OFFICIAL LESSON PLAN – WEEK 1

School: NEW KINGS AND QUEENS MONTESSORI

Teacher’s Name: Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 2
Term: Second Term
Week: 1
Date: _______________________________
Duration: 40 Minutes
Topic: Introduction to Algorithms
Sub-topic: Meaning of Algorithm; Steps in Problem Solving; Simple Examples

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Define an algorithm in their own words.
2. List the key characteristics of a good algorithm.
3. Write a simple step-by-step algorithm for an everyday task.
4. Appreciate the role of algorithms in computing.

2. Entry Behaviour
Students are familiar with following instructions for tasks like recipes or game rules.

3. Learning Resources / Instructional Materials

 Whiteboard/Chalkboard and markers/chalk
 Visual aids (charts showing steps for making tea, brushing teeth)
 Cards with simple tasks written on them (e.g., "Make a paper plane")
 Computer projector (optional, for showing digital examples)

4. Reference Materials
 NERDC Curriculum
 Approved Textbook

5. Teaching Methods
 Discussion method
 Demonstration with real-life examples
 Group activity
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Gives a simple verbal instruction: "Stand up, turn around, and Follow the instruction and
Introduction
sit down." Asks what they just followed. identify it as a set of steps.

Listen and relate to known

Presentation Defines an "algorithm." Compares it to a recipe or a manual.
concepts.

Discusses the qualities of a good algorithm. Uses the example

Participate by suggesting steps
Explanation of "Brushing Teeth" to break down a task into clear, ordered
for the example.
steps.

Divides students into groups. Gives each group a task card to Collaborate to write and
Evaluation
write a simple algorithm. present their algorithm.

Reviews the definition and importance of clear, step-by-step

Summary Listen and ask final questions.
thinking in technology.
 Lesson Content (Explanation Section – Core Content)
1. What is an Algorithm?
An algorithm is a step-by-step set of instructions designed to perform a specific task or solve a particular problem. It
is a precise plan that, if followed correctly, will always achieve the intended goal.
Key Analogy: An algorithm is like a recipe in a cookbook. To make a cake, you don't just mix random ingredients;
you follow a specific sequence of steps (take flour, add sugar, mix with eggs, bake) to get the desired result.

2. Characteristics of a Good Algorithm

For an algorithm to be effective, especially for a computer, it must have these qualities:
 Clear and Unambiguous: Each step must be precise and have only one meaning. E.g., "Add a cup of water"
is clear; "Add some water" is ambiguous.
 Well-Ordered: The steps must be in a logical sequence. You cannot bake a cake before mixing the
ingredients.
 Finite: It must have a clear starting point and a definite ending point. It should not go on forever.
 Effective: It should actually solve the problem it was designed for.

3. Algorithms in Daily Life

We use algorithms all the time without realizing it. Any routine task can be described as an algorithm.
Example 1: Algorithm for "Brushing Your Teeth"
1. Pick up your toothbrush.
2. Turn on the tap and wet the bristles.
3. Apply a pea-sized amount of toothpaste to the brush.
4. Brush your upper teeth in a circular motion for 30 seconds.
5. Brush your lower teeth in a circular motion for 30 seconds.
6. Spit out the toothpaste foam.
7. Rinse your mouth with water.
8. Rinse the toothbrush and place it back in its holder.
Example 2: Algorithm for "Making a Cup of Instant Tea"
1. Boil water in a kettle.
2. Place a teabag in a cup.
3. Pour the hot water into the cup.
4. Wait for 3 minutes for the tea to steep.
5. Remove the teabag and discard it.
6. Add one spoon of sugar.
7. Add a dash of milk.
8. Stir with a spoon.

4. Algorithms and Computers

This is the most important connection. Computers are powerful but dumb machines. They can execute instructions
incredibly fast, but they cannot think for themselves. They rely entirely on the algorithms given to them by
programmers.
 Programming: The act of writing an algorithm in a language the computer understands.
 Execution: The computer follows the algorithm's steps one by one, without deviation.

Table: Comparing Human and Computer Algorithm Execution

Aspect Human Following a Recipe Computer Following a Program

Can guess if a step is unclear. ("A Must have exact, unambiguous instructions. ("Add 1
Interpretation
pinch of salt" is estimated). gram of salt").

