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- 1Learners will recall and identify the main hardware components found in computers they have used (keyboard, screen, processor unit). This foundation is essential because understanding what students already know about basic computer parts prepares them to distinguish fourth-generation features from earlier machines—a critical skill for computing literacy and informed technology use in Ghana's digital economy
- 2Brain Activation Task — Desktop Recall: Ask learners: 'Think of a computer or laptop you have used at school, at a cybercafé, or at home. What parts did you see or touch? Name one thing.' Invite 3–4 learners to share aloud (e.g., 'Ama saw a keyboard'; 'Kofi touched the screen'). Write each response on the board. This primes their visual memory and activates prior experience with machines they know
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- WHAT MAKES FOURTH-GENERATION COMPUTERS SPECIAL: THE MICROCHIP REVOLUTION
- 1Main Activity — Guided Introduction Using Computer/Laptop: Sit learners in a semi-circle where all can see the school Computer/Laptop clearly. Say: 'In the 1970s and 1980s, computers changed forever. Instead of using large tubes to process data—which were hot and slow—engineers invented something tiny called a microchip or integrated circuit. This chip could do the same work but was smaller and faster.' Open the Textbook (or display via laptop if internet connection is available) and show the page that displays images of fourth-generation computers (e.g., early PCs, Apple II, Commodore 64). Point to the central processing unit (CPU) section and say: 'Inside here is the microchip. Many tiny transistors are etched onto one piece of silicon. This is why we call it "fourth-generation"—it uses integrated circuits.' Ask learners: 'Why do you think a smaller chip is better than a large tube?' Accept responses: faster, uses less electricity, generates less heat, cheaper to make. Write the word MICROCHIP on the board in large letters
- 2Sub-Activity 1 — Features Identification on Textbook: Distribute the Textbook to pairs or small groups (1 textbook per 2–3 learners). Direct them to the page showing fourth-generation computer features (typically listed as: use of microchips/integrated circuits, silicon-based processors, high processing speed, reduced size and cost, more user-friendly software, networking capability). Ask: 'Read the list silently. Point to any THREE features that sound different from what you imagined computers would have.' Circulate and listen. After, ask one representative from each group to read aloud one feature they found. Confirm each is correct and explain briefly: 'Look—fourth-generation computers are smaller, faster, and cheaper. That is why Ghana started buying computers in schools and offices in the 1990s and 2000s.'
- 3Sub-Activity 2 — Microchip and Processor Understanding: Write on the board: 'MICROCHIP = Integrated Circuit (IC) made of silicon. PROCESSOR = The brain that uses the microchip.' Say: 'The processor is like the head of a person. The microchip is like the neurons inside the head—tiny but powerful.' Ask learners to turn to a partner and whisper the difference between a microchip and a processor in one sentence. Invite 2–3 pairs to share aloud. Affirm correct responses: 'Yes, the processor is the whole unit; the microchip is the technology inside it.'. Use Computer/Laptop during the task
- 4Teacher Explanation: Fourth-generation computers (1971–1980s) are defined by the use of Very Large Scale Integration (VLSI) microchips. The Intel 4004 (1971) was the first microprocessor, and systems like the Apple II (1977), IBM PC (1981), and Commodore 64 (1982) popularised this generation. Emphasise that this era made computers affordable, portable, and accessible—which is why Ghana's computer revolution began in this period. Differentiation — Struggling learners: Focus on ONE feature: the microchip makes computers faster and smaller. Ask them to repeat this after you. Pair them with a stronger peer who can explain the Textbook feature list. Average learners: Work through all three activities as described. Fast finishers: Extension Task — Ask: 'If fourth-generation computers use microchips, what do you think fifth-generation computers use? Can you guess? Why?' Invite them to predict on a small piece of paper and share with the class. Affirm guesses (multi-core processors, GPUs, quantum-inspired chips). Praise reasoning.
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- 1Computer/Laptop
- 2Textbook (Computing Curriculum — Fourth-Generation Computers section)
- 3Internet connection (optional: to display images of fourth-generation computers if textbook images are limited)
- 4Whiteboard and markers
- 5Exercise books and pens
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- 1Consolidation Task — Class Summary Chart: Draw a simple two-column table on the board: 'BEFORE (Earlier Generations) | FOURTH GENERATION'. In the left column, write: Large tubes, Slow, Hot, Expensive. Say: 'Now you add the fourth-generation side.' Ask learners to call out what goes in the right column. Write their answers: Microchips, Fast, Cool, Cheaper. Ask: 'Which side would you rather use? Why?' Accept responses and affirm: 'Fourth-generation computers changed the world because of the microchip.'
