OFFICIAL LESSON PLAN – WEEK 1

School: NEW KINGS AND QUEENS MONTESSORI

Teacher’s Name: Mr. Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 1
Term: Second Term
Week: 1
Date: _______________________________
Duration: 2 Periods (40 Minutes each)
Topic: Digital Literacy
Sub-topic: Meaning; Importance in Academics, Work, and Daily Life

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Define digital literacy in their own words.
2. Identify at least three digital devices.
3. Explain two ways digital literacy is important for school work.
4. Give one example of how it is used in a job or daily life.

2. Entry Behaviour
Students use or have seen phones, tablets, computers, and ATMs.

3. Learning Resources / Instructional Materials

 Computer system or tablet
 Projector
 Pictures of various digital devices (smartphone, laptop, ATM, digital TV)
 Chart showing examples of digital activities

4. Reference Materials
 NERDC Curriculum
 Approved Textbook

5. Teaching Methods
 Discussion method
 Real-life examples
 Question and Answer
 Demonstration

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Introductio Holds up a smartphone or remote control. Asks: "What makes this different Suggest it is "digital" or
n from a regular book or radio?" "electronic."

Presentatio Defines digital literacy. Shows pictures of different digital devices and
Identify devices they know.
n tasks.

Explains the meaning in detail and discusses importance in school, future Listen and give their own
Explanation
jobs, and daily tasks. examples.

Evaluation Asks: "If you are digitally literate, what are three things you can do?" Answer with specific skills.

Summary Reviews key points: definition, devices, and importance. Listen and ask final
Step Teacher's Activities Students’ Activities

questions.

Lesson Content
1. What is Digital Literacy?
Digital literacy is the ability to use, understand, and interact with digital technology confidently, safely, and effectively. It is
more than just knowing how to switch on a device; it involves finding information, creating content, solving problems, and
communicating using digital tools.
Key Analogy: Being digitally literate today is like being able to read and write in the past. It is a basic life skill needed to
fully participate in the modern world.

2. Digital Devices and Tools

Digital literacy involves using a wide range of devices and platforms.
Common Digital Devices:
 Personal Devices: Smartphones, Tablets, Laptops, Desktop Computers, Smart Watches.
 Public/Shared Devices: Automated Teller Machines (ATMs), Point-of-Sale (POS) terminals, Digital Kiosks in
airports or hospitals, Library computers.
Common Digital Platforms & Tools:
 Software: Word processors, spreadsheets, presentation apps.
 Internet: Websites, search engines, online learning platforms.
 Communication Tools: Email, instant messaging, video calls.

3. Importance of Digital Literacy

A. In Academics (School Work)
Digital skills are now essential for learning and completing schoolwork.
 Research: Using search engines (like Google) to find information for projects and assignments.
 Creating Work: Typing essays in a word processor, creating presentations for class, using spreadsheets for data in
maths or science.
 Online Learning: Accessing educational videos, taking online quizzes, or attending virtual classes.
 Collaboration: Working with classmates on a shared document online, even when at home.
B. In Future Work and Careers
Almost every job today requires some level of digital skill.
 Basic Office Jobs: Sending emails, preparing reports, managing data in spreadsheets.
 Skilled Trades: Mechanics use digital diagnostic tools. Farmers use apps for weather and market prices.
 Creative Professions: Graphic designers, video editors, and musicians all use specialised software.
 Entrepreneurship: Selling products online, using social media for marketing, managing digital payments.
C. In Daily Life
Digital technology simplifies everyday tasks and keeps us connected.
 Communication: Calling, texting, and video-chatting with family and friends anywhere in the world.
 Access to Services: Using mobile banking apps, paying bills online, booking bus or flight tickets.
 Information & Entertainment: Reading news, watching movies, listening to music, playing games.
 Civic Participation: Understanding online news, engaging with community issues on social media.
Table: Digital Literacy in Action

Area of Life Digital Skill Tool/Platform Used Benefit

Academics Researching a topic Google Search, Wikipedia Finds accurate information quickly.

Submitting neat Microsoft Word, Google Produces professional-looking

Academics
work Docs assignments.

Daily Life Keeping in touch WhatsApp, Zoom Maintains connections cheaply and easily.
 Area of Life Digital Skill Tool/Platform Used Benefit

Managing sales Microsoft Excel, Keeps accurate financial records for a

Future Work
records QuickBooks business.

4. Becoming Digitally Literate

It is a journey that involves:
1. Learning the Basics: How to operate a computer, use a keyboard and mouse.
2. Developing Skills: Practicing with core software (word processing, presentations).
3. Thinking Critically: Learning to tell if online information is true or false (avoiding fake news).
4. Staying Safe: Understanding privacy settings and how to avoid online scams (cyber safety).

7. Evaluation (Assessment)
1. What does "digital literacy" mean?
2. Name three digital devices.
3. How can being digitally literate help you with your homework?
4. Give one example of how a nurse or a shopkeeper might use digital technology in their job.

8. Assignment
1. Make a list of five digital tools or devices you have used or seen someone use this week.
2. Interview a parent or guardian. Ask them about one way digital technology has made their work or daily life easier.
Write down their answer.
 OFFICIAL LESSON PLAN – WEEK 2
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Mr. Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 1
Term: Second Term
Week: 2
Date: _______________________________
Duration: 2 Periods (40 Minutes each)
Topic: Presentation Software (Introduction)
Sub-topic: Meaning of Slides; Creating a Simple Presentation; Adding Text and Images

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Define a presentation and a slide.
2. Open presentation software and start a new presentation.
3. Add a title and content to a slide.
4. Insert and resize a picture on a slide.

2. Entry Behaviour
Students are aware of digital literacy and have seen slideshows (e.g., in church, at events, or in class).