Creativity Might improvise or adjust steps. Will do exactly what it is told, even if it leads to an error.

Speed Relatively slow. Extremely fast, executing millions of steps per second.

5. Simple Problem-Solving Steps

Creating an algorithm is a problem-solving skill. You can use these general steps:
 1. Understand the Problem: What is the task? What is the desired outcome?
2. Plan the Solution: Break the big task down into smaller, manageable steps.
3. Write the Algorithm: List the steps in the correct order, ensuring they are clear and finite.
4. Test the Algorithm: "Dry-run" or walk through the steps mentally to see if they lead to the correct result. This
is like following a recipe in your mind before you start cooking.

7. Evaluation (Assessment)
1. In your own words, what is an algorithm?
2. List two characteristics of a good algorithm.
3. Write a simple 5-step algorithm for "Sharpening a Pencil with a Sharpener."
4. Why must instructions for a computer be very precise and unambiguous?

8. Assignment
1. Choose one daily activity (e.g., making your bed, tying your shoelaces, charging a phone). Write a clear, step-
by-step algorithm for it.
2. Find a simple recipe at home or online. Identify and write down the first five steps of its algorithm.
 OFFICIAL LESSON PLAN – WEEK 2
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 2
Term: Second Term
Week: 2
Date: _______________________________
Duration: 40 Minutes
Topic: Flowcharts
Sub-topic: Meaning; Symbols of Flowcharts; Drawing Simple Flowcharts

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Define a flowchart and state its purpose.
2. Identify and draw the four basic flowchart symbols: Terminator, Process, Input/Output, Decision.
3. Interpret a simple flowchart.
4. Draw a flowchart for a basic everyday process.

2. Entry Behaviour
Students understand what an algorithm is and can write simple step-by-step instructions.

3. Learning Resources / Instructional Materials

 Whiteboard/Chalkboard
 Chart showing flowchart symbols and their meanings
 Sample flowcharts (e.g., for "Logging into a Computer")
 Worksheets with blank grids for drawing

4. Reference Materials
 NERDC Curriculum
 Approved Textbook

5. Teaching Methods
 Demonstration and illustration
 Guided practice
 Collaborative drawing
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Shows a simple flowchart for "Making Tea" without Guess the meaning of the
Introduction
explanation. Asks what they think the shapes and arrows mean. diagram.

Defines a flowchart. Introduces and explains each of the four Draw the symbols in their notes
Presentation
core symbols. and label them.

Works through the "Making Tea" flowchart step-by-step, Follow along and interpret the
Explanation
explaining how it visualises the algorithm. chart.

Gives a written algorithm (e.g., for crossing a road). Asks Draw the flowchart using correct
Evaluation
students to draw the corresponding flowchart. symbols.

Reviews the symbols and emphasizes flowcharts as a universal Recite the purpose of each
Summary
planning tool. symbol.
 Lesson Content (Explanation Section – Core Content)
1. What is a Flowchart?
A flowchart is a diagram that uses symbols and arrows to represent the steps in a process or algorithm. It is a
visual way to plan, document, or explain how something works. Flowcharts make complex processes easier to
understand at a glance.
Why use a flowchart instead of just text?
 Visual Clarity: Easier to see the overall flow and sequence.
 Universal Language: The symbols are standard, so anyone can understand it.
 Error Detection: It's easier to spot logical mistakes or missing steps in a diagram.

2. Basic Flowchart Symbols

You can create many useful flowcharts using just four fundamental symbols.
Table: The Four Core Flowchart Symbols
Symbol Name Purpose What it Means

Shows the beginning or end of a process. All flowcharts must

Oval Terminator Start/End
have these.

Represents any action or operation (e.g., "Calculate sum", "Add

Rectangle Process Action/Step
sugar").

Shows when data is entered (Input) or displayed (Output). (e.g.,

Parallelogram Input/Output Data
"Enter password", "Display result").

Asks a Yes/No or True/False question. The flow splits based on

Diamond Decision Question/Choice
the answer.