- 2Reflection and Peer Consolidation — Think-Pair-Share on Technology Impact: Ask learners: 'If computers had stayed large, hot, and expensive, would Ghana have computer labs in schools like we have now?' Give them to think silently. Then ask them to whisper their answer to a partner. Invite 2–3 pairs to share aloud. Affirm: 'The microchip invention made computers reach Africa, reach Ghana, reach your school. That is why we study it.'
Exercise
- 1Written Exercise — Feature Identification Assessment: On the board, write: 'Name ONE feature that makes fourth-generation computers different from machines before them. Explain in 2–3 sentences why this feature is important.' Learners write in their exercise books. Model answer hint: 'Microchips (or: smaller size, faster speed, lower cost). Important because: it made computers affordable / widely available / possible to use in schools and homes / helped Ghana adopt computer technology.' Collect books to assess who has grasped the core distinction. This directly measures the Phase 1 objective: can they recall and identify the defining feature of fourth-generation machines?
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- 1Ask learners to recall one idea from the previous Computing lesson and share it with a partner.
- 2Write two short starter questions on the board about Demonstrate understanding in the use of input devices (barcode scanner etc.) and let pairs discuss before answers are shared.
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- INTRODUCTION TO COMPUTING / COMPONENTS OF COMPUTERS AND COMPUTER SYSTEMS
- 1Use Computer/Laptop to model Lesson 1 on Demonstrate understanding in the use of input devices (barcode scanner etc.) with one clear Ghanaian example on the board
- 2Let learners work in pairs or small groups to practise Demonstrate understanding in the use of input devices (barcode scanner etc.) in their exercise books while the teacher moves round to support. Use Computer/Laptop during the task.
- 3Invite selected pairs or groups to present briefly and allow classmates to add one correction or one extra point. Use Computer/Laptop during the task.
- 4Use inclusive support and differentiated prompts for mixed ability learners.
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- 1Computer/Laptop
- 2Textbook
- 3Internet connection
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- 1Ask learners to state the main idea learnt today and record two key points on the board.
- 2Learners tell a partner one thing they understood well and one part they need more help with.
Exercise
- 1Learners answer one written question on Demonstrate understanding in the use of input devices (barcode scanner etc.) in their exercise books before the lesson ends.
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- 1Learners will identify the functions and characteristics of three key output devices (graphing plotters, multimedia projectors, and pico projectors) by recalling prior knowledge of computer peripherals and recognizing their distinct purposes. This objective matters because learners must understand how computers communicate information to users through different output technologies—a critical foundation for appreciating how schools, businesses, and government offices in Ghana use these tools daily
- 2Quick Recall Game — Display three images on the Computer/Laptop (a printer, a monitor, and a speaker) for 10 seconds. Ask: 'Which of these devices show information that comes OUT of the computer?' Learners write their answers on mini whiteboards or in exercise books. Call on a volunteer to name one device and explain why it is an output device. Teacher confirms: 'Yes, output devices receive data FROM the computer and show results to us.'
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- UNDERSTANDING THE THREE OUTPUT DEVICES: FUNCTIONS AND FEATURES
- 1Main Activity — Device Description and Function Mapping. Display the three devices using the Computer/Laptop and Internet connection. Show a short video clip ( max) or clear image of each device in use: (1) a graphing plotter printing a large technical drawing, (2) a multimedia projector displaying a presentation in a conference room, and (3) a pico projector showing content on a wall from a small handheld device. After each clip, write the device name on the board and ask: 'What does this device DO? What information does it SHOW?' Learners call out answers. Write 2–3 key functions under each device name. Example board notes: GRAPHING PLOTTER — prints large technical drawings and maps | prints data in colour | used by architects and engineers. MULTIMEDIA PROJECTOR — displays slides and videos on a large screen | used in classrooms, churches, offices | brightens large spaces. PICO PROJECTOR — small portable device | projects onto any surface | fits in a pocket | used for mobile presentations
- 2Sub-Activity 1 — Guided Explanation with Textbook Reference. Open the Textbook and read aloud the section describing output devices (or summarize if not available). Point to each device image in the Textbook and ask a learner who found the starter easy to explain the PURPOSE of one device to the class. Confirm their answer and add any missing details. Example teacher prompt: 'Kwame, you answered correctly in the starter—can you read the description of the graphing plotter from the Textbook and tell the class what a plotter does differently from a printer?' This builds confidence and models reading comprehension
- 3Sub-Activity 2 — Labeling and Feature Identification Worksheet. Provide learners (in pairs) with a simple worksheet showing unlabeled diagrams of the three devices. Learners label the devices and write ONE sentence describing what each device outputs (e.g., 'The graphing plotter outputs large, detailed technical drawings on paper'). Circulate and support struggling learners by pointing to the board notes and saying: 'Look at what we wrote together—which device prints very large drawings?' Fast finishers extend: 'Draw or describe where you would see each of these devices being used in Ghana. Where might a hospital use a projector? Where might an engineering firm use a plotter?'
