References Empowerment Technologies Curriculum Guide,
Page 2; Online modules on Sustainable
Computing.
Declaration of AI AI was used to assist in organizing the lesson
use plan, drafting suggested learning activities,
differentiation, formative assessment, and
reflection prompts. The teacher reviewed and
contextualized the plan before use.
INTENTIONS: Learners will explore the concept of Green ICT
and its importance in environmental
sustainability.
Learning Content Standard: Maintaining sustainable and
Competency and secure computer systems emphasizing Green ICT
Curriculum principles.
Standards: Performance Standard: Apply sustainable ICT
practices to minimize environmental impact.
Learning Competency/ies: Discuss the
principles and practices of Green Information and
Communications Technology (ICT) and
sustainable computing.
Learning 1. Identify the key events in the listened text
Objectives: regarding the history of Green ICT.
2. Relate the events in the text to the current
state of Asian society's electronic waste
management.
3. Share personal insights regarding the issues
discussed in the text.
Learner Context: Beginning learners with basic awareness of
technology but limited knowledge of its
environmental impact. Visual learners who
benefit from concrete examples.
LEARNING Facilitating understanding of Green ICT through
EXPERIENCE. active listening and contextualized discussion.
Pre-Lesson: Review:
Recap basic computer parts and their
general functions.
Motivation:
Show images of massive e-waste landfills
and ask: "Where does your old phone go?"
Flow: Discussion:
Listen to a short audio clip/text about the
rise of Green ICT.
Define Green ICT, E-waste management,
and Energy-efficient devices.
Highlight the role of ICT in climate change
mitigation.
Independent Activity:
List five electronic devices at home and
identify if they have "Energy Star" ratings.
Group Activity (Differentiated Group
Activity):
Group A: Create a poster on e-waste
disposal.
Group B: List energy-saving tips for
computer labs.
Group C: Draft a "Green ICT" pledge for the
school.
Generalization:
Students summarize that Green ICT equals
Efficiency + Environment .
Application:
Identify one local practice in their
community that contributes to or solves e-
waste problems.
Valuing:
Discuss the moral responsibility of being a
"Green" digital citizen.
Learning Audio recording of "The E-waste Crisis," Laptop,
Resources: Projector, Printed worksheets. Alternative: Printed
transcript of the audio.
Opportunities for Science (Environmental Science), Araling
integration: Panlipunan (Global Issues).
ASSESSMENT. Formative Assessment:
1. What is the primary goal of Green ICT? (A.
Faster internet, B. Sustainable technology, C.
Cheap devices). Answer: B.
2. Which is a practice of Green ICT? (A. Leaving
PCs on 24/7, B. Buying new phones every month,
C. Recycling components). Answer: C.
Feedback: Correct answers indicate readiness for
maintenance topics.
WAYS FORWARD. Extended learning opportunities:
Interview a local repair shop owner about how
they dispose of broken parts.
Reflections:
Reflection Guide: Did the audio text effectively
convey the urgency of Green ICT? Did learners
link the global e-waste issue to their local
community?
INTENTIONS: Learners will perform basic maintenance to
optimize computer longevity and performance.
Learning Content Standard: Effective hardware and
Competency and software maintenance and system
Curriculum optimization.
Standards: Performance Standard: Enhance system
performance through proactive management.
Learning Competency/ies: Perform basic
maintenance and optimization of computer
systems.
Learning 1. Identify key maintenance steps in the
Objectives: demonstration/text.
2. Relate system slowdowns to economic
productivity in Asian labor markets.
3. Share personal insights on the importance of
"preventive" care.
Learner Context: Learners often encounter "lagging" computers
but do not know how to troubleshoot using
built-in utility tools.
LEARNING Hands-on simulation of maintenance and
EXPERIENCE. cleaning procedures.
Pre-Lesson: Review:
Recall Green ICT principles: How does
maintenance extend device life?
Motivation:
Simulation: Ask a student to run with
heavy bags (representing junk files) vs.
running light.
Flow: Discussion:
Importance of external cleaning (dusting,
peripherals).
Software maintenance: OS updates and
managing startup applications.
Optimization tools: defragmentation ,
diskcleanup , and checkdisk .
Independent Activity:
Matching task: Connect the utility tool to
its specific function (e.g., Disk Cleanup →
removing temporary files).
Group Activity (Differentiated Group
Activity):
Group A: Roleplay a "tech support"
scenario for hardware cleaning.
