Ghana curriculum lesson note
SHS 1 Computing 2nd Semester Week 2 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Computing | Week | 2 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | COMPUTER ARCHITECTURE AND ORGANISATION | Sub-Strand | DATA COMMUNICATION AND NETWORK SYSTEMS |
| Learning Outcome(s) | 1.1.3.LO.1 - Use skills and knowledge to identify and differentiate between the different types of Network Systems | ||
| Content Standard | 1.1.3.CS.1 | ||
| Learning Indicator(s) | 1.1.3.LI.1 - Demonstrate knowledge and understanding of network design Explain Computer Networks and how they work Using the Collaborative Learning Approach: Demonstrate the process of designing a network topology based on specific requirements and explain the rationale behind the chosen design. Using the Problem-Based Learning Approach: Explore and discuss the concepts of control bus, address bus, data bus, cache, internal clock, machine cycle, and the fetch-decode- execute cycle to deepen understanding | ||
| Lesson Focus | Demonstrate knowledge and understanding of network design Explain Computer Networks and how they work Using the Collaborative Learning Approach: Demonstrate the process of designing a network topology based on specific requirements and. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate knowledge and understanding of network design Explain Computer Networks and how they work Using the Collaborative Learning Approach: Demonstrate the process of designing a network topology based on specific requirements and. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What computing concept, system, algorithm or technology is central to Demonstrate knowledge and understanding of network design Explain Computer Networks and how they work Using the Collaborative Learning Approach: Demonstrate the process of designing a network topology based on specific requirements and explain the rationale behind the chosen design. Using the Problem-Based Learning Approach: Explore and discuss the concepts of control bus, address bus, data bus, cache, internal clock, machine cycle, and the fetch-decode- execute cycle to deepen understanding? How can we model, test or build the concept using hardware, software, code, diagrams or simulation? How can this knowledge be applied to solve a new real-life computing problem? | ||
| Pedagogical Strategies | Problem-Based Learning Collaborative Learning Pair Programming/Peer Review where appropriate Demonstration and Guided Practice Project-Based Learning Digital/Simulation-Based Learning Network Modelling/Simulation | ||
| Teaching & Learning Resources | Computer(s) where available Projector/TV where available Computing textbook/reference materials Whiteboard/markers Learners' notebooks Network diagrams Router/switch/cable samples or images where available Network simulation software where available Code editor/IDE or visual programming environment Sample code files | ||
| Key Notes on Differentiation | |||
| Content | Use labelled diagrams, step-by-step worked examples, starter code, partially completed flowcharts or guided configuration sheets for learners who need support. Extend advanced learners with optimisation, debugging, system-design trade-offs, additional features or more complex test cases. | ||
| Process | Use mixed-ability grouping and pair work, rotating roles such as driver, navigator, tester, documenter or presenter. Where devices or internet access are limited, use offline simulators, printed code/diagrams, unplugged activities and shared-device rotations without changing the learning objective. | ||
| Product | Allow appropriate evidence such as annotated diagrams, algorithms, pseudocode, code, app screens, webpages, network designs, troubleshooting reports or presentations. Assess correctness, computational reasoning, functionality, testing/debugging, documentation, responsible digital practice and ability to justify design decisions. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short application task connected to the week's learning indicator. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Show a simple digital example involving data communication and network systems and ask learners to predict what is happening. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Demonstrate data communication and network systems using a board sketch, device setting, code snippet, data table or simulation. | Observe the demonstration, identify the key parts and explain their functions. | Ask learners to define the key term and identify it in the demonstration. |
| Activity 220 minutes | Guide learners through a hands-on task where they apply data communication and network systems and record the result. | Complete the practical task, test the result and note any errors or fixes. | Check the task output for correct procedure, testing and explanation. |
| Activity 310 minutes | Present a different digital scenario and ask learners to use data communication and network systems to solve or explain the result. | Apply the idea to the new scenario and present the result or explanation. | Use a short exit task requiring learners to apply the idea in another digital context. |
| Lesson Closure | Summarise data communication and network systems and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 1 Computing 2nd Semester Lessons
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