- 4Differentiation — Struggling learners: pair with a stronger peer and focus on matching device names to images only; provide sentence stems ('The _____ device shows _____'). Average learners: complete the worksheet as described. Fast finishers: research and write ONE advantage and ONE disadvantage of each device, or sketch a scenario where each device would be used (e.g., 'A multimedia projector at a school assembly in Kumasi').
- ADVANTAGES AND DISADVANTAGES: PRACTICAL APPLICATION IN GHANAIAN CONTEXTS
- 5Main Activity — Comparative Analysis Table. Draw a three-column table on the board or display on the Computer/Laptop using a simple spreadsheet template. Column headers: DEVICE | ADVANTAGES | DISADVANTAGES. Work through the graphing plotter first as a model. Ask: 'What is GOOD about using a graphing plotter?' Learners offer ideas. Record: prints large, detailed, precise (e.g., architectural plans); produces colour output; creates professional documents. Then ask: 'What is DIFFICULT or EXPENSIVE about plotters?' Record: cost is high; needs special paper and ink; takes time to print large drawings; requires trained operators. Repeat for multimedia projector (Advantages: shows large images to many people at once; good for presentations in schools and offices; reusable) and pico projector (Advantages: portable and lightweight; works anywhere with a surface; no setup needed) and disadvantages (Pico projector: small screen; lower brightness; battery dependent). Model writing clearly and use Ghanaian context: 'In a government office in Accra, a multimedia projector is used to show budget reports to many staff—that is an ADVANTAGE. But if the projector breaks, it costs money to repair—that is a DISADVANTAGE.'
- 6Sub-Activity 1 — Small Group Discussion and Reporting. Divide the class into three groups (10 learners per group). Assign each group one device. Provide the Learners Resource Pack (or worksheet) with scenario cards. Group 1 (Graphing Plotter): reads 'An engineering firm in Tema needs to print large pipe design drawings.' Ask: Why is a plotter good for this? What problems might they face? Group 2 (Multimedia Projector): reads 'A church in Ho wants to display hymn lyrics and videos during service.' Ask: Why is a projector helpful? What are the challenges? Group 3 (Pico Projector): reads 'A mobile health worker in a rural village needs to show training videos to farmers.' Ask: Why is a pico projector useful here? What are the limits? Groups discuss, then one representative from each group shares their answers ( per group). Teacher adds details and reinforces learning
- 7Sub-Activity 2 — Individual Decision-Making Task. Present learners with three new scenarios and ask them to CHOOSE the best output device for each. Distribute a decision worksheet. Scenario 1: 'Kofi works for the Ghana Health Service and must display patient X-ray images to 50 medical students in a lecture hall. Which device: plotter, multimedia projector, or pico projector? Why?' Scenario 2: 'Abena is an architect at a building firm in Accra and needs to print a detailed blueprint of a house for her client to keep. Which device? Why?' Scenario 3: 'Yakubu is a teacher at a small rural school with no electricity line. He wants to show educational videos to his class using a battery-powered device. Which device? Why?' Learners write their choice and reason in 2–3 sentences. Collect and review for understanding. Fast finishers: create their OWN scenario for each device ('In what job or situation would YOU use a pico projector?') and present to a partner
- 8Differentiation — Struggling learners: provide multiple-choice options for each scenario (e.g., 'Is it A) plotter, B) projector, or C) pico projector?'); allow them to point to images on the board instead of writing. Average learners: complete the full decision worksheet with written reasons. Fast finishers: design a poster or written brief explaining which device a named Ghanaian business (e.g., 'Elmina Beach Resort,' 'Techiman Market Association,' 'Accra Metropolitan Assembly') should buy and WHY—include cost and benefit reasoning. Extension: compare the COST of operating each device over one year (plotter ink vs. projector bulb replacement vs. pico projector battery cost).
