Rajeendra Lucky UWI ID # 816007639

Transformations

Curriculum Integration

Level: Form 3 Information Technology

Unit: FUNDAMENTALS OF HARDWARE AND SOFTWARE

Topic: What are the major hardware components of a computer system?

Objectives:

1. Explain how each part of the CPU functions.

2. Explain the effects how data flow takes places throughout the CPU.

3. Data manipulation on and how data are represented using ASCII code,

My approach to this topic was through the use of textbooks and online searches to obtain

all the necessary information. Data manipulations takes place whenever anyone use a computer

the data have to be converted to machine language or binary code for which students may be able

to identify with. The use of data manipulation required students move away from conventional

way of looking at the way the computer works a letter is typed but it is immediately changed to a

digital format of 0’s and 1’s. The ASCII (American Standard Code for Information Interchange)

is the standard on how data is changed from the keyboard format to the machine language which

is represented in binary code or digital format of 0’s and 1’s.

With these type of topics, the teacher and students usually view videos illustrating the

various function of the CPU. However, I decided that students would require models which

would create a more visual impact that created a better understanding of the flow of data

throughout the computer system. For this model display, I seek the assistance of the Visual Arts

teacher which was an obvious choice. In addition, the conversion of data to the machine

language was key to the understanding of the ASCII Table. For this aspect of data manipulation I
Rajeendra Lucky UWI ID # 816007639

enlisted the collaborative teaching skills, which was required from the Mathematics teacher.

Together with the students the collaboration of the art teacher was required to assist in the

construction of models, the goal was simply to create a visual model. The mathematic teacher

assistance was required for the conversion of how data is represented using the ASCII table then

showing the binary representation. The Curriculum integration of the various subject worked

together towards the main objectives. This model reflected the Different Curriculum Integration

While planning for the lesson, I decided to consult with both teachers, the Mathematics teacher

and the Visual Arts teacher for the Form 3s’ level, and I expressed the idea of having a
Rajeendra Lucky UWI ID # 816007639

curriculum integration class project. Firstly they were very keen to buy into the idea as we

worked together on the best method to plan the lesson a list of the desired objectives for the

lesson, as well as the manner in which we could best execute the lessons plans in order to satisfy

the objectives within the curriculum. They were also very cooperative and excited to be part of

the integrated curriculum lesson, being the first type of collaboration both teachers have ever

done. During discussions with the teachers it was agreed that:

1. Students would be placed in groups of four (4) to create the models

2. The time for each group was one week

(i) Create a model highlighting

(a) the Computer system Model (supervised by the visual arts teacher)

(b) the keyboard showing the Keys

(c) showing the binary codes and there respective decimal values and what they represent

on the keyboard (ASCII) for each of the key on the Keyboard (supervised by the

Mathematics teacher).

3. Over the one-week time given to complete the project, the Visual Arts teacher,

Mathematics teacher and I scheduled meetings with the students during the recess break

to guide the students in the respective parts of the project.

4. Each group of were given marks according to a rubric developed by the three teachers

involved in the project. Students were presented with the rubric at the beginning of the

project so they can meet all the necessary criteria.

The three teachers all agreed on the way forward with the project, I placed the students

into random groups, they were all very excited to be working with the respective teachers.

The learning description of the project and objectives together with the marking rubric
Rajeendra Lucky UWI ID # 816007639

were given to each group of students, a group leader was chosen by each group by the

group members.

On the day of presentation, all groups presented their computer system models together

with their keyboards showing the corresponding ASCII representations. Students were proud of

their models, which how data is converted digitally and they got a better understanding how to

do the binary conversion. ASCII table and conversion to machine language using mathematical

conversion methods in Information Technology. The models were used to effectively show how

students can a greater understanding of how data manipulation occurs within the computer

system, they all were impressed with the outcome of the exercise. The way the keys and there

corresponding binary representation , as well as its presentation using tables allowed students to

gain actually see whenever the key is pressed the computer system changes it into digital format,

they gained a greater appreciation of how data is manipulated within the computer system.

The integration of the curriculum in information technology was a very welcome changed

in from the normal way of teaching by all stakeholders. Based on the students reactions after the

project was completed and their feedback showed they had fun working with the different

teachers on the project and benefitted tremendously from the experience. With this holistic

approach of each teacher working together for the desired outcome, they were able to

understand the project in a collaborative way. the skills they required for this exercise were

easily transferred by each subject teacher to the topics in Information Technology. The core

group of teachers involved in the exercise, including myself were satisfied with the final

outcome the entire process and concluded the curriculum integration in their respective subject

area, expressed a desire to continue in the future with the idea.