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CIC2601 Assignment 2
(COMPLETE ANSWERS)
2025 - DUE 3 June 2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
, Exam (elaborations)
CIC2601 Assignment 2 (COMPLETE
ANSWERS) 2025 - DUE 3 June 2025
Course
Computer Integration in the classroom (CIC2601)
Institution
University Of South Africa
Book
Computers and Classroom Culture
Computer Integration in the classroom - CIC2601 Assignment 2 2025 - DUE 3
June 2025 ;100 % TRUSTED workings, Expert Solved, Explanations and
Solutions.
Question 1 [20 marks] The aim of question 1 is to enable you to demonstrate
your ability to plan the integration of digital tools in teaching. Task: Plan a
lesson or teaching strategy that integrates digital technology. Describe how
you would ensure it is effective for your students.
Question 1: Planning a Lesson Integrating Digital
Technology
Subject: High School Biology Topic: Photosynthesis (Grade 9/10) Time Allotment: 60 minutes
(can be adapted for longer/shorter)
Overall Goal: Students will be able to explain the process of photosynthesis, identify its key
components, and understand its importance for life on Earth, utilizing digital tools to enhance
their learning and engagement.
Lesson Plan: Photosynthesis – The Plant's Power Factory
I. Learning Objectives (Student-Centric):
By the end of this lesson, students will be able to:
Define photosynthesis and identify its chemical equation.
Identify the reactants (inputs) and products (outputs) of photosynthesis.
Describe the roles of chlorophyll, chloroplasts, light energy, water, and carbon dioxide in
the process.
Explain the importance of photosynthesis for living organisms and the environment.
, Construct a simple visual representation or explanation of photosynthesis using a digital
tool.
II. Materials & Digital Tools:
Teacher: Computer/Laptop, Projector, Internet Access, Whiteboard/Smartboard.
Students: Tablets/Laptops/Chromebooks (1:1 or small group access), Internet Access,
Headphones (optional).
Digital Tools:
o Pre-Assessment/Engagement: Mentimeter or Kahoot!
o Interactive Simulation/Exploration: PhET Interactive Simulations
(Photosynthesis simulation) or a similar educational animation from platforms
like BioInteractive.
o Collaborative Note-Taking/Brainstorming: Google Docs/Slides or Padlet.
o Content Delivery/Visuals: PowerPoint/Google Slides with embedded videos
(e.g., short, engaging animation from YouTube like Crash Course Kids or a more
detailed one from Amoeba Sisters).
o Formative Assessment/Concept Check: Quizziz or Google Forms.
o Creative Synthesis/Presentation: Canva, Google Slides, or a digital drawing app
(e.g., Jamboard).
III. Lesson Procedure (Integrating Digital Technology):
(5 minutes) A. Engage: Hook & Prior Knowledge Activation (Mentimeter/Kahoot!)
Teacher Action: Project a Mentimeter or Kahoot! quiz. Questions could be: "What do
plants eat?" "Where do plants get their energy?" "What do you think plants produce?"
Student Action: Students use their devices to join the quiz and submit their answers
anonymously (Mentimeter) or competitively (Kahoot!).
Why Digital: Provides an immediate, engaging, and anonymous way to gauge prior
knowledge and spark curiosity. Instant feedback helps the teacher identify
misconceptions early.
(15 minutes) B. Explore: Interactive Simulation & Guided Inquiry (PhET/BioInteractive)
Teacher Action: Introduce the PhET Photosynthesis simulation (or a similar interactive
animation). Provide guiding questions for students to explore while interacting with the
simulation (e.g., "What happens if you change the light intensity?", "What happens if you
reduce CO2?", "Where are the oxygen bubbles coming from?"). Guide students through
the simulation, encouraging experimentation.
Student Action: Students work individually or in pairs on their devices to manipulate
variables in the simulation, observe changes, and record their observations/answers to the
guiding questions in a shared Google Doc or notebook.
