Ghana curriculum lesson note
SHS 2 Computing 2nd Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Computing | Week | 16 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | COMPUTATIONAL THINKING (PROGRAMMING LOGIC) | Sub-Strand | WEB TECHNOLOGIES AND DATABASES |
| Learning Outcome(s) | 2.2.3.LO.1 - Apply acquired skills and knowledge to design and develop simple web pages | ||
| Content Standard | 2.2.3.CS.1 | ||
| Learning Indicator(s) | 2.2.3.LI.3 - Create a relational database model of a database. Project-Based Learning Approach: • Engage in whole-class discussions to explore databases • Conduct practical sessions in individual and mixed-ability/gender-sensitive group work. • Employ interactive multimedia presentations and video analysis to facilitate discussions and demonstrate techniques for creating a relational database model | ||
| Lesson Focus | Create a relational database model of a database. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Create a relational database model of a database. 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 Create a relational database model of a database. Project-Based Learning Approach: • Engage in whole-class discussions to explore databases • Conduct practical sessions in individual and mixed-ability/gender-sensitive group work. • Employ interactive multimedia presentations and video analysis to facilitate discussions and demonstrate techniques for creating a relational database model? 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 Computational Thinking Debugging/Test-Driven Practice | ||
| Teaching & Learning Resources | Computer(s) where available Projector/TV where available Computing textbook/reference materials Whiteboard/markers Learners' notebooks Notepad or exercise book Pen Smartphones Laptops Desktop computers TV and Radio Open Educational Resources (including YouTube, MOOCs - Udemy/Coursera, Khan Academy, and TESSA) The iBox/iCampus (CENDLOS) Tablets Productivity tools ix. Subject-based application software Instructional Laboratories (with multimedia equipment and smartboards) Maintenance and repair workshops Computer hardware components or labelled diagrams System-unit/component images Code editor/IDE or visual programming environment Sample code files Web browser Code editor Sample webpages/database files where relevant | ||
| 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 a relational database model of a database 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 a relational database model of a database 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 a relational database model of a database 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 a relational database model of a database 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 a relational database model of a database 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 2 Computing 2nd Semester Lessons
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