LONGHORN COMPUTER SCIENCE LESSON PLAN TERM 3

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science

STRAND: COMPUTER NETWORKS

SUB STRAND: internet concepts – internet as a resource that runs on a global network of computers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Describe the internet as a resource that runs on global network of computers
 Connect to the internet to search for topical issues
 Appreciate the use of internet as a computer network resources
KEY INQUIRY QUESTION (S)
Why do you use the internet?
How do you connect to the internet?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 141
Pictures, computing devices Digital devices, models
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Guide the learners to study the pictures in the learner’s book page 141
Let them describe how the computer users in different countries are connecting
LESSON DEVELOPMENT
STEP 1
Ask learners to use available resources to find the meaning of internet
 Digital literacy will be acquired
Evaluate their answers and guide them accordingly
STEP 2
Ask learners to list how many people are connected to the internet in the world
 This will promote critical thinking
STEP 3
In groups, learners to carefully read the paragraph in the learner’s book page 142 in turns
Ask learners to list what made it possible for Halima to connect with her parents using her computer
 This activity will enable them to improve their communication and collaboration skills as they
discuss and shares ideas
STEP 4
Ask learners to list the ways in which Halima made new friends from Italy.
 This will promote critical thinking and self efficacy
STEP 5
Ask the class to list what the internet enables us to do
Evaluate their answers and correct them where necessary
Ask learners to read the notes at the Fact Bank section in the learner’s book page 142
CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Ask learners to find out who owns the internet

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

1
 Computer science
STRAND: Computer Networks
SUB STRAND: internet concepts – benefits of the internet
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Explain the benefits of internet in the immediate environment
 Connect to the internet to search for topical issues
 Appreciate the use of internet as a computer network resources
KEY INQUIRY QUESTION (S)
Why do you use the internet?
How do you connect to the internet?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 143
Pictures, computing devices Digital devices, models
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Guide the learners to study the pictures in the learner’s book page 143

LESSON DEVELOPMENT
STEP 1
Ask learners to list the uses of the internet as identified in the pictures
 Communication and collaboration will be developed as learners interact and listen to each others’
ideas
STEP 2
Ask learners to discuss uses of internet

STEP 3
Let the learners present their findings in class about the benefits of the internet
 This will promote critical thinking and self efficacy among learners

STEP 4
Ask learners to search the internet on the benefits of the internet and write notes on the same
Allow them to read their notes to the class

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question

EXTENDED ACTIVITIES:
Guide learners to design flyers with messages creating awareness on the benefits of the internet
REFLECTION ON THE LESSON:
___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: Computer Networks
2
SUB STRAND: internet concepts – challenges of the internet
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Explain the challenges of internet in the immediate environment
 Connect to the internet to search for topical issues
 Appreciate the use of internet as a computer network resources
KEY INQUIRY QUESTION (S)
Why do you use the internet?
How do you connect to the internet?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 144
Pictures, computing devices Digital devices, models
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Guide the learners to read the conversation between Lenny and his mother in the learners’ book page 144-
145
LESSON DEVELOPMENT
STEP 1
Ask learners to list the challenges of the internet as mentioned in the conversation
 Communication and collaboration will be developed as learners interact and listen to each others’
ideas
STEP 2
Ask learners to discuss the challenges of internet
Let the learners present their findings in class about the challenges of the internet
 This will promote critical thinking and self efficacy among learners
STEP 3
Ask learners to share their personal experiences on the challenges they faced while using the internet

STEP 4
Allow them to read the notes in the Fact Bank section in the learner’s book page 146 and expound more on
challenges of internet

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question

EXTENDED ACTIVITIES:
Guide learners to design flyers with messages creating awareness on the challenges of the internet

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: Computer Networks
SUB STRAND: internet concepts – ways of overcoming internet challenges
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
3
  Explore ways of overcoming challenges of the internet in the immediate environment
 Connect to the internet to search for topical issues
 Appreciate the use of internet as a computer network resources
KEY INQUIRY QUESTION (S)
Why do you use the internet?
How do you connect to the internet?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 146
Pictures, computing devices Digital devices, models
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Guide the learners to read the message displayed on the billboard in the learner’s book page 1
LESSON DEVELOPMENT
STEP 1
Ask learners to identify ways of overcoming internet challenges from the message on the billboard
 This will help them improve their critical thinking and problem solving skills
STEP 2
Ask learners in class to discuss how they have personally tackled internet challenges
Let them write down the answers and share
 This will promote self efficacy and respect as they share the answers
STEP 3
Guide the learners to search for information on ways of overcoming internet challenges
 This will promote digital literacy
Let them write down their answers and present to their classmate

