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Computing · B7

Term 1 · Week 1 · 2.00 credits · GHS 1.00

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Lesson Note - Computing

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Weekly Lesson Plan

JHS 1 (B7) · Term 1

Computing

Lesson 1 of 2

Week Ending

Friday, 17 Apr 2026 Backdated

Week & Term

Week 1 · Term 1

Class Teacher

kofi

Subject

Computing

Class

JHS 1 (B7)

Class Size

Duration

50 mins

Week No.

Week 1

Strand

1. Introduction to Computing

Sub-Strand

1. Components of Computers and Computer Systems

Content Standard & Indicators

B7.1.1.1.1 B7.1.1.1.2

Content Standard

Examine the parts of a computer

Indicator 1 B7.1.1.1.1

Discuss the fourth-generation computers

Indicator 2 B7.1.1.1.2

Demonstrate understanding in the use of input devices (barcode scanner etc.)

Performance Indicator

Learners will discuss the key features and technological advances of fourth-generation computers

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (9 mins) Preparing the brain	Phase 2: Main (33 mins) New learning + assessment	Resources	Phase 3: Plenary (10 mins) Reflection + exercise
Mon 13 Apr 2026	1Recall the historical timeline of computer generations and identify which generation computers learners use today 2Ask learners: What computers or devices do you use at home or school? Write three names on the board (mobile phone, laptop, desktop). Ask: Are these the same type of computer your parents used 20 years ago? 3Learners discuss in pairs for 2 minutes what they think has changed in computers over time. Invite one volunteer from each pair to share one change they noticed (e.g. smaller, faster, cheaper).	UNDERSTANDING COMPUTER GENERATIONS AND FOURTH-GENERATION FEATURES 1Using the projector, display a timeline of computer generations (First, Second, Third, Fourth). Read aloud: Fourth-generation computers used microchips and integrated circuits, became smaller and more affordable, and enabled personal computers like the Apple II and IBM PC. Ask learners to write down three features they hear in their exercise books. 2Show learners a picture of a microchip on the projector and ask: What do you think this tiny object does? Explain: A microchip contains thousands of transistors on a single chip, making computers faster and cheaper. Learners draw and label a simple microchip diagram in their books. 3Struggling learners: provide a partially labelled diagram and ask them to complete it; fast finishers: research and write one sentence about why microchips made computers more affordable. EXPLORING PROCESSOR ARCHITECTURE AND FOURTH-GENERATION IMPACT 4Use the textbook to show learners the basic parts of a processor (control unit, arithmetic logic unit, memory). Explain: Fourth-generation computers had processors that could handle more instructions, making them suitable for homes and offices. Ask: Why do you think Kofi's family needed a computer at home in 1980, but not in 1970? Learners discuss and write their answer. 5Distribute printouts of a simple processor diagram (provided via Internet connection). Learners label the main parts and identify which part does calculations. Invite a confident learner to explain to the class what each part does using the diagram. 6Struggling learners: provide a partially labelled diagram with word bank; advanced learners: compare fourth-generation processor speed (in MHz) with modern processors (in GHz) and discuss the difference.	1Computer/Laptop 2Projector 3Textbook 4Internet connection 5Processor diagram printouts 6Microchip images	1Ask the class to stand. Call out a feature (e.g. 'Used microchips'). If that feature belongs to fourth-generation computers, learners jump; if not, they stay still. Repeat three times with different features. 2Learners turn to their partner and explain one reason why fourth-generation computers changed the world using a sentence starter: 'Fourth-generation computers were important because...' Exercise 1Write in your exercise book: Name two technological breakthroughs that made fourth-generation computers different from earlier generations, and explain how each made computers more useful for families and businesses.
Tue 14 Apr 2026	1Identify different types of input devices and recall their primary functions in computer systems. 2Show learners a 1-minute projector display of five input devices: wireless keyboard, mouse, touchscreen phone, barcode scanner, and microphone. Ask: Which of these have you used before? Learners raise hands and name one device they recognize. 3Pair activity: Learners whisper to their partner one input device they use at home or at school. Select three pairs to share their examples with the class.	CLASSIFYING INPUT DEVICES BY TYPE AND PURPOSE 1Display the Textbook page showing input device categories (manual vs. automatic). Use the Computer/Laptop to project clear images. Ask learners: Which devices require human action to send data (manual)? Which devices automatically collect data (automatic)? Learners write their classification in exercise books, labeling keyboard and mouse as manual, barcode scanner as automatic. 2Facilitate a guided comparison task using a chart on the board. Learners name one input device and explain one advantage and one disadvantage using this frame: "A [device] is useful for [task] because [reason], but it cannot [limitation]." Call on one learner from each ability group to share their answer with the class. 3Struggling learners: provide a word bank of devices and advantages (fast, accurate, easy); fast finishers explain why a market trader might prefer a barcode scanner over manual entry. APPLYING INPUT DEVICES TO GHANAIAN WORKPLACES 4Present three real Ghanaian scenarios using the Projector: (1) Makola Market checkout—Kofi scans product barcodes; (2) Ghana Card registration center—Ama gives fingerprint on a scanner; (3) Banking app—Yakubu enters PIN on a touchscreen. Learners identify which input device is used in each scenario and write the answer in their exercise books. 5Group activity: Divide the class into three groups. Assign each group one workplace (market checkout, bank, hospital registration). Groups discuss and list three input devices that would be useful in that workplace, with one reason why. One representative from each group presents to the class. 6Struggling learners: focus on one scenario only (market checkout); advanced learners propose an input device not yet mentioned and justify why a Ghanaian business would benefit from it.	1Computer/Laptop 2Projector 3Textbook 4Internet connection 5Exercise books 6Board and markers	1Quick reflection: Learners show fingers 1–5 to rate their confidence: 1 = not sure what input devices do; 5 = very confident I can name and use them. Invite one learner who rated 4 or 5 to explain to the class one new input device they learned today. 2Peer check: Learners compare their Phase 2 written answers with a partner. Partners correct each other using the Textbook as a reference, then raise hands if they agree on the answer. Exercise 1Ama works at Techiman Market and wants to buy a device to speed up scanning product barcodes at checkout. Name the input device she should buy and explain one advantage it has over typing prices manually.

Class Teacher

kofi

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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