3. Learning Resources / Instructional Materials

 Computer with Microsoft PowerPoint or Google Slides
 Projector
 Sample presentation with text and images
 Folder of safe, appropriate images for students to use

4. Reference Materials
 NERDC Curriculum
 Approved Textbook

5. Teaching Methods
 Demonstration method
 Guided practice
 Step-by-step instruction
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Introductio Shows a short, engaging presentation about animals or sports. Asks what they
Describe the slides.
n see (pictures, words, pages).

Presentatio Defines key terms: presentation, slide. Demonstrates opening

Watch the demonstration.
n PowerPoint/Google Slides.

Guides students to create a title slide, add a new slide with text, and insert a Follow along on their
Explanation
picture. computers.

Asks students to create a one-slide presentation about their favorite food with
Evaluation Complete the mini-task.
a title and picture.
Step Teacher's Activities Students’ Activities

Reviews the steps: New Presentation -> Add Title -> Add Text -> Insert
Summary Recite the steps.
Picture.

Lesson Content (Explanation Section – Core Content)

1. What is Presentation Software?
Presentation software is a computer program used to create digital slide shows. A sequence of slides is called a presentation.
It is used to share ideas, teach lessons, or report information in a visual and organized way.
Common Software: Microsoft PowerPoint, Google Slides, Apple Keynote, LibreOffice Impress.

2. Understanding the Workspace

When you open the software, you will see a main window.
Key Parts:
 Slide Pane: Shows a thumbnail view of all your slides on the left.
 Current Slide: The large area where you design the selected slide.
 Ribbon/Menu: Contains tabs (Home, Insert, Design) with all the tools and commands.
 Placeholders: Boxes with dotted borders that say "Click to add title" or "Click to add text." They guide you on where
to put content.

3. Creating Your First Presentation

Step 1: Start a New Presentation
 Open PowerPoint or Google Slides.
 Click on Blank Presentation or the + button to start fresh.
Step 2: Design the Title Slide
The first slide is usually the Title Slide.
1. Click inside the "Click to add title" placeholder.
2. Type your presentation title (e.g., "All About My School").
3. Click inside the "Click to add subtitle" placeholder.
4. Type your name and class (e.g., "By Chinedu, JSS1A").
Step 3: Add a New Content Slide
Now, add a slide to hold the main information.
1. Go to the Home tab.
2. Click the New Slide button.
3. Choose the "Title and Content" layout. A new slide appears.
Step 4: Add Text to the Content Slide
1. Click the "Click to add title" placeholder on the new slide. Type a heading (e.g., "My Favorite Subjects").
2. Click the "Click to add text" placeholder (the large box below). A bullet point appears.
3. Type your first point (e.g., "Mathematics"). Press Enter to create a new bullet point.
4. Type your next point (e.g., "English Language").

4. Inserting and Managing Pictures

Images make your presentation attractive and help explain your ideas.
How to Insert a Picture:
1. On your content slide, look for a small picture icon in the centre of the content placeholder. OR go to the Insert tab
and click Pictures.
2. Select "This Device" to choose from your computer.
3. Browse to find a suitable picture (the teacher may provide a folder). Select it and click Insert.
How to Resize and Move a Picture:
 To Resize: Click on the picture. Small circles (handles) appear at the corners. Click and drag a corner handle in or
out to make the picture bigger or smaller. Using the corner keeps the picture's shape.
 To Move: Click on the picture and hold down the mouse button. Drag the picture to a new location on the slide, then
release the button.
Table: Quick Review of Skills

Task Steps Where to Click

Start New Open App -> Click 'Blank Presentation' Start screen

Add Title Click placeholder -> Type On the Title Slide

Add New Slide Home tab -> 'New Slide' -> Choose layout Ribbon at top

Insert Picture Insert tab -> Pictures -> Select file -> Insert Ribbon at top

7. Evaluation (Assessment)
1. What is a single page in a presentation called?
2. List the steps to add a new slide after your title slide.
3. How do you make an inserted picture smaller without distorting it?

8. Assignment
Create a 2-slide presentation titled "My Family."
1. Slide 1: Title slide with the title and your name.
2. Slide 2: A "Title and Content" slide. The title should be "Family Members." Use bullet points to list the names of 4
family members. Insert one picture of a family (it can be a generic stock photo if you don't have a personal one on
the computer).
 OFFICIAL LESSON PLAN – WEEK 3
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Mr. Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 1
Term: Second Term
Week: 3
Date: _______________________________
Duration: 2 Periods (40 Minutes each)
Topic: Presentation Software (Cont'd)
Sub-topic: Slide Transitions and Animations; Saving and Presenting a Slide Show

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Apply slide transitions to a presentation.
2. Add simple entrance animations to text or pictures.
3. Save a presentation correctly to a specific location.
4. Start and navigate through a slide show presentation.

2. Entry Behaviour
Students can create a simple presentation with text and images.

3. Learning Resources / Instructional Materials

 Computer with presentation software (PowerPoint/Google Slides)
 Projector
 Sample presentation with transitions and animations
 Chart showing the save and slideshow icons

4. Reference Materials
 NERDC Curriculum
 Approved Textbook

5. Teaching Methods
 Demonstration method
 Guided practice
 Discovery learning
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Shows two versions of the same "My Family" slide: one plain, one Compare and discuss
Introduction
with text that flies in. Asks which is more interesting. effects.

Demonstrates how to add a transition between slides and an

Presentation Observe carefully.
animation to a title.

Guides students to apply effects to their own "My Family" Practice on their
Explanation
presentation. Demonstrates saving and starting the slideshow. presentations.

