SS 3 First Term

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

Cognitive	i. Use arrays and lists to store many values. ii. Write functions that process lists. iii. Explain searching and sorting algorithms. iv. Use structured programming and the SDLC in overview.
Affective	i. Appreciate the value of Functions, Arrays and Data Structures in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly.
Psychomotor	i. Write a function that finds the largest value in a list. ii. Trace a linear search through a list of numbers. iii. Sort a short list of numbers by hand using a sorting method. iv. State one reason data structures matter.

Rationale: Real-world data is almost always a collection. Understanding arrays and Lists in Detail, functions That Process Lists, searching, Sorting and Why Data Structures Matter, core Coding Styles and Structured Programming Principles helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 2, learners studied Advanced Programming, including from a Clear Problem to a Working Program, control Structures and Structured Programming, functions, Modules and Coding Style. 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 Functions, Arrays and Data Structures, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 3); 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 2 (Advanced Programming) with two quick oral questions, and asks what they already know about Functions, Arrays and Data Structures. Elicits responses and writes the topic on the board.	Recall the previous lesson and share what they already know about Functions, Arrays and Data Structures.	Connecting prior knowledge to Functions, Arrays and Data Structures.
Step 1 6 MINUTES	Covers Arrays and Lists in Detail: Real-world data is almost always a collection. A school holds lists of students, subjects, fees and scores; a bank holds lists of transactions; a clinic holds lists of patients. Covers Functions That Process Lists: A function can receive a list as a parameter, just like any other value, and can loop through the list to compute a result. A function such as computeAverage(scores) sums every element with a for loop and returns total divided by scores.length.	Listen, take notes and answer oral questions on "Arrays and Lists in Detail" and related points.	Understanding: Arrays and Lists in Detail; Functions That Process Lists.
Step 2 6 MINUTES	Covers Searching, Sorting and Why Data Structures Matter: A data structure is a way of organising data so that operations on it are efficient. The same data can be stored in different structures, and the choice affects how fast a program can search, sort or update it. Covers Core Coding Styles and Structured Programming Principles: Good programs are not only correct; they are also easy to read, understand and change. Structured programming builds a program from clear, well-organised blocks instead of tangled jumps.	Copy the key points, give examples from school and everyday life, and ask questions on "Searching, Sorting and Why Data Structures Matter" and related points.	Understanding: Searching, Sorting and Why Data Structures Matter; Core Coding Styles and Structured Programming Principles.
Step 3 6 MINUTES	Covers Control Structures: Sequence, Selection and Iteration: Control structures decide the order in which statements run, and no program can be written without them. Sequence is the default: the program runs line by line from top to bottom, as when a program collects a student name, collects the score, then computes the average.	Discuss in pairs, then report one point on "Control Structures: Sequence, Selection and Iteration" to the class.	Understanding: Control Structures: Sequence, Selection and Iteration.
Step 4 6 MINUTES	Covers The Software Development Life Cycle in Overview: Building real software is a project, not just typing code. The Software Development Life Cycle (SDLC) structures that project into phases. Planning defines the problem, the users and the goals, including budget and deadlines.	Respond to questions, complete the examples on the board and note down "The Software Development Life Cycle in Overview".	Understanding: The Software Development Life Cycle in Overview.
Practical Work 6 MINUTES	Guides learners through the practical work: (i) Write a function that finds the largest value in a list. (ii) Trace a linear search through a list of numbers. (iii) Sort a short list of numbers by hand using a sorting method. 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. Use arrays and lists to store many values. ii. Write functions that process lists. iii. Explain searching and sorting algorithms. iv. Use structured programming and the SDLC in overview.	Respond verbally and in writing to the evaluation questions.	Assessment and consolidation of the lesson content.
Conclusion 2 MINUTES	Recaps the main points: arrays and Lists in Detail, functions That Process Lists, searching, Sorting and Why Data Structures Matter, core Coding Styles and Structured Programming Principles, control Structures: Sequence, Selection and Iteration. Links them to the assignment and previews Week 4: Object-Oriented Programming.	Listen, ask questions and copy the assignment.	Reinforcement of key concepts and a preview of the next lesson.

Assignment: i. A teacher stores the scores of five students in a list called scores = [72, 85, 61, 90, 54]. Write a Python function computeAverage that accepts this list, loops through it to find the sum and returns the average. Explain how 0-based indexing is used and why scores[0] gives 72. ii. A bank stores the day's transactions in a queue. The first customer to arrive should be served first. Explain why a queue is more appropriate than a stack for this situation and describe what happens if the bank accidentally uses a stack instead.