3. Flowchart Rules and Conventions

1. Flow Direction: The normal flow is from top to bottom or left to right. Arrows show the direction.
2. One Start, One End: Every flowchart should have one Start and one End terminator (though multiple paths
can lead to the same End).
3. Clear Labels: Every symbol (except arrows) should contain a short, clear text label describing the step.
4. Interpreting a Simple Flowchart
Let's interpret a flowchart for "Using an ATM to Withdraw Cash".
Walkthrough: The chart shows the sequence and the key decision point (checking the PIN). If the answer is "No," the
flow goes back to try again. If "Yes," it continues to withdrawal.
5. Drawing Your First Flowchart
Let's draw a flowchart for the algorithm: "Crossing a Road Safely."
Step-by-Step Guide:
1. Start: Draw an Oval. Write "START" inside.
2. First Step: Draw an arrow down. Draw a Process rectangle. Write "Walk to kerb" inside.
3. Input/Output: Draw arrow down. Draw a Parallelogram. Write "Look Left and Right" inside. (This is input—
you are taking in visual data).
4. Decision: Draw arrow down. Draw a Diamond. Write "Is road clear?" inside.
5. Branches: Draw two arrows out of the diamond. Label one "Yes" and one "No".
o For "No": The arrow should lead to a Process rectangle that says "Wait". Then, an arrow should loop
back to the "Look Left and Right" step.
o For "Yes": The arrow leads forward.
6. Final Steps: From the "Yes" branch, draw a Process rectangle: "Cross road quickly". Then, draw the final
Oval: "END".
Diagram: The Flowchart Creation Process

7. Evaluation (Assessment)
1. What is the main purpose of using a flowchart?
2. Draw and name the four basic flowchart symbols.
3. In a flowchart, which symbol would you use for the step: "Calculate the average of three numbers"?
4. What does a diamond-shaped symbol in a flowchart always require?

8. Assignment
1. Draw a flowchart for one of the algorithms you wrote in last week's assignment (e.g., making your bed or
charging a phone). Use at least one Decision symbol.
2. Find a real-world example of a flowchart (e.g., in a textbook, online, or a public place like a clinic). Sketch it
and write one sentence about what it explains.

*(Continued in next message. Weeks 3-6 will follow.)*

continue
Here are the lesson plans for Weeks 3 through 6, continuing the JSS 2 Digital Technologies scheme of work on
Algorithms and Programming.
 OFFICIAL LESSON PLAN – WEEK 3
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 2
Term: Second Term
Week: 3
Date: _______________________________
Duration: 40 Minutes
Topic: Introduction to Programming
Sub-topic: Meaning of Programming; Block-Based Programming Environment (e.g., Scratch)

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Define computer programming.
2. Explain the relationship between algorithms, flowcharts, and programming.
3. Open the Scratch programming environment and identify its main parts (Stage, Sprite, Blocks Palette, Scripts
Area).
4. Drag, snap, and run a simple sequence of Scratch blocks.

2. Entry Behaviour
Students understand algorithms and flowcharts as ways to plan solutions.

3. Learning Resources / Instructional Materials

 Computer lab with Scratch installed or access to [Link]
 Projector
 A simple, pre-made Scratch project (e.g., a cat moving and saying "Hello!")
 Chart labeling the Scratch interface

4. Reference Materials
 NERDC Curriculum
 Approved Textbook

5. Teaching Methods
 Demonstration method
 Guided exploration
 Hands-on practice
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Introductio Runs the pre-made Scratch project. Asks: "How do you think I Suggest it was "programmed" or
n told the computer to make this happen?" "coded."

Presentatio Defines programming. Connects it to writing algorithms. Opens Open Scratch on their computers
n Scratch and tours the interface. and follow along.

Demonstrates dragging blocks, snapping them together, and

Practice dragging, snapping, and
Explanation clicking to run the script. Guides students to make the cat move
running blocks.
10 steps.

Asks students to identify the Scripts Area and the Blocks Palette. Point to the parts and complete the
Evaluation
Gives a task: make the sprite say "Hello!" for 2 seconds. task.