Asks students to add a "Fade" transition and make their bullet points
Evaluation Complete the task.
"Appear" one by one.
Step Teacher's Activities Students’ Activities

Reviews the key difference between transitions and animations. Listen and ask final
Summary
Emphasizes saving work. questions.

Lesson Content (Explanation Section – Core Content)

1. Making Presentations Dynamic: Transitions vs. Animations
To make your presentation more engaging, you can add movement. It's important to know the difference between two key
effects:
 Slide Transition: This is a visual effect that happens when you move from one slide to the next. It affects the whole
slide.
 Animation: This is a visual effect applied to individual items (like text or pictures) on a single slide. It controls how
they appear, move, or disappear.
Analogy: Think of a transition as the way a TV scene changes to the next (e.g., a fade to black). An animation is like how a
character enters that scene (e.g., walking in from the side).

2. Adding Slide Transitions

Transitions make the flow between slides smoother.
Steps to Add a Transition:
1. In the slide thumbnail pane on the left, click on the slide you want to apply a transition to.
2. Go to the Transitions tab on the ribbon.
3. You will see a gallery of effects (like Fade, Push, Wipe, Split).
4. Click on an effect to apply it to the selected slide. A small star icon will appear next to the slide thumbnail to show it
has a transition.
5. You can change the Effect Options (direction of the wipe) and Duration (speed) for most transitions.
6. To apply the same transition to all slides, click the Apply To All button.
Best Practice: Use simple, subtle transitions (like Fade) for a professional look. Avoid using too many different flashy ones.

3. Adding Animations
Animations help you control how information is revealed on a slide, which can keep your audience focused.
Steps to Add an Animation:
1. Select the specific text box or picture you want to animate.
2. Go to the Animations tab.
3. In the Animation Gallery, choose an effect. For beginners, stick to Entrance effects like Appear, Fade, or Fly In.
4. Once applied, you can use the Animation Pane (click the button on the ribbon to open it) to see a list of all
animations on the slide and change their order.
Controlling Animation Sequence:
In the Animations tab, look for Start options:
 On Click: The animation plays when you click the mouse. This gives you full control during the presentation.
 With Previous: The animation plays at the same time as the previous one.
 After Previous: The animation plays automatically after the previous one finishes.
Table: Common Effects and Their Use

Effect Type Example Good For...

Transition Fade A gentle, professional change between slides.

Entrance Animation Fly In Making bullet points or pictures enter the slide dramatically.

Emphasis
Pulse Briefly highlighting an important word or number already on screen.
Animation

4. Saving Your Presentation

Always save your work frequently to avoid losing it.
To Save for the First Time or Save As:
 1. Click the File tab.
2. Select Save As.
3. Choose where to save it (e.g., Desktop or Documents folder).
4. In the File name box, type a clear name (e.g., "My_Family_Presentation").
5. Click Save.
Quick Save Shortcut: Press Ctrl + S on the keyboard after you have already saved it once. This updates the saved file with
your latest changes.

5. Presenting Your Slide Show

This is the final step where you display your slides full-screen.
How to Start the Slide Show:
1. Go to the Slide Show tab.
2. Click From Beginning (or press F5 on the keyboard) to start from Slide 1.
3. Your presentation will fill the entire screen.
Navigating During the Show:
 Go to the next slide/animation: Press the Spacebar, Enter, or Right Arrow key, or click the mouse.
 Go back to the previous slide: Press the Left Arrow key.
 Exit the slide show early: Press the Esc key on your keyboard.

7. Evaluation (Assessment)
1. What is the difference between a slide transition and an animation?
2. Which key do you press to go to the next slide during a presentation?
3. Why is it important to use the "Save As" option the first time you save a file?
4. How would you make a title on your slide "Fly In" from the top?

8. Assignment
1. Open your "My Family" presentation from last week.
2. Add a "Fade" transition to all slides.
3. On the second slide, apply a "Fly In" animation to the title and set it to start "On Click".
4. Apply an "Appear" animation to the bullet list and set it to start "After Previous" so the points appear one after the
other.
5. Save the updated presentation. Practice presenting it to a family member at home.
 OFFICIAL LESSON PLAN – WEEK 4
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Mr. Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 1
Term: Second Term
Week: 4
Date: _______________________________
Duration: 2 Periods (40 Minutes each)
Topic: Introduction to Spreadsheets
Sub-topic: Concept of Cells, Rows, Columns; Entering Data in a Worksheet

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Define a spreadsheet and identify its uses.
2. Label the basic components of a spreadsheet: workbook, worksheet, cell, row, column.
3. Identify a cell by its address (e.g., A1, B3).
4. Enter text and numbers correctly into cells.

2. Entry Behaviour
Students understand digital literacy and have experience with presentation software.

3. Learning Resources / Instructional Materials

 Computer with Microsoft Excel or Google Sheets
 Projector
 A large printed chart of an empty spreadsheet grid
 Sample worksheet with simple data (e.g., a class list)

4. Reference Materials
 NERDC Curriculum
 Approved Textbook

5. Teaching Methods
 Demonstration method
 Guided exploration
 Comparison with familiar tables (timetable, ledger)
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Shows a printed class timetable or a shop's price list. Asks how a

Introduction Suggest using a table/grid.
computer could help organize this neatly.

Opens spreadsheet software, points out the grid, and defines key Observe and identify parts on
Presentation
terms: cell, row, column, worksheet. their screens.

Explains cell addresses (A1, B2). Demonstrates typing text and Practice entering data in a new
Explanation
numbers into different cells. worksheet.

Asks students to click on cell C4, state its address, and type their name
Evaluation Complete the task.
in it.
Step Teacher's Activities Students’ Activities

Reviews all key terms and the importance of the grid structure for
Summary Recite definitions.
organization.

