Information and Communication Technology — Basics of internet and online tools

Form 1 · 80 minutes · Term 2 Week 8 · 29 June 2026

SchoolLuangwa Bridge Secondary School

TeacherWesley Mukulu

Date29 Jun 2026

ClassForm 1

SubjectInformation and Communication Technology

Duration80 min

TimePeriod 3 - 08:20 - 09:40

Learners45

Term/WeekTerm 2 Week 8

Topic

Basics of internet and online tools

Sub-Topic

Introduction to the internet and online tools

General Competences

Digital Literacy, Critical Thinking, Communication

Specific Competences

Apply basic online safety practices

Learning Activities

Discussing the importance of using Strong passwords and browsing safely

Expected Standard

Online safety practices correctly applied

References

ICT syllabus secondary education ordinary level form 1 page 6

Lesson Goal

By the end of this lesson, learners should be able to explain and apply at least three basic online safety practices, including creating strong passwords and browsing safely, when using internet tools in everyday contexts.

Rationale

This lesson introduces Form 1 learners to the foundational concepts of the internet and online tools, building on their prior experience with mobile devices and basic computer operations to establish a formal understanding of how the internet functions and how to use it responsibly. Understanding online safety, including the importance of strong passwords and secure browsing, is essential for protecting personal information and developing responsible digital citizenship in an increasingly connected Zambia. Through discussion, group investigation, and practical application activities, this lesson develops learners' Digital Literacy, Critical Thinking, and Communication competences by engaging them in active, learner-centred inquiry into real-world online safety scenarios.

Prior Knowledge / Prerequisite Knowledge

Learners have previously covered basic computer operations and file management in Form 1, including how to switch on a computer, use a keyboard and mouse, and open and close applications. They also possess everyday familiarity with mobile phones, social media platforms such as WhatsApp and Facebook, and basic internet browsing for entertainment or communication. This prior knowledge will be activated at the start of the lesson through a guided class discussion where learners share what they already know about the internet and any online tools they have used, creating a direct bridge to the formal introduction of internet concepts and online safety practices.

Learning Environment

Natural Environment: The teacher will reference Zambian internet cafes in towns such as Lusaka, Ndola, and Kitwe, as well as mobile money booths that rely on online connectivity, to ground the lesson in learners' daily experiences. Learners will be asked to consider how internet access varies between urban and rural areas in Zambia and how that affects people's ability to use online tools safely.
Artificial Environment: The classroom will be arranged in mixed-ability groups of 4–6 learners seated at clustered desks, with pairs working side by side within each group. A large display board at the front will feature a prepared chart titled "Staying Safe Online" with key vocabulary (password, phishing, secure website, browser, privacy settings). Group chart papers and markers will be placed at each cluster for learners to record their ideas during the Explore and Elaborate phases.
Technological Environment: The teacher will use a single laptop connected to a projector (or a large monitor if a projector is unavailable) to display a short, pre-loaded slideshow showing examples of strong versus weak passwords and secure versus unsecure website indicators (padlock icon, HTTPS). If internet access is available at the school, the teacher will demonstrate a live search for "Zambia online safety tips" to show learners how to find reliable information; if not, offline cached pages or printed screenshots will be used instead.

Teaching and Learning Materials / Resources

Chart paper (one sheet per group) and marker pens for group recording
Prepared vocabulary chart titled "Staying Safe Online" (password, phishing, secure website, browser, privacy settings, strong password, browsing safely)
Handout: "Strong Password Checklist" — a simple A5 card with five criteria for a strong password (e.g., at least 8 characters, includes a number, includes a symbol, uses upper and lower case, not a common word)
Set of 8 scenario cards describing common online situations (e.g., "You receive an email asking for your password," "You see a website with no padlock icon," "A friend asks you to share your login details")
Projector or large monitor for displaying slideshow examples
Slideshow (pre-loaded on laptop) with 5 slides: Slide 1 — weak vs strong passwords, Slide 2 — secure website indicators, Slide 3 — what is phishing, Slide 4 — safe browsing tips, Slide 5 — scenario for class discussion
A3 poster template for group "Online Safety Guide" activity

