Army Public Schools and Colleges System

SOW Summary
Academic Session 2024-2025
Second Term
Subject: Computer Science Class: VI

Content Page No. Prescribed Textbooks:

· Hello World Kids- Book 6
Scope & Sequence 02
Resources:
Progression grid 04 · Board, Marker, Relevant A/V aids & Realia, Mobile/ tablet/
Unit 4: Programming 05 laptop/ smartboard, Digital resources/tools
· Teaching Guide
Unit 5: Digital Citizenship 12
Unit 6: Entrepreneurship in Digital Age 27

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 Army Public Schools & Colleges System
Scope and Sequence
Subject: Computer Science

Total teaching weeks: 16 Class: VI

Week Chapter Topic

Programming Language
1.
What is a Program?
Importance of Programming
2.
What is a Scratch?
Unit 4: Programming Coding Environment
3.
Programming Constructs
Debugging a Computer Program
4. Exercise

ICT Ethics
5.
Intellectual Property Rights

6. Steps to Secure Information Privacy and Confidentiality

7. Possible Dangers of the Internet and Related Security

8. Unit 5: Digital Citizenship Health-Related Issues of Using Computer Devices

Computer Ergonomics
9.
Behavioural Problems
Obesity Issues
10.
Sleeping Disorders
ICT Lab Rules
11. Exercise

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 Entrepreneurship Definition
12.
Types of Entrepreneurship
Examples of Entrepreneurship
13. Unit 6: Entrepreneurship in the Traditional vs. Digital Entrepreneurship
Digital Age
14. Entrepreneurship Process

15. Exercise
16. Revision

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 Army Public Schools & Colleges System
Progression Grid

Grade V Grade VI Grade VII

Domain D: Programming
· Add ellipse and rectangle to a program · Analyze the fundamentals of computer · Explain how computers encode and
· Analyze and apply basic programming decode computer programs (i.e.
· Change graphicswindow brush color
constructs (e.g., sequence, selection, Identification of decimal to binary and vice
· Specify x and y values for a point repetition, variables, inputs/events); by versa, conversion of texts, images and
location on a grid creating simple single-sprite, single-script sounds in binary).
· Change shape’s location and add lines using textual programming tools. · Apply fundamental programming
to a program constructs to create multi-sprite,
Multi-script programs using visual
Programming tools.

Domain E: Digital Citizenship

· Analyze the basics of information literacy · Identify ways to protect against malicious
and digital civility and appropriate uses of activities or behaviors in the digital
----- technology environment

Domain F: Entrepreneurship in Digital Age

· Define and analyze entrepreneurship · Analyze the uses and benefits of design
----- subtypes and summarize the thinking for entrepreneurs
entrepreneurship process