Group B: Create a "Daily Maintenance
Checklist."
Group C: Demo the use of Disk Cleanup
on a classroom PC.
Generalization:
Explain why Performance ∝1 /Junk Files
(meaning performance improves as junk
decreases).
Application:
Students check the "Startup" tab on a
computer and identify unnecessary apps.
Valuing:
Discipline: Regular maintenance prevents
future stress and costs.
Learning Cleaning materials (microfiber cloth, brush),
Resources: Windows PC, maintenance manual. Alternative:
Screen recordings of utility tools.
Opportunities for Values Education (Stewardship), TVL
integration: (Computer Systems Servicing).
ASSESSMENT. Formative Assessment:
1. Which tool rearranges files for faster access?
(A. Disk Cleanup, B. Defragmentation, C.
Antivirus). Answer: B.
2. Why is dusting hardware important? (A.
Aesthetic only, B. Prevents overheating, C.
Increases internet speed). Answer: B.
Feedback: Peer-checking of the matching task.
WAYS FORWARD. Extended learning opportunities:
Perform a "Disk Cleanup" on a home computer
and report the space saved.
Reflections:
Reflection Guide: Did learners understand
the difference between hardware cleaning and
software optimization?
INTENTIONS: Learners will organize digital content efficiently
to ensure data integrity and accessibility.
Learning Content Standard: Effective data
Competency and management practices.
Curriculum Performance Standard: Ensure data integrity
Standards: and enhance system performance.
Learning Competency/ies: Perform
management of digital files.
Learning 1. Identify key file extensions mentioned in the
Objectives: text (e.g., $.docx, .pdf, .xlsx$).
2. Relate file organization to the efficiency of
Asian administrative offices.
3. Share personal insights on the frustration of
lost digital data.
Learner Context: Learners have many files on their phones/PCs
but suffer from poor naming habits (e.g.,
"[Link]", "[Link]").
LEARNING Organizing "digital clutter" into meaningful
EXPERIENCE. structures.
Pre-Lesson: Review:
Quick quiz: Which utility tool removes
temporary files?
Motivation:
"The Great Search": Challenge students
to find a specific file in a messy folder on
the projector within 10 seconds.
Flow: Discussion:
Understanding file extensions
($.docx, .pdf, .xlsx, .jpg$).
Naming conventions
(Date_Subject_Name).
Introduction to Cloud storage (Google
Drive, OneDrive).
Independent Activity:
Rename a list of 5 messy file names
using a professional naming convention.
Group Activity (Differentiated Group
Activity):
Group A: Design a folder hierarchy for a
"Class Portfolio."
Group B: Compare Cloud Storage vs. USB
storage (Pros/Cons).
Group C: Create a "Digital Trash" guide
(what to keep vs. delete).
Generalization:
Good organization = Time Saved + Data Safety
.
Application:
Create a folder structure on their local
drive: ¿.
Valuing:
Integrity: Keeping accurate and orderly
records reflects personal character.
Learning Computer, Projector, Sample disorganized
Resources: folders. Alternative: Cardboard "folders" and
"file" slips.
Opportunities for English (Technical Writing), Math
integration: (Categorization).
ASSESSMENT. Formative Assessment:
1. What extension is used for spreadsheets? (A.
.docx, B. .xlsx, C. .pdf). Answer: B.
2. Which is a better file name? (A.
[Link], B.
2023_Math_Act1_Cruz.doc). Answer: B.
Feedback: Immediate check of the folder
hierarchy.
WAYS FORWARD. Extended learning opportunities:
Sync one school folder to a Cloud service like
Google Drive at home.
Reflections:
Reflection Guide: Did the "Beginning"
learners grasp the concept of file extensions as
"file types"?
Declaration of AI AI assisted in generating backup scenarios and
use differentiation.
INTENTIONS: Learners will implement backup procedures to
protect against data loss.
Learning Content Standard: Maintaining secure
Competency and computer systems and data management.
Curriculum Performance Standard: Ensure data
Standards: integrity through proactive management.
Learning Competency/ies: Perform
procedures in data backup and recovery.
Learning 1. Identify key backup methods described in
Objectives: the text.
2. Relate data loss incidents to the current
state of digital literacy in Asian schools.
3. Share personal insights regarding "what you
would do" if all your data was deleted today.
Learner Context: Students rely heavily on local storage and
rarely have secondary copies of their
important documents.
