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- 1Learners will recall and list at least three social media platforms they already know and explain one reason why people use social media in Ghana. This objective matters because it activates their prior knowledge and helps them connect new learning to their everyday experience with digital communication
- 2Activity 1 — Quick-Fire Social Media Brainstorm: Ask learners: 'When you see your older brother or sister on their phone chatting with friends, what app are they usually using?' Invite three learners to name one app aloud (e.g., 'WhatsApp', 'Facebook', 'Instagram'). Write each answer on the board without judgment. Follow up with: 'Why do you think Ama's mother uses WhatsApp to send money to her sister in Takoradi instead of calling?' Accept answers like 'it is cheaper', 'she can send the money directly', 'she can message too'. This primes learners to think about purposes before introducing social media formally
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- IDENTIFYING AND CLASSIFYING FIVE MAJOR SOCIAL MEDIA PLATFORMS
- 1Main Activity — Guided Platform Introduction Using Computer/Laptop Display: Display the Computer/Laptop on the projector or invite learners to gather close. Open a simple document (or use the textbook) showing five labelled boxes: Facebook | WhatsApp | Twitter | LinkedIn | Tumblr. Point to each name and read it aloud. Explain in simple terms: 'Facebook is like a village square where Kofi can post a photo of his first harvest of tomatoes, and his friends from school can comment and like the photo. WhatsApp is a messaging app — when Abena's mother sends 'Good morning' to the family group, everyone gets the message instantly even if they are in different towns. Twitter is for short messages called tweets — if Yaw wants to tell everyone 'I just passed my Computing exam!' in one sentence, Twitter is the place. LinkedIn is for work — if Kwame finishes secondary school and wants to tell employers he is looking for a job in Accra, he puts his profile on LinkedIn. Tumblr is like a personal diary online — Efua can reblog stories and art she likes.' Write these definitions clearly on the board or show them on screen. Ask: 'Which one would you use if you wanted to apply for a job?' (LinkedIn). 'Which one would you use if you wanted to send money to your cousin?' (WhatsApp)
- 2Sub-Activity 1 — Matching Exercise Using Textbook Resource: Distribute the Textbook to pairs or display pages showing social media platform descriptions. Write five statements on the board: (1) 'I send daily voice messages to my mother in Kumasi.' (2) 'I show my business selling cloth to the whole world.' (3) 'I write one short message about something funny I saw.' (4) 'I tell employers about my work experience.' (5) 'I share art and reblog other people's posts.' Ask learners to write the matching platform name next to each statement (1=WhatsApp, 2=Facebook, 3=Twitter, 4=LinkedIn, 5=Tumblr). Call on one learner from each pair to read one answer aloud. Use this to confirm understanding. Say: 'Abena wrote statement 2 matches Facebook — that is correct because Facebook is where Kwesi can show his carpentry business to customers in Ghana and beyond.'
- 3Sub-Activity 2 — Real-Life Scenario Analysis: Present this scenario on the board or read aloud: 'Ama is 16 and wants to stay in touch with her friends from primary school who moved to different towns. She also wants to follow news about her favourite musician. Her older brother Kwame is 25 and looking for a job as an electrician in Tema. Which platform should each person use and why?' Ask learners to work in small groups (groups of 3–4) and write down: Ama uses [platform] because [reason]; Kwame uses [platform] because [reason]. After, ask one representative from each group to share their answer. Expect: Ama = WhatsApp or Facebook (stay in touch and follow musician); Kwame = LinkedIn (show work skills to employers). Affirm: 'You are thinking like a digital citizen — choosing the right tool for the right job.'
- 4DIFFERENTIATION — Struggling learners: Provide a simple matching table with platform names and one-sentence uses (printed or on board). Ask them to circle the correct platform for each use. Average learners: Complete the matching exercise as written above. Fast finishers: Ask them to design a simple 'platform chooser' flowchart on paper: 'Do you want to find a job?' → YES = LinkedIn, NO = 'Do you want to send quick messages?' → YES = WhatsApp, NO = 'Do you want to share photos?' → YES = Facebook, etc. Invite them to draw or describe this logic on the board or in their books. EXTENSION TASK: Ask fast finishers to research (using the Computer/Laptop if available, or from memory if they know) one feature of each platform that is unique. For example: 'Facebook has a Marketplace for selling things.' 'WhatsApp has disappearing messages.' Ask them to write or present two new facts about any two platforms to the class in the Plenary.