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 No of periods per week: 3

APSACS SCHEME OF WORK

Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
Unit 4: Programming
Programming Languages
Sub-Topic: Programming Languages Warm-Up Activity- Realia
Have Student A give a set of instructions to Student b in front of the class Realia: connecting
(e.g., "Take three steps forward, turn left, and raise your hand"). classroom learning with
Students will be able to: Ask the class: "How did Student B know what to do?" real-life examples builds
· analyze the fundamentals of computer Discuss responses, leading to the point that Student A communicated engagement, fosters
programming with Student B using a language they both understand. critical thinking, and
Explain that just as humans use language to communicate, programming encourages outside-of-
languages are used to communicate with computers.
the-box ideas
Define Programming Language:
Explain that a programming language is composed of instructions
governed by a set of rules, used by programmers to communicate with
computers. Emphasize that it acts as an intermediary between humans
and computing machines.
Types of Programming Languages:
Low-Level Programming Languages: Explain that these are the basic
computer instructions executed directly by the hardware without
translation. Examples: Assembly language, Machine language. Socratic Thinking: way
High-Level Programming Languages: Explain that these are more of engaging with other
abstract and user-friendly, often requiring translation by a compiler or students through asking
interpreter. Examples: Java, C, C++, Python. and answering questions
Discussion-Socratic Thinking: to stimulate critical
Engage the class in a discussion about what they think programming thinking, reasoning, and
languages are and why they might be important. Encourage students to logic
share any experiences they have had with programming languages or Flash cards: a limited
technology. amount of information,
Group Activity(Flash cards): Divide the class into small groups. Provide such as word, questions,
each group with a set of cards that have names and icons/logos of
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
different programming languages. Have each group categorize the cards photos, numbers etc.
into low-level and high-level languages. usually related to a topic.
Show and Tell: Useful to improve a
Ask each group to present their categorized cards to the class and learner’s active
explain their reasoning. recollection of a topic’s
Creative Task: details. Show and Tell:
Ask students to create posters with pictures of programs and icons/logos practice of showing
of programming languages. Encourage them to include interesting facts something to a class and
or examples of what each language is used for. describing it to them
Wrap-Up:
Summarize the key points about programming languages and their types. Wrap-up: summarizing
Highlight the importance of understanding different programming what functions are and
languages for problem-solving and developing technology. why they are used,
Open the floor for any questions and provide answers. followed by asking
specific questions to
Program reinforce learning.
Sub-Topic Program Explain that creating a software program involves using a programming
· Analyze and apply basic programming language. Define a program as an application or software that performs Whole Class
specific tasks on a computer. Discussion: involves
constructs (e.g., sequence, selection,
Provide examples: the entire class engaging
repetition, variables, inputs/events); o Microsoft PowerPoint for creating presentations. in a conversation
by creating simple single-sprite, o Browsers for accessing websites. facilitated by the teacher
single-script programs using a visual Explain that programs consist of instructions that enable computers to or instructor. It's a
programming tool execute algorithms. Emphasize that programs convert algorithms into collaborative learning
machine-readable language. activity where students
Activity: Identifying Programs: share their thoughts,
Task: Ask students to write down at least two examples of programs, ideas, questions, and
categorize them, and provide a brief description. Collect and review the opinions on a particular
written examples to ensure students understand the concept and topic or concept being
categorization of programs. discussed.
Collect Responses: Gather the written examples from students.
Review Responses: Examine the students' examples to ensure they
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
understand the concept of programs and their categorization. Look for Collect & Review:
accuracy in examples, correct categorization, and clear descriptions. Students can share their
Provide feedback where necessary. response with instructor
Importance of Programming (Discussion and Reflection) for constructive
Engage students in a discussion about the significance of programming. feedback/review and then
Highlight areas where programming is essential: Machine learning, use this feedback to
Enterprise software development, Networks, Data analysis, Project revise and improve their
management, Interactive web development, etc. Explain that work.
programming is a vital skill in today’s automated world, enhancing the Discussion and
efficiency of computers and machines. Encourage students to reflect on Reflection: Students add
their learning and discuss the advantages and challenges of each to ideas, ask questions,
language. and give examples to
Activity- Think, Pair, and Share: make the discussion
Prompt: Ask students why programming languages are important. deeper, longer, and more
Think: Students think about or write down their ideas individually. interesting and then
Pair: Students share their ideas with a partner. reflect on their learning,
Share: Pairs discuss their ideas with the whole class. Teacher to observe how it changed, and how
and listen to the discussions, and ask follow-up questions to assess it might relate to future
understanding. learning experiences.
Activity: Figure Out Why You Want to Learn to Code Think, Pair, and Share:
Task: Ask students to reflect on and discuss their personal reasons for Students are given a
wanting to learn to code. question, problem, or
Discussion: Facilitate a class discussion where students share their topic to think about
motivations and aspirations. Use the discussion to gauge students' individually for a short
interests and motivations, tailoring future lessons to their goals. period of time. After the
Research and Presentation: thinking period, students
Assign students to research a specific programming language or are paired up with a
application. Ask them to prepare a short presentation on its features, partner.
uses, and importance for the next class. Evaluate the presentations to Class Discussion:
ensure understanding and engagement with the topic. Students add to ideas,
ask questions, and give
examples to make the
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
Digital Resource: discussion deeper,
https://daily.dev/blog/beginners-guide-how-to-start-learning-coding-from- longer, and more
scratch interesting.
Sub-Topic: Scratch What is Scratch? Brief presentation:
Detailed Discussion: Explain that Scratch is an event-driven visual After completing the
programming language developed by MIT. In Scratch, users create research, a presentation
interactive stories, games, and animations using building blocks. is a channel for students
Interactive Demonstration: Show how operations are performed through to share with others what
· Apply basic programming constructs drag-and-drop actions, similar to Visual Basic. Highlight Scratch's they have learned. It is
features, such as video games, animations, stories, sound, and events. also a chance to
using textual programming tools
Key Features of Scratch: challenge and expand on
o Developed in ActionScript and JavaScript. their understanding of the
o Compatible with any operating system. topic by having others
o Translated into more than 70 languages and used worldwide. ask questions.
Uses of Scratch: Discussion: Work on
o Learning basic programming concepts in a fun and engaging way. one-on-one or in a small
o Creating interesting games, stories, and more using block-based group with students is a
programming. great way to practice for
o Includes tools like a paint editor and sound builder. class discussion. Try out
o Suitable for beginners with no prior programming knowledge. an argument related to
Activity: your topic and exchange
What I Know: Ask students to write what they already know about more knowledge to
Scratch. students, or explain
· Identify and explain the basic
What I Want to Know: Have students list questions or topics they want to something out loud to
components of the Scratch interface, make sure you
learn about Scratch.
including the stage, sprites, scripts understand what you
What I Have Learned: At the end of the lesson, ask students to fill in
area, and blocks palette. what they have learned about Scratch. want to say in class.

Coding Environment KWL Chart: This form of

Exploring the Scratch Environment: self-assessment spans
Key Elements: the topic, partly