Cross-Cutting Issues

Digital Literacy: This lesson is fundamentally built around developing learners' ability to navigate, evaluate, and use digital tools responsibly. Every phase of the lesson — from exploring password strength to discussing phishing scenarios — directly strengthens learners' digital literacy by equipping them with practical, transferable skills for safe internet use in their academic and personal lives.
National Values and Principles: The lesson promotes the Zambian national value of integrity by emphasising the importance of protecting personal information, respecting others' privacy online, and reporting suspicious activity. Learners discuss how responsible online behaviour reflects good citizenship and contributes to a safer digital community for all Zambians.

Lesson Progression (Model: 5E Model of Instruction)

Phase	Teacher Activities	Learner Activities	Assessment Criteria
INTRODUCTION
ENGAGE 12 min	Hook: "Imagine you receive a text message saying you have won a free smartphone. It asks you to click a link and enter your name, phone number, and password to claim your prize. What would you do? Turn to your partner and discuss for 30 seconds." Prior Knowledge Questions: Ask three targeted oral questions: (1) "What is the internet? Who can describe it in one sentence?" (2) "What online tools or apps have you used before — on a phone, tablet, or computer?" (3) "What does it mean to be 'safe' online? What do you already know about keeping your information private?" Lesson Goal: "Today we are going to learn what the internet is, what online tools are, and most importantly, how to use them safely — including creating strong passwords and browsing securely. By the end of this lesson, you will be able to protect yourself online." Note: Do NOT introduce the new concept yet — this phase is purely about igniting curiosity and surfacing prior knowledge.	Learners discuss the hook scenario with a partner, sharing initial thoughts and predictions about the text message. (Develops: Communication, Critical Thinking) Learners volunteer answers to prior knowledge questions, drawing on their everyday experience with phones, apps, and the internet. (Develops: Communication) Learners listen to the lesson goal and restate it in their own words when prompted by the teacher. (Develops: Communication) Learners raise hands to share what they wonder about online safety, generating a short class list of "I wonder..." questions. (Develops: Critical Thinking)	Learners accurately recall a personal experience or prior knowledge about internet use. Learners confidently describe what they already know about online safety in their own words. Learners clearly restate the lesson goal when asked. Learners appropriately express curiosity or ask a relevant question about the topic.
DEVELOPMENT
EXPLORE 17 min	Investigation Setup: "In your groups of 4–6, you will receive a set of 8 scenario cards. Each card describes a common online situation. Your task is to read each card together, discuss whether the situation is safe or unsafe, and sort the cards into two piles: 'Safe' and 'Unsafe'. Write your group's decisions on the chart paper provided, with one sentence explaining why for each card. You have 10 minutes for this activity." Facilitation: Walk around among groups without lecturing. Ask specific guiding questions: "What makes this situation unsafe? What could the person do differently?" "Is there a way to make this situation safer?" "Why did your group put this card in the 'Safe' pile — what evidence do you have?" Observation: Note which groups are confidently sorting and which are hesitating, particularly around cards involving password sharing and website security indicators.	Learners read each scenario card aloud within their group and discuss whether the situation is safe or unsafe. (Develops: Digital Literacy, Communication, Collaboration) Learners record their group's sorting decisions on chart paper, writing a brief justification for each card. (Develops: Critical Thinking, Digital Literacy) Learners compare their group's sorting with a neighbouring group, discussing any differences in decisions. (Develops: Collaboration, Critical Thinking) Learners prepare a 30-second summary of one key insight from their sorting activity to share with the class. (Develops: Communication)	Learners correctly identify safe versus unsafe online situations from the scenario cards. Learners clearly record group decisions with a logical justification on chart paper. Learners accurately compare their group's sorting with another group and explain any differences. Learners confidently summarise one key insight from the activity in preparation for class sharing.
EXPLAIN 17 min	Learner Sharing: Invite 2–3 groups to share one card they sorted and their reasoning. Ask: "What did your group discover? Was there any card that your group disagreed on?" Formalisation: "Let me now introduce the correct terms. The internet is a global network connecting millions of computers. Online tools are websites or apps that work over the internet — like Google, WhatsApp, and ZamPortal. When we talk about online safety, we mean protecting your personal information. Two key practices are using strong passwords and browsing safely." Show Slides 1–4 and explain each: Slide 1 — strong password criteria, Slide 2 — HTTPS and padlock icon, Slide 3 — what phishing looks like, Slide 4 — safe browsing tips. Worked Example: "Let me show you how to create a strong password. Imagine my name is Mr. Banda and I like Zambian football. My weak password might be 'Banda123'. But a strong password could be 'ZamFoot#2024!'