Ghana curriculum lesson note
SHS 3 Computing 1st Semester Week 1 Lesson Plan
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Computing | Week | 1 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | COMPUTER ARCHITECTURE & ORGANISATION | Sub-Strand | DATA STORAGE AND MANIPULATION |
| Learning Outcome(s) | 3.1.1.LO.1 - Apply acquired knowledge and skills of programme execution, logic instructions, and arithmetic operations in the CPU to solve real-life problems | ||
| Content Standard | 3.1.1.CS.1 | ||
| Learning Indicator(s) | 3.1.1.LI.1 - Demonstrate knowledge and understanding of Programme Execution and Logic Instruction Determine and apply critical points of Logic Operations to solve a problem Group Work/Collaborative Learning: • Organise interactive presentations, video analysis, and debates. • Divide the class into mixed-ability groups and task them with designing and applying programme execution and logic instructions to solve an identified problem. • Ensure the group division promotes inclusivity and equity, considering the needs of learners with visual impairment, dyslexia, dysgraphia, etc | ||
| Lesson Focus | Demonstrate knowledge and understanding of Programme Execution and Logic Instruction Determine and apply critical points of Logic Operations to solve a problem Group Work/Collaborative Learning: • Organise interactive presentations, video. | ||
| 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 Programme Execution and Logic Instruction Determine and apply critical points of Logic Operations to solve a problem Group Work/Collaborative Learning: • Organise interactive presentations, video. 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 Programme Execution and Logic Instruction Determine and apply critical points of Logic Operations to solve a problem Group Work/Collaborative Learning: • Organise interactive presentations, video analysis, and debates. • Divide the class into mixed-ability groups and task them with designing and applying programme execution and logic instructions to solve an identified problem. • Ensure the group division promotes inclusivity and equity, considering the needs of learners with visual impairment, dyslexia, dysgraphia, etc? 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 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 programme execution and logic instruction determine and apply critical points of logic operations to solve a problem 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 programme execution and logic instruction determine and apply critical points of logic operations to solve a problem 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 programme execution and logic instruction determine and apply critical points of logic operations to solve a problem 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 programme execution and logic instruction determine and apply critical points of logic operations to solve a problem 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 programme execution and logic instruction determine and apply critical points of logic operations to solve a problem and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson PlanMore SHS 3 Computing 1st Semester Lessons
Week 1 (current)Week 2Sub-strand: DATA STORAGE AND MANIPULATIONWeek 3Sub-strand: DATA STORAGE AND MANIPULATIONWeek 4Sub-strand: DATA STORAGE AND MANIPULATIONWeek 5Sub-strand: DATA STORAGE AND MANIPULATIONWeek 6Sub-strand: DATA STORAGE AND MANIPULATIONWeek 7Sub-strand: COMPUTER HARDWARE AND SOFTWAREWeek 8Sub-strand: COMPUTER HARDWARE AND SOFTWAREWeek 9Sub-strand: COMPUTER HARDWARE AND SOFTWAREWeek 10Sub-strand: COMPUTER HARDWARE AND SOFTWAREWeek 11Sub-strand: DATA COMMUNICATION AND NETWORK SYSTEMSWeek 12Sub-strand: DATA COMMUNICATION AND NETWORK SYSTEMSWeek 13Sub-strand: DATA COMMUNICATION AND NETWORK SYSTEMSWeek 14Sub-strand: DATA COMMUNICATION AND NETWORK SYSTEMSWeek 15Sub-strand: DATA COMMUNICATION AND NETWORK SYSTEMSWeek 16Sub-strand: DATA COMMUNICATION AND NETWORK SYSTEMS