STEP 4
Allow them to read the notes in the Fact Bank section in the learner’s book page a47 and expound more
ways of overcoming internet challenges

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question

EXTENDED ACTIVITIES:
Guide learners to compose a poem about ways of overcoming internet challenges
 This will promote imagination and creativity
Ask learners to recite the poem during their own free time
REFLECTION ON THE LESSON:
___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: Computer Networks
SUB STRAND: internet concepts – basic requirement for internet connectivity
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Identify basic requirement for internet connectivity
 Connect to the internet to search for topical issues
4
  Appreciate the use of internet as a computer network resources
KEY INQUIRY QUESTION (S)
Why do you use the internet?
How do you connect to the internet?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 148
Pictures, computing devices Digital devices, models
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Guide the learners to individually read the story of Kageni in the learner’s book page 148
LESSON DEVELOPMENT
STEP 1
Ask learners to identify and list what Kageni required to send his homework
 This will propel critical thinking and creativity
STEP 2
Guide the learners to access the internet using appropriate electronic devices to search the meaning of
1. Internet service provider
2. Internet software
3. Communication media
4. Communication device
 This will enhance digital literacy
STEP 3
Guide the learners to search and list examples of internet connectivity requirements
 This will advance their digital literacy as well as communication and collaboration
STEP 4
Allow them to read the notes in the Fact Bank section in the learner’s book page 149 and expound on the
basic requirements for internet connectivity

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Guide learners to do activity 7, learner’s book page 150 on how to connect to the internet and using it

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: Computer Networks
SUB STRAND: World wide web– importance of World Wide Web
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Explain the importance of world wide web as used in computer networks
 Use a web browser to locate resources in the world wide web
 Appreciate the use of world wide web as a repository of information
KEY INQUIRY QUESTION (S)
5
How do you access internet resources?
Why do you use a web browser?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 151
Pictures, computing devices Digital devices, models
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Guide the learners and ask them to study the pictures in the learner’s book page 151 and identify them
LESSON DEVELOPMENT
STEP 1
Ask learners to identify the possible routes that a spider would follow to move between points X and Y of
picture A.
STEP 2
Lead learners to identify any four connection paths between computer 3 and 7in picture B
STEP 3
Give the learners opportunity to name what is formed when picture B takes the shape of A and extends to
cover region C
STEP 4
Allow the learners to find out the meaning of world wide web using a dictionary or a digital device
connected to the internet
STEP 5
Task the learners to individually find the importance of world wide web from the internet
STEP 6
Allow them to read the notes in the Fact Bank section in the learner’s book page 152 and expound on the
importance of world wide web
CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Guide learners to use digital devices to search the internet on the importance of world wide web
Let them write note on their findings

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: Computer Networks
SUB STRAND: World wide web– features of a web browser
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Identify the features of a web browser
 Use a web browser to locate resources in the world wide web
 Appreciate the use of world wide web as a repository of information
KEY INQUIRY QUESTION (S)
How do you access internet resources?
6
Why do you use a web browser?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 151
Pictures, computing devices Digital devices, models
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Guide the learners in groups to find out from the dictionary or internet the meaning of the term browser
Evaluate their answer and guide them accordingly
LESSON DEVELOPMENT
STEP 1
Guide the learners in identify and listing examples of web browsers
 This activity will instil communication and collaboration
STEP 2
Guide the learners to name the icons showing examples of web browsers in the leaners’ book page 152
 This promotes learning to learn and critical thinking
STEP 3
Lead the learners o use the internet or available reference materials to search the information on the features
of a web browser
Let them make short notes and present their findings in class
STEP 4
In groups, ask learners to study the pictures in the learner’s book page 153
Let them list the similarities displayed in the pictures
 This promotes critical thinking
STEP 5
Ask learners to label the features of the google chrome web page
Ask learners to write down the functions of the features they have mentioned
STEP 6
Allow them to read the notes in the Fact Bank section in the learner’s book page 155
CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Guide learners to access web pages using the browsers in order to identify more features or a web browser
REFLECTION ON THE LESSON:

