QUARTER 1

Topic: Installing Computer Systems and Networks Time Frame: 80 hours Teacher: Mr. Hermogenes P. Guno, Jr.

STAGE 1: DESIRED OUTCOMES

CONTENT STANDARDS PERFORMANCE STANDARDS BIG IDEAS COMPETENCIES

The learner demonstrates The learner independently provides  Computer Systems The learner shall be able to…
understanding of basic concepts, quality and marketable service in  Networks  Plan and prepare for installation
underlying theories and core computer systems servicing in terms of  Quality and marketable service
competencies in computer systems and computer systems and networks  Network Installation  Install equipment and devices
networks. installation and diagnose and trouble  Diagnose and Troubleshoot (hardware, software components
shoot computer systems as prescribed in and peripherals) and operating
the TESDA Training Regulation. systems

 Conduct test on the installed

Computer System

ESSENTIAL UNDERSTANDING ESSENTIAL QUESTION(S)

The student will understand that…  How are correct operation and safety policies important in safe handling of
 there is an established procedures on correct operation and safety policies that computers and networks?
needs to followed for safe handling of personal computers and networks
 How is the knowledge in computer parts help you in trouble shooting and
 knowledge on computer parts and how it functions will aid in troubleshooting repairing computers?
and repairing
 How is networking related to Internet?
 network are vital in exchanging files and allowing computer communication
 How is the appearance of a tool or equipment related to its function?
 there are specific materials, tools, equipment and testing devices appropriate
for a task.
 STAGE 2: ASSESSMENT
ASSESSMENT EVIDENCES
PRE-ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT SELF ASSESSMENT

 Skills Checklist  Seatwork and Drills  Quiz  3-2-1

 Quiz  Recitation and Participation  Graded Recitation / Practical Exam  One Minute Paper
 Comprehension Check  Hands-On Exercises  Twitter Board
 Quiz  Scaffolds / Mini Tasks  Emoticon
 Hands-On Activities  Performance Task  Hand Gestures
 Hot Seat Activities (one on one)  Periodic Test  Windshield Check

TRANSFER GOAL TRANSFER TASK

Students make use of their learning to design a network system using appropriate
network topology.
You are a computer technician assigned to create a design a network system for a
client (situations will be assigned individually) who wishes to network his firm. Your
work should show a clear understanding of networks, appropriateness of network
system used, ingenuity in solving problems, and presentation and communication
skills.

STANDARD RELATED TO STANDARD RELATED TO

DESCRIPTION OF STANDARDS AT SATISFACTORY LEVEL
UNDERSTANDING KNOWLEDGE AND SKILLS

 Content Accuracy  Ingenuity in Solving Problems  Content Accuracy

 Appropriateness of Network System  Presentation and Communication Students work show his / her clear understanding of networks through proper
Skills use of terms and application of theories

 Appropriateness of Network System

Student’s work shows the appropriate network system to be used in a situation

 Ingenuity in Solving Problems

Student shows ingenuity in solving problems given with the task through
approaches not directly taught to him or her

 Presentation and Communication Skills

Student shows confidence in speaking, and is persuasive.
LEARNING MODULE IN NETWORKS TEACHER: MR. HERMOGENES P. GUO, JR.
MONTH: JULY LEARNING PLAN # 2 TIME FRAME: 8 HOURS

INSTRUCTIONAL MATERIALS:
 Slide Presentation
 Pictures and Videos
 Tools and Equipment
 Cleaning Materials

REFERENCES:
 Computer Hardware Servicing Curriculum Module for Grade 9
 Online sources

EXPLORE

July 3, 2018 (4 hours)

LEARNING COMPETENCIES:
a. I can plan and prepare for installation
b. Install equipment / devices (hardware, software components and peripherals) and operating system

LEARNING TARGETS:
a. I can define what network is
b. I can explain the function of different networking devices
c. I can differentiate the different types of network topology
d. I can design a network system for a client

MOTIVATION: HUMAN NETWORK

1. Go to the covered court or any wide space where the entire class can form circles.
2. Divide students into 4 or 5 (depending on the class size)
3. Each group should be assigned with a different color of a crochet yarn.
4. Instruct the students to connect each member of the group in any way using the yarn given to them.
5. Connect each group to other groups using another color of yarn. The yarn represents the connection and the students represent a pc.
6. Tell the students that each group resembles a network and the connection of network is called the Internet
7. Get a scissor and cut a yarn, ask: Could this pc connect to the network? Could this network connect to the internet?
 Process Questions:
a. How do you feel while doing the activity?
b. What have you learned from the activity?