Summary Reviews that programming is giving the computer an algorithm Listen and ask final questions.
Step Teacher's Activities Students’ Activities

it can understand, and Scratch uses visual blocks to do this.

Lesson Content (Explanation Section – Core Content)

1. What is Computer Programming?
Computer programming is the process of designing and writing a set of instructions (a program) that a computer
can follow to perform a specific task. These instructions must be written in a programming language that the
computer understands.
 Programmer/Coder: The person who writes these instructions.
 Code/Program: The actual set of instructions written by the programmer.
 Execute/Run: When the computer carries out the instructions in the program.
The Connection: Last week, you learned flowcharts to plan an algorithm. This week, you
learn programming to write that algorithm in a language the computer can execute.
Analogy: If an algorithm is a recipe, and a flowchart is the diagram of the recipe steps, then a program is the recipe
written in a language the cook (computer) understands.

2. Introducing Scratch: A Visual Programming Language

Scratch is a block-based visual programming language created by MIT. Instead of typing complex text code, you
drag and snap together colourful blocks, like digital LEGO pieces. This makes it perfect for beginners to learn core
programming concepts.
Accessing Scratch: Go to [Link] in your web browser and click "Create." (Or open the installed
application).

3. The Scratch Workspace: Key Areas

When you open a new project, you will see four main areas:
Table: Parts of the Scratch Interface
Area Location What It Is Purpose

The white rectangle where your This is where you see the results of your
Stage Top-left
project comes to life. program (animations, games).

Shows all characters or objects

Sprite Bottom- You can add, delete, and select sprites to
(sprites) in your project. The default is
List left program here.
the orange Scratch Cat.

Contains all the code blocks,

Blocks Middle- This is your toolbox. You drag blocks from
organized by colour into categories
Palette left here to build your program.
(Motion, Looks, Sound, etc.).

This is your workspace where you snap

Scripts Middle-
The large grey empty space. blocks together to create scripts (programs)
Area right
for the selected sprite.

4. Your First Program: "Hello, World!"

Let's write the traditional first program that makes something appear on screen.
Step 1: Choose the Blocks
1. In the Blocks Palette, click the Looks category (purple blocks).
2. Find the block that says say Hello! for 2 seconds.
3. Click, hold, and drag this block into the Scripts Area (the grey space). Release the mouse button to drop it.
Step 2: Run the Program
1. Click on the block you just dragged. The Scratch Cat on the Stage should say "Hello!" in a speech bubble for 2
seconds.
2. Congratulations! You have just written and run a computer program.

5. Creating a Sequence: Moving and Speaking

Programming is about putting steps in order—creating a sequence. Let's make the cat move and then speak.
1. Go to the Motion category (dark blue blocks). Drag the move 10 steps block into the Scripts Area.
2. Move it close to your say block. You will see a white glow between them. Release the mouse button. The
blocks will snap together!
3. Now, click on the top block (move 10 steps). The cat will move a little to the right and then say "Hello!".
Key Concept: The computer executes the blocks from top to bottom, in the exact order you snapped them
together. This is called sequential execution.

7. Evaluation (Assessment)
1. What is computer programming?
2. Name the four main areas of the Scratch interface.
3. In which area of Scratch do you snap blocks together to build your program?
4. Write a simple two-step sequence in words that you could program in Scratch (e.g., "The sprite should turn 15
degrees and then change colour.").

8. Assignment
1. Log into Scratch and create a new project.
2. Make the Scratch Cat do three different things using three different blocks (one from Motion, one from Looks,
and one from Sound). Run your program.
3. Take a screenshot of your blocks in the Scripts Area and save it, or write down the names of the three blocks
you used.
 OFFICIAL LESSON PLAN – WEEK 4
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 2
Term: Second Term
Week: 4
Date: _______________________________
Duration: 40 Minutes
Topic: Programming Basics
Sub-topic: Variables, Input, Output, and Simple Operations in Scratch

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Define a "variable" as a container for storing data in a program.
2. Create, name, and use a variable in a Scratch project.
3. Use the ask and wait block to get input from the user.
4. Use the join operator to combine text for output.