Lesson Content (Explanation Section – Core Content)

1. What is a Spreadsheet?
A spreadsheet is a computer application used to organize, calculate, and analyze data in a tabular form (rows and columns).
Think of it as a powerful, smart digital ledger or table that can perform automatic calculations.
Common Uses:
 Making lists (e.g., shopping lists, student names).
 Tracking scores or marks.
 Preparing simple budgets.
 Creating charts from numbers.
Common Software: Microsoft Excel, Google Sheets, LibreOffice Calc.

2. Understanding the Spreadsheet Workspace

When you open spreadsheet software, you see a large grid. Understanding its parts is the first step.
Key Components:
 Workbook: This is the entire spreadsheet file (e.g., My_Data.xlsx). It can contain multiple worksheets (like pages in
a notebook).
 Worksheet (Sheet): The single grid you work on, represented by a tab at the bottom (usually named Sheet1).
 Column: A vertical series of cells, labeled with letters at the top (A, B, C, ... AA, AB, etc.).
 Row: A horizontal series of cells, labeled with numbers on the left side (1, 2, 3, ...).
 Cell: The basic unit of a worksheet. It is the intersection of a column and a row. This is where you type your data.
 Cell Address (Cell Reference): Every cell has a unique name made from its column letter and row number. For
example, the cell in Column C and Row 5 has the address C5.
 Active Cell: The cell that is currently selected, outlined by a bold border. You enter data into the active cell.
 Formula Bar: The bar near the top of the window that shows the content (data or formula) of the active cell.

3. Entering Data into Cells

You can enter two main types of data:
1. Text (Labels): Used for headings, names, or descriptions. By default, text aligns to the left of the cell.
o Example: In cell A1, type "Student Name".
2. Numbers (Values): Used for quantities, scores, or amounts. By default, numbers align to the right of the cell.
o Example: In cell B2, type "85".
How to Enter Data:
1. Click on the cell where you want to enter data (it becomes the active cell).
2. Type your text or number.
3. Press Enter to move down to the next cell, or press Tab to move right to the next cell.
Editing Data:
 To change data in a cell, double-click the cell, or click once and then edit in the Formula Bar.
Table: Starting a Simple Class List
Cell Address What to Type Data Type

A1 Student Name Text (Label)

B1 Test Score Text (Label)

A2 Adeola Text (Label)

B2 92 Number (Value)
Cell Address What to Type Data Type

A3 Chinedu Text (Label)

B3 85 Number (Value)

4. The Importance of Organization

The grid structure of a spreadsheet makes data easy to:
 Read: Information is neatly lined up in rows and columns.
 Find: You can quickly scan to find a specific student's score.
 Update: You can change one piece of data without rewriting the whole list.
 Calculate: (In future lessons) The computer can automatically add up scores or find averages.

7. Evaluation (Assessment)
1. What is the name of the intersection between a row and a column?
2. What is the address of the cell in Column F and Row 10?
3. If you type "JSS1A" into a cell, is it considered text or a number? How can you tell by looking at its alignment?
4. List two real-life examples of information that could be organized in a spreadsheet.

8. Assignment
1. Create a new spreadsheet file.
2. Create a simple "Weekly Chores" list. In Column A (cells A1 to A5), list 5 chores (e.g., "Sweep floor", "Wash
dishes"). In Column B (cells B1 to B5), put the day for each chore (e.g., "Monday", "Tuesday").
3. Save the file as "My_Chores_List".
 OFFICIAL LESSON PLAN – WEEK 6
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Mr. Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 1
Term: Second Term
Week: 6
Date: _______________________________
Duration: 2 Periods (40 Minutes each)
Topic: Spreadsheet Operations
Sub-topic: Basic Formulas (Addition, Subtraction, Multiplication, Division); Formatting Cells

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Write a simple arithmetic formula in a spreadsheet cell.
2. Use the +, -, *, and / symbols for addition, subtraction, multiplication, and division.
3. Apply basic cell formatting: bold, font size, and cell colour fill.
4. Understand that a formula recalculates automatically when input values change.

2. Entry Behaviour
Students can identify cells, rows, columns, and enter basic data into a worksheet.

3. Learning Resources / Instructional Materials

 Computer with spreadsheet software (Excel/Google Sheets)
 Projector
 Pre-made spreadsheet with sample data (e.g., items and prices)
 Chart showing formula symbols and their meanings

4. Reference Materials
 NERDC Curriculum
 Approved Textbook

5. Teaching Methods
 Demonstration method
 Step-by-step guided practice
 Discovery learning (changing numbers to see formula update)
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Shows a simple shopping list with prices. Asks: "If I buy 2 pens for ₦50 each, how
Introduction Suggest manual calculation.
do I find the total cost?"

Observe the formula and

Presentation Demonstrates how to write this as a formula in a cell: =50*2. Shows the result.
result.

Explains all four basic operators. Guides students to create formulas for addition, Practice creating different
Explanation
subtraction, and division. formulas.

Gives a small data set (e.g., 5 test scores) and asks students to create a formula to find Create the correct SUM
Evaluation
the total sum. formula.

Summary Reviews the rule: all formulas start with =. Emphasizes the power of automatic Listen and clarify doubts.
Step Teacher's Activities Students’ Activities

recalculation.

Lesson Content (Explanation Section – Core Content)

1. Introduction to Formulas
A formula is an equation that performs a calculation on values in your worksheet. The most important rule is: Every formula
must begin with an equal sign (=).
Why use formulas?
 Accuracy: Eliminates manual calculation errors.
 Speed: Performs calculations instantly.
 Automatic Updates: If you change a number referenced in the formula, the answer updates automatically.

2. Basic Arithmetic Operators

Spreadsheets use standard symbols for arithmetic.
Table: The Four Basic Operators

Operation Symbol Example Formula What it Calculates

Addition + =A2+B2 Adds the value in A2 to the value in B2.

