JSS 3 First Term

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Cognitive	i. Explain what programming is and the parts of a program. ii. Describe the input, process and output model. iii. Write a simple program plan in pseudocode. iv. Find and fix a simple error in a program.
Affective	i. Appreciate the value of Introduction to Programming in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly.
Psychomotor	i. Write pseudocode for a program that greets a named user. ii. Describe the input, process and output of an ATM transaction. iii. Find the ordering error in a greeting program and correct it. iv. Write two differences between an algorithm and a program.

Rationale: Programming is the process of writing instructions for a computer to carry out. Understanding starter Scenario, what is Programming, the Input, Process, Output Model, writing and Debugging a Simple Program helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 8, learners studied Algorithms and Flowcharts, including what is an Algorithm, characteristics of a Good Algorithm, what is a Flowchart. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Introduction to Programming, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 First Term Notes (Week 9); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Stage/Step (Time)	Teacher's Activities	Student's Activities	Learning Points
Introduction 5 MINUTES	Welcomes learners, revises Week 8 (Algorithms and Flowcharts) with two quick oral questions, and asks what they already know about Introduction to Programming. Elicits responses and writes the topic on the board.	Recall the previous lesson and share what they already know about Introduction to Programming.	Connecting prior knowledge to Introduction to Programming.
Step 1 6 MINUTES	Covers Starter Scenario: A chief gives a driver, a chef and a market trader the same set of instructions, but each one is written in their own style. The driver needs a route, the chef needs a recipe and the trader needs a price list. Covers What is Programming: Programming is the process of writing instructions for a computer to carry out. The instructions, taken together, are called a program.	Listen, take notes and answer oral questions on "Starter Scenario" and related points.	Understanding: Starter Scenario; What is Programming.
Step 2 6 MINUTES	Covers The Input, Process, Output Model: Almost every program follows three parts. Input is the data that goes into the program. Covers Writing and Debugging a Simple Program: A simple greeting program follows the input, process, output model. It asks for a name, joins the greeting to it, and shows the result.	Copy the key points, give examples from school and everyday life, and ask questions on "The Input, Process, Output Model" and related points.	Understanding: The Input, Process, Output Model; Writing and Debugging a Simple Program.
Step 3 6 MINUTES	Covers Programming Basics and Language Levels: Programming is giving a computer a clear set of instructions to follow. A program is a complete set of instructions that tells a computer how to perform a specific task. Covers Simple Program Structures and Pseudocode: Even complex programs are built from a few simple structures. Sequence runs instructions one after another in order.	Discuss in pairs, then report one point on "Programming Basics and Language Levels" and related points to the class.	Understanding: Programming Basics and Language Levels; Simple Program Structures and Pseudocode.
Step 4 6 MINUTES	Covers Programming Environments and Careers: Programs are written using an integrated development environment, often called an IDE, which gives programmers a place to type code, check for errors and run their program in one window. When a high-level program is ready, the computer translates it into machine language.	Respond to questions, complete the examples on the board and note down "Programming Environments and Careers".	Understanding: Programming Environments and Careers.
Practical Work 6 MINUTES	Guides learners through the practical work: (i) Write pseudocode for a program that greets a named user. (ii) Describe the input, process and output of an ATM transaction. (iii) Find the ordering error in a greeting program and correct it. Moves round the class to check progress and correct unsafe or careless use.	Carry out the practical tasks individually or in pairs and record what they did in their notebooks.	Applying the lesson through hands-on practice.
Evaluation 3 MINUTES	Asks learners to: i. Explain what programming is and the parts of a program. ii. Describe the input, process and output model. iii. Write a simple program plan in pseudocode. iv. Find and fix a simple error in a program.	Respond verbally and in writing to the evaluation questions.	Assessment and consolidation of the lesson content.
Conclusion 2 MINUTES	Recaps the main points: starter Scenario, what is Programming, the Input, Process, Output Model, writing and Debugging a Simple Program, programming Basics and Language Levels. Links them to the assignment and previews Week 10: Electronic Mail and Presentation Software.	Listen, ask questions and copy the assignment.	Reinforcement of key concepts and a preview of the next lesson.

Assignment: i. A pupil writes a program that asks for two numbers and is supposed to add them, but it shows the product instead. Name this type of error and describe the step-by-step process the pupil should follow to find and fix it. ii. A school receptionist wants a program that asks for a visitor's name, asks whether the visitor is a parent or a staff member, and then prints a welcome message with the correct title. Write pseudocode for this program using sequence and selection.