SS 3 First Term

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

Cognitive	i. Describe classes, objects, attributes and methods. ii. Explain encapsulation and inheritance. iii. Explain polymorphism and compare OOP with procedural programming. iv. Describe arrays, records, trees and graphs.
Affective	i. Appreciate the value of Object-Oriented Programming in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly.
Psychomotor	i. Write a class with attributes and a method. ii. Explain how a subclass inherits from a parent class. iii. Give one example each of a tree and a graph. iv. Compare OOP and procedural programming in a table.

Rationale: Object-oriented programming (OOP) organises code into classes and objects. Understanding classes, Objects, Attributes and Methods, encapsulation and Inheritance, polymorphism and Comparing OOP with Procedural Programming, advanced Data Structures: Arrays and Records helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 3, learners studied Functions, Arrays and Data Structures, including arrays and Lists in Detail, functions That Process Lists, searching, Sorting and Why Data Structures Matter. 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 Object-Oriented Programming, 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 4); 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 3 (Functions, Arrays and Data Structures) with two quick oral questions, and asks what they already know about Object-Oriented Programming. Elicits responses and writes the topic on the board.	Recall the previous lesson and share what they already know about Object-Oriented Programming.	Connecting prior knowledge to Object-Oriented Programming.
Step 1 6 MINUTES	Covers Classes, Objects, Attributes and Methods: Object-oriented programming (OOP) organises code into classes and objects. A class is a blueprint or template that describes what data and behaviour every object of that type will have. Covers Encapsulation and Inheritance: Encapsulation is the principle of bundling data and methods inside a class and restricting direct access to some attributes from outside the class. This protects the data from being changed in unexpected ways.	Listen, take notes and answer oral questions on "Classes, Objects, Attributes and Methods" and related points.	Understanding: Classes, Objects, Attributes and Methods; Encapsulation and Inheritance.
Step 2 6 MINUTES	Covers Polymorphism and Comparing OOP with Procedural Programming: Polymorphism means many forms. In OOP it means that different classes can implement the same method name in different ways, and the correct version runs automatically according to the object's type. Covers Advanced Data Structures: Arrays and Records: A single value, such as the name of one learner, is stored in a simple variable, but real programs handle many values at once, such as the names of all learners in a class.	Copy the key points, give examples from school and everyday life, and ask questions on "Polymorphism and Comparing OOP with Procedural Programming" and related points.	Understanding: Polymorphism and Comparing OOP with Procedural Programming; Advanced Data Structures: Arrays and Records.
Step 3 6 MINUTES	Covers Non-Linear Data Structures: Trees and Graphs: Arrays and records arrange data in a straight order, but many relationships branch or connect in many directions. A tree is a data structure with a single root whose branches spread downward into children and leaves with no loops.	Discuss in pairs, then report one point on "Non-Linear Data Structures: Trees and Graphs" to the class.	Understanding: Non-Linear Data Structures: Trees and Graphs.
Step 4 6 MINUTES	Covers File Type Classifications: Every file belongs to a type that tells the computer what it contains and which program should open it. The most common way to identify a file type is by its extension, the letters after the final dot in the file name.	Respond to questions, complete the examples on the board and note down "File Type Classifications".	Understanding: File Type Classifications.
Practical Work 6 MINUTES	Guides learners through the practical work: (i) Write a class with attributes and a method. (ii) Explain how a subclass inherits from a parent class. (iii) Give one example each of a tree and a graph. 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. Describe classes, objects, attributes and methods. ii. Explain encapsulation and inheritance. iii. Explain polymorphism and compare OOP with procedural programming. iv. Describe arrays, records, trees and graphs.	Respond verbally and in writing to the evaluation questions.	Assessment and consolidation of the lesson content.
Conclusion 2 MINUTES	Recaps the main points: classes, Objects, Attributes and Methods, encapsulation and Inheritance, polymorphism and Comparing OOP with Procedural Programming, advanced Data Structures: Arrays and Records, non-Linear Data Structures: Trees and Graphs. Links them to the assignment and previews Week 5: Database Systems.	Listen, ask questions and copy the assignment.	Reinforcement of key concepts and a preview of the next lesson.

Assignment: i. A developer must stop a balance being edited directly, avoid rewriting the same code for students and teachers, and handle a list of mixed shapes. Explain encapsulation, inheritance and polymorphism, and state how procedural programming differs from the object-oriented approach. ii. A school management system has classes Student, Teacher and Course. Student has attributes name and scores, and a method average(). Teacher has attributes name and department. Course has attributes title and a list of Student objects. Design these three classes by writing their attribute lists and method names. Explain how encapsulation protects student scores from being changed by unrelated code.