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Computing · B7

Term 3 · Week 4 · 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, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

CHARLES OSEI MANU

Subject

Computing

Class

JHS 1 (B7)

Class Size

Duration

60 mins

Week No.

Week 4

Strand

4. Computational Thinking

Sub-Strand

1. Introduction to Programming

Content Standard & Indicator

B7.4.1.1.1

Content Standard

Show an understanding of the concept of programming

Indicator

Demonstrate the correct use of programming terminologies

Performance Indicator

Learners will identify and explain at least five programming terminologies used in computational thinking.

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 12 May 2026	1Recall five basic programming terminologies and identify them in given statements 2Ask learners: What words or ideas do you think are important when giving step-by-step instructions to a computer? Learners whisper answers to their partner, then three volunteers share their answers aloud	INTRODUCTION TO FIVE KEY PROGRAMMING TERMINOLOGIES 1Display the following five terminologies on the projector using a computer and laptop: Algorithm (a step-by-step plan), Variable (a container that holds information), Loop (an instruction that repeats), Conditional (a decision point in code), Debugging (finding and fixing errors). Read each term aloud and ask learners to repeat chorally three times to build familiarity with the language 2Distribute a printed sheet with five colour-coded boxes, each containing one terminology and a simple Ghanaian example: 'Algorithm: Yaw follows steps to make waakye — boil rice, add beans, add spice, stir, serve.' 'Variable: Abena stores her age (16) in memory.' 'Loop: The trotro horn repeats beep-beep-beep.' 'Conditional: If it is raining, take umbrella; else, do not take umbrella.' 'Debugging: Efua finds the spelling mistake in her code and corrects it.' Learners read the examples aloud in pairs and circle the terminology that matches each example 3Struggling learners: work with only three terminologies (Algorithm, Variable, Loop) and match them to pictures rather than written descriptions.	1Computer/Laptop 2Projector 3Printed sheet with colour-coded terminology boxes and Ghanaian examples 4Whiteboard and marker	1Ask one representative from each pair to stand and name one terminology and explain it in one sentence using their own words from the lesson 2Learners show fingers 1–5 to rate their confidence with the five terms: 1 = not sure yet, 5 = very confident. Address any learners showing 1–2 fingers by rereading the definition with them Exercise 1Write the five terminologies in alphabetical order and match each one to its correct meaning from a given list of six definitions (one extra definition is a distractor) in their exercise books.
Thu 14 May 2026	1Recall and identify the key programming terminologies introduced in the previous lesson 2Display the words: variable, loop, condition, algorithm, debugging on the projector. Ask learners to whisper to their partner which word they remember from yesterday's lesson and why it matters	UNDERSTANDING AND EXPLAINING PROGRAMMING TERMINOLOGIES 1Using the computer and projector, display a simple Python code snippet: x = 5; for i in range(3): print(x). Ask learners to identify which terminologies appear in this code: What is 'x'? What does 'for' do? Write the definitions together: variable (a named box storing data), loop (repeating an action), syntax (the correct way to write code). Learners copy these three definitions into their exercise books with an example for each 2Divide the class into 4 mixed-ability pairs. Give each pair a printed card with one term (algorithm, condition, function, or debugging) and one real-world scenario: Ama follows a recipe step-by-step to fry plantain (algorithm); Kofi checks if his money is enough before buying credit (condition); a tailor measures cloth before cutting (function); Yakubu finds the mistake in his addition (debugging). Each pair explains how their scenario matches their term using 2–3 sentences and presents to the class. Struggling learners work with the teacher on the first pair activity to understand the pattern before attempting their own scenario 3Struggling learners: pair with a stronger peer and focus on algorithm and condition only. All learners must write at least 3 definitions in their books.	1Computer/Laptop 2Projector 3Internet connection 4Printed term cards (algorithm, condition, function, debugging) 5Exercise books 6Whiteboard and markers	1Call on volunteers to state one term and its meaning aloud. Learners show thumbs up if the explanation is correct, thumbs down if unclear. Clarify any misunderstandings together 2Ask learners to work in pairs and arrange their 7 written terms in alphabetical order (algorithm, condition, debugging, function, loop, syntax, variable) on a piece of paper and hold it up for you to check Exercise 1Write the term 'loop' on the board. Ask learners to write a 2–3 sentence explanation of what a loop does in programming and give one example from real life (e.g. repeating a task at Makola Market). Collect and assess for clarity and correct use of the term in their exercise books.

Class Teacher

CHARLES OSEI MANU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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