Subtracts the value in D1 from the value in

Subtraction - =C5-D1
C5.

Multiplicatio
* =Price*Quantity Multiplies the Price by the Quantity.
n

Division / =Total/4 Divides the value in 'Total' by 4.

Writing Formulas with Cell References:

Instead of typing numbers directly, you usually use cell references (like A1, B2). This is what makes spreadsheets powerful.
 Example: If cell B3 contains the number 50 and cell C3 contains 2, the formula =B3*C3 will calculate 100.
 Advantage: If you later change the quantity in C3 to 3, the formula result automatically changes to 150.

3. Step-by-Step: Creating a Simple Budget

Let's track pocket money and expenses.
1. Set up your data:
o A1: "Item"
o B1: "Amount (₦)"
o A2: "Weekly Allowance"
o B2: 1000
o A3: "Lunch Cost"
o B3: 300
o A4: "Savings"
2. Write a subtraction formula to calculate Savings:
o Click on cell B4.
o Type: =B2-B3
o Press Enter. The cell will show the result: 700.

4. Formatting Cells for Clarity

Formatting makes your spreadsheet easier to read and understand.
Common Formatting Tasks:
 Making Text Bold: Select the cells with headings (e.g., A1:B1). Click the B icon on the Home tab, or press Ctrl+B.
  Changing Font Size: Select cells. Use the font size dropdown on the Home tab.
 Filling a Cell with Color: Select a cell (e.g., the "Savings" cell B4). Click the paint bucket icon on the Home tab and
choose a colour (e.g., light green to highlight a good result).
 Number Formatting: To add the Naira (₦) symbol, select cells with money, go to Number Format on the Home tab,
and choose "Currency."

Table: Formatting Toolbar Guide

Tool Icon Name Used For

B Bold Making headings stand out.

A↑ Font Size Increasing or decreasing text size.

Fill Color Adding a background colour to a cell.

$ Currency Format Displaying numbers as money.

7. Evaluation (Assessment)
1. What symbol must you type first when writing any formula?
2. Write a formula to divide the number in cell D10 by 5.
3. In a budget, if Income is in cell A5 and Tax is in cell B5, write the formula to calculate "Take Home Pay" in cell C5.
4. How would you make the title of your spreadsheet bold and centred?

8. Assignment
Create a "Maths Practice" spreadsheet.
1. In cells A1 to A4, type: Number 1, Number 2, Sum, Product.
2. In B1, put 15. In B2, put 4.
3. In B3, write a formula to add B1 and B2.
4. In B4, write a formula to multiply B1 and B2.
5. Format the titles (A1:A4) in bold. Fill the "Sum" and "Product" cells (A3:B4) with a light colour of your choice.
 OFFICIAL LESSON PLAN – WEEK 8
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Mr. Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 1
Term: Second Term
Week: 8
Date: _______________________________
Duration: 2 Periods (40 Minutes each)
Topic: Spreadsheet Charts
Sub-topic: Creating Simple Charts (Bar, Pie, Line); Importance of Data Representation

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Select data correctly to create a chart.
2. Insert a simple column (bar) chart and a pie chart from data.
3. Identify which chart type (bar, pie, line) is best for different kinds of data.
4. Explain why charts are useful for understanding information quickly.

2. Entry Behaviour
Students can enter data and use basic formulas in a spreadsheet.

3. Learning Resources / Instructional Materials

 Computer with spreadsheet software
 Projector
 Sample datasets (e.g., favourite fruits survey, monthly temperature)
 Printed examples of bar, pie, and line charts

4. Reference Materials
 NERDC Curriculum
 Approved Textbook

5. Teaching Methods
 Demonstration method
 Visual learning (comparing chart types)
 Guided practice
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Shows a table of numbers and a colourful chart made from

Introductio Choose the chart and explain
the same data. Asks which is easier to understand at a
n why.
glance.

Presentatio Demonstrates selecting a simple data range and inserting a

Watch the steps.
n column chart.

Explains the purpose of bar, pie, and line charts. Guides Practice creating different
Explanation
students to create their own charts from provided data. charts.

Gives a small dataset (e.g., scores of 4 sports teams). Asks Choose chart type and create
Evaluation
which chart type is best to compare them and to create it. it.
 Step Teacher's Activities Students’ Activities

Reviews the main chart types and the key idea: "A picture is Summarise the usefulness of
Summary
worth a thousand numbers." charts.

Lesson Content (Explanation Section – Core Content)

1. Why Use Charts?
Charts (or graphs) turn rows of numbers into visual pictures. Our brains process images much faster than text or numbers, so
charts help us:
 See patterns and trends instantly.
 Compare different values easily.
 Present information in a report or presentation clearly and impressively.

2. Preparing Data for a Chart

Rule: Before you can make a chart, your data must be organized in a simple table with clear labels.
 Example Data for "Favourite Fruit" Survey:
text
A1: "Fruit" B1: "Votes"
A2: "Apple" B2: 10
A3: "Banana" B3: 15
A4: "Orange" B4: 7

3. Creating Your First Chart (Column/Bar Chart)

A column chart uses vertical bars to compare values across different categories (like different fruits).
Steps to Create a Column Chart:
1. Select your data: Click and drag from cell A1 to B4 to highlight the labels and numbers.
2. Go to the Insert tab on the ribbon.
3. In the Charts group, look for the Column Chart icon. Click it.
4. Choose the first simple 2-D Column chart.
5. The chart will appear on your worksheet!
Immediate Customisation:
 Chart Title: Click on "Chart Title" on the chart and type "Our Favourite Fruits".
 Quick Layout: Click on the chart, then click the Chart Design tab. Use Quick Layout to add Axis Titles. Label the
vertical axis "Number of Votes".

