Basic 7 Computing Term 1 Week 6 Lesson Plan

Recap with learners to review their understanding in the previous lesson. Share performance indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Printed photographs of e-waste and energy-efficient devices; Sealed examples of discarded computer parts; Clean de-energized teacher-supplied computer parts. Learners use the printed and safe teacher-supplied examples to examine environmentally responsible practices without dismantling or collecting electronic waste themselves. Show learners printed photographs of energy-efficient devices and technologies such as energy-saving light bulbs, solar chargers and other low-energy devices. Guide learners to discuss how such technologies help to reduce energy consumption. Revise with learners the negative impact of computers and computer use on the environment. Examples include resource depletion, energy waste, pollution and improper disposal of electronic equipment. Guide learners to discuss ways of reducing these effects. Examples include switching off devices when not in use, avoiding unnecessary printing, reusing equipment where appropriate, maintaining devices to extend their lifespan and sending unwanted electronic equipment to approved collection or recycling centres. Where physical computer parts are shown, the teacher should supply only clean, de-energized and inspected parts that are free from batteries, broken glass, exposed chemicals, sharp edges and damaged circuit boards. Learners should not open sealed examples or dismantle electronic devices. Put learners into groups to propose measures for managing e-waste responsibly in a community such as Agbogbloshie. Groups present their suggestions and explain how each measure protects people and the environment. Assessment: Learners propose three environmentally responsible practices that can reduce the negative impact of computers and electronic waste.

Reflection (10 mins) Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Recap with learners to find out what they already know about computer recycling.

Concrete-resource task: Set out these resources for each group: Printed photographs of computer recycling; Sealed examples of discarded computer parts; Clean de-energized teacher-supplied computer parts. Explain that learners must not collect electronic waste from homes, dumpsites, repair shops or the community for this activity. Guide learners to explain the meaning of computer recycling as the safe recovery, reuse and processing of materials and components from unwanted electronic equipment. Learners discuss the importance of computer recycling, including reducing environmental pollution, conserving useful materials, reducing waste and encouraging responsible disposal of electronic equipment. Use the printed photographs and sealed examples to help learners identify different types of computer waste and discuss which items should be handled only by trained recycling personnel. For the practical task, the teacher provides only clean, de-energized and pre-inspected computer parts that have no batteries, broken glass, exposed chemicals, sharp edges, damaged circuit boards or other hazardous components. Learners use only these approved parts to assemble a simple non-electrical model or display, such as arranging safe keyboard keys, plastic casing pieces or other harmless components to represent a computer-related object. Learners must not break, cut open, solder, burn, crush or dismantle electronic components. Any unsafe or questionable item remains sealed and is used only for observation. Have learners study printed photographs or a teacher-selected video showing how professional recycling facilities safely process computer parts. Assessment: 1. Explain computer recycling. 2. State two benefits of computer recycling. 3. State three safety rules for handling discarded computer parts.

Take feedback from learners and summarize the lesson.Ask learners how the lesson will benefit them in their daily lives.