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Computing · B7

Term 3 · Week 1 · 2.00 credits · GHS 1.00

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Lesson Note - Computing

OSINO ISLAMIC BASIC SCHOOL

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Computing

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

CHARLES OSEI MANU

Subject

Computing

Class

JHS 1 (B7)

Class Size

Duration

60 mins

Week No.

Week 1

Strand

3. Communication Networks

Sub-Strand

4. Web Technologies

Content Standard & Indicator

B7.3.4.1.1

Content Standard

Demonstrate the use of a Web Browser (Search engine)

Indicator

Identify the importance of the web in learning (Virtual Learning Environments VLEs)

Performance Indicator

Learners will identify at least three ways Virtual Learning Environments (VLEs) support learning in Ghana.

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
Tue 21 Apr 2026	1Recall prior knowledge about websites and online tools that learners use for learning 2Ask learners: What websites or apps have you used to learn something new outside school? Show a quick list on the projector with examples like YouTube, WhatsApp for group study, Google Search. Call on one volunteer to name one tool they have used	UNDERSTANDING VIRTUAL LEARNING ENVIRONMENTS (VLES) 1Using the projector and internet connection, display the definition: A VLE is a web-based tool or website that lets learners access lessons, resources, and activities online without being in a physical classroom. Show one real example: Google Classroom (explain that schools in Ghana like Wesley Girls and Presec now use it). Ask: What do you see on the screen that helps learning? Learners describe what they observe 2Read aloud three benefits from the Learners Resource Pack: (1) Self-paced learning — learners study when they choose; (2) Access from anywhere — learners in remote areas like Bolgatanga can learn from the same resources as learners in Accra; (3) New skills without regular classroom — learners can take online courses in coding, design, or languages. Ask three learners (one boy, one girl, one volunteer) to repeat one benefit back to the class in their own words 3Struggling learners: pair them with a peer to read the benefits together from the textbook. Fast finishers: ask them to think of one subject or skill they would like to learn through a VLE at home.	1Computer/Laptop 2Projector 3Internet connection 4Learners Resource Pack 5Textbook	1Display three VLE scenarios on the projector: Ama studies Mathematics from home using Khan Academy; Kwame learns coding through Codecademy during weekends; Abena attends live English lessons via Google Meet with her tutor. Ask the class: Which scenario shows self-paced learning? Which shows learning without a regular classroom? Learners show thumbs up when they agree with each answer 2Ask: Name one way a VLE helps learners in Ghana. Learners whisper their answer to their partner, then one representative from each pair shares aloud. Confirm each correct response by restating it clearly Exercise 1Write one sentence to answer: How does a Virtual Learning Environment help a learner like Kofi who lives in a village far from a secondary school? (Accept answers that mention: access to resources, learning without a classroom, or learning at his own pace.) in their exercise books.
Thu 23 Apr 2026	1Learners will recall prior knowledge about web browsers and online learning from yesterday's lesson 2Ask learners: Yesterday we talked about searching for information using Google. Can anyone name one thing you searched for online? Take three responses and write each search term on the board	EXPLORING THE IMPORTANCE OF VLES FOR LEARNING 1Open a web browser on the laptop and project it on the screen for all 31 learners to see. Navigate to Google Classroom or a similar VLE platform and explain: This is a Virtual Learning Environment—a place online where teachers and students meet to learn without being in the same classroom. Show learners three key features: (1) where teachers post lessons, (2) where students submit assignments, (3) where students can ask questions. Ask: Why might a student in a village far from Accra use this instead of coming to school every day? 2Distribute the Textbook to pairs of learners and direct them to the section on VLEs and e-learning. Ask each pair to find and read aloud one sentence that explains how VLEs help students learn. After each pair shares, write their key word or phrase on the board (e.g., 'anytime', 'anywhere', 'no uniform needed', 'at your own speed'). Differentiation note: Pair struggling readers with confident readers so they can follow along and discuss the meaning together 3Struggling learners work with you to identify just one feature of VLEs from the projector image; fast finishers read ahead and find one example of a VLE they know by name.	1Computer/Laptop 2Projector 3Textbook 4Internet connection	1Display the board list of VLE benefits and read them aloud together as a chorus three times: 'VLEs let us learn anytime, anywhere, at our own pace.' Ask learners to give a thumbs up if they think a VLE would help them learn better 2Invite a volunteer to come to the board and write one word that describes how VLEs are different from a regular classroom (e.g., flexible, online, quiet, fast). Learners who agree with that word stand up silently Exercise 1Name two advantages of using a Virtual Learning Environment (VLE) for learning. Use complete sentences and at least one example from what we explored today (e.g., self-paced learning, learning from home, accessing lessons anytime) in their exercise books.

Class Teacher

CHARLES OSEI MANU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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