LEARNING Developing a "Safety First" mindset for digital
EXPERIENCE. assets.
Pre-Lesson: Review:
Recall file organization: How does it help
in finding files?
Motivation:
Storytelling: Share a real-life horror story
of a student losing a thesis due to a
broken laptop.
Flow: Discussion:
Backup vs. Archive.
Local storage (external drives, flash
drives) vs. Cloud solutions.
Basic recovery procedures from "Recycle
Bin" or Cloud version history.
Independent Activity:
Flowchart: Draw a 3-step process of
backing up a file to Google Drive.
Group Activity (Differentiated Group
Activity):
Group A: Compare physical backups vs.
cloud backups using a T-chart.
Group B: Create a "Disaster Recovery"
skit.
Group C: List "Top 5 Files to Always
Backup."
Generalization:
A backup is not a backup unless it is in
≥ 2different locations.
Application:
Demonstrate how to restore a deleted
file from the computer's Recycle Bin.
Valuing:
Prudence: Being prepared for technical
failure is a sign of a mature professional.
Learning External HDD, USB Flash drive, Cloud storage
Resources: account, Projector. Alternative: Diagrams of
server rooms vs. home backups.
Opportunities for Disaster Preparedness (DRRM integration), ICT.
integration:
ASSESSMENT. Formative Assessment:
1. What is the safest place for a backup? (A.
Only on the PC, B. Multiple locations including
Cloud, C. A temporary folder). Answer: B.
2. Restoring data means: (A. Deleting it, B.
Bringing it back from backup, C. Renaming it).
Answer: B.
Feedback: Oral recitation on the "3-2-1"
backup rule.
WAYS FORWARD. Extended learning opportunities:
Check if your mobile phone is set to "Auto-
backup" photos to Google/iCloud.
Reflections:
Reflection Guide: Did the horror stories
motivate them to take backups seriously?
INTENTIONS: Learners will apply security protocols to
protect computer systems from cyber threats.
Learning Content Standard: Maintaining secure
Competency and computer systems and cybersecurity
Curriculum measures.
Standards: Performance Standard: Ensure data
integrity and secure systems from cyber
threats.
Learning Competency/ies: Apply security
measures to protect computer systems and
data from cyber threats.
Learning 1. Identify the key cyber threats mentioned in
Objectives: the text (e.g., Phishing, Malware).
2. Relate these threats to current scams
affecting Asian social media users.
3. Share personal insights on how to stay safe
online.
Learner Context: Learners are active social media users but
often have weak passwords and lack 2FA.
LEARNING Building a defensive wall against digital
EXPERIENCE. intruders.
Pre-Lesson: Review:
Recap: What is the difference between
local and cloud backup?
Motivation:
"The Weakest Link": Ask students to
identify what's wrong with a sample
suspicious email shown on screen.
Flow: Discussion:
Cyber threats: Malware, Phishing, and
Social Engineering.
Security measures: Antivirus, Firewall
settings, and Email masking.
Importance of Two-Factor Authentication
(2FA) and Multi-Factor Authentication
(MFA).
Independent Activity:
Password Strength Test: Students
evaluate 5 sample passwords and mark
them "Weak" or "Strong."
Group Activity (Differentiated Group
Activity):
Group A: Create a "Beware of Phishing"
infographic.
Group B: Roleplay a scenario on how to
handle a suspicious link.
Group C: Draft a list of "Do's and Don'ts"
for public Wi-Fi.
Generalization:
Security =
Strong Passwords+ Awareness+Tools .
Application:
Check if their own email accounts have
2FA enabled.
Valuing:
Respect: Protecting your data also
protects the people you communicate
with.
Learning Screenshots of phishing emails, Projector,
Resources: Antivirus software demo. Alternative:
Flashcards of different cyber threats.
Opportunities for Media and Information Literacy (MIL), Values
integration: Education.
ASSESSMENT. Formative Assessment:
1. What is 2FA? (A. Two computers, B. Two
layers of security, C. Two different passwords).
Answer: B.
2. Phishing is a way to: (A. Clean the PC, B.
Steal info via fake links, C. Speed up the
internet). Answer: B.
Feedback: Group presentation of the
Infographic.
WAYS FORWARD. Extended learning opportunities:
Update your social media password to a
phrase that includes numbers and symbols.
Reflections:
Reflection Guide: Did learners realize that
they are the first line of defense in
cybersecurity?