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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
o Programming Palette: Contains tools required to program a sprite completed at the start
into machine-readable language. and partly completed at
o Stage Area: Where animations and actions take place, monitored the end.
using X and Y coordinates. Thumb up activity:
o Sprites: Main characters or elements in the program, customizable Tell the class that you are
by users. going to ask a question,
o Script: Defines operations and actions for sprites. and that you want them
Summarize the key points and assess their level of understanding to show a thumbs up to
through a five minutes Thumb up activity. answer yes, and a
Activity: Identifying Programs thumbs down to answer
Task: Ask students to write down at least two examples of programs, no. Ask them to wait until
categorize them, and provide a brief description. you count to three to
Collect Responses: Gather written examples from students. show their answer. Model
Review Responses: Examine the examples for accuracy, correct asking the question,
categorization, and clear descriptions. Provide feedback where waiting until the count of
necessary. three, and showing your
Activity: answer two times.
Prompt: Ask students why programming languages are important. Collect & Review:
Think: Students think about or write down their ideas individually. Students can share their
Pair: Students share their ideas with a partner. response with instructor
Share: Pairs discuss their ideas with the whole class. for constructive
Observe discussions, ask follow-up questions, and assess understanding. feedback/review and then
Activity: Construct a Program Using Scratch use this feedback to
Task: Guide students to construct a simple program in Scratch using the revise and improve their
programming palette, sprites, and script. Monitor progress, offer support work.
as needed, and review completed programs for understanding of Think, Pair, and Share:
programming constructs. Students are given a
question, problem, or
Sub Topic: Programming Constructs Programming Constructs topic to think about
Programming Constructs in Scratch: individually for a short
Events: Triggers that start the execution of the program. period of time. After the
Sequence: Series of actions completed in a specific order. thinking period, students
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
· Apply basic programming constructs Repetition: Loops that repeat instructions until criteria are met. are paired up with a
(e.g., sequence, selection, repetition, Variables: Used for storing data, values change as the program runs. partner.
variables, inputs/events); by creating Selection: Conditional statements deciding which part of the program Traffic Lights
simple single-sprite, single-script executes next. Assessment:
programs using textual programming Activity-Traffic Lights Assessment To analyze a situation by
Visual Tool: Students use red, amber, and green cards to show their focusing on what is going
tools
understanding level. well for students, what
o Red: Need more help. might they want to stop
o Amber: Partially understand, may need support. doing and what are they
o Green: Confident and fully understand. unsure about. To support
Use this tool to gauge confidence and comprehension, offering targeted reflection and help
support as needed. students take ownership
Research and Presentation: of their learning
Assign students to explore a specific feature of Scratch. Prepare a short Brief presentation:
presentation on its functionality and use in Scratch. Evaluate After completing the
presentations for understanding and engagement with the topic. research, a presentation
Task-Summary Sentence: At the start or end of the lesson, ask students is a channel for students
to write a sentence summarizing what they know or have learned about to share with others what
Scratch. they have learned.
Collect and review these sentences to assess understanding and Summary Sentence:
retention. Provide feedback where necessary. tasks that a teacher
Digital Resource: assigns to help students
Introduction to scratch programming - Get ready to code! (youtube.com) develop their
summarizing skills.
Debugging a Computer Program Student completes the
· Debugging a Computer Program What are Bugs? sentence, showing their
Explain that bugs are mistakes in a program that lead to unexpected understanding of texts
behaviors or undesired results. Discuss common causes of bugs, such as and how to explain them
logical errors, syntax errors, and typos. in their own words
What is Debugging?
Define debugging as the process of identifying and fixing bugs in a
program. Explain the importance of debugging to ensure programs run
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
correctly and efficiently.
Debugging Techniques in Scratch:
Checking Values in the Script: Show how to check and verify the values
and variables used in the script. Demonstrate how incorrect values can
lead to bugs. Whole Class
Running and Testing Code: Discussion: involves
Emphasize the importance of running the code frequently to test its the entire class engaging
behavior. Explain how to identify where and why the program does not in a conversation
work as expected. facilitated by the teacher
Using the Wait () Block: or instructor. It's a
Introduce the wait () block and its role in debugging. Demonstrate how collaborative learning
inserting wait () blocks between steps can provide a clearer view of the activity where students
program’s execution. share their thoughts,
Activity: Diagnose the Issue ideas, questions, and
Ask students why they think a program might not run efficiently. opinions on a particular
Encourage students to share their thoughts and experiences with topic or concept being
debugging. Now ask students to write their most confusing point, conduct discussed.
Muddiest Point activity to assess the level of their knowledge. Listen to
responses to gauge understanding and identify common misconceptions. Muddiest Point: It is a
Activity: Debug Your Program quick monitoring
Using the debugging techniques, they have learned; students will debug technique in which
their own programs. students are asked to
Process: take a few minutes to
Step 1: Check the values in their script. write down the most
Step 2: Run and test their code, observing where issues occur. difficult or confusing part
Step 3: Use the wait () block to get a step-by-step view of their of a lesson, lecture, or
program’s execution. reading. It is simple to
Walk around the classroom, observe students as they debug, and provide create and facilitate.
assistance as needed. Ask students to explain how they identified and
fixed bugs in their program. Socratic thinking: way
of engaging with other
students through asking
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
Debugging Practice: and answering questions
Assign students a small buggy Scratch program to debug at home. to stimulate critical
Ask them to document the bugs they found and how they fixed them. thinking, reasoning, and
Review the debugged programs and documentation to ensure students logic
applied the debugging techniques correctly.
Summary Sentence Activity: Summary Sentence:
Task: At the start or end of the lesson, ask students to write a sentence tasks that a teacher
summarizing what they know or have learned about debugging. Collect assigns to help students
and review these sentences to assess understanding and retention. develop their
Provide feedback where necessary. summarizing skills.
Digital Resource:
Introduction to programming with Scratch - YouTube
Class Work
· Have students create a brief presentation or poster explaining how the coding application helps with problem-solving. They should include
examples of how it can be used to tackle various problems.
· Utilize block-based coding to create and design programs, adhering to fundamental programming constructs.
Project / Research Work:
· Visit Scratch and browse through the available projects.
· Select a few projects and analyze their structure and programming techniques.
· Present findings on how these projects use different programming constructs and techniques to achieve their goals.
Unit 5: Digital Citizenship ICT Ethics
Introduction to Digital Citizenship Silent Brainstorming:
Students will be able to: Teacher will divide the students into groups and present the topic “Digital Brainstorming is a group
Citizenship and instruct teams to brainstorm and list as many ideas or creativity technique that
· understand the importance of ICT questions as possible within a given time limit. Here's the twist—they is used to solve problems
ethics and digital citizenship, including cannot speak. Each student must write their ideas on the board or paper and encourage creativity
internet safety, privacy and security, by generating new or
provided.
crediting and copyrights, online building on existing ideas.
identity, cyberbullying, and netiquette Video: Show a video introduction on digital citizenship What Is Digital
Citizenship? (youtube.com)
Exit Ticket: at the end of
Exit ticket - Write one thing you learned about digital citizenship. a topic, providing
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
· learn how to apply these principles in Internet Safety - Think-Pair Share valuable feedback
their online interactions Teacher will discuss common internet safety rules with students’ and will Think-Pair Share: After
give them time to discuss with their partners and share the information identifying the safety
gathered in an informal discussion. rules students in pairs
· learn about safe internet practices Group Work: discuss and share their
Divide the class into groups and assign a task to create a poster on findings with the whole
internet safety tips. class
Presentation:
After completing the activity students will give group presentations on Role-play scenarios:
internet safety posters. are those in which two or
Privacy and Security- Role-play scenarios: more students act out
Discuss what is personal information? Why is it important to protect it? specific role depending
· understand the importance of protecting After discussion divide the class into groups and assign the activity of on the topic
personal information online Role-playing scenarios where privacy and security are compromised.
Individual Activity: Research Work:
Students to Identify safe vs. unsafe online practices based on their investigation into or study
personal experiences and thoughts. Discuss with whole class and gather to establish facts and
the valuable feedback. reach new conclusions
Crediting and Copyrights regarding Copyrights
Discussion: What are copyrights? Why is it important to credit sources?
· learn about the importance of crediting Quiz: Conducting quizzes
Research Activity: Students will conduct a research on copyrights and
sources and respecting copyrights. after teaching a particular
present on a famous copyright case.
topic is a great way to
Quiz: Students will perform an online quiz on Copyrights Copyright Quiz -
assess students’ learning
the McLellan (msu.edu)
Online Identity
Realia: connecting
Realia: Discuss what online identity is and how it can be different from
· understand the concept of online identity classroom learning with
and its implications. real-life identity.
Activity: Create a digital footprint map of an imaginary person. real-life examples builds
Mapping the Digital Footprint: engagement, fosters
Provide each group with a large sheet of paper or a poster board. critical thinking, and
Ask students to draw a central figure representing their imaginary person encourages outside-of-
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
in the middle of the poster. the-box ideas
Around the central figure, draw or paste icons representing various online
activities. Connect these icons to the central figure with lines. Digital Footprint: A
For each activity, write a brief description of what the character does digital footprint is the
online (e.g., posts photos on Instagram, writes reviews on Amazon, plays impression you create on
games on Xbox Live). the internet through your
AfL: Example of a Digital Footprint Map:
online activity
Imaginary Character: Alex, a 12-year-old student
Social Media: Posts photos and updates on Instagram and Facebook.
Gaming: Plays multiplayer games on Xbox Live, chats with other players.
School Projects: Uses Google Search for homework, emails teachers,
· learn about the impact of and classmates.
cyberbullying and how to respond to Entertainment: Watches videos on YouTube, follows favorite channels.
it. Shopping: Buys games and gadgets on Amazon, leaves reviews.
Learning: Participates in online coding courses and forums.
Consequences:
Positive: Connects with friends, learns new skills, enjoys entertainment.
Negative: Risk of oversharing personal information, exposure to
cyberbullying, targeted ads based on browsing history.
By creating and analyzing a digital footprint map, students will gain a
deeper understanding of their online presence and learn to navigate the
digital world more responsibly.
Brief presentation:
After completing group
Presentation and Discussion:
activity, a presentation
Each group presents their digital footprint map to the class.
is a channel for students
Discuss the following questions with the class:
to share with others what
o What kind of information is included in the digital footprint?
they have learned. It is
o How can the character protect their privacy online?
also a chance to
o What are the potential risks of having a digital footprint?
challenge and expand on
o How can the character ensure they have a positive digital
their understanding of the
footprint?
topic by having others
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
Digital Resource: What is a Digital Footprint? Definition - Meaning - ask questions.
Examples (reputationx.com)