2. Entry Behaviour
Students can create and run simple sequences of blocks in Scratch.

3. Learning Resources / Instructional Materials

 Computer lab with Scratch
 Projector
 Pre-made Scratch project demonstrating variables and input/output
 Worksheet with practice exercises

4. Reference Materials
 NERDC Curriculum
 Scratch Wiki and tutorials

5. Teaching Methods
 Demonstration method
 Guided coding
 Concept explanation with analogies
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Shows a simple "Quiz Game" where the program asks for the user's
Introductio
name and then uses it. Asks: "How does the program remember my Guess that it "stores" the name.
n
name?"

Presentatio Explains the concept of a variable as a labelled storage box.

Follow along to create a variable.
n Demonstrates creating a variable in Scratch.

Shows how to use the ask block for input and how to store the Practice asking for input and
Explanation answer in a variable. Demonstrates using the join block to create displaying a message with the
personalized output. variable.

Asks students to create a variable called score, set it to 0, and then

Evaluation Complete the task.
display "Score: 0".

Summary Reviews the key concepts: Variables store data, Input gets data, Summarize the purpose of each
Step Teacher's Activities Students’ Activities

Output shows data. concept.

Lesson Content (Explanation Section – Core Content)

1. Variables: Remembering Information
A variable is a named container used to store a piece of data (information) that can change (vary) while a program is
running. It is one of the most important concepts in programming.
Real-World Analogy: A variable is like a labelled box.
 The label is the variable's name (e.g., playerName).
 The content inside the box is the variable's value (e.g., "Amina").
 You can look inside the box to see the value, or you can replace the contents with a new value.
Creating a Variable in Scratch:
1. Go to the Variables category (orange blocks).
2. Click "Make a Variable".
3. Type a name (e.g., My Score). Choose "For all sprites" (global).
4. Click OK. New blocks for your variable appear, and a display monitor (showing its value) appears on the
Stage.

2. Using Variable Blocks

The main blocks you get for a variable called My Score are:
 set My Score to 0 : Puts the value 0 into the variable box.
 change My Score by 1 : Adds 1 to whatever is currently in the box.
 My Score (a rounded block): This reporter block holds the current value inside the variable. You use it inside
other blocks.
Important: set replaces the value. change modifies the existing value.

3. Input: Getting Data from the User

Input is any data provided to the program from the outside, usually by the user.
In Scratch, we use the ask and wait block from the Sensing category (light blue).
 When this block runs, a question appears on the Stage with a box for the user to type an answer.
 The user's answer is automatically stored in a special built-in variable called answer.
Example Script for Input:
text
when green flag clicked
ask What is your name? and wait
set playerName to answer
This asks for a name and stores it in a custom variable we made called playerName.

4. Output: Showing Data to the User

Output is any information the program displays or communicates back to the user.
We already know the say block for output. Now, we can make output more dynamic by including the value of a
variable.
To combine text with a variable, use the join operator from the Operators category (green).
 The join block has two sockets. You can put text in one and a variable reporter block in the other.
Example Script for Personalized Output:
text
when green flag clicked
ask What is your name? and wait
set playerName to answer
say join Hello join playerName ! for 2 seconds
Notice the join blocks are snapped together inside the say block. This will make the sprite say "Hello Amina!" if the
user typed "Amina".

5. Simple Operations with Variables

You can perform maths on numbers stored in variables.
Example: A Simple Score Keeper
text
when green flag clicked
set score to 0
say join Your score is: score for 2 seconds
wait 1 seconds
change score by 10
say join Your score is now: score for 2 seconds
This program sets a score to 0, displays it, waits, adds 10 to it, and displays the new score.
Table: Programming Concept Recap
Concept Scratch Block Example What It Does

Variable (Create) Make a Variable button Creates a named storage box.

Variable (Set) set score to 0 Puts a starting value in the box.

Input ask How old are you? and wait Gets data from the user. Stores it in answer.

Output say Hello! Displays information to the user.

Operation (Join) join Hello name Combines text and variable values.

Operation (Maths) change score by 5 Modifies a number variable.

7. Evaluation (Assessment)
1. What is a variable in programming?
2. Which block in Scratch is used to get text input from the user?
3. Write the sequence of blocks (in words) to: Ask for a user's favourite colour, store it in a variable
called favColour, and then say "I like [colour] too!".
4. If a variable counter has a value of 5, what will its value be after running change counter by -2?