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: Computer Networks
SUB STRAND: World wide web– features of a web browser
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Identify the features of a web browser
 Use a web browser to locate resources in the world wide web
 Appreciate the use of world wide web as a repository of information
KEY INQUIRY QUESTION (S)
How do you access internet resources?
Why do you use a web browser?
LEARNING RESOURCES
7
LONGHORN Computer Science Learner’s Book Grade 7 pg. 151
Pictures, computing devices Digital devices, models
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Guide the learners in groups to find out from the dictionary or internet the meaning of the term browser
Evaluate their answer and guide them accordingly
LESSON DEVELOPMENT
STEP 1
Guide the learners in identify and listing examples of web browsers
 This activity will instil communication and collaboration
STEP 2
Guide the learners to name the icons showing examples of web browsers in the leaners’ book page 152
 This promotes learning to learn and critical thinking
STEP 3
Lead the learners o use the internet or available reference materials to search the information on the features
of a web browser
Let them make short notes and present their findings in class
STEP 4
In groups, ask learners to study the pictures in the learner’s book page 153
Let them list the similarities displayed in the pictures
 This promotes critical thinking
STEP 5
Ask learners to label the features of the mozilla firefox web page
Ask learners to write down the functions of the features they have mentioned
STEP 6
Allow them to read the notes in the Fact Bank section in the learner’s book page 155
CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Guide learners to access web pages using the browsers in order to identify more features or a web browser
REFLECTION ON THE LESSON:

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: Computer Networks
SUB STRAND: World wide web– components of uniform resource locator URL
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Describe the components of a uniform resource locator URL used to access resources in the internet
 Use a web browser to locate resources in the world wide web
 Appreciate the use of world wide web as a repository of information
KEY INQUIRY QUESTION (S)
How do you access internet resources?
Why do you use a web browser?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 154
Pictures, computing devices Digital devices, models
8
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Guide the learners in groups to find out from the dictionary or internet the meaning of the term URL
Evaluate their answer and guide them accordingly
LESSON DEVELOPMENT
STEP 1
Guide the learners to search for information on the components of a URL and make short notes
Learners to present their findings in class
 This activity will instil communication and collaboration
STEP 2
Guide the learners to name the components or URL address in the learner’s book page 154
 This promotes learning to learn and critical thinking
STEP 3
Guide the learners to access the internet and assist them to navigate through particular websites in turns
Ask them to look keenly at the changes on the URL as they navigate through the page
STEP 4
In groups, ask learners to write the correct sequence of the components of URL in the learner’s book page
155
 This promotes critical thinking
STEP 5
Allow them to read the notes in the Fact Bank section in the learner’s book page 155 in order to understand
more about URL

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Ask learners to find the WWW terminologies in the crossword puzzle in the learner’s book page 155

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: Computer Networks
SUB STRAND: World wide web– locating resources in WWW using a web browser
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Locate resources in WWW using a web browser
 Use a web browser to locate resources in the world wide web
 Appreciate the use of world wide web as a repository of information
KEY INQUIRY QUESTION (S)
How do you access internet resources?
Why do you use a web browser?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 156
Pictures, computing devices Digital devices, models
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
9
INTRODUCTION
Review the previous lesson

LESSON DEVELOPMENT
STEP 1
In groups, lead the learners to open a web browser of their choice and search for information on how web
browsers work

STEP 2
Ask learners to write down the URL containing the information they searched
 This improves their communication an collaboration skills as they discuss the correct information on
the address bar
Teacher to access their progress during the exercise
STEP 3
Ask the learners take notes on the step by step working of web browsers
Evaluate their notes and correct them where necessary

STEP 4
Ask the learners to choose a representative from each group who will present their findings to their
classmates

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question

EXTENDED ACTIVITIES:
Ask learners to find the WWW terminologies in the crossword puzzle in the learner’s book page 155

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Computer Programming Concepts– Meaning of program and computer programming
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Define the terms program, programmer and programming
 Launch and interact with a computer program for awareness
 Appreciate using computer programs in performing daily life activities
KEY INQUIRY QUESTION (S)
Why do computers have programs?
How do you use computer program?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 157-158
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
10
LESSON DEVELOPMENT
STEP 1
In groups, guide the learners to use the dictionary or search from the internet the meaning of the terms
program, programmer and programming.
Allow them time to write down their answers and present them in class

STEP 2
In pairs, ask the learners to study the pictures in the learner’s book page 157
Let them identify and list the programmes they can see

STEP 3
Ask the learners to name the uses of the programs they have identified
Ask the learners to name the applications they have ever used
Evaluate their answers

STEP 4
Guide the learners to discuss the importance of the programs they have identified
Guide and correct them where necessary
CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question

EXTENDED ACTIVITIES:
Ask learners to find out the importance of programming from the internet

