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Computing · B8

Term 3 · Week 1 · 3.00 credits · GHS 1.50

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Lesson Note - Computing

ANA CENTRAL JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Computing

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

Kassim Abdul-Ganiu

Subject

Computing

Class

JHS 2 (B8)

Class Size

Duration

80 mins

Week No.

Week 1

Strand

1. Introduction to Computing

Sub-Strand

1. Components of Computers and Computer Systems

Content Standard & Indicators

B8.1.1.1.1 B8.1.1.1.2 B8.1.1.1.3

Content Standard

Identify parts of a computer and technology tools

Indicator 1 B8.1.1.1.1

Discuss the fifth generation of computers with emphasis on quantum computing

Indicator 2 B8.1.1.1.2

Demonstrate understanding of direct data entry devices (Graphic Tablet Magnetic Card Reader Optical Card Reader QR code reader RFID Readers)

Indicator 3 B8.1.1.1.3

Examine the uses of output devices: Braille printers Impact Inkjet Thermal Wax 3D printers

Performance Indicator

Learners will discuss and identify key features of fifth-generation computers with emphasis on quantum computing and parallel processing.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (26 mins) New learning + assessment	Resources	Phase 3: Plenary (8 mins) Reflection + exercise
Mon 20 Apr 2026	1Learners will recall the characteristics of previous computer generations and identify what makes fifth-generation computers different 2Display four images on the projector showing a desktop computer, a laptop, a smartphone, and a server — ask learners to name each device and discuss which is fastest. Write their responses on the board	UNDERSTANDING FIFTH-GENERATION COMPUTERS AND QUANTUM COMPUTING 1Using the projector and internet connection, show learners a short video clip about Google Sycamore quantum computer. Pause and explain: quantum computers use bits called qubits that can be 0, 1, or both at the same time — this makes them much faster than regular computers. Ask a learner to repeat what a qubit is in their own words 2Provide each learner with the Textbook chapter on fifth-generation computers. Ask them to read the section on parallel processing and write down two sentences explaining what parallel processing means. Call on one learner from the group that finished first to read their sentence aloud; provide verbal feedback confirming correct understanding 3Struggling learners may draw a simple labelled diagram of a traditional CPU versus parallel processing CPUs using the textbook as a reference.	1Computer/Laptop 2Projector 3Internet connection 4Textbook (Fifth-generation computers chapter) 5Exercise books	1Ask the class: Why is quantum computing important for Ghana's future in technology and business? Learners raise hands and share one reason each; Ama mentions healthcare, Kwame mentions banking security 2In pairs, learners create a two-sentence summary comparing a fifth-generation computer to a first-generation computer using examples from the lesson. One representative from each pair shares their summary with the class Exercise 1Write one sentence to explain what a qubit is and why it makes quantum computers faster than traditional computers. Your answer should show you understand the key difference between fifth-generation and earlier computers in their exercise books.
Wed 22 Apr 2026	1Identify the five direct data entry devices from descriptions and visual examples 2Ask learners: Yesterday we learned about input devices. Can you name two devices you use at home or in a shop to enter data? Learners whisper answers to their partner, then one representative from each pair shares aloud	IDENTIFYING AND DESCRIBING DIRECT DATA ENTRY DEVICES 1Display the textbook page showing all five devices (graphic tablet, magnetic card reader, optical card reader, QR code reader, RFID reader) on the projector. Read the description of each device aloud, pausing to ask learners: Which device reads a school ID card? (Answer: magnetic card reader). Repeat for QR codes, RFID tags, and graphics. Learners write the name of each device in their exercise books opposite a simple drawn symbol 2Project a video or image sequence ( via internet connection) showing each device in use: a designer using a graphic tablet, a bank customer swiping a card, a shopper scanning a QR code at a Makola market stall, and a warehouse worker scanning RFID tags. After watching, learners list one real-life use for each device in their books. Call on alternate boys and girls to read their answers aloud 3Struggling learners: Work with the first three devices only (graphic tablet, magnetic card reader, QR code reader). Pair them with a stronger peer to complete the list.	1Computer/Laptop 2Projector 3Textbook 4Internet connection	1Learners stand and play a matching game: Call out a use (e.g., 'Reading a teacher's attendance card at school'), and learners touch the device name written on a wall chart (magnetic card reader, QR code reader, RFID reader, etc.). Repeat for five scenarios 2Learners turn to a neighbour and explain: Which device would Kofi use if he wanted to draw a detailed image on a computer? (Answer: graphic tablet). Pairs check each other's reasoning using the textbook if unsure Exercise 1Show learners a picture of a graphic tablet. Ask: Name this device and write one sentence explaining what it is used for. (Expected answer: A graphic tablet is an input device used to draw or create digital images and designs.) in their exercise books.
Thu 23 Apr 2026	1Learners will identify the five output devices and recall their primary uses from Days 1 and 2 2Show picture cards of a Braille printer, Impact printer, Inkjet printer, Thermal printer, and 3D printer on the projector. Ask learners: Which of these did we learn about yesterday? Learners raise hands and name the devices they recognise	EXAMINING OUTPUT DEVICE FEATURES AND REAL-WORLD USES 1Using the textbook and internet connection on the laptop, display one page showing a Braille printer in action. Ask learners: What special feature does this printer have that makes it different? Learners look at the raised dots on a sample printout and answer in their notebooks. Guide them to see the raised dots are for blind users. Repeat this process for Impact, Inkjet, Thermal, and 3D printers using the projector to show each device's distinctive features 2Divide the 12 learners into 5 groups (2–3 per group). Assign each group one output device: Group 1 = Braille printer, Group 2 = Impact printer, Group 3 = Inkjet printer, Group 4 = Thermal printer, Group 5 = 3D printer. Each group receives a task card asking: Where would this printer be used in Ghana? (e.g., blind school, bank, hospital, clothing shop, factory). Groups discuss and one representative writes their answer on the board. Confirm correct uses: Braille printer in blind schools; Impact printer in banks for receipts; Inkjet printer in offices and homes; Thermal printer in supermarkets and hospitals for labels; 3D printer in design workshops or industries. Struggling learners work with a stronger peer to match device to location using a visual chart provided by the teacher 3Struggling learners: provide a word bank with Ghana locations (blind school, bank, hospital, market, factory) to help them match devices to uses.	1Computer/Laptop 2Projector 3Textbook 4Internet connection 5Picture cards of five output devices 6Sample Braille printer output (raised dots)	1Play a quick game: Teacher calls out one use (e.g., 'printing receipts in Makola Market'). Learners stand and call out the correct printer name (Thermal printer). Repeat 4 times with different uses to confirm understanding 2Ask learners: Which of these five printers do you think is most useful in Ghana and why? Learners write one sentence in their books, then three volunteers read their answers aloud. Accept any reasoned answer (e.g., Inkjet for homes, Thermal for shops, Braille for schools) Exercise 1Assessment task: Teacher shows a picture of one of the five output devices on the projector. Learner writes down: (1) the name of the device, (2) one use of that device. Repeat for three different devices. Mark for accuracy of device name and one realistic use in their exercise books.

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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