Cyber bullying
Discussion: What is cyberbullying? How does it affect people? Role-play scenarios: are
Role-play: those in which two or
Activity: Divide students into small groups and provide each group with a more students act out
role-play scenario card. specific role depending
Scenarios: Examples include receiving a mean message, seeing a on the topic
hurtful comment about a friend, or being excluded from an online group.
Role-Play: Groups act out their scenarios and discuss appropriate
responses and strategies to handle the situation.
Digital Resource: Cyber-bullying Facts – Top 10 Forms of Cyber Bullying
(youtube.com)

Netiquette Q&A session: Q&A

· understand the importance of good Class Discussion sessions encourage
online manners. Teacher to ask some prompt Questions: students to actively
participate in class.
o What are some examples of good and bad netiquette?
Encouraging students to
o Have you ever experienced or witnessed poor netiquette? How
feel more connected to
did it make you feel? the subject matter, can
o How can following netiquette rules benefit our online lead to better retention
interactions? and understanding of the
Interactive Whiteboard Activity: material.
Use the whiteboard to list students' responses and categorize them into
good and bad netiquette practices. Role-play scenarios: are
Creating a Netiquette Guidebook
Grouping: Divide the class into small groups (3-4 students per group). those in which two or
Roles: Assign roles within each group (e.g., researcher, writer, illustrator, more students act out
presenter). specific role depending
on the topic