8. Assignment
Create a Scratch project called "About Me."
1. Use the ask block to get two pieces of information from the user (e.g., their name and their age).
2. Store each answer in its own variable (e.g., userName and userAge).
3. Use the say block with join operators to create a sentence that includes both pieces of information (e.g., "Hello
[name], you are [age] years old!").
 OFFICIAL LESSON PLAN – WEEK 6
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 2
Term: Second Term
Week: 6
Date: _______________________________
Duration: 40 Minutes
Topic: Programming Structures
Sub-topic: Sequence, Selection (If/Else), and Repetition (Loops)

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Identify and explain the three basic programming structures.
2. Use the if then and if then else blocks to create selection (decision-making) in a program.
3. Use the repeat and forever blocks to create repetition (loops).
4. Combine sequence, selection, and repetition in a simple script.

2. Entry Behaviour
Students can create variables and use input/output blocks in Scratch.

3. Learning Resources / Instructional Materials

 Computer lab with Scratch
 Projector
 Pre-made Scratch projects demonstrating loops and decisions (e.g., a quiz with feedback, a bouncing ball)
 Flowcharts from Week 2 to illustrate the structures

4. Reference Materials
 NERDC Curriculum
 Scratch Wiki

5. Teaching Methods
 Demonstration with live coding
 Comparison with flowchart decision diamonds
 Guided practice
 Question and Answer

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Shows a program where a sprite asks, "Score > 50?" and gives
Introductio Connect the program behaviour
different feedback. Refers to the Decision diamond in a
n to the flowchart symbol.
flowchart.

Presentatio Explains Selection using the if block. Explains Repetition using Identify the corresponding blocks
n the repeat block. in Scratch.

Demonstrates building a simple password checker (selection) Follow along and build the
Explanation
and a countdown timer (loop). examples.

Gives a task: "Make a sprite repeatedly move 10 steps, but if it Implement the loop and
Evaluation
touches the edge, say 'Ouch!' and bounce." conditional.

Reviews the three structures: Sequence (order), Selection State the purpose of each
Summary
(choice), Repetition (looping). structure.
 Lesson Content (Explanation Section – Core Content)
1. The Three Basic Programming Structures
All programs, no matter how complex, are built using combinations of just three basic structures. Understanding these
is key to becoming a good programmer.
Table: The Three Structures
Scratch Block Flowchart
Structure Also Called Purpose
(Example) Symbol

Blocks Process
To execute instructions one after
Sequence – snapped in a rectangles in a
another in a specific order.
vertical stack. line.

To make a choice and execute

different instructions based on if then, if Diamond
Selection Decision/Conditional
whether a condition is true or then else (Decision).
false.

A line looping
To repeat a set of instructions repeat
Repetition Loop/Iteration back (often with
multiple times. 10, forever
a note "loop").

2. Selection: Making Decisions with If

The Selection structure allows your program to choose between different paths. It asks a condition (a yes/no question)
and acts based on the answer.
Key Blocks (in the Control category - yellow):
 if then : Runs the blocks inside it only if the condition is true.
 if then else : Runs one set of blocks if true, and a different set if false.
Building a Condition:
The condition is built using Operators (green) like:
 > (greater than)
 < (less than)
 = (equal to)
 and, or
Example 1: Simple Check (if then)
text
when green flag clicked
ask Enter the secret number (1-10): and wait
if answer = 7 then
say Correct! for 2 seconds
Only says "Correct!" if the user types exactly 7.
Example 2: Two-Way Choice (if then else)
text
when green flag clicked
ask What is 5 + 3? and wait
if answer = 8 then
say Well done! for 2 seconds
else
say Try again. for 2 seconds
Gives different feedback for right and wrong answers.