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Computer Programming Concepts– importance of programming
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Explain the importance of programming as used in computing
 Launch and interact with a computer program for awareness
 Appreciate using computer programs in performing daily life activities
KEY INQUIRY QUESTION (S)
Why do computers have programs?
How do you use computer program?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 158- 159
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson

11
LESSON DEVELOPMENT
STEP 1
In groups, guide the learners to read the messages in the learner’s book page 158-159 in turns
Through a question and answer sessions, let learners identify the importance of computer programming in
the messages

STEP 2
In pairs, ask the learners to search for information on the importance of computer programming online
Let them write the importance of computer programmes

STEP 3
Guide the learners to discuss the importance of computer programming
Learners to make their presentation in class

STEP 4
Take the learners through the “Fact Bank” section in the learners’ book page 159 and elaborate more on the
importance of programming

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question

EXTENDED ACTIVITIES:
Ask learners to find out other importance of programming from the internet

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Computer Programming Concepts– application areas of computer programs
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Identify areas where computer programs are used in daily life
 Launch and interact with a computer program for awareness
 Appreciate using computer programs in performing daily life activities
KEY INQUIRY QUESTION (S)
Why do computers have programs?
How do you use computer program?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 158- 159
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson

LESSON DEVELOPMENT
12
STEP 1
In groups, guide the learners to study the pictures in the learner’s book page 160-161 then discuss how
computer programs are used

STEP 2
In pairs, allow learners to explain to each other how they use computer programs in their day to day life
Evaluate their answers and correct them where necessary

STEP 3
Guide the learners to search for information on the application areas of computer programs
Ask them to present their findings in a table as illustrated in the learner’s book page 161

STEP 4
Take the learners through the “Fact Bank” section in the learners’ book page 162 and elaborate more on the
application areas of computer programming

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question

EXTENDED ACTIVITIES:
Guide the learners to identify application areas of computer programming

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Computer Programming Concepts– application areas of computer programs
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Identify areas where computer programs are used in daily life
 Launch and interact with a computer program for awareness
 Appreciate using computer programs in performing daily life activities
KEY INQUIRY QUESTION (S)
Why do computers have programs?
How do you use computer program?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 158- 159
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Ask learners to start their devices and start a game program
Ask them to name the game they have opened and allow them to play the game by encouraging them to
equal chances to each other to play the game
13
LESSON DEVELOPMENT
STEP 1
Ask learners to list the steps they followed to open, play and quit the game
Encourage them to present the information on a table
STEP 2
Ask learners to name other programs they have used in a phone or computer
Select learners to answer this question in turns
STEP 3
Guide the learners to follow the steps in the learner’s book page 163 to launch the paint program
Teacher to demonstrate this activity
STEP 4
Guide the learners to explore, identify and discuss the parts of the paint program
Teacher to assist them in identifying the parts as you observe how they are participating
STEP 5
Guide the learners to play a video drawing using the paint program to the class
Ask learners to draw and colour the shapes in the learner’s book page 163

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Ask learners to print and present their work in class

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Visual programming concepts– types of visual programming applications
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Identify types of visual programming applications for use
 Launch a visual programming applications in a computer
 Appreciate navigating a visual programming application interface
KEY INQUIRY QUESTION (S)
Why do you use visual programming applications?
How do you launch a visual programming applications?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 165
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
In groups, ask learners to use the dictionary or search in the internet the meaning of visual programming
Ask them to write down their findings and present to the class
LESSON DEVELOPMENT
STEP 1
14
Guide the learners to search for information about types of visual programming applications
Let them list the types of visual programming applications

STEP 2
Ask learners to discuss any visual programming applications they are familiar with.
Evaluate their responses as you encourage all learners to participate in the discussion

STEP 3
Guide the learners to discuss why we use visual programming applications
Listen to them as they discuss the importance of visual programming applications to our lives

STEP 4
Ask learners to read Cate’s scenario and advise her on the application she can use
They should give reasons for the choice
STEP 5
Take learners through the “Fact Bank” section learner’s book page 165

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Visual programming concepts– Launching a visual programming application
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Identify types of visual programming applications for use
 Launch a visual programming applications in a computer
 Appreciate navigating a visual programming application interface
KEY INQUIRY QUESTION (S)
Why do you use visual programming applications?
How do you launch visual programming applications?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 165
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson

LESSON DEVELOPMENT
STEP 1
Guide the learners and ask them to launch the scratch program by following the steps listed in the learner’s
book page 166
15
Assist individual learners to successfully launch the scratch applications