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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
Research and Planning
Research: Allow groups to use computers to research netiquette
guidelines. Provide a handout with basic netiquette rules as a starting
point. Brainstorming:
Brainstorming: Each group brainstorms key netiquette rules they want to Brainstorming is a group
include in their guidebook. Encourage them to think about different online creativity technique that
platforms (e.g., social media, emails, forums). is used to solve problems
Creating the Guidebook and encourage creativity
Design and Content: Groups create their netiquette guidebook on a by generating new or
large sheet of paper or poster board. They should include: building on existing ideas
o A title and introduction explaining what netiquette is and why it’s
important.
o A list of 8-10 key netiquette rules with explanations.
o Illustrations or examples to make the guidebook engaging and
easy to understand.
Creativity: Encourage creativity in both content and design. They can
use markers, pens, colored pencils, and stickers to decorate their
· understand key concepts related to guidebooks.
online ethics, safety, and intellectual Intellectual Property Rights
property. Understanding Impersonation
Activity: Discussion on Impersonation
Teacher will define impersonation as performing any online or social
media activity under someone else’s name. Discussion: Work on
Class Discussion: one-on-one or in a small
· explore topics such as impersonation, group with students is a
o Why do people impersonate others online?
copyright, plagiarism, piracy, cyber great way to practice for
o What are some examples of online impersonation? (e.g.,
safety, and cybersecurity. creating fake social media profiles, sending emails under class discussion. Try out
someone else’s name) an argument related to
Mini Whiteboard Activity: your topic and exchange
Students write down an example of impersonation on their mini more knowledge to
whiteboards and hold them up for the teacher to see (due to lack of students, or explain
something out loud to
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
· learn to identify and avoid unethical resources A4 sheets can be used). Teacher assesses understanding and make sure you
online behavior and understand the addresses any misconceptions. Now ask students to write the most understand what you
importance of respecting intellectual confusing point related to the topic, conduct Muddiest Point activity to want to say in class.
property. assess the level of their knowledge.
Understanding Copyright and Intellectual Property Muddiest Point: It is a
Activity: Exploring Copyright Laws quick monitoring
Explanation: technique in which
· learn about copyright laws, intellectual students are asked to
Define intellectual property rights and copyright. Explain infringement and
property rights, and the take a few minutes to
the possible penalties for violating copyright and software licenses.
consequences of violating these laws. write down the most
Class Activity- Compare & Contrast
Reading Copyright Laws difficult or confusing part
Let students check different subject books that they own and read the of a lesson, lecture, or
copyright laws found on them aloud. Discuss why these laws are reading. It is simple to
important and what could happen if they are violated. create and facilitate.
Cyber Safety and Cybersecurity Reading Aloud: expands
Defining Terms and Discussing Cyberbullying students’ imaginations
Students to find the difference between cyber safety and cybersecurity. and provides them with
Discuss cyberbullying and its rapid expansion. Talk about the roles of new knowledge
individuals and society in confronting cyberbullying in groups and present
in front of the whole class. Compare and contrast:
Identifying Online Threats and Security Measures Comparing and
Show examples of online threats (e.g., phishing emails, malware, social contrasting is looking at
engineering). Discuss related security measures (e.g., using strong what is the same and
· understand the importance of cyber what is different between
passwords, enabling two-factor authentication, recognizing suspicious
safety and cybersecurity, recognize two things. Comparing is
links).
potential online threats, and learn how looking at what is similar,
Think-Pair-Share Activity
to protect themselves and others. and contrasting is looking
Think: Think about the different types of online threats you might
encounter. Consider how these threats could affect you and what you can at the differences.
do to protect yourself. Write down your thoughts and examples of online
threats you know. Think-Pair-Share:
Pair: Pair up with a classmate and share your thoughts and examples of collaborative learning
strategy where students
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Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
online threats. Discuss the impact of these threats and any personal work together to solve a
experiences you or someone you know may have had. problem or answer a
Consider the following security measures in your discussion: question about an
o Using Strong Passwords: Creating unique and complex assigned activity. Here’s
passwords for different accounts. how it works:
o Enabling Two-Factor Authentication: Adding an extra layer of
security by requiring a second form of verification. Think: Students think
o Recognizing Suspicious Links: Identifying and avoiding phishing individually about a topic
links and fraudulent websites. or answer to a question.
Write down any new insights or examples your partner shares.
Share Pair: They then pair up
Each pair shares one example of an online threat and one related security with a partner and
measure with the class. Use an interactive whiteboard to list the threats discuss the topic or
and security measures discussed. Facilitate a class discussion to question.
highlight key points and address any questions or misconceptions.
Digital Resource: Computer Basics: Protecting Your Computer - Share: Finally, they share
YouTube their ideas with classmate

Steps to Secure Information Privacy and Confidentiality

Introduction to Data Privacy
Discuss in groups the importance of data privacy and confidentiality. Why
is it important to protect personal data? What could happen if data is not
protected?
Think-Pair-Share on Data Privacy Steps Group Discussion is a
· learn and understand various steps Think: Think about ways you currently protect your personal information method of learning where
and methods to protect their data and online. Consider steps you take to keep your data private. Write down students discuss issues
maintain information privacy and your thoughts on a piece of paper. and ideas together. It
confidentiality. Pair: Pair up with a classmate and share your thoughts. Discuss which helps students develop
steps you already take and which you might need to improve. Write down their critical thinking
any new ideas or best practices your partner shares. skills, problem-solving
Share: Each pair shares one step they find most important with the class. abilities, and
communication skills
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Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
Interactive Whiteboard: Use the whiteboard to list these steps and discuss
why they are effective. Think-Pair-Share:
Encryption and Secure Websites Activity collaborative learning
Encryption: Explain how encryption transforms plaintext into ciphertext to strategy where students
prevent unauthorized access. work together to solve a
Secure Websites: Explain the importance of using websites with URLs problem or answer a
starting with "https" and how SSL encryption works. question about an
Secure Website Identification: assigned activity
Show examples of URLs (some starting with http and others with https).
Ask students to identify which websites are secure and discuss why.
Reflection: Students write a short reflection on what they learned about
encryption and secure websites.
Mini Whiteboard Activity: Reflection session:
Question: Why is it important to use encryption and secure websites? Reflection is a process
Students write their answers on mini whiteboards (due to lack of where students describe
resources A4 sheets can be used) and hold them up for the teacher to their learning, how it
see. Teacher assesses understanding and addresses any changed, and how it
misconceptions. might relate to future
Creating a Personal Data Privacy Plan learning experiences.
Divide students into small groups. Each group creates a personal data
privacy plan, including steps they can take to protect their own
information. Groups present their plans to the class.

