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Computing · B7

Term 3 · Week 2 · 2.00 credits · GHS 1.00

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Lesson Note - Computing

Riyahd Soaliheen JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Computing

Lesson 1 of 1

Week Ending

Monday, 05 Jan 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

ISSAH ISHAWU

Subject

Computing

Class

JHS 1 (B7)

Class Size

Duration

60 mins

Week No.

Week 2

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 (7 mins) Preparing the brain	Phase 2: Main (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Mon 05 Jan 2026	1Recall the key features that distinguish fourth-generation computers from earlier generations 2Ask learners: What do you already know about computers? What makes a modern computer different from an old one? Take 3–4 choral responses and write key words like 'fast,' 'small,' 'powerful' on the board	UNDERSTANDING FOURTH-GENERATION COMPUTERS AND MICROCHIPS 1Using the textbook, read aloud the definition of fourth-generation computers (1970s–present): machines built with microchips and microprocessors as their main processing unit. Write the term 'microchip' on the board and explain: a microchip is a tiny electronic circuit containing thousands of transistors on a single piece of silicon. Ask learners to repeat 'microchip' chorally three times. Let learners work in pairs to keep all learners involved 2Display the computer/laptop to the class and explain: Inside every modern computer like this one is a microprocessor—the brain that does all the calculations. Learners work in pairs using the textbook to list 3 features of fourth-generation computers (example: small size, high speed, low cost, reliable). Call on one representative from each pair to share one feature aloud 3Struggling learners: Provide a chart with 3 pre-written features and ask them to match pictures to each feature. Fast finishers: Research and write one more feature not mentioned in the textbook. Use pair or group support to manage the large class.	1Computer/Laptop 2Textbook	1Learners stand in a circle. Call out a feature of fourth-generation computers (e.g. 'microchip,' 'fast processing,' 'low cost'). Learners who remember this feature from today's lesson take one step forward and say 'Fourth-generation!' chorally 2Ask: Why do you think microchips were a big breakthrough? Pairs whisper their idea to each other for 20 seconds. Invite 3 volunteers to share their thinking with the whole class Exercise 1Write on the board: 'A microchip is ____________________. Name one thing it can do inside a computer.' Learners write their answer in their exercise books. Collect books to check understanding of the microchip concept
Tue 06 Jan 2026	1Identify different types of input devices and explain their functions in computing systems 2Show learners a picture of a barcode scanner being used at a Makola Market checkout counter. Ask: What is this machine doing? Why might a trader use it instead of writing prices by hand? Learners whisper their answer to a partner	CLASSIFYING MANUAL AND AUTOMATIC INPUT DEVICES 1Divide the class into pairs. Give each pair a Computer/Laptop and ask them to open the textbook chapter on input devices. Pairs read aloud one example of a manual input device (e.g. keyboard) and one automatic device (e.g. barcode scanner), then write both names in their exercise book. Call on one representative from each pair to share their two examples with the class 2Draw two columns on the board: 'Manual Input' and 'Automatic Input'. Ask learners to stand and move to the left side of the classroom if they think a mouse is manual, or right side if automatic. After movement, confirm the answer (manual) and explain: a human must move and click it. Then repeat with a barcode scanner (automatic — the device reads without human action). Learners return to seats. Let learners work in pairs to keep all learners involved 3Struggling learners: work with the textbook picture pages only and match device names to pictures. Fast finishers: write down one place in Accra or Kumasi where each device is used (e.g. barcode scanner at Kejetia Market, keyboard at internet café). Use pair or group support to manage the large class.	1Computer/Laptop 2Textbook (Computing Curriculum — Components of Computers chapter) 3Exercise books 4Board and markers	1Ask learners to stand in a circle. Say a device name (e.g. 'touchscreen'). The first learner to shout 'manual' or 'automatic' stays standing; others sit. Repeat three times with: wireless keyboard, barcode scanner, mouse 2Pairs compare their device list with the pair next to them. If they disagree on whether a device is manual or automatic, they raise their hands for a whole-class vote to settle it Exercise 1Write this question in learners' exercise books: 'Name two input devices. For each, write one sentence explaining whether it is manual or automatic and give one place in Ghana where it is used.' Collect books to assess understanding

Class Teacher

ISSAH ISHAWU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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