STEP 2
Observe how learners participate in launching the applications
Encourage them to assist each other to launch it

STEP 3
Group learners and ask them to launch the scratch program.
Ask learners to identify the features of scratch

STEP 4
Guide the learners to navigate the scratch program and list the features they have interacted with
Evaluate their answers after observing the features they interacted

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question

EXTENDED ACTIVITIES:
Let learners to the class project, learner’s book page 166

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Visual programming features– features of scratch
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Explore features of a visual programming application
 Use the features of a visual programming applications to create a sequence of instructions to perform
a task
 Appreciate the application of the features of a visual programming application to create a sequence
of instructions
KEY INQUIRY QUESTION (S)
Why is visual programming popular in introducing computer programming?
How do you use visual programming application features?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 168-179
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson

LESSON DEVELOPMENT
STEP 1

16
In groups, ask learners to study the picture in the learner’s book page 168 then identify and discuss the
labelled features
Let them identify the parts labelled a to f

STEP 2
Ask learners to open the scratch applications in their digital devices then compare the interface with the
picture in the learner’s book page 168
Let them give difference if any and explain why they could be different

STEP 3
Ask learners to search for more features of the scratch from the internet
Allow them time to write down short notes on their findings and read in class

STEP 4
Take the learners through the “Fact Bank” section and elaborate more about the features of scratch

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Visual programming features– Functions of the features of scratch
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Identify the functions of the features of scratch
 Use the features of a visual programming applications to create a sequence of instructions to perform
a task
 Appreciate the application of the features of a visual programming application to create a sequence
of instructions
KEY INQUIRY QUESTION (S)
Why is visual programming popular in introducing computer programming?
How do you use visual programming application features?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 168-179
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson

LESSON DEVELOPMENT
STEP 1
Play a video on navigating the scratch window for learners to watch
17
STEP 2
Ask learners to follow the steps listed in the learner’s book 170-172 to create an animation
Walk to individual groups and offer them any assistance they may require

STEP 3
Let learners create an animation that will produce the “meow” sound
Ensure that all learners participate in activity as this will foster unity, communication and collaboration
among them as they work together to create animations

STEP 4
Take learners through the “fact bank” section and elaborate more on the functions of the features of scratch

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Learners to search and match the features of scratch with their functions

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Visual programming features– terminologies used in visual programming applications
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Describe terminologies used in visual programming applications
 Use the features of a visual programming applications to create a sequence of instructions to perform
a task
 Appreciate the application of the features of a visual programming application to create a sequence
of instructions
KEY INQUIRY QUESTION (S)
Why is visual programming popular in introducing computer programming?
How do you use visual programming application features?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 172
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
In groups, ask learners to search from the internet or look in the dictionary the meaning of the words listed
in the learner’s book page 172
Ask them to write down their answers in their books
 This promotes learning to learn and digital literacy
LESSON DEVELOPMENT
18
STEP 1
Allow learners time to start their devices then ask them to open the work they had saved as sprite moves

STEP 2
Learners to follow the steps in the learner’s book page 173-174 to add more commands and create another
animation
Observe as learners participate in the activity

STEP 3
Take the learners through this activity as they discuss what happens at each step
Ensure that discuss the correct happenings

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Learners to do activity 5 on their own again

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Visual programming features– terminologies used in visual programming applications
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Describe terminologies used in visual programming applications
 Use the features of a visual programming applications to create a sequence of instructions to perform
a task
 Appreciate the application of the features of a visual programming application to create a sequence
of instructions
KEY INQUIRY QUESTION (S)
Why is visual programming popular in introducing computer programming?
How do you use visual programming application features?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 172
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
In groups, ask learners to search from the internet or look in the dictionary the meaning of the words listed
in the learner’s book page 172
Ask them to write down their answers in their books
 This promotes learning to learn and digital literacy
LESSON DEVELOPMENT
STEP 1

19
Allow learners time to start their devices then ask them to open the work they had saved from last lesson
activity
STEP 2
Ask learners to change the repeat value to 1000 from 5, add the start block at the top of the stack then click
on the green flag (start button) to start execution
Ask the learners to discuss what happens
STEP 3
Allow learners to perform step 3 by adding a block that change colour from the looks category
They should note that the sprite will change colour when the start button is clicked
STEP 4
Ask learners to read the notes at the “Fact Bank” section and

