Lesson Notes By Weeks and Term - Primary 3
Measurement of length + Generational development of computers- abacus to smart phones
Measurement of length + Generational development of computers- abacus to smart phones
Class: Primary 3
Term: 1st Term
Week: 1
Age: 8 years
Duration: 40 minutes of 3 periods
Date:
Subject: Basic Science and Technology
Topic: Measurement of length
SPECIFIC OBJECTIVES: At the end of the lesson, pupils should be able to
INSTRUCTIONAL TECHNIQUES: Identification, explanation, playway method, questions and answers, demonstration, videos from source
INSTRUCTIONAL MATERIALS: tape measure, meter rule, pupils as learning resources, charts on the standard unit of length, videos on the generational advancement of computer
INSTRUCTIONAL PROCEDURES
PERIOD 1 and 2: Measurement of length
PRESENTATION | TEACHER’S ACTIVITY | PUPIL’S ACTIVITY |
STEP 1 INTRODUCTION | The pupils are asked to mention and demonstrate the ways in which they measure objects in their localities
The class uses the dimensions of the classroom to brainstorm and formulate the meaning of length- length describes how long or short an object is | Pupils pay attention |
STEP 2 EXPLANATION | The teacher explains that there are two types of measurement for length and gives examples of each 1. Olden methods e.g. hand span, stride, arm length etc 2. Standard methods- tape measure, wristwatch, wall clock, metre rule etc.
| Pupils pay attention and participates |
STEP 3 DEMONSTRATION | She further explains and demonstrates the metric unit of length 10 millimetres = 1 decimetre 10 decimetres = 1 centimetre 10 centimetres = 1 metre 1000 metres = 1 kilometre | Pupils pay attention and participate |
STEP 4 NOTE TAKING | The teacher writes a short note on the board | The pupils copy the note in their books |
NOTE
Length describes how long or short an object is
There are two types of measurement for length and gives examples of each
Metric unit of length
10 millimetres = 1 decimetre
10 decimetres = 1 centimetre
10 centimetres = 1 metre
1000 metres = 1 kilometre
EVALUATION: 1. What is length?
CLASS ACTIVITY: Pupils are place in small groups, and asked to measure, compare and analyze their varying heights.
CLASSWORK: As in evaluation
CONCLUSION: The teacher commends the pupils positively
PERIOD 3: Generational advancement of computer
PRESENTATION | TEACHER’S ACTIVITY | PUPIL’S ACTIVITY |
STEP 1 INTRODUCTION | The teacher revisits the previous lesson and introduces the new topic by explaining what advancement in computer means - Computer advancement is the change in size, purpose and functionality of computers over the years | Pupils pay attention |
STEP 2 EXPLANATION | The teacher plays the video on the advancement in computer development over the years and ask the pupils to jot down their observations
From the video, she explains the early counting devices and gives examples- Early counting devices are devices that were used in ancient times to carry out arithmetic operations like addition, subtraction, multiplication and division of numbers. Examples of early counting devices include; stones, pebbles, sticks, cowries etc.
| Pupils pay attention and participates |
STEP 3 DEMONSTRATION | She further explains and demonstrates the history and sequential graduation of computers from ancient times till date
| Pupils pay attention and participate |
STEP 4 NOTE TAKING | The teacher writes a short note on the board | The pupils copy the note in their books |
NOTE
Early counting devices are devices that were used in ancient times to carry out arithmetic operations like addition, subtraction, multiplication and division of numbers.
Examples of early counting devices include; stones, pebbles, sticks, cowries etc.
History and sequential graduation of computers from ancient times till date
Before the 20th century, calculations were done by man using crude
devices e.g stones, pebbles etc. at a point in time, some mechanical
devices e.g abacus, slide rule, pascaline etc were also invented to assist in
performing calculations but still wasn’t enough as the volume of
calculations increased. This led to the development of computers to assist
in performing more complex calculations as stated in the generations
highlighted below:
First generation
This was between 1946-1959 and it was vacuum-tube based. It took up an
entire room. Example was the ENIAC- Electronic Numerical
Integrator and Computer
Second generation
This was between 1959-1965 and it was transistor-based. It was smaller in size compared to the first generation computers. Examples include IBM 1620, IBM 7094, CDC 1604, CDC 3600, UNIVAC 1108
Third generation
This was between 1965-1971 and it was integrated-circuit based. It was smaller in size compared to the second generation computers. Examples include IBM-360 series, Honeywell-6000 series, PDP (Personal Data Processor), IBM-370/168, TDC-316
Fourth generation
This was between 1971-1980 and it was VLSI(Very Large Scale Integrated circuits) based. It was smaller in size compared to the third generation computers. Examples include DEC 10, STAR 1000, PDP 11, CRAY-1(Super Computer), CRAY-X-MP(Super Computer)
Fifth generation
This is from 1980-till date and it is ULSI (Ultra large-scale Integration) technology-based. It is smaller in size compared to the fourth generation computers. Examples include Desktop, Laptop, NoteBook, UltraBook, ChromeBook
EVALUATION: 1. What are early counting devices?
CLASS ACTIVITY: Pupils in pairs, tag the years against the advancement of computer development
CLASSWORK: As in evaluation
CONCLUSION: The teacher commends the pupils positively
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