· learn about various dangers Possible Dangers of the Internet and Related Security
associated with internet use, such as Introduction to Internet Dangers
computer viruses, hackers, predators, Computer Viruses: Define and explain how viruses attach to other
and man-in-the-middle attacks. programs and replicate without the user’s knowledge.
Hackers and Predators: Define hackers and predators and discuss how
they break into systems to modify or destroy data.
Man-in-the-Middle Attack: Explain this type of attack where
communication is intercepted by cybercriminals to steal data.
Class discussion: All
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Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
Class Discussion: students speak
Teacher to ask students that have they heard of these terms before? respectfully about the
Can they share any personal experiences or news stories related to these topic. Students add to
dangers? ideas, ask questions, and
Cyber Safety and Cybersecurity give examples to make
· understand the concepts of cyber Discuss with the students: the discussion deeper,
safety and cybersecurity. o Cyber Safety: Knowledge of viruses and online threats, and longer, and more
keeping oneself secure from them. interesting.
o Cybersecurity: Securing computer systems and related data
from cyber-attacks.
Prompt some questions that What are some practices you follow to stay Group Discussion is a
safe online and how can you secure your devices and data? method of learning where
Interactive Activity: Identifying Threats and Solutions students discuss issues
Group Activity: and ideas together. It
· Divide students into small groups. Provide each group with a scenario helps students develop
involving an internet threat (e.g., receiving an email with an unknown their critical thinking
attachment, a friend’s account being hacked). Groups identify the type skills, problem-solving
of threat and discuss possible solutions to mitigate the risk. abilities, and
Presentation: communication skills
Each group presents their scenario, identified threat, and proposed
solutions to the class. Reflection session: a
Reflection and Discussion process where students
Reflection: describe their learning,
Students write a short reflection on what they learned about internet how it changed, and how
dangers and how they can protect themselves. it might relate to future
Class Discussion: learning experiences.
Share reflections and discuss any additional questions or concerns
students might have. Quiz Questions: allow
Quiz: Comprehension Check instructors to quickly
Distribute a short quiz to check for comprehension. Example questions gauge students'
include: understanding of the
o What is a computer virus? topic covered in class. By
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Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
o How do hackers and predators typically compromise systems? asking targeted questions
o Explain what a man-in-the-middle attack is. related to the lesson
o Define cyber safety and cybersecurity. content, instructors can
o Name one practice to improve cyber safety. identify areas where
students may need
Health-Related Issues of Using Computer Devices further clarification or
Introduction to Technology Balance and Health Issues reinforcement
Discussion:
· learn about the importance of Talk about the importance of balancing technology use and how overuse
balancing technology use can lead to serious health issues. Emphasize the significance of computer
ergonomics and the health problems caused by long working hours.
Posture-Related Injuries and Ergonomics
Discuss how incorrect posture can lead to back, shoulder, and head pain
as well as muscle pain. Explain the importance of setting correctly and
changing positions regularly.
Illustrations:
Show pictures of correct and incorrect sitting positions. Explain the
anatomy of the wrist and how continuous pressure on the median nerve
can cause Carpal Tunnel Syndrome (CTS) and Repetitive Strain Injury
(RSI). Think-Pair-Share:
Think-Pair-Share on Sleeping Habits collaborative learning
Think: Ask students to think about habits that help establish an strategy where students
appropriate sleeping pattern. work together to solve a
· recognize the health issues related to Pair: Pair up students to discuss their thoughts and share habits they problem or answer a
improper computer ergonomics, practice to maintain good sleep hygiene. question about an
posture-related injuries, eyestrain, Share: Each pair shares one habit with the class. assigned activity
and excessive screen time Teacher compiles a list of good sleeping habits on the board. Role-play scenarios: are
Posture Role-Play Activity those in which two or
Students take turns demonstrating correct and incorrect postures. more students act out
Class discusses the differences and why correct posture is important. specific role depending
on the topic
Reflection session: a
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Teaching Strategies, Suggested Learning Activities,
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Digital Resources / Digital Tools
Brainstorming Solutions: process where students
Show pictures of wrist anatomy and explain how CTS and RSI occur. describe their learning,
Allow students to suggest solutions to posture-related injuries. Highlight how it changed, and how
the importance of good posture and taking breaks while using the it might relate to future
computer. learning experiences
Group Reflection:
In small groups, students discuss one health issue related to computer
usage and one strategy to mitigate it.
Each group presents their discussion points to the class.
Quiz:
Distribute a short quiz to check for comprehension. Example questions:
o What are computer ergonomics?
o Name one health issue caused by incorrect posture.
o Explain Carpal Tunnel Syndrome.
o List two habits that help maintain an appropriate sleeping pattern.
o What are the behavioral problems related to excessive computer
use?
ICT Lab Rules
· understand the importance of Introduction to ICT Lab Rules and Accountability
following ICT lab rules and how Explain the importance of having rules in the ICT lab and how they help
accountability and good governance maintain a safe and productive environment.
relate to their behavior in the lab. Describe good governance and the rule of law, emphasizing how a good
student is an accountable one.
Discuss why accountability is crucial for preventing deviant behaviors. Demonstration:
Demonstration of ICT Lab Rules instructional strategy that
Present the key ICT lab rules (e.g., no food or drink, handle equipment actively involves students
with care, no unauthorized software installations, etc.). in the learning process by
Explain how these rules highlight the importance of law enforcement and allowing them to observe
accountability. and participate in a live
Q&A: demonstration of a
Encourage students to ask questions about the rules to ensure they particular concept,
understand them. Discuss real-life examples of what can happen if these process, or skill
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Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
Skills rules are not followed. conducted by the teacher
· Problem Solving Role-Play Activity
· Critical Thinking Divide students into small groups. Assign each group a specific ICT lab Realia: connecting
· Comparing rule to role-play. Each group presents their role-play to the class, classroom learning with
· Collaboration demonstrating both correct and incorrect behaviors related to their real-life examples builds
assigned rule. engagement, fosters
Discussion: critical thinking, and
After each role-play, discuss what was demonstrated and why it’s encourages outside-of-
important to follow the rule. the-box ideas
Group Activity: Creating ICT Lab Rules Charts
Divide students into groups or pairs. Provide materials for creating charts Role-play scenarios: are
(poster paper, markers, etc.). Each group/pair creates a chart with the those in which two or
Do’s and Don’ts of the computer laboratory. Encourage creativity and more students act out
clarity in their charts. specific role depending
Presentation: on the topic
Each group/pair presents their chart to the class. Hang the charts on the
boards around the classroom or ICT lab if possible. Presentation: In a
Individual Reflection: classroom setting, a
Students write a short reflection on what they learned about ICT lab rules presentation can be used
and accountability. Include one way they will be more accountable in the as an assessment tool to
ICT lab. Share reflections and discuss any additional thoughts or evaluate students'
questions. understanding of a topic,
their ability to
communicate effectively,
and their skills in
organizing
Class Work:
· Identify and discuss common ethical issues that arise with the use of ICT, such as data privacy, cyberbullying, and digital divide.
· Understand the key concepts of copyright, plagiarism, and piracy.
· Discuss the importance of respecting intellectual property rights.
· Participate in a debate on various ethical issues in ICT, encouraging critical thinking and diverse perspectives.
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Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
· Creating an ICT Ethics Guide: Collaboratively create a guide or code of conduct for ethical use of ICT in the classroom or workplace.
Research Work
· Research and present on the latest trends and technologies in cybersecurity
Unit 6: Entrepreneurship in the Digital Entrepreneurship in the Digital Age
Age Begin by asking students: "What makes a business or project outstanding
and unique?" and "How do you think today’s big businesses started?" Socratic Thinking: way
Students will be able to: Encourage students to share their thoughts and ideas. of engaging with other
Connecting Ideas: students through asking
· learn the definition of · Highlight the common theme in their answers: the willingness to take and answering questions
entrepreneurship risks that led to the success of these businesses. to stimulate critical
· understand the role of entrepreneurs · Introduce the concept of entrepreneurship by watching the video thinking, reasoning, and
· identify common challenges faced by “What is an entrepreneur?” together. What is an entrepreneur? logic
entrepreneurs (youtube.com)
· Define entrepreneurship and give examples from different fields.
· Explain that entrepreneurship involves running any business, and an
entrepreneur is someone who starts a business, akin to an inventor.
Discuss how entrepreneurs and entrepreneurship play a critical role in
the economy.
Examples and Elaboration:
Provide examples of startup businesses and other forms of
entrepreneurship. Elaborate on who an entrepreneur is, emphasizing their
innovative and risk-taking nature.
Engagement and Understanding- Hand Signals: Hand Signals: students
Use hand signals to gauge students' understanding throughout the to respond nonverbally to
lesson: questions with a limited
o Five fingers indicate maximum understanding. number of possible
o One finger indicates minimal understanding. answers
o This strategy engages all students and allows for quick, informal
assessments.

