Ghana curriculum lesson note

SHS 1 Computing 1st Semester Week 14 Lesson Plan

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Weekly Learning Plan
Subject	Computing	Week	14
Duration	60 minutes	Form	SHS 1
Strand	COMPUTER ARCHITECTURE AND ORGANISATION	Sub-Strand	COMPUTER HARDWARE AND SOFTWARE
Learning Outcome(s)	1.1.2.LO.1 - Explain the relationships between the components of a computer and how data are transferred among the components. Explain types of Software and their functions
Content Standard	1.1.2.CS.1
Learning Indicator(s)	1.1.2.LI.2 - Describe the categories of Computer Hardware Problem-Based Learning Approach: In different task groups, Task learners to identify and explain the categories of Computer Hardware: • input devices • processing devices • output devices • storage devices. •
Lesson Focus	Describe the categories of Computer Hardware Problem-Based Learning Approach: In different task groups, Task learners to identify and explain the categories of Computer Hardware: • input devices • processing devices • output devices •.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Describe the categories of Computer Hardware Problem-Based Learning Approach: In different task groups, Task learners to identify and explain the categories of Computer Hardware: • input devices • processing devices • output devices •. 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 Describe the categories of Computer Hardware Problem-Based Learning Approach: In different task groups, Task learners to identify and explain the categories of Computer Hardware: • input devices • processing devices • output devices • storage devices. •? 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 Notepad or exercise book Pen Smartphones Laptops Desktop computers Tablets TV and Radio Open Educational Resources (including YouTube, MOOCs - Udemy/Coursera, Khan Academy, and TESSA) The iBox/iCampus (CENDLOS) Productivity tools ix. Subject-based application software Instructional Laboratories (with multimedia equipment and smartboards) 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 computer hardware and software 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 computer hardware and software 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 computer hardware and software 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 computer hardware and software 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 computer hardware and software and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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