Lesson Plan 1: Digital devices

Specification links: 1.1.1–1.1.7, 1.2.1, 1.2.2, 1.4.1, 1.4.2, 1.5.1–1.5.6

Alignment with Student Book: pages 4–42

Resources:

 Student Book
 Worksheet 1: Digital devices
 a set of cards for each pair of students that has the terms for features on one set of
cards (e.g. portability, security, user interface) and definitions for them on another set
of cards
 sticky notes (1 for each student).

Learning objectives:

 understand there are many digital devices and what different types there are
 understand some digital devices are used for a single purpose and some can be
used for multiple purposes
 understand some of the common features of digital devices.

Success criteria:
Students should be able to:

 understand what is meant by a digital device

 identify several different digital devices
 understand what is meant by a microprocessor
 identify which devices have a single purpose and which have multiple purposes
 describe some of the common features of digital devices.

Possible misconceptions and barriers:

Some students may think that only devices like desktop computers, laptops and mobile
phones are digital devices. They may not recognise that there are other devices, such as a
washing machine, that can have an embedded microprocessor, and that these are also
digital devices.

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Starter
Ask students to work in pairs and write down a definition for a digital device.
Ask each student pair to compare their definition with the pair next to them. Ask each pair to
discuss their definitions and agree on the best definition.

Review starter
Ask each group of 4 to read out what they thought was the best definition in their group.
Write these definitions on the board.
Discuss with the class which definition best describes a digital device.

Activity 1 – examples of digital devices

Ask students to work in pairs and write down all the digital devices that they see or use in a
day. Ask them to try and identify as many as 10 devices.
Ask each pair to write down 2 devices on the board. Each pair should aim to write 2 different
devices. This will produce a list of many different digital devices. Add to the list any digital
devices that students may have missed.

Discussion – what is a microprocessor?

Explain to students that some of the devices that they listed are computers, for example
desktop computers, laptops and mobile phones. However, some of the devices have a very
small computer built into them, this is called a microprocessor. Explain to students what is
meant by a microprocessor.
Discuss with students which devices from the list will have a microprocessor built into them.
Explain that these are all called embedded systems.

Activity 2 – single-use or multi-functional

Ask students to complete Activity 1 on Worksheet 1. For this activity, ask students to use the
list of digital devices created on the board and write each of the devices in a box. They need
to decide if the device is single-use or multi-functional.
Walk round the classroom as students are filling in their sheet to check their understanding
of what would be single-use or multi-functional is correct.

Discussion – features of a digital device

Explain to students that digital devices have some common features. Not all devices will
have all the features, but many digital devices will have features in common. Ask students to

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think about what three of these features could be. Ask students to share their thoughts with
another pair.

Activity 3 – features of a digital device

Ask students to work in pairs. Provide each pair with a set of terms and definitions cards
about features of a digital device.
Ask students to pair together the correct term with the correct definition. Ask students to
compare their answers to the pair next to them and resolve any differences they may have in
their answers by discussing and choosing which they think is correct. Display the correct
answers for students to see how many they correctly matched.

Plenary
Ask students to think about the most important thing they learnt today. Ask students to think
of three words that would describe the most important thing they learnt. Ask students to write
the three words down on a sticky note and stick it to the board as they leave.

Differentiation
Lower ability students:
For Activity 1 on the worksheet: provide lower ability students with two single-use and two
multi-functional devices to get them started.

Higher ability students:

For the terms and definitions activity, provide higher ability students with more definitions
than terms. This is called giving them some definitions as distractors. This will make it more
challenging for them to identify the correct definitions.

Homework
Ask students to complete Activity 2 on Worksheet 1.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free.