Information and Communication Technology — 1.4 Basics of Internet and Online Tools

Form 1 · 80 minutes · 2/8 · 03 July 2026

SchoolMAKULULU C SECONDARY SCHOOL

TeacherNAWA GIBBIE

Date03 Jul 2026

ClassForm 1

SubjectInformation and Communication Technology

Duration80 min

Time—

Learners—

Term/Week2/8

Topic

1.4 Basics of Internet and Online Tools

Sub-Topic

1.4.1 Introduction to the Internet and online tools

General Competences

Digital Literacy, Communication, Critical Thinking

Specific Competences

1.4.1.1 Demonstrate understanding of how internet works

Learning Activities

• Defining the Internet • Discussing the uses of the internet in daily lives • Identifying and using networking devices (modem, router, Wi-Fi …)

Expected Standard

Understanding how internet works demonstrated accordingly

References

• CDC Module • AI Tools • Online Tutorials • YouTube

Lesson Goal

By the end of this lesson, learners should be able to explain the meaning of the Internet, describe at least three common uses of the Internet in daily life in Zambia, and identify a modem, a router, and a Wi-Fi access point, demonstrating an understanding of how the Internet works at a foundational level.

Rationale

This lesson introduces learners to the concept of the Internet and the basic networking devices that make online connectivity possible, building on their informal experience with mobile phones and school computer labs. Understanding how the Internet works empowers learners to use online tools safely and effectively for research, communication, and future academic or career opportunities, promoting responsible digital citizenship and lifelong learning. Through hands-on exploration of networking devices, guided discussion, and collaborative problem-solving, the lesson actively develops the competences of Digital Literacy, Communication, and Critical Thinking as learners construct their own understanding of how data travels from one device to another.

Prior Knowledge / Prerequisite Knowledge

Form 1 learners have previously studied the parts of a computer (input, output, storage devices) and basic computer operations such as switching on a computer and opening a web browser. They also have everyday familiarity with mobile phones, messaging apps like WhatsApp, and social media platforms such as Facebook and TikTok, though they may not understand the underlying technology. At the start of the Engage phase, the teacher will activate this prior knowledge by asking learners to name the devices they use at home or school to access the Internet, creating a direct bridge from their lived experience to the new concept of how the Internet works.

Learning Environment

Natural Environment: The teacher draws on the local Zambian context by referencing Internet cafés in town centres, mobile money booths (e.g., Airtel Money, MTN Mobile Money), and community Wi-Fi hotspots that learners may have seen near markets or schools. During the lesson, the teacher can ask learners to imagine how a message travels from a phone in Lusaka to a relative in Solwezi, grounding abstract networking concepts in familiar geography.
Artificial Environment: The classroom is arranged in mixed-ability groups of 4–6 learners, with desks pushed together to form six workstations. A large display board at the front displays a hand-drawn chart titled "How the Internet Connects Us," showing a simple diagram of computers, modems, routers, and the cloud. Each workstation has a name card (e.g., "Station A – Modem," "Station B – Router") to facilitate rotation during the Explore phase.
Technological Environment: The school provides one functional modem, one Wi-Fi router (where available), and one projector connected to the teacher’s laptop. The teacher uses the projector to show a short, pre-downloaded video (2 minutes) from YouTube titled "What is the Internet?" by a reputable educational channel (e.g., Code.org). If the school lacks internet access, the video is saved on a flash drive. One smartphone with mobile data is used by the teacher as a live demonstration device.

Teaching and Learning Materials / Resources

One functional modem (donated or borrowed from the school office)
One Wi-Fi router (if available; otherwise, a clear labelled diagram on chart paper)
One Ethernet cable and one power adapter for demonstration
Large chart paper (80 cm × 120 cm) showing a hand-drawn diagram of the Internet: computers, modem, router, and the "cloud" labelled in English and local language (e.g., Bemba or Nyanja)
Flash drive containing a pre-downloaded 2-minute video: "What is the Internet?" (Code.org or similar)
Learner worksheet (A4, one per group): includes a blank diagram of a home network with labels to complete
Six sets of "Networking Device Cards" – each set has three cards: one with a picture of a modem, one of a router, and one of a Wi-Fi hotspot icon
Teacher's laptop and projector (borrowed from the school ICT department)
Masking tape to display chart on the board
Coloured markers (blue, red, green, black) for chart annotations
One smartphone with a mobile data connection for live demonstration of connecting to Wi-Fi

