Protected Preview

Computing · B7

Term 1 · Week 1 · 2.00 credits · GHS 1.00

This preview is shortened and watermarked. Unlock it to get the clean note and export options.

Back to Marketplace Sign in to Download Create Account to Edit

Lesson Note - Computing

school

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 characteristics 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 evolution of computers from first to fourth generation and identify which generation uses microchips 2Ask learners to name types of devices they use at home or school that contain computers (mobile phones, laptops, televisions). Write three examples on the board and discuss: Which are newest and which are oldest? 3Show a picture of a desktop computer and a smartphone on the projector. Ask: What is the main difference you see between these two? Why do you think the phone is smaller but more powerful? Learners turn to their partner and whisper one idea.	UNDERSTANDING FOURTH-GENERATION COMPUTERS AND THEIR TIMELINE 1Display a timeline on the projector showing the four generations of computers (first: vacuum tubes 1940s; second: transistors 1950s; third: integrated circuits 1960s; fourth: microprocessors 1970s onwards). Read each generation aloud with the key invention name. Ask learners to copy the timeline into their exercise books with one word describing each generation. 2Ask: What is a microchip? Show an actual microchip (or a picture on the projector if unavailable) and explain that fourth-generation computers use thousands of transistors packed onto one tiny silicon chip called a microprocessor. Learners draw a simple labelled diagram of a microchip in their books showing its small size. 3Struggling learners: Copy only the generation names and dates; focus on understanding why fourth-generation is called the 'microprocessor era'. KEY FEATURES AND IMPACT OF FOURTH-GENERATION COMPUTERS 4Write three key features on the board: (1) Smaller size; (2) Faster processing speed; (3) Lower power consumption. Use the textbook or internet connection to find one real example of a fourth-generation computer (Intel 4004 processor or Altair 8800 computer). Explain how each feature made computers more useful for everyday work. 5Facilitate a class discussion: Ask learners to compare a fourth-generation computer with a modern smartphone using a Venn diagram drawn on the board. Prompt: What features do they share? What is different? Invite one representative from each side of the room to suggest one similarity or difference to add to the diagram. 6Struggling learners: Complete the Venn diagram with teacher guidance, focusing on the three key features listed above rather than adding extra details.	1Computer/Laptop 2Projector 3Textbook 4Internet connection 5Exercise books 6Whiteboard and marker	1Learners stand in a circle. Call out a feature (e.g. 'uses microchips', 'very large in size', 'consumes less power'). Learners jump if it applies to fourth-generation computers or stay still if it does not. Repeat three times with different features. 2Ask: Why is the fourth-generation computer important to us today? Learners whisper their answer to their partner. Select one learner from each pair to share aloud. Confirm that all modern computers, phones and tablets are based on fourth-generation technology. Exercise 1Name one key feature of a fourth-generation computer and explain how this feature made computers better than third-generation computers. Write your answer in two sentences in your exercise book.
Tue 14 Apr 2026	1Learners will identify and recall different types of input devices and their basic functions. 2Show learners a projector image of five unlabeled input devices (keyboard, barcode scanner, touchscreen, mouse, microphone). Ask: Which of these have you seen before? Learners raise hands and name each device aloud. 3Display a picture of a market trader using a barcode scanner at Makola Market. Ask: What is this person doing with that device? Why might a shop use this tool? Learners discuss in pairs for 1 minute then share one idea each.	UNDERSTANDING MANUAL AND AUTOMATIC INPUT DEVICES 1Using the Computer/Laptop and Projector, display a comparison chart showing manual input devices (keyboard, mouse, touchscreen) and automatic input devices (barcode scanner, card reader). Read aloud: Manual devices need a person to operate them; automatic devices work without direct human control. Ask learners to copy the chart into their exercise books. 2Learners work in pairs using the Textbook to find ONE real-life example of each type. Kofi's family uses a keyboard at the university; Ama's father uses a barcode scanner at the Techiman Market pharmacy. Pairs write their two examples and share with the class. 3Struggling learners: provide pre-written examples and ask them to sort devices into manual or automatic columns only. EXPLORING ADVANTAGES AND REAL-WORLD USES OF INPUT DEVICES 4Display a scenario on the Projector: A bank in Accra needs to process 500 customer transactions daily. Which input device is fastest and most accurate—a touchscreen, a keyboard, or a card reader? Learners discuss in groups of 3 and record one advantage and one disadvantage for each device. 5Each group reports back one area where their assigned device is used (e.g., hospitals use touchscreens for patient records; supermarkets use barcode scanners for checkout). Learners add these real-world uses to a class list on the board under each device name. 6Fast finishers: explain why automatic input devices reduce errors compared to manual entry in high-volume settings.	1Computer/Laptop 2Projector 3Textbook 4Internet connection 5Exercise books 6Comparison chart (manual vs automatic input devices)	1Learners stand and form two lines: one line represents manual input devices, the other automatic. Call out device names (keyboard, barcode scanner, touchscreen, card reader) and learners move to the correct line, explaining their choice. 2Ask: Which input device do YOU use most at home or school? Why is it useful? Three volunteers share their answer while others listen and confirm if the classification is correct. Exercise 1Using the Computer/Laptop, open a simple document. Ask learners: Name two input devices you would use to create this document and explain one advantage of each. Learners write their answer in their exercise books in 5 minutes.

Class Teacher

kofi

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

Preview ends here

Unlock the full lesson note

Use 2.00 credits (GHS 1.00) to unlock a PDF or save an editable copy in My Notes.