Intro to Computers

Overview

In this first lesson of the unit, students build an understanding of what a computer system is and how hardware and software work together to perform tasks. They investigate key internal components conceptually and connect them to simple examples.

Learning intentions

• Students will understand that digital systems have main internal components that each perform a function.
• Students will explain how hardware and software contribute to what a computer does.
• Students will identify examples of input, processing, output and storage in everyday computer use.
• Students will use appropriate digital terminology to communicate ideas clearly.

Success criteria

• I can name at least three common internal hardware components and describe what each does (in my own words).
• I can explain the difference between hardware and software.
• I can match an example task to input, processing, output and storage.
• I can communicate my explanation using clear sentences and correct terms.

Curriculum links

• AC9TDI6K01 — investigate the main internal components of common digital systems and their function.
• AC9TDI6P08 — select and use appropriate digital tools effectively and demonstrate agreed behaviours when sharing work.
• AC9TDI6K03 and AC9TDI6K04 (preview only) — recognise that digital systems represent data using numbers and off/on states, preparing for later lessons.

Lesson structure (30 minutes)

1. 0–5 min · Hook (Think–Pair–Share). Teacher shows a simple scenario: “I type ‘Hi’ and the screen shows it—what parts are involved?” Students write 3 quick ideas in a notebook (no sharing required for a single student), then briefly explain their first idea to the teacher.
2. 5–12 min · Direct teach (Hardware vs software). Teacher uses a diagram on the board: “hardware” (physical parts) and “software” (instructions). Students add a short definition under two headings: Hardware and Software, using sentence starters provided by the teacher.
3. 12–19 min · Investigation (CPU–Memory–Input/Output). Teacher introduces a basic internal components model: CPU (processing), memory (temporary working space), input and output parts (e.g., keyboard/mouse/camera and screen/speaker). Students complete a “function-matching” task: draw lines from components to what they do, using an example (tablet running a simple app).
4. 19–26 min · Guided example (Simple task flow). Teacher models one full cycle: input → processing → output (and storage as “kept for later”). Students select a familiar task (e.g., taking a photo, playing a sound recording, searching a video) and fill in a flow chart with labelled arrows.
5. 26–30 min · Exit ticket (Check for understanding). Teacher asks three questions; student answers in one sentence each: (1) What is hardware? (2) What is software? (3) Name one component and its job.

Resources

• Whiteboard/interactive screen with a simple hardware vs software diagram
• Notebook and pencil
• Component function cards (CPU, memory, input, output, storage) printed or on paper
• “Function-matching” printable (teacher-prepared)
• Flow chart worksheet (input → processing → output → storage)
• Timer
• Assessment sheet for teacher notes (or checklist)

Assessment

• Teacher observes student accuracy during the function-matching activity and provides immediate feedback.
• Teacher listens to the student’s explanations during the hook and the guided example to check understanding of hardware/software and functions.
• Exit ticket responses confirm learning against the success criteria.

Differentiation

• Support: Provide sentence starters (“Hardware is…”, “Software is…”, “The CPU…”, “Memory…”) and a word bank for components and functions.
• Support: Allow the student to use diagrams (arrows, labels) rather than only writing sentences.
• Extension: If the student finishes early, ask them to propose where a “file” is stored (e.g., in storage) and why that matters for retrieving it later.
• EAL/SEN consideration: Keep instructions short and repeat key terms; use visuals and modelling; accept oral responses if writing is challenging.