
To learn and recognize binary numbers while having fun playing a game.

Materials:

Bingo cards (you can make your own or find pre-made ones online)
 Markers (such as beans or small pieces of paper)
A set of binary numbers (0's and 1's) to call out during the game
Instructions:

Distribute the Bingo cards to all players.

Have each player fill in their Bingo card with binary numbers randomly. The
numbers can be placed in any of the boxes on the card.

The game host (you, or someone else) will call out binary numbers randomly, one
at a time. For example, "One-zero-zero-one" (which is equivalent to the decimal
number 9).
EXPLAIN
F. Developing mastery Ask the students, to discuss the following:
(leads to Formative 1. Discuss how computer works
Assessment 3) 2. Define bit
3. What is 0 and 1

G. Finding practical
ELABORATE
applications of
concepts and skills in The teacher will ask the students to watch the video below:
daily living Video link: https://www.youtube.com/watch?v=7rbDIx69ORE - Is technology making
life better or worse?

The teacher will ask students (written or oral)

1. What can you say about the video?

H. Making The teacher will explain to the students the importance of technology nowadays.
generalizations and Short Quiz:
abstractions about 1. Convert the following into decimal number.
the lesson 101101 -> 45
1100100 -> 100
11111111 -> 255
10011010 -> 154
10000 -> 16

I. Evaluating learning EVALUATE

The teacher will ask the students to answer the following:
STUDENT ACTIVITY 1:
Answer the following questions about yourself. Then, using what you learned from this
lesson, pretend you are a computer and convert your answers into binary for you to
understand. You can show your solutions in the boxes provided in each number.
1. What is your nickname?
Answer:
Answer (in binary):
 2. What is your age?
Answer:
Answer (in binary):
3. In what year were you born?
Answer:
Answer (in binary):
4. What is your favorite number?
Answer:
Answer (in binary):
5. What is your favorite food?
Answer:
Answer (in binary):
6. What subject do you like the most?
Answer:
Answer (in binary):
7. In what year did you start school for the first time?
Answer:
Answer (in binary):
8. How many subjects do you currently have at school?
Answer:
Answer (in binary):
9. If you could build a shop of any kind, what would you name it?
Answer:
Answer (in binary):
10. If you could buy the thing you wanted the most, how much money would you
need to buy it?
Answer:
Answer (in binary):

EXTEND
Assignment: Hardware and Software
Part 1: Hardware
 List five different types of computer hardware components and give a brief
description of what they do.
 Choose one of the hardware components from your list and describe how it has
evolved over time, and how these changes have affected computing technology.
Part 2: Software
J. Additional activities
for application or  List five different types of software and give a brief description of what they do.
remediation  Choose one of the software types from your list and describe its history and
development, including key milestones and innovations.
Part 3: Comparison
 Compare and contrast the roles of hardware and software in computing, and
explain how they work together.
 Describe some of the most significant advancements in hardware and software
over the years, and how these have impacted the way we use computers and other
electronic devices.
Write your research in your notebook.

V. REMARKS

I. Reflection. Answer may vary

RUBRIC FOR SIMPLE RESEARCH (Assignment)
Score will be based on student performance/output.

Criteria Excellent (5) Good (4) Fair (3) Poor (2) Missing (1)

Clearly and
comprehensively Addresses the
addresses the prompt with Addresses some
prompt with mostly relevant, aspects of the
relevant, accurate, accurate, and prompt but lacks Address the Fails to
and detailed detailed detail or prompt with little address the
Content information. information. relevance. relevance or detail. prompt.

Has a clear, logical Has a clear Lacks clear

structure with well- structure with Has a basic structure or
developed good paragraphs structure but transitions between
paragraphs and and transitions, may lack ideas, making it
transitions that but may lack coherence and difficult to follow Lacks
Organizatio enhance the flow some depth or transition the author's train structure and
n of ideas. clarity. between ideas. of thought. coherence.

Demonstrates a
Demonstrates an good style and
engaging and tone with mostly
appropriate style precise Demonstrates a
and tone with language, varied basic style and Demonstrates a
precise language, sentence tone but may poor style and
varied sentence structure, and lack precision, tone, making the Demonstrates
Style and structure, and adequate variation, or writing unclear or little or no
Tone strong vocabulary. vocabulary. vocabulary. confusing. style and tone.

Demonstrates
basic
understanding of
Demonstrates grammar and Demonstrates poor
Demonstrates good control of usage but may control of grammar Demonstrates
mastery of grammar and make frequent and usage, little or no
grammar and usage with errors that resulting in understanding
Grammar usage with few or occasional distract from the confusion or of grammar
and Usage no errors. errors. message. misunderstanding. and usage.
 Criteria Excellent (5) Good (4) Fair (3) Poor (2) Missing (1)

Accurately and Accurately cites Cites sources but Cites few sources
consistently cites sources but may may have some or does not
sources using an have some inaccuracies or accurately or
appropriate inconsistencies inconsistencies consistently cite Does not cite
References format. in formatting. in formatting. sources. any sources.

Note: This rubric is just an example, and you may modify it to fit your specific
assignment and grading criteria.