Cross-Cutting Issues

The following cross-cutting issues are integrated into this lesson on "1.4.1 Introduction to the Internet and online tools":

Digital Literacy: The entire lesson is designed to build learners' foundational understanding of the Internet, including how to access it using devices like modems and routers. Learners practise identifying these devices, discussing their functions, and connecting the concept of the Internet to their own digital experiences (e.g., using WhatsApp, browsing for school projects). This directly develops their ability to use technology critically and safely in everyday life.
Citizenship: The lesson promotes responsible digital citizenship by introducing learners to the idea that the Internet is a shared global resource. During the discussion of uses of the Internet, the teacher explicitly asks learners to consider how to use the Internet respectfully and safely (e.g., not sharing personal information with strangers, avoiding cyberbullying), linking to the national value of "Ubuntu" – respect and responsibility towards others in the online community.

Lesson Progression (Model: 5E Model of Instruction)

Phase	Teacher Activities	Learner Activities	Assessment Criteria
INTRODUCTION
ENGAGE 12 min	Hook: Hold up a smartphone and ask the class: "How many of you have ever sent a text message, watched a video on YouTube, or checked your parents' mobile money balance using the Internet? What do you think happens inside your phone or the air that makes that message arrive in just a few seconds?" Write the phrase "How does the Internet work?" on the board. Prior Knowledge Questions: Ask these three oral questions one at a time, pausing for hands up: "1) What is the name of the place where you can browse the web, send emails, and watch videos? (Expected: the Internet, the web.) 2) What devices at home or at school let you connect to the Internet? (Expected: phone, computer, tablet, modem, router.) 3) Can you name one thing you use the Internet for every day?" Lesson Goal: Say: "Today we are going to learn what the Internet actually is, what we use it for, and which devices help us connect to it. By the end of this lesson, you will be able to explain how the Internet works, name three things we use it for, and identify a modem, a router, and a Wi‑Fi device." Point to the chart on the wall. Note: Do NOT teach the new concept yet — this phase purely ignites curiosity and surfaces prior knowledge.	Learners listen to the hook question, raise their hands, and share personal experiences of using the Internet, such as watching videos on a phone or using mobile money. (Develops: Communication, Digital Literacy) Learners answer the three prior-knowledge questions by raising hands and giving responses such as "the Internet," "a phone," "a router," or "Facebook." (Develops: Communication) Learners repeat the lesson goal in their own words after the teacher, e.g., "We will learn what the Internet is and what devices we use." (Develops: Communication) Learners ask one or two curious questions about the Internet, such as "How does the Internet get to our village?" or "Is Wi‑Fi the same as the Internet?" (Develops: Critical Thinking)	Learners confidently share a relevant personal experience of using the Internet. Learners accurately recall at least two prior-knowledge responses related to Internet access. Learners clearly restate the lesson goal in their own words. Learners appropriately ask at least one curious question about how the Internet works.
DEVELOPMENT
EXPLORE 17 min	Investigation Setup – Identifying Networking Devices: Arrange learners into their groups of 4–6. Place one modem, one router (or large labelled diagram if real device unavailable), and an Ethernet cable on a central table. Say: "In your groups, you will visit the device station. Your task is to look at each device closely, read its label, discuss what you think it does, and then draw a quick sketch of each device in your exercise book. Write one sentence about what you think each device's job is. You have 10 minutes. Go!" Facilitation: Walk around among groups without lecturing. Ask guiding questions such as: "Why do you think this modem has a phone-line socket on one side? What might the blinking lights mean?" or "If a router sends a signal without wires, what do you call that kind of connection?" Observation: Note which groups correctly guess that the modem connects to the telephone line and the router shares the signal with multiple devices. Identify one group per device to share their findings later.	Learners in groups walk to the device station, observe the modem, router, and Ethernet cable, and discuss what each might do. (Develops: Collaboration, Digital Literacy) Learners draw a simple sketch of each device in their exercise books and write one sentence about its likely function. (Develops: Digital Literacy, Critical Thinking) Learners discuss within their group, comparing observations and forming initial theories about how the devices connect to form a network. (Develops: Communication, Critical Thinking) Each group prepares a brief verbal summary of their best guess for the function of each device. (Develops: Communication)	Learners correctly observe and name at least two networking devices from the station. Learners accurately draw and label the modem and router with a plausible function sentence for each. Learners clearly discuss and compare their observations within the group. Learners confidently prepare a verbal summary of their group's findings.