Why Digital: Allows for active, hands-on exploration of complex concepts in a safe and
controllable environment. Students can manipulate variables and see immediate results,
CIC2601 Assignment 2
(COMPLETE ANSWERS)
2025 - DUE 3 June 2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
, Exam (elaborations)
CIC2601 Assignment 2 (COMPLETE
ANSWERS) 2025 - DUE 3 June 2025
Course
Computer Integration in the classroom (CIC2601)
Institution
University Of South Africa
Book
Computers and Classroom Culture
Computer Integration in the classroom - CIC2601 Assignment 2 2025 - DUE 3
June 2025 ;100 % TRUSTED workings, Expert Solved, Explanations and
Solutions.
Question 1 [20 marks] The aim of question 1 is to enable you to demonstrate
your ability to plan the integration of digital tools in teaching. Task: Plan a
lesson or teaching strategy that integrates digital technology. Describe how
you would ensure it is effective for your students.
Question 1: Planning a Lesson Integrating Digital
Technology
Subject: High School Biology Topic: Photosynthesis (Grade 9/10) Time Allotment: 60 minutes
(can be adapted for longer/shorter)
Overall Goal: Students will be able to explain the process of photosynthesis, identify its key
components, and understand its importance for life on Earth, utilizing digital tools to enhance
their learning and engagement.
Lesson Plan: Photosynthesis – The Plant's Power Factory
I. Learning Objectives (Student-Centric):
By the end of this lesson, students will be able to:
Define photosynthesis and identify its chemical equation.
Identify the reactants (inputs) and products (outputs) of photosynthesis.
Describe the roles of chlorophyll, chloroplasts, light energy, water, and carbon dioxide in
the process.
Explain the importance of photosynthesis for living organisms and the environment.
, Construct a simple visual representation or explanation of photosynthesis using a digital
tool.
II. Materials & Digital Tools:
Teacher: Computer/Laptop, Projector, Internet Access, Whiteboard/Smartboard.
Students: Tablets/Laptops/Chromebooks (1:1 or small group access), Internet Access,
Headphones (optional).
Digital Tools:
o Pre-Assessment/Engagement: Mentimeter or Kahoot!
o Interactive Simulation/Exploration: PhET Interactive Simulations
(Photosynthesis simulation) or a similar educational animation from platforms
like BioInteractive.
o Collaborative Note-Taking/Brainstorming: Google Docs/Slides or Padlet.
o Content Delivery/Visuals: PowerPoint/Google Slides with embedded videos
(e.g., short, engaging animation from YouTube like Crash Course Kids or a more
detailed one from Amoeba Sisters).
o Formative Assessment/Concept Check: Quizziz or Google Forms.
o Creative Synthesis/Presentation: Canva, Google Slides, or a digital drawing app
(e.g., Jamboard).
III. Lesson Procedure (Integrating Digital Technology):
(5 minutes) A. Engage: Hook & Prior Knowledge Activation (Mentimeter/Kahoot!)
Teacher Action: Project a Mentimeter or Kahoot! quiz. Questions could be: "What do
plants eat?" "Where do plants get their energy?" "What do you think plants produce?"
Student Action: Students use their devices to join the quiz and submit their answers
anonymously (Mentimeter) or competitively (Kahoot!).
Why Digital: Provides an immediate, engaging, and anonymous way to gauge prior
knowledge and spark curiosity. Instant feedback helps the teacher identify
misconceptions early.
(15 minutes) B. Explore: Interactive Simulation & Guided Inquiry (PhET/BioInteractive)
Teacher Action: Introduce the PhET Photosynthesis simulation (or a similar interactive
animation). Provide guiding questions for students to explore while interacting with the
simulation (e.g., "What happens if you change the light intensity?", "What happens if you
reduce CO2?", "Where are the oxygen bubbles coming from?"). Guide students through
the simulation, encouraging experimentation.
Student Action: Students work individually or in pairs on their devices to manipulate
variables in the simulation, observe changes, and record their observations/answers to the
guiding questions in a shared Google Doc or notebook.
Why Digital: Allows for active, hands-on exploration of complex concepts in a safe and
controllable environment. Students can manipulate variables and see immediate results,