. Let me explain each part: capital Z, small 'amFoot', symbol #, year 2024, and exclamation mark. It has 14 characters, includes a symbol, a number, upper and lower case, and is not a common word." Guided Questions: Ask three mixed-type questions: (1) Fill-in-the-blank: "A ________ password includes at least 8 characters, a number, a symbol, and both upper and lower case letters." (2) Short answer: "What two visual signs tell you a website is secure for browsing?" (3) Multiple choice: "Which of the following is a safe online practice? A) Sharing your password with a friend, B) Clicking links in unknown emails, C) Using a different password for each account, D) Keeping your browser logged in on a public computer."	Learners share their group's sorting decisions and reasoning with the whole class. (Develops: Communication, Critical Thinking) Learners write formal definitions of key terms (internet, online tools, strong password, secure browsing) in their exercise books as the teacher introduces them. (Develops: Digital Literacy) Learners follow the worked example on the board, copying the strong password criteria into their books. (Develops: Digital Literacy) Learners attempt the three guided exercise questions, checking their answers with a partner. (Develops: Critical Thinking, Communication)	Learners accurately explain their group's reasoning for sorting specific scenario cards. Learners correctly write formal definitions of key terms in their exercise books. Learners clearly identify each component of a strong password from the worked example. Learners correctly answer the three guided questions with appropriate terminology.
ELABORATE 22 min	New Task: "Now you will apply what you have learned. In your groups, create a one-page 'Online Safety Guide' for Form 1 learners at our school. Your guide must include: (a) Three rules for creating a strong password, (b) Two tips for browsing safely, (c) One example of a strong password you create together, and (d) A warning about one common online danger. Use the A3 poster paper and markers provided. You have 15 minutes." Instructions: "Work together as a group. Everyone must contribute. Decide who will write, who will draw, and who will present. Remember to use the vocabulary we have learned: strong password, secure website, HTTPS, padlock icon, phishing." Facilitation: Walk around and observe. Offer probing questions only: "How does that rule help keep someone safe?" "Could you add a visual to make that warning clearer?" "Who will explain your strong password example?" Extension: For groups that finish early: "Add a fifth section to your guide: explain what you should do if you think your password has been stolen. Write a step-by-step action plan."	Learners read the task instructions and discuss within their group how to divide the work. (Develops: Collaboration, Communication) Learners apply all the concepts learned to create their group's Online Safety Guide on A3 paper, including password rules, browsing tips, a strong password example, and a danger warning. (Develops: Digital Literacy, Creativity and Innovation, Critical Thinking) Learners review their group's guide, checking that all four required sections are complete and accurate. (Develops: Critical Thinking) Two groups volunteer to present their Online Safety Guide to the class, explaining their choices and answering one question from classmates. (Develops: Communication, Collaboration)	Learners independently apply password and browsing safety rules to create a comprehensive group guide. Learners accurately include all four required sections with correct information and terminology. Learners critically review their group's guide and make corrections or improvements before presentation. Learners confidently present their guide and logically justify their design choices.
CONCLUSION
EVALUATE 12 min	Consolidation Questions: Ask three oral questions: (1) "What are the five characteristics of a strong password?" (2) "Name two ways you can check if a website is safe to browse." (3) "Why is it dangerous to share your password with anyone?" Learner-Led Summary: Invite 2–3 learners to summarise the key learning points in their own words. Affirm and correct as needed. Link Forward: "Next lesson, we will explore how to evaluate whether information you find online is reliable and trustworthy. Your Online Safety Guides will help us connect to that topic." Homework: "Your homework is to create a personal strong password at home using the five criteria we learned. Write it down on a piece of paper and bring it to the next class — do NOT share it with anyone else. Also, ask one adult at home what they do to stay safe online and write one sentence about their answer. Due next lesson." Closure: "Excellent work today, everyone. You have learned skills that will protect you every time you go online. Give yourselves a round of applause!"	Learners respond to consolidation questions individually, demonstrating their understanding of password creation and safe browsing. (Develops: Digital Literacy, Communication) Learners volunteer to summarise the lesson's key points in their own words. (Develops: Communication) Learners record the homework task in their exercise books, noting the deadline. (Develops: Digital Literacy) Learners share one thing they found most useful or interesting from the lesson, contributing to a brief class reflection. (Develops: Critical Thinking)	Learners correctly recall and explain the five characteristics of a strong password and two safe browsing indicators. Learners accurately summarise the main learning points of the lesson in their own words. Learners independently record the homework task and deadline without prompting. Learners confidently express a personal reflection about what they learned.