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- 1Computer/Laptop
- 2Textbook (Computing Curriculum section on output devices)
- 3Internet connection (for video clips of output devices in use)
- 4Learners Resource Pack (scenario cards and worksheets)
- 5Whiteboard/blackboard and markers
- 6Exercise books and pens
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- 1Consolidation: Device Matching Game — Display five real-world scenarios on the Computer/Laptop or written on the board. Read each aloud slowly: '1) A company in Takoradi prints large ship design drawings. 2) A school in Accra shows a movie to 200 learners at assembly. 3) A farmer in Bolgatanga shows training videos to other farmers using a battery-powered gadget. 4) A hospital in Cape Coast displays patient data in the operating theatre. 5) A government office in Kumasi prints a detailed map of district boundaries.' Learners hold up fingers (1, 2, or 3) to show their choice: 1 = Graphing Plotter, 2 = Multimedia Projector, 3 = Pico Projector. For each scenario, invite a confident learner to explain their answer aloud. Teacher confirms correctness and reinforces the device's key advantage in that context ('Yes, the hospital uses a projector because it displays large, bright images for everyone in the operating theatre to see clearly')
- 2Reflection and Peer Teaching — Ask learners: 'Turn to a partner and teach them ONE advantage and ONE disadvantage of the device YOUR group studied.' Learners spend explaining to their partner. Then ask: 'Raise your hand if your partner taught you something new today.' Affirm participation. Conclude with a closing statement: 'Output devices are tools that help people in Ghana—doctors, engineers, teachers, traders—share information clearly. Understanding which device to use is an important skill in computing.'
Exercise
- 1Write and Explain: Learners choose ONE output device (graphing plotter, multimedia projector, or pico projector) and write 3–4 sentences answering: 'Describe ONE advantage and ONE disadvantage of this device. Give an example of a job or business in Ghana where this device would be used and explain WHY it is the best choice for that job.' Model Answer Hint: A complete answer names the device, identifies one clear advantage (e.g., 'The multimedia projector can display images to many people at once, which is good for large meetings'), one clear disadvantage (e.g., 'Projectors are expensive to buy and the bulbs cost money to replace'), and provides a specific Ghanaian context with reasoning (e.g., 'A school in Accra would use a projector to teach science lessons to 60 learners in the assembly hall because the big screen helps all learners see the diagrams clearly') in their exercise books.
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- 1Learners will identify and recall the three main categories of secondary storage devices (external hard drives, portable hard drives, and optical discs) by listing their names and basic functions. This objective matters because understanding storage devices is essential for learners to safely store, protect, and manage digital data in their daily computing tasks—a critical skill in Ghana's growing digital economy
- 2Activity 1 — Storage Device Recall Game: Show learners three physical items or clear images on the Computer/Laptop: (1) an external hard drive (USB-powered box), (2) a portable hard drive (smaller, pocket-sized), and (3) an optical disc (CD or DVD). Ask: 'What do you already know about devices we use to store files and music?' Pause for 30 seconds. Call on learners to raise hands and name any device they have seen at home, in a cyber café, or at school. Record their answers on the board. Praise accuracy: 'Yes, Ama is correct—that is a portable hard drive people use at Makola Market cyber café to back up their files.'
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- EXAMINING EXTERNAL HARD DRIVES, PORTABLE HARD DRIVES, AND OPTICAL DISCS—PHYSICAL FEATURES AND STORAGE CAPACITY
- 1Main Activity — Guided Examination Using Computer/Laptop and Textbook: Open the Textbook on a Computer/Laptop or display pages showing images of an external hard drive, a portable hard drive, and an optical disc (DVD/CD). Explain step-by-step: 'An external hard drive is a large metal or plastic box, usually 15–25 centimetres wide. It connects to a computer using a USB cable or power adapter. It stores data magnetically—like a mini filing cabinet for your computer.' Write on the board: 'External HDD: Capacity = 1TB to 10TB (1 terabyte = 1,000 gigabytes).' Ask learners to open their Textbooks to the storage devices section and follow along. Say: 'A portable hard drive is smaller—about the size of a mobile phone—and you can carry it in your pocket. It uses less power, sometimes just USB power. Portable HDD: Capacity = 250GB to 2TB.' Then explain: 'An optical disc—CD or DVD—is flat and round, looks like a mirror. Data is stored as tiny pits burned into the surface by a laser. CD Capacity = 700MB; DVD Capacity = 4.7GB or 8.5GB.' Write all three on the board in a labelled table. Learners copy the table into their exercise books
- 2Sub-activity 1 — Capacity Comparison Task: Ask learners: 'If Yaw needs to store 500 gigabytes of video files for his school project, which device should he choose—an external HDD, a portable HDD, or a DVD?' Have learners discuss in pairs using the table they just copied. Select a learner who found this easy to explain their reasoning aloud. Expected answer: 'Yaw should choose a portable HDD (250GB–2TB) or external HDD (1TB–10TB) because DVDs can only hold 4.7GB and would need many discs.' Confirm: 'Correct. Optical discs are now mainly used for music CDs or software installation, not for large video files.'