EXPLAIN 17 min	Learner Sharing: Invite one group to share what they discovered about the modem. Ask: "What did your group decide a modem does?" Then invite a different group for the router and a third for Wi‑Fi. Affirm correct ideas and gently correct misconceptions (e.g., "The modem does not create the Internet; it converts signals so your computer can talk to your Internet provider.") Formalisation – Defining the Internet: Display a pre-written definition on the projector or chart: "The Internet is a global network of millions of computers and other devices that are connected together so they can share information." Say: "Repeat that after me." Write key terms on the board: global network, connected, share information. Formalisation – Discussing Uses of the Internet in Daily Lives: Draw a T-chart on the board with the heading "Uses of the Internet." Ask the class to call out examples from their own lives (e.g., school research, watching videos, mobile money, WhatsApp, email). Write every response on the chart. Then add two uses they may not have mentioned: "online job applications" and "e‑government services like paying taxes." Worked Example – How Data Travels: On the chart diagram, use coloured markers to trace a simple path: Smartphone → Wi‑Fi → Router → Modem → Internet. Think aloud: "When you send a WhatsApp message, it first goes from your phone to the router via Wi‑Fi (blue line). The router sends it to the modem via a cable (red line). The modem sends it out to the Internet, where it finds your friend's phone. That is how the Internet works."	Learners from selected groups share their observations about the modem, router, and Wi‑Fi with the whole class. (Develops: Communication, Digital Literacy) Learners repeat the definition of the Internet chorally and then copy it into their exercise books. (Develops: Digital Literacy) Learners call out examples of Internet uses from their daily lives and listen as the teacher adds new examples. (Develops: Communication, Critical Thinking) Learners follow the worked example on the chart, copying the data‑path diagram into their exercise books with arrows and labels. (Develops: Digital Literacy)	Learners accurately describe the function of at least one networking device in their own words. Learners correctly write the formal definition of the Internet from memory or dictation. Learners appropriately list at least three uses of the Internet in daily life. Learners accurately trace and label the data‑path from device to Internet on their diagram.
ELABORATE 22 min	New Task – Real-Life Zambian Application: Present this scenario on the projector or chart: "Mwamba lives in Chipata. She wants to send an email with a homework assignment to her cousin in Ndola. Using the words modem, router, Wi‑Fi, and Internet, draw a simple labelled flowchart that shows the path her email takes from her laptop to her cousin's phone. Write two sentences explaining each step." Instructions: "Work in your pairs (not groups). You have 15 minutes to draw the flowchart and write the explanation. Use the diagram we just copied as a guide. I will walk around and help with questions – but try to solve it yourselves first." Facilitation: Walk around, observe, and offer probing questions only – not answers. For example: "What is the first device the email leaves Mwamba's laptop through? Why does the modem need to be involved?" Extension for gifted learners: Ask: "What do you think happens if the router in Mwamba's home breaks? Can she still send the email using only the modem? Explain your reasoning."	Learners read the Mwamba scenario silently, then discuss with their partner what the email path should look like. (Develops: Critical Thinking, Communication) Learners draw a labelled flowchart showing the email path from laptop → Wi‑Fi → router → modem → Internet → cousin's phone. (Develops: Digital Literacy, Problem Solving) Learners write two sentences explaining each step of the email path in their exercise books. (Develops: Communication, Critical Thinking) Selected pairs volunteer to show their flowchart on the board and explain their thinking to the class. (Develops: Communication, Collaboration)	Learners correctly identify the sequence of devices in the email path. Learners accurately draw and label a flowchart with at least four of the five required components. Learners clearly write two sentences that explain the role of each device in the email path. Learners confidently present and justify their flowchart to the class, responding to peer questions.
CONCLUSION
EVALUATE 12 min	Consolidation Questions: Ask three oral questions to check understanding: "1) What is the Internet? Give a one-sentence definition. 2) Name two devices that help a computer connect to the Internet. 3) What is one use of the Internet that helps you at school?" Learner-Led Summary: Invite 2–3 learners to summarise the key learning points. Say: "Tell the class one new thing you learned about the Internet today." Affirm correct answers and gently correct any remaining errors. Link Forward: Say: "Next week, we will learn how to search for information online safely – how to tell if a website is trustworthy and how to avoid dangerous links. Today's understanding of how the Internet works will help you understand why some websites are safe and others are not." Homework: "Draw a simple diagram of how the Internet reaches a phone in your home or village. Label the modem, router, and phone. Write two sentences about how a message travels from Lusaka to your village. Due: next lesson." Closure: "Excellent work today, everyone. You have begun to understand the invisible network that connects us all. I am proud of your curiosity and your thoughtful questions."	Learners raise hands and respond to the three consolidation questions with accurate definitions and examples. (Develops: Digital Literacy, Communication) Learners summarise one key point from the lesson in their own words when called upon. (Develops: Communication) Learners copy the homework task into their exercise books and ask clarification questions if needed. (Develops: Digital Literacy) Learners reflect briefly by writing one sentence about what they found most interesting, or share it orally if time permits. (Develops: Critical Thinking)	Learners correctly define the Internet and name at least two networking devices and one use of the Internet. Learners clearly state one accurate key learning point from the lesson. Learners independently write the homework task in their exercise books without prompting. Learners appropriately reflect on their learning, identifying either an interesting fact or a challenge they overcame.

