Unit Title
Software
Unit Summary
This unit deals with the two major types of software; system and application software types and
functions of each
Curriculum Links
CSEC Information Technology Section 1 Fundamentals of Hardware and Software
Specific Objectives; 1.11,1.12, 1.13, 1.14 & 1.15
Year Level
Form 4, 2015 (11 students)
Approximate Time Needed
Total 8 lessons spread over 14 periods; single and double periods of 35 mins
Standards/Syllabus Outcomes
On completion of this unit students should be able to;
 Distinguish between the two major types of software
 Explain the function of the operating system and distinguish between OS terms
 Explain and distinguish between processing modes
 Distinguish types of user interface
Curriculum-Framing Questions
Essential Question
1. How does a computer work?
Unit Questions
Content Questions
Unit Questions
1. How can software make a computer work?
Content Questions
1. Describe software and the uses of its two major types of
2. What are the functions of an operating system?
3. What useful services do utilities and translator software
provide?
4. Are there types of application software?
5. Are there different ways an OS manages different tasks?
6. In what ways does software allow interaction with the
computer?
Before Unit Work Begins
Informing and questioning
While Students Work on Unit
Role play
Questioning
Jigsaw
Gaming in pairs & groups to
activate knowledge;
o Flip quiz game
o Teach-ict games
o Socratic game
Activity sheet
Handouts
Assessment sheets
Observation
Student engagement checklist
Unit Details
After Unit Work
Ends
Digital Assessment
Unit Details
Lesson 1: Introduction to software and its major types - 1
period
CQ 1,2
Students should be able to;





Define software
Identify the two major categories of software; systems
and application software
Define the two major categories of software
Identify and explain systems software types
Distinguish between the uses of system type and
application software
Set induction: role play with a computer without
software (2 mins) – student settles down to do work on
newly bought computer, but nothing occurs when
system is powered on. Student confers with dad on
newly bought system etc Terms such as hardware and
software to be verbalised during role play
T engages Ss in discussion on set induction through
questioning and introduce topic. T distributes activity
sheet 1 to prepare for listening for key words in video
on software
Ss verbally express what they viewed to aid in
completing a simple activity sheet
Use of teach-ict brief duration digital games through
which Ss discover details to topic in order to complete
activity sheet and give feedback on activity/game
Lesson 2: System software; the operating system (OS) – 2
periods
CQ 3,4,5, 6
Students should be able to;




Explain what is an OS
List examples of OS on computers and mobile phones
Identify OS used in devices known to students
Explain functions of the OS; process management, file
management, memory management, input/output device
management, maintaining security, providing a user
interface
Set induction: role play – football team players bundle
together The football manager gives out duties with
labels to team, assigns and explains tasks to his team,
for proper running of an efficient, effective and
successful team; duties related to OS functions
T engages Ss in discussion on set induction through
questioning and introduce topic.
Show a 3:30 sec video which briefly explains the
purpose of an OS, identifies examples of OS and gives a
brief explanation of OS functions
Jigsaw strategy to acquire knowledge – teacher places
students in 2 groups, students to choose a topic from a
box, those with same topic from each group meet and
discuss then return to group to share knowledge and
students complete written activity 1 in preparation for
game.
Handout on topic distributed as written activity is
reviewed and discussed before game.
Digital games to activate and improve upon knowledge
- 2 Socrative space race games – both with mixed type
questions (multiple choice, true & false and short
answer).
Teacher to float around in both activities, take pictures
and checklist to be completed during game play
Teacher to download Socrative game report and provide
feedback to class and discuss. Scores verified and
recorded.
Lesson 3: System software; utility and translators
1 period
CQ 7,8,9
Students should be able to;





Explain what is utility software
Explain the different functions performed by utility
software; back up, file defragmentation, disk repair,
virus protection
and translator software
Explain the functions of translator software; compilers,
interpreters and assemblers (translator types to be
explained in detail when doing section 3)
Distinguish between utility and translator software
Set Induction: role play – (utility) persons performing
house duties; teenager cleaning and mumbling while
sweeping (anti-virus), who wish he/she had a clone
(backup), a handy man (disk repair), person organizing
document/books (defrag). A person speaking Spanish
needs help as car broke down and teenager who studies
Spanish in school translates in order to help. Recognizes
a word/translates line by line, unable to translate entire
expression.(translators)
1. T engages Ss in discussion on set induction through
questioning such as, what tasks were observed and
its purpose?
Teacher to introduce topic –two other types of systems
software – utility and translators and how they function
to keep the system running efficiently
T prompts students to discover how these tasks relate to
computers, which students write in their own words on
class discussion, also guided by handout. Teacher
identifies terms.
Socratic space race game in pairs. Student Feedback.
Discuss game questions. Verify scores and record.
Lesson 4: Application software: 2 periods
CQ 10,11
Students should be able to;