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- 1Computer/Laptop
- 2Textbook (Computing Curriculum, Learners Resource Pack)
- 3Chalkboard and chalk
- 4Exercise books
- 5Whiteboard markers (if available)
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- 1Plenary Activity 1 — Consolidation: Social Media Quiz Show: Stand at the board and ask rapid-fire questions (3–5 questions, ). Ask the whole class to respond by holding up fingers or raising hands: 'If I want to text my cousin quickly, which platform? [WhatsApp — learners raise hands]. If I want to post a video of my school compound for all my friends to see and comment? [Facebook — learners raise hands].' Use this to confirm that learners can quickly recall platform uses. Say: 'Excellent! You are becoming social media experts. You now know when and why to use each platform safely and wisely.'
- 2Plenary Activity 2 — Peer Teaching and Reflection: Pair learners sitting together and give them one sentence stem to complete: 'The social media platform I learned about today that surprised me most is _____ because _____.' Learners whisper their answer to their partner (30 seconds each). Ask three learners (mix of boys and girls, or those who have not yet spoken) to share aloud. Examples: 'LinkedIn surprised me because I did not know it was for jobs.' 'Tumblr surprised me because I thought it was the same as Facebook but it is more like a diary.' Listen and affirm: 'Thank you for sharing — you are making connections between platforms.'
Exercise
- 1Written Exercise — Platform Identification and Purpose (Assessment of Phase 1 Objective): Write or display on the board: 'Kwesi's mother wants to send money to her sister in Tamale today and chat about family news at the same time. Name the social media platform she should use and explain in one sentence why it is the best choice for her.' Model answer hint: 'WhatsApp, because you can send money and messages together instantly.' Accept any answer that correctly identifies WhatsApp and gives a valid reason (saves money, fast, safe, works offline if message queued, etc.). Learners write their answer in exercise books. Collect books or ask three learners to read their answer aloud to check understanding
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- 1Learners will recall the names and basic purposes of five major social media platforms (Facebook, LinkedIn, WhatsApp, Twitter, Tumblr). This objective matters because understanding what each platform does helps learners choose appropriate tools for different communication needs and use social media safely and effectively
- 2Quick Recall Game — Show images or logos of five social media platforms on the board (or a printed handout if no projector). Ask learners: 'Which of these have you heard of? Raise your hand and name one.' Listen for Facebook, WhatsApp, Twitter, LinkedIn, Tumblr. Clarify any confusion: 'WhatsApp — yes, many Ghanaians use it to chat with friends and family.' Record names on the board as learners call them out. This activates prior knowledge of platforms they may already use or know about
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- IDENTIFYING AND DESCRIBING THE FIVE SOCIAL MEDIA PLATFORMS AND THEIR USES
- 1Main Activity — Platform Function Matching Using Textbook (Understand Level). Open the Computing Textbook to the Internet and Social Media section. Read aloud the descriptions of each platform one at a time: Facebook (connecting with friends and family, sharing photos and posts), LinkedIn (professional networking, job searching, career building), WhatsApp (instant messaging, voice calls, group chats), Twitter (sharing short messages called tweets, following news and trends), Tumblr (blogging platform, sharing creative content, following interests). Write each platform name on the left side of the board and its main use on the right. As you read each description, ask learners: 'Who uses this platform? What do they do on it?' For example: 'Kofi's mum uses WhatsApp to chat with her market friends — it's quick and free. Which platform is that?' Learners respond: 'WhatsApp.' This builds understanding of real-life platform use in Ghana. Provide 5– for this core input
- 2Sub-activity 1 — Create a Visual Reference Chart (Apply Level). Distribute a blank chart template to each learner (or display on the board if available). The chart has five rows (one per platform) and three columns: 'Platform Name', 'Main Purpose', 'Who Uses It Most?' Learners copy information from the board into the chart as you read it aloud a second time. Stronger learners add a fourth column: 'Example in Ghana' (e.g., 'Facebook — Ghanaian traders post photos of their goods for sale'). This consolidates the core content and gives learners a reference tool. Allow 8–