3. Repetition: Looping with Repeat and Forever

Repetition saves time and code by letting you run a block of code multiple times.
Key Blocks (Control category):
 repeat 10 : Runs the blocks inside it exactly 10 times.
 forever : Runs the blocks inside it continuously, until the program is stopped (with the red stop sign).
Example 3: Drawing a Square (Using a Loop)
A square has 4 sides. We can draw it by repeating "move and turn" 4 times.
text
when green flag clicked
set pen down
repeat 4
move 100 steps
turn 90 degrees
This is much better than writing the same move and turn blocks four separate times!
Example 4: Continuous Action (forever)
text
when green flag clicked
forever
move 10 steps
if touching edge ? then
turn 180 degrees
This makes a sprite walk forever, bouncing off the edges of the Stage.

4. Combining Structures: Building Smarter Programs

Real programs mix all three structures. The sequence is the order of the big steps. Inside a step, you might have a loop,
and inside that loop, you might have an if statement.
Example: A Guessing Game (Combined Structures)
text
when green flag clicked
set secret number to pick random 1 to 10
set guesses to 3
repeat guesses
ask Guess the number (1-10): and wait
if answer = secret number then
say You win! for 2 seconds
stop all
say Game over! The number was secret number
1. Sequence: Set up, then repeat, then game over message.
2. Repetition: repeat guesses loops the question 3 times.
3. Selection: if answer = secret number checks the guess inside the loop.

7. Evaluation (Assessment)
1. Name the three basic programming structures.
2. Which Scratch block would you use to make a sprite say "Hello" exactly 5 times?
3. Write a simple condition using a green operator block to check if a variable age is greater than or equal to 18.
4. In the guessing game example, what is the purpose of the stop all block inside the if statement?

8. Assignment
Create a Scratch project called "Traffic Light Simulator."
1. Use a loop (forever) to cycle through three colours.
2. Use sequence inside the loop: make the sprite's costume change to red, wait 3 seconds, change to yellow, wait
1 second, change to green, wait 3 seconds.
3. Add selection: If the light is red, make the sprite say "Stop!" while the red costume is showing. (Hint: Use
an if block inside the loop, checking the costume number or a variable).
 OFFICIAL LESSON PLAN – WEEK 8
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 2
Term: Second Term
Week: 8
Date: _______________________________
Duration: 80 Minutes (Double Period Recommended)
Topic: Practical Programming I
Sub-topic: Creating a Simple Calculator Program or Quiz Game

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Apply knowledge of variables, input, and operators to build a functional program.
2. Design and code a simple interactive application (calculator or quiz).
3. Use selection structures (if then else) to handle different operations or check answers.
4. Test, debug, and refine their program.

2. Entry Behaviour
Students understand variables, input/output, and the three programming structures (sequence, selection, repetition).

3. Learning Resources / Instructional Materials

 Computer lab with Scratch
 Projector
 Step-by-step guide for a basic calculator or quiz
 Sample completed projects for inspiration
 Planning worksheet

4. Reference Materials
 Student notes from previous weeks
 Scratch tutorials

5. Teaching Methods
 Project-based learning
 Independent coding with guidance
 Peer programming (optional)
 Debugging demonstration

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Shows a working simple calculator in Scratch. Asks

Introduction students to identify the needed inputs, variables, and List the required components.
decisions.

Guides students to choose a project (Calculator or Quiz) Choose a project and write a simple
Planning
and plan its steps on paper. algorithm/flowchart.

Core Circulates the lab, helps students translate their plan into
Code their chosen project in Scratch.
Activity code, assists with debugging.

Asks a few volunteers to share their screen and

Sharing Demonstrate and explain their code.
demonstrate their working program.

Summary Congratulates students on building a complete Submit their project files.

Step Teacher's Activities Students’ Activities

application. Discusses common challenges and solutions.