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Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
Activity- Research Work Research Work:
Common Challenges Faced by Entrepreneurs: investigation into or study
Discuss and list some common challenges entrepreneurs face, such as to establish facts and
securing funding, market competition, and managing growth. Divide reach new conclusions
students into small groups and assign each group a challenge to regarding Excel
research and present potential solutions. Have each group share their
findings with the class. Brief Presentation: a
Digital Resource: What Is Cyber Security | How It Works? | Cyber Security In presentation is a channel
7 Minutes | Cyber Security | Simplilearn (youtube.com) for students to share with
others what they have
Types of Entrepreneurs learned and understand
from the lesson. It is also
· learn about different types of Inform students that there are various types of entrepreneurs, influenced
a chance to challenge
entrepreneurs, their characteristics, by their background, culture, country, experience, and sector. Explain that
and expand on their
and examples from various understanding these types helps in appreciating the diversity and breadth understanding of the
of entrepreneurship.
backgrounds and sectors topic by having others
Types of Entrepreneurs:
Innovators: They generate fresh ideas. Example: Introduce an ask questions.
entrepreneur known for groundbreaking inventions.
Hustlers: They start from small ventures and scale up. Example: Share a
story of a small business owner who grew their business significantly.
Imitators: They improve upon existing products or services. Example:
Discuss an entrepreneur who took an existing product and made it better.
Researchers: They gather and analyze information before starting their
ventures. Example: Present an entrepreneur who meticulously planned
and researched before launching their business.
Buyers: They invest in promising enterprises and have the ability to Think-Pair-Share:
evaluate a company's future. Example: Highlight an investor who collaborative learning
successfully bought and developed several businesses. strategy where students
Think-Pair-Share: work together to solve a
After discussing each type, ask students to think about which type problem or answer a
resonates most with them and why. Pair students to share their thoughts question about an
assigned activity
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Teaching Strategies, Suggested Learning Activities,
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Digital Resources / Digital Tools
with a partner. Share a few responses with the whole class to foster
discussion.
Exit Tickets: Exit Ticket: at the end of
At the end of the lesson, provide students with exit tickets to summarize a topic, providing
what they learned about each type of entrepreneur. valuable feedback
Collect and review these to assess understanding and address any
misconceptions in the next lesson.
Group Research:
Divide students into groups and assign each group one type of
entrepreneur. Have each group research a real-life example of their
assigned type and prepare a short presentation.
Group Presentations: Brief Presentation: a
Each group presents their findings to the class. Encourage questions and presentation is a channel
discussions after each presentation. for students to share with
Short Quiz: others what they have
Administer a brief quiz to check for understanding. Include questions like: learned and understand
o Which type of entrepreneur is known for coming up with fresh and from the lesson. It is also
original ideas? a chance to challenge
o Which type of entrepreneur starts with small ventures and scales and expand on their
up over time? understanding of the
o Which type of entrepreneur focuses on improving existing products topic by having others
or services? ask questions.
o Which type of entrepreneur relies on gathering and analyzing
information before starting a business? Quiz Questions: allow
Digital Resource: instructors to quickly
Types of Entrepreneurs | Entrepreneurship | Senior High School gauge students'
(youtube.com) understanding of the
topic covered in class. By
asking targeted questions
related to the lesson
content, instructors can
identify areas where
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Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
· learn about different types of Examples of Entrepreneurs students may need
entrepreneurs, their characteristics, Innovators: They generate fresh ideas. Example: Monis Rahman, co- further clarification or
and real-life examples from various founder of Naseeb Networks, Inc., and the KASHF Foundation. reinforcement
backgrounds and sectors. Hustlers: They start from small ventures and scale up. Example: Share a
story of a small business owner who grew their business significantly.
Imitators: They improve upon existing products or services. Example:
Mariam Adil, founder of GRID and Breshna, who uses innovative
approaches in education and gaming.
Researchers: They gather and analyze information before starting their
ventures. Example: Zia Imran, Executive Vice President at the Centre for
Economic Research in Pakistan (CERP), who develops IoT-based home
automation and energy-saving gadgets.
Buyers: They invest in promising enterprises and have the ability to
evaluate a company's future. Example: Highlight an investor who
successfully bought and developed several businesses.
Presentation of Examples:
Project examples of each type of entrepreneur. Discuss their stories and
the impact they’ve had in their respective fields.
Think-Pair-Share: Think-Pair-Share:
After discussing each type, ask students to think about which type collaborative learning
resonates most with them and why. Pair students to share their thoughts strategy where students
with a partner. Share a few responses with the whole class to foster work together to solve a
discussion. problem or answer a
Journal Reflection: question about an
Ask students to write their reflections on the lesson in their journals. assigned activity
Prompts could include:
o What did you learn about the different types of entrepreneurs? Reflective journals: are
o Which type of entrepreneur do you find most interesting or notebooks or pieces of
inspiring, and why? paper that students use
o What challenges do you think entrepreneurs face, and how can when writing about and
they overcome them? reflecting on their own
thoughts
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Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
o What strategies did you find helpful in understanding the lesson?

