HOPEACADEMY
CIC2601
ASSIGNMENT 5
DUE DATE: 10 October
2025
Question 1 [20 marks]
Develop a lesson plan for a subject of your choice that
incorporates digital technologies.
Explain how you selected the tools and how they support your
learning objectives. Ensure that you demonstrate how you
integrated digital technologies in your pedagogy
0 7 6 4 0 3 1 2 2 9
,CIC2601 ASSIGNMENT 5
DUE DATE: 10 October 2025
Question 1 [20 marks]
Develop a lesson plan for a subject of your choice that incorporates digital technologies.
Explain how you selected the tools and how they support your learning objectives. Ensure that you
demonstrate how you integrated digital technologies in your pedagogy.
In today’s digital age, technology plays a vital role in education. It helps teachers create lessons that
are more engaging, interactive, and accessible. According to Mishra and Koehler (2006), effective
teaching with technology depends on teachers’ ability to combine technological, pedagogical, and
content knowledge — known as the TPACK framework. In this lesson plan, I aim to show how
digital technologies can be used in a Grade 9 Natural Sciences lesson to make learning more active
and meaningful. The topic chosen is “Sustainable Energy and Climate Change.” The lesson
encourages learners to think critically about environmental issues, apply scientific knowledge, and
use digital tools to present their ideas.This lesson will combine videos, collaborative online tools,
and visual design platforms to support different learning outcomes. As a teacher, I selected these
tools to suit my learners’ needs, learning styles, and the lesson objectives. The use of digital
technology helps me move away from a teacher-centred classroom to a learner-centred one, where
learners can explore, collaborate, and create knowledge together (Prensky, 2010).
2. Learning Outcomes
The lesson focuses on three main learning outcomes from the Grade 9 Natural Sciences CAPS
curriculum:
Understanding environmental sustainability: Learners should be able to explain how human
activities impact the environment and describe ways to reduce pollution and energy waste.
Applying scientific knowledge: Learners should design and suggest a sustainable energy solution
suitable for their school environment.
Collaborating and communicating effectively: Learners should work together to research, discuss,
and present their findings using digital platforms.
By the end of the lesson, learners should be able to explain the causes and effects of climate change,
propose renewable energy solutions, and demonstrate their understanding through creative digital
presentations. These outcomes are designed to support both scientific literacy and digital
competency, which are key skills for 21st-century learners (Voogt & Roblin, 2012).
, 3. Selection of Digital Tools
The digital tools were selected based on their accessibility, ease of use, and alignment with the
learning objectives. Each tool supports a different aspect of the learning process:
YouTube: Used to introduce the topic through short educational videos on climate change and
renewable energy. Videos make abstract concepts more concrete and help visual learners
understand complex processes (Mayer, 2009).
Padlet: An online wall where learners can post ideas, images, and short reflections about what they
learned. Padlet supports collaboration and allows all learners to share their views in one space.
Canva: A graphic design tool that allows learners to create posters or infographics. It promotes
creativity and helps learners summarise information visually.
Google Classroom: Serves as the main platform for sharing resources, submitting tasks, and giving
feedback. It supports communication and helps organize digital learning materials.
Google Forms: Used for self-assessment and reflection after the project. Learners answer short
questions to evaluate what they learned and how they worked together.
These tools were chosen because they complement each other and support a range of skills:
research, creativity, collaboration, and reflection. According to Koehler and Mishra (2009),
selecting the right technology depends on how well it fits with the subject content and teaching
approach, not just its popularity.
4. Lesson Activities
Phase 1: Introduction (15 minutes)
The lesson begins with a short YouTube video titled “How Climate Change Affects Our Planet.”
Learners watch the video in pairs and then discuss what they understood. This video is used to
activate prior knowledge and spark curiosity. According to Mayer’s (2009) cognitive theory of
multimedia learning, combining visuals and audio helps learners retain information better than
using text alone.
After the discussion, learners open Padlet on their devices. They each post one thing they learned
from the video and one question they still have. This activity allows learners to express their
understanding and promotes peer-to-peer learning. I also use Padlet responses to identify
misconceptions and guide my next explanations.
Phase 2: Development (25 minutes)
Learners are divided into small groups of four. Each group is given a research question such as:
How can our school reduce energy use?
What renewable energy sources are suitable for our community?
How can solar energy help reduce pollution?
