Ghana curriculum lesson note
SHS 2 Computing 1st Semester Week 7 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Computing | Week | 7 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | COMPUTER ARCHITECTURE & ORGANISATION | Sub-Strand | COMPUTER HARDWARE AND SOFTWARE |
| Learning Outcome(s) | 2.1.2.LO.1 - Apply acquired skills and knowledge to explain the functioning of input and output devices in relation to barcodes and QR codes, as well as the functionality of an Operating System | ||
| Content Standard | 2.1.2.CS.1 | ||
| Learning Indicator(s) | 2.1.2.LI.1 - Demonstrate knowledge and understanding of components of Computer Hardware and types of Software Demonstrate the creation and utilisation of barcodes and QR codes using various input and output devices, such as monitors, system unit, processors, motherboards, hard disks, clock, power unit, network interface cards, scanners, digital cameras, keyboards, microphones, mice, touchscreen sensors for control and monitoring. Problem-Based Learning Approach: Organise learners into mixed-ability groups and task them with brainstorming on the creation and use of barcodes and QR codes, using the listed devices in the learning indicator. Allow them to share their thoughts with the whole class while fostering an environment that tolerates different viewpoints | ||
| Lesson Focus | Demonstrate knowledge and understanding of components of Computer Hardware and types of Software Demonstrate the creation and utilisation of barcodes and QR codes using various input and output devices, such as monitors, system unit. | ||
| 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 components of Computer Hardware and types of Software Demonstrate the creation and utilisation of barcodes and QR codes using various input and output devices, such as monitors, system unit. 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 components of Computer Hardware and types of Software Demonstrate the creation and utilisation of barcodes and QR codes using various input and output devices, such as monitors, system unit, processors, motherboards, hard disks, clock, power unit, network interface cards, scanners, digital cameras, keyboards, microphones, mice, touchscreen sensors for control and monitoring. Problem-Based Learning Approach: Organise learners into mixed-ability groups and task them with brainstorming on the creation and use of barcodes and QR codes, using the listed devices in the learning indicator. Allow them to share their thoughts with the whole class while fostering an environment that tolerates different viewpoints? 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 | ||
| Teaching & Learning Resources | Computer(s) where available Projector/TV where available Computing textbook/reference materials Whiteboard/markers Learners' notebooks Computer hardware components or labelled diagrams System-unit/component images 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 components of computer hardware and types of software demonstrate the creation and utilisation of barcodes and qr codes 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 components of computer hardware and types of software demonstrate the creation and utilisation of barcodes and qr codes 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 components of computer hardware and types of software demonstrate the creation and utilisation of barcodes and qr codes 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 components of computer hardware and types of software demonstrate the creation and utilisation of barcodes and qr codes 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 components of computer hardware and types of software demonstrate the creation and utilisation of barcodes and qr codes and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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