Class Exercise

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

Multiple Choice: What is the Internet?
A. A single computer that stores all the world's information
B. A global network of connected computers and devices that share information
C. A software program installed on every mobile phone
D. A type of wireless cable used in schools
Fill-in-the-Blank: A ________ is a device that connects a computer to the telephone line so it can access the Internet, while a ________ sends the Internet signal wirelessly to multiple devices.
Short Answer: List three ways people in Zambia use the Internet in their daily lives. Write one complete sentence for each use.
True or False (with Justification): "A router and a modem are the same device and do the same job." State whether this statement is True or False. Then explain your answer in one sentence.
Application (Short Answer): Bwalya lives in a rural area of Muchinga Province. Her school has one modem connected to a desktop computer, but there is no router or Wi‑Fi. Can Bwalya use the Internet on her smartphone at school? Explain why or why not, using what you have learned about how devices connect to the Internet.

Answer Key (For Teacher Use Only)

Question 1 — Multiple Choice
Answer: B. A global network of connected computers and devices that share information
Marks: 1 mark for the correct letter.
Question 2 — Fill-in-the-Blank
Answer: A modem is a device that connects a computer to the telephone line so it can access the Internet, while a router sends the Internet signal wirelessly to multiple devices.
Marks: 1 mark for "modem" in the first blank, 1 mark for "router" in the second blank. (Total 2 marks)
Question 3 — Short Answer
Answer: Any three of the following (or similar valid answers): 1) Learners use the Internet to research information for school projects. 2) People send and receive emails for work or personal communication. 3) Zambians use mobile money services like Airtel Money and MTN Mobile Money to pay bills and send money. 4) People watch educational videos on YouTube to learn new skills. 5) Farmers check weather forecasts online to plan their planting. Each sentence must name a use and provide a brief context.
Marks: 1 mark for each correctly identified use with a complete sentence. (Total 3 marks)
Question 4 — True or False (with Justification)
Answer: False. A modem converts the signal from the telephone line so a computer can understand it, while a router (or Wi‑Fi router) distributes the Internet signal wirelessly to multiple devices; they are separate devices with different functions.
Marks: 1 mark for stating "False." 1 mark for a correct justification that names at least one difference in function. (Total 2 marks)
Question 5 — Application (Short Answer)
Answer: Bwalya cannot use the Internet on her smartphone at school because the school has only a modem connected to a desktop computer by cable. A smartphone requires a Wi‑Fi signal from a router or a mobile data connection to access the Internet. Without a router (or a data SIM card in her phone), the smartphone cannot connect to the school's modem directly, since the modem can only serve the device it is physically connected to via cable. (Accept: "She could use her own mobile data if she has airtime, but the school's modem-and-desktop connection alone will not help her smartphone.")
Marks: 1 mark for correctly stating "No" or "Not with the school's connection." 1 mark for explaining that a smartphone needs Wi‑Fi from a router or its own data connection. 1 mark for referencing the modem's limitation (wired connection only). (Total 3 marks)

Total Marks: 11 | 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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