CIC2601
ASSIGNMENT 5
DUE DATE: 10 October
2025
Question 1 [20 marks]
Develop a lesson plan for a subject of your choice that
incorporates digital technologies.
Explain how you selected the tools and how they support your
learning objectives. Ensure that you demonstrate how you
integrated digital technologies in your pedagogy
0 7 6 4 0 3 1 2 2 9
,CIC2601 ASSIGNMENT 5
DUE DATE: 10 October 2025
Question 1 [20 marks]
Develop a lesson plan for a subject of your choice that incorporates digital technologies.
Explain how you selected the tools and how they support your learning objectives. Ensure that you
demonstrate how you integrated digital technologies in your pedagogy.
In today’s digital age, technology plays a vital role in education. It helps teachers create lessons that
are more engaging, interactive, and accessible. According to Mishra and Koehler (2006), effective
teaching with technology depends on teachers’ ability to combine technological, pedagogical, and
content knowledge — known as the TPACK framework. In this lesson plan, I aim to show how
digital technologies can be used in a Grade 9 Natural Sciences lesson to make learning more active
and meaningful. The topic chosen is “Sustainable Energy and Climate Change.” The lesson
encourages learners to think critically about environmental issues, apply scientific knowledge, and
use digital tools to present their ideas.This lesson will combine videos, collaborative online tools,
and visual design platforms to support different learning outcomes. As a teacher, I selected these
tools to suit my learners’ needs, learning styles, and the lesson objectives. The use of digital
technology helps me move away from a teacher-centred classroom to a learner-centred one, where
learners can explore, collaborate, and create knowledge together (Prensky, 2010).
2. Learning Outcomes
The lesson focuses on three main learning outcomes from the Grade 9 Natural Sciences CAPS
curriculum:
Understanding environmental sustainability: Learners should be able to explain how human
activities impact the environment and describe ways to reduce pollution and energy waste.
Applying scientific knowledge: Learners should design and suggest a sustainable energy solution
suitable for their school environment.
Collaborating and communicating effectively: Learners should work together to research, discuss,
and present their findings using digital platforms.
By the end of the lesson, learners should be able to explain the causes and effects of climate change,
propose renewable energy solutions, and demonstrate their understanding through creative digital
presentations. These outcomes are designed to support both scientific literacy and digital
competency, which are key skills for 21st-century learners (Voogt & Roblin, 2012).
, 3. Selection of Digital Tools
The digital tools were selected based on their accessibility, ease of use, and alignment with the
learning objectives. Each tool supports a different aspect of the learning process:
YouTube: Used to introduce the topic through short educational videos on climate change and
renewable energy. Videos make abstract concepts more concrete and help visual learners
understand complex processes (Mayer, 2009).
Padlet: An online wall where learners can post ideas, images, and short reflections about what they
learned. Padlet supports collaboration and allows all learners to share their views in one space.
Canva: A graphic design tool that allows learners to create posters or infographics. It promotes
creativity and helps learners summarise information visually.
Google Classroom: Serves as the main platform for sharing resources, submitting tasks, and giving
feedback. It supports communication and helps organize digital learning materials.
Google Forms: Used for self-assessment and reflection after the project. Learners answer short
questions to evaluate what they learned and how they worked together.
These tools were chosen because they complement each other and support a range of skills:
research, creativity, collaboration, and reflection. According to Koehler and Mishra (2009),
selecting the right technology depends on how well it fits with the subject content and teaching
approach, not just its popularity.
4. Lesson Activities
Phase 1: Introduction (15 minutes)
The lesson begins with a short YouTube video titled “How Climate Change Affects Our Planet.”
Learners watch the video in pairs and then discuss what they understood. This video is used to
activate prior knowledge and spark curiosity. According to Mayer’s (2009) cognitive theory of
multimedia learning, combining visuals and audio helps learners retain information better than
using text alone.
After the discussion, learners open Padlet on their devices. They each post one thing they learned
from the video and one question they still have. This activity allows learners to express their
understanding and promotes peer-to-peer learning. I also use Padlet responses to identify
misconceptions and guide my next explanations.
Phase 2: Development (25 minutes)
Learners are divided into small groups of four. Each group is given a research question such as:
How can our school reduce energy use?
What renewable energy sources are suitable for our community?
How can solar energy help reduce pollution?