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Learners to do activity 6 on their own again
REFLECTION ON THE LESSON:
___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Visual programming features– terminologies used in visual programming applications
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Describe terminologies used in visual programming applications
 Use the features of a visual programming applications to create a sequence of instructions to perform
a task
 Appreciate the application of the features of a visual programming application to create a sequence
of instructions
KEY INQUIRY QUESTION (S)
Why is visual programming popular in introducing computer programming?
How do you use visual programming application features?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 172
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
In groups, ask learners to search from the internet or look in the dictionary the meaning of the words listed
in the learner’s book page 172
Ask them to write down their answers in their books
 This promotes learning to learn and digital literacy
LESSON DEVELOPMENT
STEP 1
Play a video on how the “IF” statement can be used to create a sequence of instructions

20
STEP 2
Ask learners to name the command used in creating instructions in the video
STEP 3
Ask learners to list the steps followed to create the instructions
Give learners chances to discuss the steps followed
Ensure that they list the steps as they are in the video
STEP 4
Guide the learners to create their own instructions using the “IF” command
 This will promote creativity and imagination as learners think of commands to create
Evaluate their creations and assist them where necessary
CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Learners to write reports on how and what they created then read the reports to their classmates
REFLECTION ON THE LESSON:
___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Visual programming features– using scratch to create a sequence of instruction
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Describe terminologies used in visual programming applications
 Use the features of a visual programming applications to create a sequence of instructions to perform
a task
 Appreciate the application of the features of a visual programming application to create a sequence
of instructions
KEY INQUIRY QUESTION (S)
Why is visual programming popular in introducing computer programming?
How do you use visual programming application features?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 176
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson

LESSON DEVELOPMENT
STEP 1
Ask learners to start the scratch program and create a new file by adding the blocks as shown in the learners
to discuss what happens when the blocks are executed
Evaluate their answers and correct them where necessary

STEP 2
Ask learners to remove the forever piece and click again then discuss what happens

21
STEP 3
Guide the learners to discuss other uses of the “IF” statement

STEP 4

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question

EXTENDED ACTIVITIES:
Learners to repeat activity 8 again, learners book page 176

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Visual programming features– using scratch to create a sequence of instruction
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Describe terminologies used in visual programming applications
 Use the features of a visual programming applications to create a sequence of instructions to perform
a task
 Appreciate the application of the features of a visual programming application to create a sequence
of instructions
KEY INQUIRY QUESTION (S)
Why is visual programming popular in introducing computer programming?
How do you use visual programming application features?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 176
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson
Ask learners to follow the instructions provided in the scratch programs tutorial section to create a game,
story or animation of their choices

LESSON DEVELOPMENT
STEP 1
Group the learners and allow them to choose tutorial then watch it

STEP 2
Ask learners to create a game, story or animation from the tutorial they watched.
Guide them as they make their creations
Evaluate their creations and correct them where necessary

22
STEP 3
Ask learners to display their work to the class for peer assessment

STEP 4

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question

EXTENDED ACTIVITIES:
Learners to repeat activity 9 again, learners book page 176

REFLECTION ON THE LESSON:

___________________________________________________________________________

SCHOOL LEARNING AREA GRADE DATE TIME ROLL

Computer science
STRAND: COMPUTER PROGRAMMING
SUB STRAND: Visual programming features– using scratch to create a sequence of instruction
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
 Describe terminologies used in visual programming applications
 Use the features of a visual programming applications to create a sequence of instructions to perform
a task
 Appreciate the application of the features of a visual programming application to create a sequence
of instructions
KEY INQUIRY QUESTION (S)
Why is visual programming popular in introducing computer programming?
How do you use visual programming application features?
LEARNING RESOURCES
LONGHORN Computer Science Learner’s Book Grade 7 pg. 177
Pictures, computing devices Digital devices,
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Review the previous lesson

LESSON DEVELOPMENT
STEP 1
Ask learners to start the scratch program and create a new application by following the instructions listed in
the learner’s book page 177

STEP 2
Ask learners to discuss the effect on the colour of the sprite when the space key is pressed
Allow learners time to try the same command using different keys as shown in step 2
Ask them to execute the program using keyboard keys programmed
Assist individual who were not able to follow instructions

STEP 3

23
Ask learners to change the stage backdrop by following the step 3 then discuss what happens at the sprites
pane

STEP 4
Learners to read the notes at the “fact bank” section in the learner’s book page 178

CONCLUSION:
Teacher to highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Learners to do assessment 1, learner’s book page 178

REFLECTION ON THE LESSON:

___________________________________________________________________________

24