PRE-ASSESSMENT: SKILLS CHECKLIST

1. Conduct a skills checklist to assess student’s prior knowledge on networks.
2. Use the results to group the students according to their skills.
3. Advance students can lead other beginners.

INSTALLING COMPUTER SYSTEMS AND NETWORKS SKILLS CHECKLIST

Direction: check the box if you are equipped with the following skills in computer systems and networks
 I can observe Occupational Health and Safety policies and procedures in planning for installation activity in accordance with requirements
 I am familiar with computer hardware, software component and other peripherals in accordance with established procedures on correct
operation and safety policies
 I can confidently consult appropriate/ technical personnel to ensure that work is coordinated with others who are involved in the activity
 I can obtain materials necessary to complete the work in accordance with established procedures
 I can check the materials received against job requirements
 I can follow OHS procedures in installing devices, systems, networking devices, and peripherals
 I can comply with the requirements in installing devices,/systems, networking devices, and peripherals
 I can install computer systems, networking devices and peripherals in accordance with job requirements
 I can perform installation of devices and variety of operating systems in accordance with customer/client’s requirements
 I can obtain approval from appropriate personnel before implementing contingency procedures
 I can respond to unplanned events or conditions in accordance to established procedures
 I can check the quality of the work undertaken in accordance with the established procedures
 I can follow OHS policies and procedures in conducting tests
 I can check circuits and systems being isolated using specified testing procedures
 I can test devices, systems and/or installation to determine its conformity with the requirements
 I can undertake final inspections on the installed devices, systems to ensure conformity with the requirements
 I can accomplish technical reports on the tests conducted
 I can follow procedures in forwarding documentation to appropriate personnel and/or authority on the test conducted

.
 FIRM UP

PRESENTATION OF THE LESSON:

1. With the aid of the slide presentation, conduct an active lecture on: (sample only, 32 slides)
a. Networks
b. Types of Networks
c. Network Devices
 2. Play the video clip entitled: What is Computer Networking? From https://www.youtube.com/watch?v=gKW3BKvmhC0

3. Encourage students to take down notes and ask questions.

DEEPEN

ACTIVITY 1: QUIZ ME
1. As a sort of a review, divide the class into two equal groups.
2. Ask the first group to form the inner circle and the second group to from the outer circle.
3. Play an upbeat music and instruct the inner circle to go to the right while the out circle will go to the left.
4. When the music stops, each partner will ask the other a question from the lesson.
5. The student who failed to answer is removed from the group.
6. The last standing student wins.

ACTIVITY 2: TALK IT OUT!

1. Group students into 4 and assign each group with a topic.
2. Instruct the students to host their own talk show and discuss the important points of the lesson.
3. They can create their own characters or impersonate one.
4. Encourage them to be interactive with the audience.
5. Peer quizzing up to 5 items is allowed.

ACTIVITY 3: HUMAN NETWORK TOPOLOGY

1. Group the students into 5 and hand each group a crochet yarn.
2. Similar to the activity tableau, ask the students to form the topology that the teacher will flash on the screen.
3. Each group will form the topology in 2 minutes and freeze.
4. The last group that remains, wins.
5. Correct misconceptions and reinforce learning if needed.
FILLER ACTIVITY: WEB HUNT
1. Allow each computer with an internet access.
2. Instruct each student to research for articles about breakthroughs or new practices in computer networking.
3. They may present their work in the class through screen mirroring via nss.

FORMATIVE ASSESSEMENT:
1. Ask the students for any clarifications.
2. Give the directions and flash the questions on the screen.
Directions: Briefly answer the following questions. Strictly no test notebook, no test policy.
1. Define a computer network?
2. What is internet? Who owns it?
3. List and differentiate all types of networks.
4. Draw the different types of network topology and label it accordingly.
3. Check and record the scores.
4. Ask: Does your score reflect what you have learned today? Let them share their experience with the class.

ASSIGNMENT:
Assign the following link on Genyo:
 http://www.professormesser.com/free-a-plus-training/220-801/networkdevices/
 http://www.professormesser.com/free-a-plus-training/220-801/networktopologies-3/

Guide questions:
1. List down all the network devices and their advantages cited in the video.
2. List down the different network topologies and their differences.

CLOSURE AND SELF-ASSESSMENT:

1. As an exit card, ask each student to choose 1 from the following questions to answer before they are allowed to exit from the computer laboratory.
2. They should write the question and their answer on their Student Diary and read it aloud to the teacher by the door.
a. What did we do in class today?
b. What did I learn today?
c. How or when can I apply it in real life?
d. What values did I earn today?
e. If I am allowed to ask one question to Mr. Guno about the lesson, it would be:
 TRANSFER

July 10, 2018, (4 hours)

REVIEW:
1. Check the assignment given last meeting.
2. As a sort of review, play 4 corners by flashing pictures of the different network devices and network topology on the screen
3. Assign the four corners of the room as options A, B, C and D. Tell the students to go to the corner of their answer.
4. Call a volunteer student to explain the answer further or add more information about the topic.