4. Understanding Different Chart Types

Each chart type is best for a specific job.
Table: Common Chart Types and Their Uses

Chart Type Picture Best Used For... Example

Column/Bar Vertical/horizontal Comparing amounts of Comparing sales of 3 products.

Chart bars. different items. Comparing test scores of 5 students.

Showing how you spent your weekly

A circle divided Showing parts of a
Pie Chart allowance (₦ on food, transport,
into slices. whole (percentages).
savings).

Plotting temperature changes each day

Points connected Showing trends over
Line Chart of the week. Tracking your savings over
by lines. time.
6 months.

5. Creating a Pie Chart

Let's use the same fruit data to see what portion (percentage) of the total each fruit represents.
1. Select the data again (A1:B4).
 2. Go to Insert > Pie Chart icon. Choose a 2-D Pie.
3. Click on the chart. Go to Chart Design > Quick Layout. Choose a layout that shows Data Labels with Percentages.
Key Difference: The column chart helps you see that Banana got the most votes. The pie chart shows you that Banana got
about 47% of all votes.

6. Chart Elements
Learn the names of the parts of a chart:
 Chart Title: Explains what the chart is about.
 Vertical Axis (Y-axis): Usually shows the scale of values (e.g., 0 to 20 votes).
 Horizontal Axis (X-axis): Usually shows the categories (e.g., Apple, Banana, Orange).
 Data Series: The actual bars, slices, or lines representing the values.
 Legend: Explains what colours represent (if you have more than one data series).

7. Evaluation (Assessment)
1. Why is a chart often better than a table of numbers for showing information?
2. What is the first step you must do before inserting a chart?
3. You have recorded your daily savings for one week. Which chart type (Bar, Pie, Line) would best show how your
savings increased each day?
4. What does a slice in a pie chart represent?

8. Assignment
1. Create a table showing how you spent ₦1000 in a week on: Food (₦400), Transport (₦300), Savings (₦200), Other
(₦100).
2. Create a Pie Chart from this data to show the portions. Give it the title "My Weekly Budget."
3. Create a Column Chart from the same data to compare the amounts. Give it the title "Spending Comparison."
 OFFICIAL LESSON PLAN – WEEK 9
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Mr. Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 1
Term: Second Term
Week: 9
Date: _______________________________
Duration: 80 Minutes (Double Period Recommended)
Topic: Practical Project
Sub-topic: Preparing Class Results in Spreadsheet and Presenting in Charts

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Create a well-organized spreadsheet to record student names and scores.
2. Use the SUM function to calculate total scores for each student.
3. Generate a column chart to visually compare total scores.
4. Integrate the chart into a simple presentation slide.

2. Entry Behaviour
Students can enter data, use basic formulas (SUM), and create charts in a spreadsheet.

3. Learning Resources / Instructional Materials

 Computer lab with spreadsheet and presentation software
 Projector
 Sample dataset (imaginary scores for 5 students in 3 subjects)
 Step-by-step project guide handout

4. Reference Materials
 Student notes from Weeks 4, 6, and 8 (Spreadsheets and Charts)
 Student notes from Weeks 2 and 3 (Presentation Software)

5. Teaching Methods
 Project-based learning
 Independent practical work
 Teacher as facilitator/guide
 Peer support

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Explains the project: "You are the class monitor. Prepare a report
Introduction Listen to the scenario.
for the teacher showing results for 5 students."

Shows a finished example of the project (spreadsheet with chart

Presentation Review the expected outcome.
and summary slide).

Circulates the lab, provides individual guidance, troubleshoots Work independently on the
Core Activity
issues. project tasks.

Asks a few students to share their screen and explain one step
Consolidation Present and explain their work.
they performed.

Summary Highlights how this project combines multiple skills to solve a Submit final files.
 Step Teacher's Activities Students’ Activities

realistic problem.

Lesson Content (Explanation Section – Core Content)

Project Scenario: Class Monitor's Report
Your teacher has asked you, as the class monitor, to prepare a simple digital report. This report will show how five students
performed in three subjects, who had the highest total score, and present this information visually.
Part 1: Building the Results Spreadsheet
Create a new spreadsheet file. Save it immediately as Class_Results_YourName.xlsx.

Step 1: Create the Headers and Enter Data

1. In cell A1, type: Student Name.
2. In cells B1, C1, and D1, type the subjects: Mathematics, English, Basic Science.
3. In cell E1, type: Total Score.
4. From row 2 down to row 6, enter the names of 5 imaginary students (e.g., Amina, Ben, Chika, David, Efe).
5. Enter imaginary scores between 40 and 100 for each student in the three subjects.
Your worksheet should look like this:

Mathematic
Student Name English Basic Science Total Score
s

Amina 85 78 92

Ben 72 80 85

... ... ... ...

