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Computing · B7

Term 3 · Week 1 · 2.00 credits · GHS 1.00

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Lesson Note - Computing

A.D.A Akonu M/A Basic School

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Computing

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

Emmanuel Naykene

Subject

Computing

Class

JHS 1 (B7)

Class Size

Duration

50 mins

Week No.

Week 1

Strand

4. Computational Thinking

Sub-Strand

1. Introduction to Programming

Content Standard & Indicators

B7.4.1.1.1 B7.4.1.1.2

Content Standard

Show an understanding of the concept of programming

Indicator 1 B7.4.1.1.1

Demonstrate the correct use of programming terminologies

Indicator 2 B7.4.1.1.2

Demonstrate understanding in the use of data types (float integer string char etc.)

Performance Indicator

Learners will identify and correctly use at least 5 programming terminologies in spoken and written form by the end of the lesson.

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 (16 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 27 Apr 2026	1Recall prior knowledge of basic computer operations and list everyday examples of step-by-step instructions 2Ask learners: What instructions do you follow when making waakye at home? Allow 2–3 learners to share examples (boil beans, add spices, stir). Guide them to notice that each instruction follows a sequence	INTRODUCTION TO PROGRAMMING TERMINOLOGIES 1Open the Learners Resource Pack on the laptop and project the definitions of 5 key terms using the projector: Algorithm (a step-by-step set of instructions), Variable (a box that stores information), Input (information you give to a program), Output (information the program gives back), and Loop (doing the same thing again and again). Read each definition aloud and ask learners to repeat chorally three times 2Write the term 'Algorithm' on the board and give this example: Kwame's recipe for making kenkey — mix corn flour, add water, wrap in leaves, boil for 1 hour. Ask: Is this an algorithm? Why? Call on a learner to explain that it is because it has clear steps in order. Repeat this same question style for 'Variable' using an example: Ama's phone number (GH₵025123456) is stored in her phone — this is like a variable storing data. Use Computer/Laptop during the task 3Struggling learners: provide a printed glossary card with 3 terms only (Algorithm, Variable, Output) and pictures to match them.	1Computer/Laptop 2Projector 3Learners Resource Pack 4Textbook 5Exercise books 6Whiteboard and markers	1Display all 5 terms on the projector again. Ask learners to stand up when they hear a term and shout its definition once. Repeat for 3 terms, rotating who stands 2Learners pair up and take turns explaining one term to their partner in their own words. Call on 2 pairs to share their explanation with the class Exercise 1Write these 4 terms on the board: Loop, Function, Input, Algorithm. Ask each learner to choose one term and write a 1-sentence definition in their exercise book using a Ghanaian example (e.g. 'An Algorithm is the steps to fry plantain')
Thu 30 Apr 2026	1Identify and classify data types from real-world examples related to daily Ghanaian activities 2Display on the projector three quick scenarios: Ama's age (12), the price of yam at Makola Market (GH₵15.50), and Kwame's name. Ask learners to whisper to their partner which one is a number and which one is text, then call on one pair to share their answer	IDENTIFYING DATA TYPES IN EVERYDAY SCENARIOS 1Open the Learners Resource Pack on the projector and display the table showing data type definitions: integer (whole numbers), float (decimal numbers), string (text), char (single letter). Read aloud an example for each: Kofi's student ID is 10045 (integer), the price of kenkey is GH₵2.50 (float), the name Abena (string), and the grade 'A' (char). Learners copy the table into their exercise books with one example next to each type 2Distribute the Textbook page with ten mixed examples: number of trotros in Accra, Fatima's address, a person's weight in kilograms, a market trader's phone number, and others. Learners work individually to match each example to its data type (integer, float, string, or char), writing their answers in their books. Call on three learners at different ability levels to read one answer each aloud and explain why they chose that type 3Struggling learners: work with the teacher on the first 4 examples only, focusing on integer vs. string. Fast finishers: create two new daily scenarios (e.g., price of cassava, name of a shop) and classify their data types without help.	1Computer/Laptop 2Projector 3Textbook 4Learners Resource Pack	1Learners pair up and quiz each other using three scenarios prepared by the teacher: 'How many siblings do you have?' (integer), 'What is your house number?' (could be integer or string — discuss both), 'What is your first name?' (string). Pairs discuss which data type fits each question and report back to the class 2Call on the group that finished the main activity first to share one of their invented examples aloud. The rest of the class votes thumbs up if the data type classification is correct, thumbs down if not. Confirm the correct answer using the definitions Exercise 1Write three daily activities from Ghana on the board: (1) Recording a trader's total profit of GH₵345.75 at Techiman Market, (2) Storing the initials 'J.K.' of a student, (3) Counting 24 cocoa bags on a farm. Learners write the correct data type (integer, float, string, or char) next to each activity in their books and give one reason for their choice. This directly assesses their ability to identify and classify data types as required by the indicator in their exercise books.

Class Teacher

Emmanuel Naykene

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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