Cambridge Professional Development
Cambridge
Lesson plan template
Lesson Plan
Lesson: AUTOMATED SYSTEMS School: Cambridge, GN EXTENSION
Date: 14–19July 2025 Teacher: Ms. SHILPI AGARWAL
Class: Class 8 Number Present: Number absent:
Learning objectives: By the end of the unit, students will be able to:
Describe how sensors, microprocessors, and actuators collaborate
in an automated system
Identify and describe the components of an automated system:
sensors, ADC, processor, actuator, and feedback.
Explore real-life automation applications across sectors like
agriculture, gaming, weather, and transport
Evaluate advantages and disadvantages of automation
Engage in inclusive, hands-on activities to make thinking visible
Lesson objectives: Session 1: Understand what sensors, microprocessors, and actuators do
individually in an automated system.
Session 2: Explore how these components work together via live role-play
simulation.
Session 3-4: Investigate real-world applications of automated systems using
jigsaw and group presentation.
Vocabulary:
Sensor, Actuator, Feedback, Automation, ADC, Real-time System,
Monitoring, Control, Case Study, Input-Process-Output
Previous learning:
Students have been introduced to basic input/output devices and understand
system flow (input → process → output). They have encountered automation in
daily life but haven't formally examined how components interact in automated
systems.
Plan
Activities Resources
Beginning
(5 mins) Session 1 – Introduction to Automation
Display a short GIF or video clip (e.g., automatic
soap dispenser or smart light).
Ask: “Where do machines work on their own in your
daily life?”
Think-Pair-Share to gather quick student
responses.
Guide students to identify real-world systems they
interact with.
Session 2 – “Be the System!” Role Play
Flashcard recap of terms learned in Session 1-
(sensor, microprocessor, actuator).
Ask: “Can you act like a smart system?”
Session 3 – Role Play Presentations (Round 1)
Warm-up: Match command terms and
automation flow
Assign audience observer roles with peer
feedback checklist:
o Was the sensor/reactor part clear?
o Did the output make sense?
Session 4 – Role Play Presentations (Round 2)
Quick recap: “What are the 3 parts of an
automated system?”
Review feedback from earlier presentations and
refine group plans
Middle
(30 mins) Session 1
Teach core terms: Sensor, Microprocessor,
Actuator using visuals
Complete an automation flow worksheet in
pairs
Matching game: Real-life examples to
components used
Session 2
Divide class into groups of 3–4
Assign each group a system scenario (e.g.,
smart fridge, car park gate, greenhouse)
Roles assigned: Sensor, Processor,
Actuator, Narrator (if needed)
Begin planning skits using props, cue cards,
gestures, and logic flow
Session 3
First half of the groups present their skits
Audience uses observation checklist and
gives sticky-note feedback
Class reflects on clarity, vocabulary, and
how accurately the system mimics real
automation
Session 4
Remaining groups perform their skits
Observers continue structured feedback
Group compares different systems and
approaches
End Session 1
(5 mins)
1-minute oral quiz: “What is a sensor? Give
one example.”
Sticky-note reflection: “One thing I learned
today...” → Learning Wall
Session 2
Each group shares a one-liner: “Our system
responds when…”
Students write it on a slip and stick it near
their group poster
Session 3-4
Exit slip:
o 1 system I found impressive
o 1 idea I want to borrow or improve
Additional Information
Differentiation Assessment H&S: ICT
Ensure students
maintain good
Mixed-ability Observation during group discussion and role posture while using
grouping for peer play computers to avoid
support Peer review checklists strain.
Sticky-note feedback accuracy Encourage the
Sentence starters for Written reflections & system flow accuracy 20-20-20 rule (look
hesitant learners away from the
screen every 20
Non-speaking roles minutes for 20
(sign-holder, pointer, seconds at
narrator) for shy something 20 feet
learners away).
Remind students
to adjust screen
brightness and
avoid glare to
reduce eye strain.
Use ergonomic
seating and proper
keyboard/mouse
handling to prevent
discomfort.
Warn against
excessive screen
time and emphasize
the importance of
breaks.
Reflection and evaluation
Reflection:
Were the lesson objectives realistic?
What did the learners learn today?
What was the learning atmosphere
like? Did my planned differentiation
work well? Did I stick to timings?
What changes did I make from my plan
and why?
Summary Evaluation
What two things went really well? (Consider both teaching and learning.)
1.
2.
What two things would have improved the lesson? (Consider both teaching and learning.)
1.
2.
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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🔶 Day 1 Activity: Rapid Recap – Label the Parts of an Automated System
Objective:
Reinforce understanding of the components in an automated system: Sensor → ADC → Processor → Actuator
Steps:
1. Display a diagram or image of a common automated system (e.g., greenhouse, automatic door).
2. Distribute diagram flashcards with labels and blank arrows.
3. Ask students to work in pairs to label the flow correctly.
4. Invite 1–2 volunteers to explain the labelled process.
Tip:
Encourage use of technical vocabulary. Support EAL students with word banks.
🔶 Day 2 Activity: Sensor Situation – “Guess the System!”
Objective:
Apply understanding of sensor roles in everyday automated systems.
Steps:
1. Read out or display scenario clues, e.g.:
o “I detect when someone is near the door. My signal is converted and sent to a motor to open it.”
2. Students guess the system (e.g., automatic sliding door).
3. Optional: Turn it into a game—points for correct guesses!
Tip:
Let students take turns reading clues to peers for engagement.
🔶 Day 3 Activity: Quick-Fire Round – ADC or Not? Real-time or Not?
Objective:
Differentiate between real-time and non-real-time systems; understand when ADC is needed.
Steps:
1. Say aloud short system examples, e.g.:
o “Weather station logging hourly data” → Not real-time
o “Car airbag deployment” → Real-time
o “Thermometer reading analog input” → Needs ADC
2. Students respond by raising labeled cards (“Real-time”, “ADC needed”, etc.) or calling out.
Tip:
Use printed tags or have students stand up/sit down to respond—adds movement.
🔶 Day 4 Activity: One-Minute Role Card Prep – “Who am I in an Automated System?”
Objective:
Help students internalize the role of each component in automation.
Steps:
1. Hand out role cards: Sensor, ADC, Processor, Actuator.
2. Give students 1–2 minutes to prepare a short line introducing themselves in role:
o “I’m the Sensor. I detect changes in the environment and send signals.”
3. Each student shares aloud. Optionally form small system skits using all 4 roles.
Tip:
Allow shy students to read from a script. Use this later as part of a role-play group task.
🔶 Day 5 Activity: Entry Slip – One Automated System You Used This Week
Objective:
Encourage students to reflect and connect learning with daily life.
Steps:
1. Distribute sticky notes or slips as students enter.
2. Ask them to write the name of one automated system they saw or used recently (e.g., escalator, fridge, traffic lights).
3. Stick them on a class chart titled “Automation Around Us”.
Tip:
Use their examples later in the week to initiate class discussions or review.