- 3Sub-activity 2 — Paired Discussion: Matching Users to Platforms (Apply/Analyse Level). Display or read five scenarios involving Ghanaian characters. Learners work in pairs and write the best platform name next to each scenario: (1) Abena wants to send a photo of her baby to her sister in Takoradi fast — which platform? (WhatsApp). (2) Yakubu is looking for an accounting job in Accra — which platform? (LinkedIn). (3) Efua likes reading short funny comments about Ghana's football teams — which platform? (Twitter). (4) Kwesi wants to share his poems and artwork online — which platform? (Tumblr). (5) Mariama runs a chop bar and wants to show customers her daily menu — which platform? (Facebook). Pairs discuss, then ask a representative from 2–3 pairs to share one answer with the class and explain why. Confirm correct matches and clarify confused ones. This applies knowledge to realistic Ghanaian contexts
- 4Differentiation: Struggling learners — provide a word bank with platform names pre-printed on cards to match to scenarios instead of writing; pair them with a stronger peer for discussion. Average learners — use the full activity as written. Fast finishers — challenge them to create TWO additional scenarios involving Ghanaian characters and swap with a partner to solve. Extension Task for Fast Finishers: 'Design a simple one-sentence advertisement for each platform that you would show to a 10-year-old Ghanaian child to explain what it is for.' Provide 3–4 minutes for this task; ask one fast finisher to read one advertisement aloud. This strengthens creative communication and deeper understanding of platform purpose.
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- 1Computer/Laptop
- 2Textbook (Computing Curriculum, Internet and Social Media section)
- 3Whiteboard and markers
- 4Printed blank chart template (5 rows × 3 columns for platform information)
- 5Printed scenario cards with Ghanaian character names and situations (optional, or written on board)
- 6Exercise books for written assessment
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- 1Platform Sorting Challenge (Consolidation & Evaluate Level) — Display a mixed list of six statements on the board: (1) 'This platform is mainly for finding jobs.' (2) 'This is the most popular messaging app in Ghana.' (3) 'You can post long or short text here.' (4) 'This is a blogging platform for creative content.' (5) 'This platform is for short news-like messages called tweets.' (6) 'This is where many Ghanaian traders advertise their products.' Learners call out platform names that match each statement (LinkedIn, WhatsApp, Facebook, Tumblr, Twitter, Facebook). Go through each statement together, and discuss why the answer is correct. Ask: 'Has anyone used any of these platforms? Who can share one example of how?' Allow 2–3 volunteers to share real or realistic examples. This consolidates all five platforms and checks understanding before the written exercise
- 2Peer Teaching Game (Consolidation & Evaluate Level) — Divide the class into five groups (or five pairs if time is tight). Assign each group one platform: Group 1 = Facebook, Group 2 = LinkedIn, Group 3 = WhatsApp, Group 4 = Twitter, Group 5 = Tumblr. Each group has to prepare ONE clear, simple sentence that explains what their platform is used for, using their own words. Ask a representative from each group to stand and read their sentence to the class. Peers give a thumbs-up if the explanation is clear and correct, or ask the group to clarify. This builds confidence, encourages peer learning, and ensures all learners can articulate platform purposes in their own voice
Exercise
- 1Written Assessment Question (Apply & Analyse Level): Learners write answers in their exercise books. Question: 'Ama is a market trader in Makola who wants to show new customers her products online. Kwesi is a young graduate in Accra searching for his first job. For each person, write the name of the BEST social media platform to use and explain in one sentence WHY you chose it.' Model Answer Hint: Ama → Facebook (because traders use it to advertise and reach many customers in Ghana). Kwesi → LinkedIn (because it is for professional profiles and job searching). Accept any answer that correctly identifies a platform and gives a logical reason matching the platform's main use. This directly assesses the Phase 1 objective (recall and identify platform names and uses) and measures learners' ability to apply that knowledge to realistic scenarios
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