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Computing · B8

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - Computing

Ave Maria RC JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Computing

Lesson 1 of 1

Week Ending

Friday, 08 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Eric Gyimah

Subject

Computing

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 2

Strand

4. Computational Thinking

Sub-Strand

1. Introduction to Programming

Content Standard & Indicator

B8.4.1.1.1

Content Standard

Show an understanding of the concept of programming

Indicator

Describe the basic concepts in programming (Constants Variables Expressions Statements logical and arithmetic operators Operator precedence)

Performance Indicator

Learners will describe the basic concepts in programming including constants, variables, expressions, statements, logical and arithmetic operators, and operator precedence.

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
Wed 06 May 2026	1Learners will recall the difference between a constant and a variable in everyday life before applying these concepts to programming 2Ask: If Kofi saves GH₵5 every day, which part stays the same and which part changes? Learners whisper their answer to their partner, then one volunteer shares	UNDERSTANDING CONSTANTS, VARIABLES, AND EXPRESSIONS IN PROGRAMMING 1Open a simple Python program on the computer and display it via the projector showing: price = 50 (variable) and tax_rate = 0.175 (constant). Explain aloud: price changes for different items, but tax_rate stays fixed by law. Ask learners to identify which is which in their exercise books, then invite a confident learner to circle them on the board. Let learners work in pairs to keep all learners involved. 2Write three expressions on the board: (10 + 5), (name = "Ama"), and (total_cost = price * quantity). Learners discuss in pairs which are arithmetic expressions and which are statements (assignments). Call on one pair representative to explain their reasoning to the class using the textbook definition 3Struggling learners: work with the price and tax_rate example only; fast finishers: create their own variable and constant pair from a trotro fare scenario and write it in Python notation. Use pair or group support to manage the large class.	1Computer/Laptop 2Projector 3Textbook 4Exercise books	1Learners work in pairs to build a comparison table on paper: one column for classroom maths notation (5 + 3 × 2), one column for coding notation ([5 + 3 * 2]). Pairs whisper their answers; select one pair to write their table on the board and explain operator precedence (multiplication before addition) 2Ask: Show me a thumbs-up if you can now explain what a variable is, thumbs-sideways if you are unsure, and thumbs-down if you need more help. Acknowledge all responses and pair sideways/down learners with confident peers for a 30-second peer explanation Exercise 1Describe the difference between a constant and a variable by writing one sentence for each, using a real-life example from a Ghanaian market or school setting (e.g., school fee amount versus daily lunch cost) in their exercise books.

Class Teacher

Eric Gyimah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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