CIC2601 ASSIGNMENT 5: COMPUTER
INTEGRATION IN THE CLASSROOM
PORTFOLIO 2025
CIC2601 Assignment 5 — Question 1: Lesson Plan Incorporating Digital Technologies
Introduction
As a teacher in South Africa, I have seen how digital technology can turn a normal
science lesson into an exciting and memorable experience, even in schools with limited
resources. For this assignment, I am creating a lesson plan for Grade 7 Natural Sciences,
focusing on the topic of photosynthesis. I have chosen tools that are accessible and
practical for my learners, and I will show how each choice is grounded in both theory and
the real South African context.
Selection & Justification of Digital Tools
For this lesson, I chose the following digital tools:
YouTube video: This is an excellent way to introduce the lesson and bring the
topic to life. According to Majumdar (2006), video resources allow learners to see
abstract processes in action, which helps them build mental models.
PhET Interactive Simulation: This online tool lets learners experiment virtually
with variables like sunlight and water to see how they affect photosynthesis. It is
especially useful for inquiry-based learning, as recommended by Butcher &
Associates (2011).
Google Slides: Learners work in groups to create a digital diagram of
photosynthesis. This develops both content understanding and digital literacy
(Prakash, n.d.).
, Quizizz: A fun, interactive quiz platform for formative assessment at the end of
the lesson. It motivates participation and provides instant feedback (Ghavifekr &
Rosdy, 2015).
All these tools are free, easy to use, and can be accessed on basic smartphones or school
computers.
Alignment with Learning Outcomes
Learning Outcomes:
Learners explain photosynthesis in their own words.
Learners identify the requirements for photosynthesis (light, water, carbon
dioxide, chlorophyll).
Learners create and label a diagram showing the process
Each tool supports a different outcome: the video builds foundational understanding, the
simulation develops inquiry and critical thinking, Google Slides allows creative
demonstration, and Quizizz assesses knowledge retention. According to Ndlovu &
Donovan (2012), carefully matching technology to outcomes increases both engagement
and achievement.
Integration of Digital Technology and Pedagogy
Lesson Sequence:
Introduction (10 mins): Start with a short YouTube video to capture learners’
interest. I ask learners what they already know and connect it to their daily
experiences (Majumdar, 2006).
Development (25 mins): Learners use the PhET simulation in pairs, guided by a
worksheet with questions like, "What happens if you remove light?" This active
exploration lets learners see science in action (Butcher & Associates, 2011).
Consolidation (15 mins): In groups, learners use Google Slides to design and
label a diagram of photosynthesis. They can use images, text boxes, and even
write in their home language alongside English for clarity (Prakash, n.d.).
INTEGRATION IN THE CLASSROOM
PORTFOLIO 2025
CIC2601 Assignment 5 — Question 1: Lesson Plan Incorporating Digital Technologies
Introduction
As a teacher in South Africa, I have seen how digital technology can turn a normal
science lesson into an exciting and memorable experience, even in schools with limited
resources. For this assignment, I am creating a lesson plan for Grade 7 Natural Sciences,
focusing on the topic of photosynthesis. I have chosen tools that are accessible and
practical for my learners, and I will show how each choice is grounded in both theory and
the real South African context.
Selection & Justification of Digital Tools
For this lesson, I chose the following digital tools:
YouTube video: This is an excellent way to introduce the lesson and bring the
topic to life. According to Majumdar (2006), video resources allow learners to see
abstract processes in action, which helps them build mental models.
PhET Interactive Simulation: This online tool lets learners experiment virtually
with variables like sunlight and water to see how they affect photosynthesis. It is
especially useful for inquiry-based learning, as recommended by Butcher &
Associates (2011).
Google Slides: Learners work in groups to create a digital diagram of
photosynthesis. This develops both content understanding and digital literacy
(Prakash, n.d.).
, Quizizz: A fun, interactive quiz platform for formative assessment at the end of
the lesson. It motivates participation and provides instant feedback (Ghavifekr &
Rosdy, 2015).
All these tools are free, easy to use, and can be accessed on basic smartphones or school
computers.
Alignment with Learning Outcomes
Learning Outcomes:
Learners explain photosynthesis in their own words.
Learners identify the requirements for photosynthesis (light, water, carbon
dioxide, chlorophyll).
Learners create and label a diagram showing the process
Each tool supports a different outcome: the video builds foundational understanding, the
simulation develops inquiry and critical thinking, Google Slides allows creative
demonstration, and Quizizz assesses knowledge retention. According to Ndlovu &
Donovan (2012), carefully matching technology to outcomes increases both engagement
and achievement.
Integration of Digital Technology and Pedagogy
Lesson Sequence:
Introduction (10 mins): Start with a short YouTube video to capture learners’
interest. I ask learners what they already know and connect it to their daily
experiences (Majumdar, 2006).
Development (25 mins): Learners use the PhET simulation in pairs, guided by a
worksheet with questions like, "What happens if you remove light?" This active
exploration lets learners see science in action (Butcher & Associates, 2011).
Consolidation (15 mins): In groups, learners use Google Slides to design and
label a diagram of photosynthesis. They can use images, text boxes, and even
write in their home language alongside English for clarity (Prakash, n.d.).