Traditional Vs. Digital Entrepreneurship

· know the differences between Recap:
Begin by reminding students what entrepreneurship is and its significant Recall: the act of
traditional and digital
role in the economy. retrieving information
entrepreneurship, understand their
Class Discussion: from the previous
roles in the economy, and reflect on knowledge
Ask students how they think businesses or entrepreneurship can be
their learning.
classified based on their establishment. Gather their responses and
introduce the concept that entrepreneurship can be classified into Group Discussion is a
traditional and digital. method of learning where
Definitions and Differences: students discuss issues
Traditional Entrepreneurship: and ideas together. It
Define traditional entrepreneurship as businesses with a physical helps students develop
Skills presence. Examples: Dine-in restaurants, brick-and-mortar stores, their critical thinking
businesses with office setups. skills, problem-solving
· Problem Solving Digital Entrepreneurship: abilities, and
· Critical Thinking Define digital entrepreneurship as the digitalization of business activities. communication skills
· Comparing Examples: Online ride-booking service Uber, e-commerce platforms.
· Collaboration Examples and Explanation: Presentation: In a
Use examples to illustrate the differences between traditional and digital classroom setting, a
entrepreneurship. Highlight key characteristics and operations of each presentation can be used
type. as an assessment tool to
Group Discussion: evaluate students'
Divide students into small groups. Assign each group either traditional or understanding of a topic,
digital entrepreneurship. Have groups research and present additional their ability to
examples of their assigned type. communicate effectively,
Group Presentations: and their skills in
Each group presents their findings to the class. Encourage questions and organizing
discussions after each presentation.

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Assessment for
Teaching Strategies, Suggested Learning Activities,
Content, SLOs & Skills Learning Strategies
Digital Resources / Digital Tools
Classwork:
· List common issues such as eye strain, repetitive strain injuries (RSIs), and carpal tunnel syndrome.
· Show illustrations and diagrams of proper and improper posture while using computer devices.
· Encourage students to brainstorm and suggest practical solutions, such as ergonomic furniture and regular breaks.
· Discuss ways to legally use copyrighted material, such as understanding fair use, obtaining permissions, and using Creative Commons
licenses. Emphasize the importance of respecting copyright laws.
· Engage in role-playing scenarios where students practice asking for permission to use copyrighted material and negotiating fair use
agreements.
Online Assignment / Research Work
· Assign a project where students research a notable entrepreneur in the technology field and present their findings.

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