- 3Sub-activity 2 — Physical Handling and Observation (If Devices Available): If your school has access to actual devices, pass around a portable hard drive and an optical disc carefully (do NOT pass external HDDs if not securely protected). Ask learners to observe silently for 30 seconds: 'Feel the weight. Notice the size. See the cables or the smooth surface.' Then ask: 'Which one would you choose to carry to Auntie Ama's cyber café in Takoradi to back up 50 photos?' Learners raise hands. Affirm: 'Yes, the portable HDD—because it fits in your schoolbag and is light.' If devices are unavailable, use the Computer/Laptop to show high-quality video clips or images from the Internet connection (if available) showing device handling and size comparison
- 4Differentiation: Struggling learners—provide a simplified one-row table with only the device name, size (small/medium/large), and capacity range (small/medium/large). Work through the Capacity Comparison Task with them using only 2 devices first (portable vs. external). Average learners—use the full three-device table as described. Fast finishers—ask: 'In Ghana, many schools use optical discs for software. Can you suggest why this might be cheaper than other options?' (Expected: DVDs are inexpensive to manufacture and can be reused). Extension: Invite fast finishers to research and report (next lesson) on the cost per gigabyte of each device type and present findings to the class.
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- 1Computer/Laptop (for displaying device images and video clips)
- 2Textbook (Computing Curriculum—storage devices section)
- 3Internet connection (optional—for video clips of device handling)
- 4Exercise books
- 5Board and markers
- 6Physical devices if available (portable hard drive, optical disc)
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- 1Plenary Activity 1 — Device-to-Purpose Matching: Display or write three scenario cards on the board: (1) 'Kofi is a video editor in Accra and creates 50GB of video files daily. What device should he use?' (2) 'Abena is a student who wants to carry her homework to school every day. What device should she choose?' (3) 'Kwesi bought a software installation disc at Kejetia Market in Kumasi. What device does he need to install it?' Have learners work in groups of three. Each group picks one scenario and discusses. Call on one representative from each group to stand and announce their answer with a reason. Confirm correct answers: (1) External HDD (large capacity for daily work); (2) Portable HDD (small, light, easy to carry); (3) Optical disc drive (to read the CD/DVD). Ask the class to give a thumbs-up if they agree with each answer
- 2Plenary Activity 2 — Reflection and Summary: Ask learners three reflective questions in sequence: 'Raise your hand if you now understand the difference between a portable hard drive and an external hard drive.' (Pause. Count raised hands.) 'Show me fingers 1–5: How confident are you that you could choose the right storage device for a friend? One finger = not confident; five fingers = very confident.' (Observe and note any learners showing 1–2 fingers—these need extra support). Finally, ask: 'Which storage device would YOU choose for your schoolwork and why?' Invite 3 volunteers to share one-sentence answers. Affirm all responses: 'These are all good choices for different reasons.'
Exercise
- 1Written Exercise—Assessment Task: Write this question on the board or dictate clearly: 'Fatima has two tasks: (1) She needs to back up 2 terabytes of family photos and videos at home. (2) She needs to carry 300 megabytes of schoolwork to her teacher's office at school. For EACH task, name the storage device Fatima should use (external hard drive, portable hard drive, or optical disc) and write ONE reason why that device is best for that task.' Model Answer Hint: Task 1 = External HDD (because 2TB exceeds portable HDD and DVD capacity; external HDDs go up to 10TB and are designed for large backups). Task 2 = Portable HDD or USB drive (because 300MB is small, portable, and can be carried easily; though optical disc would work, portability makes HDD better). Learners write answers in their exercise books. Collect books at end of lesson to assess understanding
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