Class Exercise

Instructions to learners: Answer all five questions in your exercise book. Show all working where applicable. Time allowed: 10 minutes.

Multiple Choice: Which of the following is a strong password?
A) password123
B) Lusaka2024!
C) 12345678
D) myname
Fill-in-the-Blank: A secure website displays a ________ icon and begins with ________ in the address bar.
Short Answer: List three characteristics of a strong password.
True or False: "It is safe to click on a link in an email from someone you do not know, as long as the email looks official." Write 'True' or 'False' and explain your answer in one sentence.
Application (Scenario-Based): Chipo is a Form 1 learner at a school in Lusaka. She uses her mother's phone to browse the internet for homework. One day, a pop-up message appears saying "Congratulations! You have won a free phone. Enter your name and password to claim." What should Chipo do? Give two specific actions she should take and explain why each action keeps her safe.

Answer Key (For Teacher Use Only)

Question 1 — Multiple Choice
Answer: B) Lusaka2024!
Marks: 1 mark for correct option.
Question 2 — Fill-in-the-Blank
Answer: A secure website displays a padlock icon and begins with https:// in the address bar.
Marks: 1 mark for "padlock" (or "lock"), 1 mark for "https://" — total 2 marks.
Question 3 — Short Answer
Answer: Any three of: at least 8 characters long; includes a capital letter; includes a lower case letter; includes a number; includes a symbol; not a common word or easily guessed; different from passwords used on other accounts.
Marks: 1 mark for each correct characteristic — total 3 marks.
Question 4 — True or False with Explanation
Answer: False. Explanation: It is not safe to click on links from unknown senders because the email could be a phishing attempt designed to steal personal information.
Marks: 1 mark for "False", 1 mark for a valid explanation — total 2 marks.
Question 5 — Application (Scenario-Based)
Answer: (Accept any two reasonable, specific actions with valid justifications. Examples:) — Action 1: Chipo should close the pop-up immediately without clicking anything. Reason: Pop-ups claiming prizes are often scams designed to steal personal information. — Action 2: Chipo should tell her mother or a trusted adult about the pop-up. Reason: Adults can help check if the message is legitimate and can block similar pop-ups. — Action 3: Chipo should not enter any personal information. Reason: Entering her name and password could give scammers access to her accounts.
Marks: 1 mark for each appropriate action (2 marks), 1 mark for each valid explanation linking to safety (2 marks) — total 4 marks.

Total Marks: 12 | Suggested Completion Time: 10 minutes

Lesson Evaluation

Instructions to the teacher: Focus on the competences learners were able to demonstrate, use clear evidence from their work and participation, note any difficulties they faced, reflect on what worked or did not work in your teaching, and state what support or next steps are needed.

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