Step 2: Calculate Total Scores using SUM

1. Click on cell E2 (next to Amina's scores).
2. Type the formula: =SUM(B2:D2)
o This tells the computer to add the values in cells B2, C2, and D2.
3. Press Enter. The total score for Amina will appear.
4. Use the Fill Handle to copy this formula down for all students:
o Click on cell E2 again.
o Move your cursor to the bottom-right corner until it becomes a thin black cross (+).
o Click and drag down to cell E6.
Part 2: Creating a Chart for Comparison
We will create a column chart to compare the total scores visually.
1. Select the data for the chart: Click and drag to select the Student Names (cells A2 to A6). Then, while holding
the Ctrl key on your keyboard, click and drag to select the Total Scores (cells E2 to E6). You should have two
separate blocks highlighted.
2. Insert the chart: Go to the Insert tab. Click the Column Chart icon and choose the first 2-D Column option.
3. Customize the chart:
o Click on the Chart Title and rename it to "Termly Total Scores Comparison".
o Use the Chart Elements button (the + sign next to the chart) to add Axis Titles. Label the vertical axis "Total
Marks".
o Move the chart below your data table so it doesn't cover it.
Part 3: Presenting the Findings in a Slide
Create a simple presentation to showcase your key finding.
1. Open your presentation software (PowerPoint/Google Slides). Start a Blank Presentation.
2. Slide 1 (Title Slide):
o Title: Class Performance Report.
 o Subtitle: Prepared by [Your Name], JSS1 Monitor.
3. Slide 2 (Summary Slide):
o Title: Top Performer.
o In a text box, write: "Based on the total scores, [Name of Student with Highest Total] achieved the highest
mark this term with a score of [Their Score]."
o Insert the Chart: Go back to your spreadsheet. Click on the chart to select it, then press Ctrl+C to copy. Go to
your presentation slide and press Ctrl+V to paste the chart onto the slide. Resize it to fit nicely.
4. Save the presentation as Results_Presentation_YourName.pptx.
Part 4: Review and Submit
1. Check your work: Ensure your spreadsheet formulas are correct and the chart is clear.
2. Save everything again.
3. Submit both the spreadsheet file (.xlsx) and the presentation file (.pptx) to your teacher as instructed.

7. Evaluation (Assessment)
This is a practical assessment. Marks will be awarded for:
 Spreadsheet: Accurate data entry, correct use of the SUM function, proper chart creation with title and labels.
 Presentation: Correct slide structure, clear written summary, successful integration of the chart.
 File Management: Proper saving and submission of both files.

8. Assignment
Complete any unfinished parts of the project. Write a three-sentence reflection on what you found easiest and most
challenging about combining different software programs in one project.
 OFFICIAL LESSON PLAN – WEEK 10
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Mr. Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 1
Term: Second Term
Week: 10
Date: _______________________________
Duration: 2 Periods (40 Minutes each)
Topic: Internet Basics
Sub-topic: Meaning of Internet; Uses in Education, Communication, Research

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Define the Internet in simple terms.
2. Identify the World Wide Web (WWW) as a major service on the Internet.
3. List three uses of the Internet in education.
4. Give two examples of how the Internet is used for communication.

2. Entry Behaviour
Students have heard of the Internet and may have used it for games or videos on phones.

3. Learning Resources / Instructional Materials

 Computer with an active Internet connection
 Projector
 Chart showing a global network diagram
 Images depicting different online activities (learning, video call, shopping)

4. Reference Materials
 NERDC Curriculum
 Approved Textbook

5. Teaching Methods
 Explanation and discussion
 Demonstration (showing a safe, educational website)
 Real-world examples
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Asks: "How did you find a video song last week? How do your parents talk to family Suggest using the
Introduction
abroad?" Internet.

Presentation Defines the Internet. Uses a map diagram to show it as a global network. Listen and observe.

Explains key uses in education, communication, and research. Demonstrates a search on Take notes and ask
Explanation
Wikipedia for a school topic. questions.

Suggest specific online

Evaluation Asks students: "If you had a project on dinosaurs, how could the Internet help you?"
tools.

Summary Reviews the definition and emphasizes the Internet as a tool for learning and connection. Summarize key uses.
 Lesson Content (Explanation Section – Core Content)
1. What is the Internet?
The Internet is a worldwide network of computers and other electronic devices connected together. It allows these devices to
communicate and share information across long distances, using cables, satellites, and wireless signals.
Key Analogy: The Internet is like a global system of digital highways. Data (like messages, pictures, videos) travels like cars
on these highways from one computer to another anywhere in the world.

2. Internet vs. World Wide Web (WWW)

These terms are often used interchangeably, but they are different:
 The Internet: The physical infrastructure—the wires, towers, and computers themselves. It is the highway system.
 The World Wide Web (WWW or "the Web"): This is a huge collection of information (web pages, videos, images)
that you can access using the Internet. It is like the shops, libraries, and restaurants you can visit using the highways.
The Web is the most popular service on the Internet.
Other services that use the Internet: Email, online gaming, video calls (like Zoom), and file transfers.

3. Uses of the Internet

A. In Education
The Internet has transformed how we learn.
 Online Research: Using search engines like Google or Bing to find information for school projects and homework.
 E-Learning: Attending virtual classes, watching educational videos on platforms like YouTube, or using learning
apps.
 Access to Resources: Reading books from online libraries, accessing educational games, and downloading past exam
questions.
 Collaboration: Working with classmates on shared documents (like in Google Docs) even when you are not in the
same place.
B. In Communication
The Internet makes instant, cheap communication possible across the globe.
 Email: Sending and receiving digital letters instantly.
 Social Media & Messaging: Staying in touch with friends and family through apps like WhatsApp, Facebook, or
Instagram.
 Video Conferencing: Having face-to-face conversations with people anywhere using tools like Zoom, Google Meet,
or Skype. This is useful for family calls, online lessons, or business meetings.
C. In Research and Information
The Internet is the world's largest library.
 News: Reading the latest news from local and international sources.
 Encyclopedias: Using sites like Wikipedia to get overviews on countless topics (remembering to check other sources
too).
 "How-to" Guides: Learning new skills, from fixing a bicycle to cooking a new recipe, through articles and videos.
Table: Internet Uses in Daily Life

Activity How the Internet is Used Tool/Website Example

Learning a topic Searching for information. Google Search, Wikipedia

Completing homework Typing and researching. Microsoft Word Online, Google Docs

Contacting a relative Sending a message or making a call. WhatsApp, Facebook Messenger

Finding directions Using digital maps. Google Maps

4. Introduction to Safe Browsing

While the Internet is useful, it is important to use it safely.
 Stick to trusted websites for learning, especially those recommended by your teacher or school.
 Never share personal information like your home address, password, or school name with strangers online.
 Tell a trusted adult if you see anything online that makes you feel uncomfortable or confused.
7. Evaluation (Assessment)
1. What is the Internet?
2. Name one difference between the Internet and the World Wide Web.
3. List two ways a student can use the Internet for their studies.
4. Give an example of how the Internet is used for communication in your own family.