SUMMATIVE ASSESSMENT:
1. Instruct student to answer the questions on the screen on their quiz notebook.
2. Flash the questions 2 at a time. Move on the next slide after 2 minutes.

I. Direction: Identify what is being described in the following sentences and write your answer on a separate sheet of paper.
______ 1. It protects a computer network from unauthorized access.
______ 2. Type of network that connect larger geographic areas, such as Florida, the United States, or the world.
______ 3. This is an internetworking system capable of joining together two networks that use different base protocols.
______ 4. It is consists of two or more computers that are linked in order to share resources (such as printers and CD-ROMs), exchange files, or allow electronic
communications.
______ 5. They translate digital signals from a computer into analog signals that can travel across conventional phone lines.
______ 6. It is a device that connects a client computer, server, printer or other component to your network.
______ 7. A device filters data traffic at a network boundary.
______ 8. It is a device that gathers the signals from devices that are connected to it, and then regenerates a new copy of each signal.
______ 9. It is a small, simple, inexpensive device that joins multiple computers together.
______ 10. Type of network that is confined to a relatively small area.

II. Draw they types of network topology and label accordingly.

SCAFFOLD TASK:
1. Prepare draw lots of numbers 1 to 5. Tell the students that the number that they will pick corresponds to a task.
2. Flash the task on the screen: You are a computer technician assigned to create a design a network system for a client (situations will be assigned individually) who
wishes to network his firm. Your work should show a clear understanding of networks, appropriateness of network system used, ingenuity in solving problems, and
presentation and communication skills.
3. Present and explain the rubrics.
4. Make them fall in line to pick their task from the box.
1 – The client wants you to network his computer shop with 20 computers and a server. – ring
2 – The client wants you to network his 8 buildings located in a compound in a server but not to each other. - star
3 – The client wants you to network all of his 5 buildings in a compound to the server and to each other – fully connected
4 – tree
5 – bus
5. Create your presentation board with the client complete with floor plan network devices.

PRESENTATION OF WORK: GALLERY WALK

1. Once everyone is done, place their work all around the lab.
2. Give time to let the students admire other’s work.
3. Let them take note of their personal top 3 most creative work.
4. Then, call the students one by one to present their work in 3 minutes.
5. Ask questions as a prompt for overlooked concepts as necessary.
6. As a kind of peer evaluation, let the students nominate the best work by placing tiny hearts on their classmates work like in Instagram

CLOSURE:
1. To commence the lesson on network, ask the students to write a journal entry about the lesson.
2. They should include the things that they have learned and figure out in what other situations can they apply this learning
3. Encourage them to express new insights and values that they have learned while doing the activities for the lesson.
4. Call some volunteers to share their work with the class.
LEARNING MODULE IN MATERIALS, TOOLS, EQUIPMENT AND TESTING DEVICES TEACHER: MR. HERMOGENES P. GUO, JR.
MONTH: JULY LEARNING PLAN # 3 TIME FRAME: 8 HOURS

INSTRUCTIONAL MATERIALS:
 Slide Presentation
 Pictures and Videos
 Tools and Equipment
 Cleaning Materials

REFERENCES:
 Computer Hardware Servicing Curriculum Module for Grade 9
 Online sources

EXPLORE

July 17, 2018 (4 hours)

LEARNING COMPETENCIES:
a. Plan and prepare for installation
Sub-Competency: Familiarize with computer hardware, software component and other peripherals in accordance with established procedures on correct
operation and safety policies

LEARNING TARGETS:
a. I can identify the tools, materials, equipment, and testing devices used in computer systems servicing.
b. I can categorize the tools, materials, equipment, and testing devices used in computer systems servicing according to its function.
c. I can demonstrate the use of the tools, materials, equipment, and testing devices used in computer systems servicing.

MOTIVATION: JUMBLED WORDS

1. On the screen, show different letters that creates words related to the lesson.
2. Divide the class into 4 groups and make them guess the mystery words.
3. The group with the most guessed word wins.
PRE-ASSESSMENT:
1. Flash an empty table similar to the one below on the screen and let the students copy it on their notebooks.