Explain the purpose of application software
Identify and Explain application software types; general
purpose, integrated software, specialized software,
customized software, and custom-written software
Distinguish between application software types
Distinguish between application and systems software
(videos sourced on YouTube and saved on flash drive)
Set induction: role play with a tailor and several
customers with their requests relating to types of
application software
T to engage Ss in questioning on set induction
How did the customer requests differ? Why? The each
had a specific request based on their need. What do you
understand by the word ‘app’. What type of app do you
all have on your phone, and its purpose?
Show video https://www.commoncraft.com/video/apps
on ‘apps’
Teacher to in engage class on what ‘apps’ they are
familiar with and inform students that there are different
types of apps and relate types of set induction requests
with questions for student to discover features of
application software types
Students complete activity as a class to prepare for Flip
Quiz game in pairs. To get students acquainted with
game to be used for review lesson.
Socrative space race game in pairs. Student Feedback.
Discuss game questions. Scores verified and recorded
Lesson 5: The OS; task management and processing modes
– 2 periods
CQ 12,13
Students should be able to;


Explain and distinguish among multitasking,
multiprocessing and multiprogramming
Explain and distinguish between processing modes
Set induction: role play – batch processing and
multitasking activity portrayed with a grocery
competition entry form students receive on entry to
class, to be completed and placed in box for the monthly
draw. Student to multitask while completing form
T engages Ss in discussion on set induction through
questioning & introduces topic and other OS tasks and
modes. To get into activity and teacher questioning
Students to acquire knowledge from teacher questioning
to complete activity. Questions outlined in lesson plan
Digital game (Socratic)- space race game in pairs .
Student feedback. Discuss game questions. Scores
verified and recorded.
Lesson 6: User interface - 2 periods
CQ 14
Students should be able to;


Explain types of software; GUI/WIMP, menu and
command line and hardware interface; touch screen,
keyboard types, sensors, biometric systems, nonvisual
interfaces-speech synthesis and voice recognition
Distinguish between types of software and hardware
interface
Set induction: role play – image of aircraft cockpit on
screen. Teacher greets students at door and gives each
student a ticket to board an aircraft and direct students to
sit on airplane arranged chairs. Teacher to introduce self
as a teacher who would like to fly students to Tobago
for a field trip having no piloting experience, and ask
students if they would allow me to fly them across to
Tobago.
T engages Ss in discussion on set induction through
questioning and introduce topic
Examples of interfaces to be derived from students
Ss to identify types of interface from ‘live’ and picture
examples to complete an activity
Digital games – team flip quiz game
Socratic - space race game . Student feedback. Discuss
game questions, verify and record scores
Lesson 7: Software Review - 2 periods
Set induction – students to play teacher and ask class
questions
T to assign teams who take a few minutes to prepare
Students in teams to participate in a review game – use
of flip quiz
Play
FlipQuiz
game,
class
feedback
/discussion/clarification
Socrative space race game in paris – verify and record
marks
Lesson 8: Assessment – 2 periods
Set induction – Teacher instructions.
required.
 Students to complete digital assessment
Student Prerequisite Skills
Student Prerequisite Skills




Students Prior Knowledge
Computer literacy skills
Research and communication skills
Reading, writing and listening skills
Online skills
Students Prior Knowledge




Teachers’ Processional
Learning
Clarify if
Describe a general purpose computer system
Functions of a computer system major hardware
components
Types and functions of input, storage and output devices
Information processing cycle
Teachers’ Processional Learning





Knowledge of types of software and unit details
Recent trends in software types
Accessing relevant websites for information
Digital gaming available
Teaching and learning strategies
Teaching and Learning Activities
Strategies
Guided and discovery learning; via, jigsaw, video, peer collaboration
Digital games;teach-ict, Socrative and FlipQuiz
Pair and group work
Accommodations for Diverse Needs
Students with Special Needs



Prepare a respectful environment for students conducive to learning.
Paired with students who display greater level of engagement during class.
Individual coaching.
Gifted Students



Assign additional task ; websites to check for additional information
To encourage to interact with teach-ict games outside of classroom
Assist other students during class activity
Materials and Resources Required for Unit
Technology – Hardware
Technology – Hardware






Technology – Software
Laptops
Projector
Printer
Speakers
Headphones
Eggspert educational tool
Technology – Software



MS Power Point
Browser
MS Word
●
●
●
●
●
Printed Materials
Activity sheets
Handouts
Checklist, attendance register
Journal guide
Assessment sheet
Printed Materials
● Texts
Other Resources





Other Resources
Cloth material
Measuring tape
Outfit
Book
Cell phone
Unit Author
First and Last Name
Koreen Mohammed
School District
St. Patrick
School Name
Fyzabad Secondary School
School Address
Guapo Road Fyzabad