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Computing · B7

Term 3 · Week 7 · 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, 05 Jun 2026 Backdated

Week & Term

Week 7 · Term 3

Class Teacher

CHARLES OSEI MANU

Subject

Computing

Class

JHS 1 (B7)

Class Size

Duration

60 mins

Week No.

Week 7

Strand

4. Computational Thinking

Sub-Strand

1. Introduction to Programming

Content Standard & Indicator

B7.4.1.1.3

Content Standard

Show an understanding of the concept of programming

Indicator

Demonstrate the use of constants and variables used in programming

Performance Indicator

Demonstrate the use of constants and variables in a simple programming scenario by identifying and explaining their differences.

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 02 Jun 2026	1Recall the meaning of variable and constant in real-life Ghanaian contexts before applying them to programming 2Ask learners: What stays the same every day in Accra (constant), and what changes? Examples: the time school starts (constant), but the number of learners in class varies (variable). Learners whisper answers to their partner	UNDERSTANDING VARIABLES AND CONSTANTS IN PROGRAMMING 1Open a text editor on the computer and write two lines: AGE = 15 (variable) and SCHOOL_NAME = Accra Primary School (constant). Explain using the projector: a variable can change (Kofi's age will be 16 next year), but a constant does not (the school name stays the same). Ask learners to write both examples in their notebooks and label which is which 2Give learners a short scenario: Ama runs a chop bar. She sells banku at GH₵2.50 (constant price) but sells different quantities each day (variable quantity). Ask them to identify in their exercise books which is the variable and which is the constant, then write one sentence explaining why the price is constant. Use Computer/Laptop during the task 3Struggling learners: work with the Ama chop bar example only and circle the variable and constant on a printed card provided by the teacher.	1Computer/Laptop 2Projector 3Text editor (Notepad or similar)	1Ask three volunteers to each give one example of a variable and a constant from their own life (e.g., pocket money received each week is constant, but money spent varies). Learners listen and give thumbs up if they agree 2Display on the projector: PRICE_YAMS = 5 GH₵ and NUMBER_OF_YAMS_SOLD = 12. Ask learners to shout out chorally which one is the variable and which is the constant, then explain in one sentence why Exercise 1Write one variable and one constant related to a Ghanaian scenario (e.g., market, school, or home). Label each clearly and write a one-sentence explanation of why one is a variable and why one is a constant in their exercise books.
Thu 04 Jun 2026	1Recall the definitions of constants and variables and identify them in a given code snippet 2Display on the projector: price = 50 and PI = 3.14159. Ask learners to whisper to their partner which one changes and which one stays the same	USING VARIABLES AND CONSTANTS IN A MARKET SCENARIO 1Write this code on the projector using your laptop and project it: student_name = "Ama" and student_age = 14 and SCHOOL_NAME = "Achimota Secondary". Ask learners to copy the code into their exercise books and label each line as either a variable or constant. Explain: Variables (student_name, student_age) store information that can change; constants (SCHOOL_NAME) store information that should never change in the program 2Present a second scenario on the projector: Kofi is buying kenkey at Makola Market. The price per unit is GH₵ 5 (constant) but the quantity he buys changes each day (variable). Ask learners to write two lines of code to represent this — one for the constant price and one for the variable quantity. Select a learner who struggled with the starter to demonstrate writing price = 5 (constant) and quantity_bought = 10 (variable) on the board with your guidance 3Struggling learners: focus on identifying variables and constants in given code only. Fast finishers: create a third variable-constant pair from their own experience (e.g., school fees as constant, pocket money as variable) and write it in code form.	1Computer/Laptop 2Projector 3Exercise books	1Learners compare their market scenario code with the person sitting next to them. Partners check if each used the correct format (variable_name = value) and explain to each other why price is a constant and quantity is a variable in Kofi's example 2Ask the class: Show thumbs up if you now understand why we use variables instead of writing the same number over and over in a program. Ask a learner who gave thumbs up to explain one benefit of using variables to the class Exercise 1Write two lines of code: one constant for the cost of a uniform (GH₵ 120) and one variable for the number of students buying uniforms at your school. Label each line clearly as either constant or variable and explain in one sentence why each should be constant or variable in their exercise books.

Class Teacher

CHARLES OSEI MANU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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