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Computing · B8

Term 3 · Week 10 · 2.00 credits · GHS 1.00

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Lesson Note - Computing

ANA CENTRAL JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Computing

Lesson 1 of 1

Week Ending

Friday, 12 Jun 2026 Backdated

Week & Term

Week 10 · Term 3

Class Teacher

Kassim Abdul-Ganiu

Subject

Computing

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 10

Strand

4. Computational Thinking

Sub-Strand

4. Artificial Intelligence

Content Standard & Indicator

B8.4.4.1.1

Content Standard

Discuss Artificial Intelligence Concepts

Indicator

Discuss Artificial Neural Networks and compare intelligence in humans animals and machines

Performance Indicator

Learners will compare intelligence in humans, animals, and machines by identifying key differences in learning, memory, and decision-making capabilities.

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 09 Jun 2026	1Identify examples of intelligence in humans, animals, and machines from everyday Ghanaian contexts 2Ask learners: How does Ama's mother recognise ripe mangoes at Makola Market? How does a dog recognise its owner? How does a mobile phone recognise a fingerprint? Learners whisper answers to their partner	UNDERSTANDING INTELLIGENCE IN THREE FORMS 1Open the Textbook (Chapter: Artificial Intelligence Concepts) and read aloud the definition of intelligence. Write three headings on the board: HUMAN INTELLIGENCE, ANIMAL INTELLIGENCE, MACHINE INTELLIGENCE. For each, ask learners to give one example from their own experience (e.g., Kwame remembers his timetable = human memory; a chicken finds seeds in soil = animal instinct; a calculator solves 25 + 17 = machine logic). Record one learner response under each heading 2Project a comparison chart using the Computer/Laptop and Projector showing: humans learn from experience and ask questions; animals learn through instinct and repetition; machines learn from data and follow programmed rules. Learners copy the three key differences into their exercise books 3Pair learners and give each pair a simple task: describe how a human child, a chick, and a robot vacuum would each learn to find food in a room. Pairs write their three descriptions and one pair shares aloud	1Computer/Laptop 2Projector 3Textbook (Computing — Artificial Intelligence Concepts) 4Comparison chart image (human vs animal vs machine learning)	1Show three scenarios on the Projector: (1) Abena studies hard and passes an exam, (2) A fish swims away from danger, (3) A smartphone predicts the next word you type — learners shout out which type of intelligence each is 2Ask: Which type of intelligence do you think is strongest and why? Learners show thumbs up (human), sideways (animal), or down (machine) to vote and explain to their neighbour Exercise 1Write one sentence comparing how a human, an animal, and a machine would each recognize a friend — explain the difference in how each one learns or remembers in their exercise books.
Thu 11 Jun 2026	1Identify the key differences between human, animal, and machine intelligence from a simple comparison chart 2Display three images (a student solving a math problem, a dog catching a ball, a robot on the projector) and ask learners to whisper to their partner what each is doing	COMPARING HUMAN, ANIMAL, AND MACHINE INTELLIGENCE 1Open the textbook page on Artificial Neural Networks and project it using the projector; read aloud the definition of machine learning, then ask the class: Can a machine think like Ama thinks? Write 'Yes' or 'No' on mini whiteboards and hold them up 2Draw a three-column table on the board labelled 'Human Intelligence', 'Animal Intelligence', 'Machine Intelligence'; call on learners to give one example for each column — human example: remembering names; animal example: bird navigation; machine example: chess-playing computer — and fill the table together 3Ask learners working in pairs to copy the table into their books and add two more examples per column using ideas from the textbook; ask one representative from each pair to read aloud their strongest example while you tick correct answers on the board	1Computer/Laptop 2Projector 3Textbook 4Mini whiteboards	1Learners stand and move to one side of the classroom if they think machines can feel emotions, the other side if they think machines cannot — ask a learner from each side to explain their choice in one sentence 2Ask: Which type of intelligence — human, animal, or machine — is most useful for solving problems in Ghana's markets like Makola? Call on three learners to give brief answers Exercise 1Write one sentence explaining: Is machine intelligence stronger or weaker than human intelligence, and give one reason why in their exercise books.

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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