EQUIPMENT AND
TOOLS MATERIALS
ACCESSORIES

2. Flash the second slide containing the names of the different tools.
3. Ask the students to classify the tools and equipment according to their function and uses.
4. Answers are as follows
 FIRM-UP

PRESENTATION OF THE LESSON:

1. Using a slide presentation below as an aid, conduct an active lecture on: Tools, equipment, materials and testing devices. (33 slides, sample only)
 DEEPEN

ACTIVITY 1: FIND YOUR PARTNER

1. Prior to the lesson print the name and function , and the picture of different tools and equipment
2. Play an upbeat music and to your cue, allow the students to find their partners.
3. When all the students finally found their pairs, ask them each of them to go in front and show their tool.
4. They may use this pattern: This is a ______, this is used for________.
5. Let them arrange themselves according to function: equipment and accessories, tools, materials.

ACTIVITY 2: WHO AM I?
1. Prior to the lesson, create slips of paper with the names of tools and equipment and place it in a box
2. Group students into 5. Each member will take turn in describing a tool or equipment for his or her group mates to guess.
3. Giving clues should follow this sequence:
a. I am (shape and color)
b. I am usually used for…
c. I can also be…
d. Who am I?
4. The group with the most guessed tools wins!

ACTIVITY 3: TOOLS INVENTORY

1. Prior to the lesson, prepare 5 crates and carefully place all the tools and equipment in each crate.
2. Group the students into 5. Instruct each group to identify all the tools in the crate and group them according to their function.
3. Make the students memorize each tools name and its function and to which group does it belong.
4. When done, approach each group and ask random questions to check student’s knowledge.

SUPPLEMENTARY / FILLER ACTIVITY: GAME APP

1. Allow students with internet access to search for more information about tools and equipment used in computer system servicing.
2. Let them create a quiz game using MS PowerPoint.
3. When done, allow them to exchange workstations and try their classmate’s work.

ASSIGNMENT:
On your journal, answer this question: If you a are tool, or an equipment, what do you want to be and why? (metaphorical )
FORMATIVE ASSESSMENT:
1. Ask the students for any clarifications.
2. Give the directions and flash the questions on the screen.
I. Directions: Identify the appropriate term described in each sentence. Strictly no test notebook, no test policy.
________1. It is a connector at the black of a computer or other device.
________2. A computer circuit board installed in a computer so that it can be connected to a network.
________3. A device that allows a given computer to share a data.
________4. An input device that read text or illustration printed on paper, translated the information into a form that a computer that can use.
________5. The least expensive and most popular network media.
II. Directions: Identify the following tools and materials. Briefly explain their uses.

5. Check and record the scores.

6. Ask: Does your score reflect what you have learned today? Let them share their thoughts with the class.

CLOSURE:
As an exit card tell the students to answer this question on their student diary and say it aloud before they are allowed to go out of the laboratory:
“What is your most favourite part of our lesson today? Why?”

TRANSFER

July 24, 2018 (4 hours)

REVIEW:
1. Check the assignment given last meeting.
2. As a sort of review, play a quiz game. Divide the class into 4 teams and start asking questions
3. Call the first hand raised, if the answer is correct, give his / her team a point. If the answer is wrong, the other teams may steal.
4. Tally the scores on the board. The team with the most points, win
PRACTICAL EXAM:
1. Arrange 10 chairs (or more depending on class size) in a circle facing away from each other
2. Place 10 different tools and equipment (or more) and corresponding questions on each desk.
3. Allow 10 students to exit in the laboratory and answer the questions on each desk.
Sample Questions:
a. Which of these 3 tools is used for…
b. If you need to ____, which of these tools will you use?
c. What is this tool? What is it for?
d. If you do not have a _____, which of these tools can you use instead?
e. A client complains that his computer ____, which of these tools will you need?
4. Each student is only allowed a minute to answer a question.
5. When the bell rings, they have to move to the next chair.
6. The rest of the class will do an alternative hands-on activity in the laboratory. (details later)
7. Check and record results.
8. Change the tools for the next batch.

ALTERNATIVE HANDS-ON ACTIVITY:

1. Assign a PC with an internet connection.
2. Instruct the students to create a ‘tools and equipment guide’ for a beginner in any software that they are comfortable with.
3. Convert it to pdf and send via Genyo account.

Rubric for Scoring:

a. Cover including the title, taglines, photo is appropriate, pleasing and catchy. – 10 points
b. Accurate content, appropriate pictures and graphics. – 30 points
c. Theme, color scheme, layout design and creativity – 10 points

CLOSURE:
1. To commence the lesson on network, ask the students to write a journal entry about the lesson.
2. They should include the things that they have learned and figure out in what other situations can they apply this learning
3. Encourage them to express new insights and values that they have learned while doing the activities for the lesson.
4. Call some volunteers to share their work with the class.