School Of Education
Department Of Teacher Education
LESSON PLAN
Name of Student
School
Date
Topic
Instructional
Media
1
i.
ii.
Vimbayi Simari
Purpose Finder Academy
16 April 2024
Understanding business activity
Flash disc, hard drive, DVD
Subject
Class/Grade
Time
Sub-Topic
No of Pupils
Reference
Business Studies
Form 1
8.45am to 9.30am(45 Minutes)
Division of labor and specialization
pupils ( boys & girls)
Business Studies IGCSE
Lesson Objectives: At the end of this lesson students will be able to:
Distinguish between specialization and division of labour
Identify the advantages and disadvantages of specialization and division of labour
2
Rationale
Pupils will have initial Understanding and appreciation of the differences between division of labor and specialization
3.
Starter Description (Introduction/Motivation)
 Getting Started: Motivational verse or saying
4
Key Words
Specialization, Division of labour
5
Development
Time
5
Minutes
10
Minutes
10
Minutes
15
Minutes
1
Activities / Tasks
Step 1
Recap of yesterday’s lesson
State today’s objectives


Step 2
Def. of Storage devices
Introduce topic for the day: Specialization and
Division of Labor
Define and give example
Step 3
Types of storage devices
With the use of a Bar Chart, students will show a
comparison among the different types of storage
devices as it relates to usage.
a. Explain the importance of a bar chart and how to
create it b. Present students with the data
Step 4
Explain and do Numbered Heads.
a. Teacher ask questions:
i. What are the two types of storage devices?
ii. Based on the list of storage devices presented in
class, which would you say is the most reliable?
 Teacher calls time (discussion stops)
 Teacher Randomly calls group





Differentiation
Structures, Techniques and
Strategies/Methods
Have material
persons collect
handouts.
Students will read
handout on
computer.
Three-Minute Pause.
 Pause instruction, Turn-toYour-Neighbor and share.
 Please summarize what you
have learnt so far
 After 3-minutes, with the use
of Random Calls get some
responses.
All group members
will be presented
with the same
material
Each group
presents this
information to the
class in a creative
manner
Have students
create their chart.
Team decides on
answer
Student whose
number is selected
stands.

Group Jigsaw

Turn-to-your-neighbour and
share


Numbered Heads
(Literal, Bloom’s:
Knowledge)
(Critical, Bloom’s: Analysis
& Evaluation)
(Think-pair-share)



Students in the groups will be given different
segments of a handout on types of storage devices
and data storage media
15
Minutes
Step 5
Using a Question & Answer Pairs, students will
classify the following devices as either secondary
or primary storage devices
Since primary storage is volatile, we need to store
our data on secondary storage devices. The steps
are:
a. Steps are written on chart on wall
i. Insert storage device
ii. Click on File, Save As
iii. Select the Save in Location
iv. Type the required filename
v. Click on Save.
6
Plenary (go through the content & emphasis that the
7
8




Demonstrate the process
Point out common errors variations
Practice schedules variations/ Class exercise
Journaling
Self-Evaluation (Self-Critique)
This is a reflective look at your own performance. You should reflect
on your preparation for and performance during the lesson. Talk about
what you were happy about, what confused you or bothered you, etc.
These are some questions that can be addressed. Other items may be
addressed. You should not try to address all of these questions- just the
ones that are most appropriate.
1) Remember that the focus is on your performance.
2) Were you well prepared? In what ways?
3) Were you nervous? Excited? Why?
4) Did you keep the lesson “moving”? Where did it bog down? What
could you do about that?
5) Did you cover all of the phases adequately? Why not?
6) Where did you get the idea for the lesson and why did you like it?
7) What did you do particularly well or poorly? Did you let students
do their own thinking? Was that difficult for you?
8) Other appropriate questions.
Record Of Domains Of Instructional Objectives
Cognitive
Affective
I, II, VI
2
a. Students read
designated areas (#1’s
& #2’s: Diskette, #3’s
& #4’s: Hard Disk)
b. Teach the most
important point to their
fellow group members



Jigsaw
Use Random Calls to get one
thing that was learnt from
material
(Bloom’s: Comprehension)


Question & Answer Pairs
Procedural Knowledge
Pupils List of devices:
RAM, ROM, Floppy,
CD, DVD, EPROM,
Flash drive
homework should be done)
20
Min
Students to vote,
with the
Agree/Disagree
card provided.
IV, V
Integration of Faith and
Learning

How the writings of
the Bible has been
stored to be used to
date.
ICT/Cross Curricular Links


Printed chart of steps in storage
of data.
Use of computer on learning how
to store data.
Lesson Evaluation
Your focus is on the lesson itself in relation to your goals and
objectives. Be specific. Talk about how the directions or groupings
of students worked, what should be changed, how different aspects
of the lesson worked compared to how you thought they would
work, etc.
1) Address each of your objectives and tell how you know it was
or was not met. Use quotations where appropriate.
2) Did anything that happened surprise you? Did anything go just
as you thought it would?
3) Other appropriate questions related to your goals and
objectives.
4) Describe overall learner response. e.g.
“One of my goals was for the students to get to know each
other better while they were doing the interviews in the
groups. All but three of the students spent all of the time
allowed asking each other questions.”)
Psychomotor
III, IV, VI