8. Assignment
1. With permission from a parent/guardian, use a search engine to look up information about a Nigerian hero or a
famous landmark in Nigeria. Write down three facts you learned.
2. Draw a simple diagram showing two computers connected to each other via the Internet, with a message travelling
between them.
 OFFICIAL LESSON PLAN – WEEK 11
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Mr. Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 1
Term: Second Term
Week: 11
Date: _______________________________
Duration: 2 Periods (40 Minutes each)
Topic: Revision
Sub-topic: Revision of All Topics Covered in the Term

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Recall key definitions and concepts from all term topics.
2. Demonstrate understanding through question-and-answer sessions.
3. Identify areas requiring further study before the examination.

2. Entry Behaviour
Students have completed all instructional topics for the term.

3. Learning Resources / Instructional Materials

 Whiteboard/Chalkboard and markers/chalk
 Projector (optional, for showing summary slides)
 Revision question papers (mixed topics)
 Student notebooks and textbooks

4. Reference Materials
 NERDC Curriculum
 Approved Textbook
 All previous lesson notes from Weeks 1-10

5. Teaching Methods
 Interactive revision (Q&A)
 Group quiz/competition
 Clarification of difficult concepts
 Peer teaching

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Introduction Announces the revision session and outlines the topics to be covered. Listen and prepare notes.

Core Activity Conducts a quick-fire oral quiz on definitions from Digital Literacy, Answer questions individually or
1 Presentation, and Spreadsheet topics. in teams.

Core Activity Writes common examination questions on the board and guides the class to
Participate in solving problems.
2 solve them collaboratively.

Core Activity
Addresses specific questions from students, clarifying persistent difficulties. Ask questions on unclear topics.
3

Provides final exam tips (time management, reading questions carefully) and
Summary Listen and note down tips.
encourages confidence.
 Lesson Content (Explanation Section – Core Content)
Comprehensive Topic Summary
This session revises all key concepts from the term. Students should use their notes to follow along.
Topic 1: Digital Literacy
 Definition: The ability to use digital technology effectively and safely.
 Importance: For school (research, typing assignments), future jobs (almost all need computer skills), and daily life
(banking, communication).
 Key Devices: Computers, smartphones, tablets, ATMs.
Topic 2: Presentation Software
 Purpose: To create digital slide shows for sharing ideas.
 Key Terms: Slide (single page), Presentation (collection of slides).
 Skills Learned:
1. Creating slides (Title Slide, Title and Content).
2. Adding text (in placeholders) and pictures.
3. Using transitions (between slides) and animations (on objects).
4. Saving files and presenting the slide show (using Spacebar to advance).
Topic 3: Spreadsheets
 Purpose: To organize, calculate, and analyze data in a grid.
 Key Components:
o Worksheet/Sheet: The grid.
o Cell: Intersection of a row and column (e.g., B5).
o Row (numbers) and Column (letters).
 Skills Learned:
1. Entering Data: Text (left-aligned) and Numbers (right-aligned).
2. Formulas: Always start with =. Basic operators: + (add), - (subtract), * (multiply), / (divide). Using cell
references (e.g., =A2+B2) is powerful.
3. Formatting: Making text Bold, changing fill colour.
4. Charts: Column/Bar charts (for comparison), Pie charts (for parts of a whole). Remember to select data first,
then Insert chart.
Topic 4: Internet Basics
 Definition: A global network connecting computers.
 WWW: World Wide Web – the information (websites) you access via the Internet.
 Uses:
o Education: Research, e-learning, online resources.
o Communication: Email, social media, video calls.
o Information: News, "how-to" guides.
Common Exam Question Styles
 Theory: Definitions, listing uses, explaining differences (e.g., "Differentiate between a transition and an animation.").
 Practical: Step-by-step instructions (e.g., "List the steps to insert a picture into a slide.").
 Identification: "What is the address of the shaded cell?" (with a diagram of a spreadsheet).
 Interpretation: "Look at the following chart. What does it tell you?"
Table: Quick Revision Checklist

Topic Must-Know Concept Ask Yourself...

Digital Literacy Its definition and importance. Can I give 3 examples of digital devices?

Presentation Slide vs. Presentation. Do I know how to add a new slide and a picture?

Spreadsheets Cell address (e.g., D10). Can I write a formula to add cells A1 and A2?

Charts Column chart vs. Pie chart use. Which chart compares amounts? Which shows percentages?
Topic Must-Know Concept Ask Yourself...

Internet Its main uses. How can I use the Internet for my homework?
Revision Strategy and Exam Tips
1. Review Your Notes: Read through your class notes for each week.
2. Practice Practical Steps: Mentally go through the steps of creating a chart or a presentation.
3. Understand, Don't Just Memorise: Make sure you understand why you use a pie chart, not just how to make one.
4. Exam Day:
o Read every question twice before answering.
o Manage your time. Don't spend too long on one question.
o For practical questions, write steps clearly and in order.

7. Evaluation (Assessment)
The revision session itself, through Q&A and problem-solving, serves as the evaluation to gauge readiness.

8. Assignment
1. Create a one-page revision summary for yourself. Use headings for each topic and bullet points for key facts.
2. Write down two questions from any topic that you still find confusing, to ask the teacher before the exam.