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Computing · B8

Term 3 · Week 1 · 3.00 credits · GHS 1.50

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Lesson Note - Computing

Bidieso M/A 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

Bright Wilson Obiri

Subject

Computing

Class

JHS 2 (B8)

Class Size

Duration

90 mins

Week No.

Week 1

Strand

3. Communication Networks

Sub-Strand

1. Computer Networks

Content Standard & Indicators

B8.3.1.1.1 B8.3.1.1.2

Content Standard

Identify the concept of computer networking for global communication

Indicator 1 B8.3.1.1.1

Describe the data communication models for networks

Indicator 2 B8.3.1.1.2

Describe the Internet World Wide Web and Internet Protocol addresses

Performance Indicator

Learners will describe the layers of the Open System Interconnection (OSI) model and explain the purpose of each layer in ensuring data communication between networks.

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 (29 mins) New learning + assessment	Resources	Phase 3: Plenary (9 mins) Reflection + exercise
Mon 20 Apr 2026	1Recall the basic components of computer networks and identify how devices communicate with each other 2Ask learners: What devices do you use at home or school to connect to the internet? Call on three learners to name devices (phone, laptop, router) and write them on the board. Discuss briefly how these devices might send messages to each other	UNDERSTANDING THE OSI MODEL AND ITS SEVEN LAYERS 1Display the OSI model diagram on the projector using the Internet connection and show the seven layers (Physical, Data Link, Network, Transport, Session, Presentation, Application). Explain: The OSI model is like a cake with seven layers — each layer has a different job to help computers talk to each other. Point to each layer on the diagram and read aloud its name. Ask learners to copy the seven layer names into their exercise books in order from bottom to top. Let learners work in pairs to keep all learners involved 2Give each pair of learners a printed copy of the OSI model from the Textbook (or write the layer names on the board). Assign one layer to each pair: Physical layer checks cables and signals; Data Link layer checks addresses on the network; Network layer finds the best path for data; Transport layer makes sure data arrives safely; Session layer keeps conversations open; Presentation layer translates the message into readable form; Application layer is where users interact (email, web browsers). Ask each pair to read their layer description aloud to the class and explain one job their layer does. Monitor by walking around and correcting any mispronunciation or misunderstanding 3Struggling learners: provide a simplified one-sentence description for each layer and have them match the layer name to its job using a cut-and-paste worksheet. Fast finishers: ask them to draw a diagram showing how a message from Kofi sending an email travels down through all seven layers. Use pair or group support to manage the large class.	1Computer/Laptop 2Projector 3Textbook (OSI model diagram page) 4Internet connection 5Exercise books 6Whiteboard and marker	1Display the seven OSI layers on the projector again. Point to each layer in random order and ask learners to shout out the layer name chorally. Repeat three times, increasing speed each time 2Ask learners to hold up fingers 1–7 to show which layer they think is most important for keeping networks working properly. Discuss: Why did you choose that layer? Take responses from three learners (accept any answer with a reasonable explanation about data safety, finding the right computer, or keeping users connected) Exercise 1Write on the board: 'Kofi wants to send a message to Ama using WhatsApp on his phone. Name three OSI layers that must work together to make this message reach Ama's phone, and explain what each layer does.' Learners write their answer in exercise books (3–4 sentences). Collect books to assess understanding of layer names and their purposes
Wed 22 Apr 2026	1Learners will recall the definitions of Internet, World Wide Web, and IP addresses from yesterday's lesson 2Display three large cards on the board labelled 'Internet', 'World Wide Web', and 'IP Address'. Ask learners to whisper their understanding of each term to their partner, then call on one representative from each pair group to share aloud. Confirm correct responses and clarify any misconceptions	UNDERSTANDING INTERNET PROTOCOL ADDRESSES AND THEIR CLASSES 1Write the IPv4 address format '192.168.1.1' on the board using the projector. Explain that this is like a postal address for computers — each number section (octet) ranges from 0–255. Display three real-world IPv4 examples on the projector: a school server at '10.0.0.5', a market vendor's kiosk device at '172.16.0.10', and a home router at '192.168.0.1'. Learners copy these into their exercise books and label each part using the textbook example on page 85. Let learners work in pairs to keep all learners involved 2Pair learners. Give each pair a laptop or computer to locate and write down their device's IP address (Settings > Network > IP Address, or ipconfig in Command Prompt). Pairs record the address and identify if it is a private (10.x.x.x, 172.16–31.x.x, or 192.168.x.x) or public address using the comparison table in the textbook. Monitor by circulating and checking three pairs' work before moving on 3Struggling learners: provide a pre-printed card showing only two IPv4 addresses to classify rather than finding their own device IP. Use pair or group support to manage the large class.	1Computer/Laptop 2Projector 3Textbook 4Internet connection	1Ask the class: 'Why do you think each computer needs a unique IP address when it connects to the internet?' Invite learners to share answers (e.g. 'so messages find the right computer', 'like an address on a letter'). Confirm that IP addresses are essential for routing data between devices globally, just like postal addresses route letters to the correct house 2Learners stand and form two groups. Group A represents 'Internet infrastructure' and Group B represents 'World Wide Web services'. Call out statements: 'I carry email and video calls' (both shout 'Internet'), 'I use HTTP to display websites' (Group B shouts 'Web'). Repeat five statements, alternating which group answers first to maintain engagement Exercise 1Write the following on the board: 'Kofi's school computer has the IP address 192.168.50.100. Is this a private or public address? Explain why the school might use this type of address instead of a public one.' Learners write a one-paragraph response in their exercise books, referencing the definitions and address classes from today's lesson

Class Teacher

Bright Wilson Obiri

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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