Lesson Content (Explanation Section – Core Content)

Project Choice 1: Simple Arithmetic Calculator
Objective: Create a program that asks the user for two numbers and an operation (+, -, *, /), then calculates and
displays the result.
Step 1: Planning (Algorithm)
1. Ask user for first number. Store in variable num1.
2. Ask user for second number. Store in variable num2.
3. Ask user for operation choice (e.g., "Enter +, -, *, or /"). Store in variable operation.
4. Check what operation contains:
o If it is "+", calculate num1 + num2.
o If it is "-", calculate num1 - num2.
o If it is "*", calculate num1 * num2.
o If it is "/", calculate num1 / num2.
5. Display the result.
Step 2: Building in Scratch
1. Create Variables: Make three variables: num1, num2, and result.
2. Get Inputs:
text
when green flag clicked
ask Enter first number: and wait
set num1 to answer
ask Enter second number: and wait
set num2 to answer
ask Enter operation (+, -, *, /): and wait
set operation to answer
3. Selection for Calculation: This requires nested if blocks or an if else chain.
o Important: You must use the Operator blocks (green) for the maths: num1 + num2.
text
if operation = + then
set result to num1 + num2
else
if operation = - then
set result to num1 - num2
else
if operation = * then
set result to num1 * num2
else
if operation = / then
set result to num1 / num2
end
end
end
end
4. Output Result:
text
say join The result is: result for 4 seconds

Project Choice 2: Multiple-Choice Quiz Game

Objective: Create a program that asks a series of questions, checks the answers, and keeps score.
Step 1: Planning (Algorithm)
1. Set the score variable to 0.
2. Ask Question 1 and give options (e.g., "A. Lagos", "B. Abuja", "C. Kano").
3. Get the user's answer.
4. If the answer is correct, increase score by 1 and give praise.
 5. If the answer is wrong, give the correct answer.
6. Repeat steps 2-5 for more questions.
7. At the end, display the final score.
Step 2: Building in Scratch
1. Setup: Create a score variable. Set it to 0 when the green flag is clicked.
2. Ask a Question: Use ask and present options in the question text.
text
ask What is the capital of Nigeria? (A) Lagos (B) Abuja (C) Kano and wait
3. Check Answer and Update Score (Selection):
text
if answer = B then
change score by 1
say Correct! Abuja is the capital. for 2 seconds
else
say Sorry, the correct answer is B. Abuja. for 3 seconds
4. Repeat for More Questions: Duplicate the question and answer-checking blocks.
5. Final Output: After all questions, display the final score.
text
say join Your final score is: score out of 3 for 4 seconds
Table: Project Component Guide
Component Calculator Project Quiz Game Project

Variables num1, num2, result, operation score, answer (built-in)

Input Multiple ask blocks for numbers and operation. ask blocks for each question.

Long if else chain to choose the maths

Selection if then else to check each answer.
operation.

Output say block with join to show the result. say blocks for feedback and final score.

Extension Idea Add a loop to let the user do many calculations. Use a list to store questions and answers.
Debugging Tip: If your program doesn't work, slow down! Use the say block to display the values of your variables at
different points to see if they contain what you expect (e.g., say num1 for 2 seconds).

7. Evaluation (Assessment)
This is a practical assessment. Marks will be awarded for:
 Functionality: Does the program work as intended?
 Use of Concepts: Correct use of variables, input, selection, and output.
 Clarity & Structure: Is the code neatly organised and easy to read?
 Completion: A fully working calculator or a quiz with at least 3 questions.

8. Assignment
Complete your chosen project (Calculator or Quiz Game). Ensure it is fully functional.
Write a short paragraph describing one problem you encountered while building it and how you solved it (e.g., "My
calculation gave the wrong result because I was using the answer variable for both numbers. I fixed it by creating
separate num1 and num2 variables.").
 OFFICIAL LESSON PLAN – WEEK 9
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 2
Term: Second Term
Week: 9
Date: _______________________________
Duration: 80 Minutes (Double Period Recommended)
Topic: Practical Programming II
Sub-topic: Developing Simple Animations or Storytelling with Scratch

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Use multiple sprites and backdrops to create a scene.
2. Coordinate sprites using broadcast and when I receive blocks for communication.
3. Utilize wait and glide blocks to create timed animations and smooth motion.
4. Design and code a short, interactive animated story or scene.

2. Entry Behaviour
Students can build functional programs like calculators or quizzes and understand basic control structures.

3. Learning Resources / Instructional Materials

 Computer lab with Scratch
 Projector
 Sample animated story projects (e.g., a conversation, a day/night scene)
 Library of Scratch sprites and backdrops
 Storyboarding worksheet

4. Reference Materials
 Student notes
 Scratch tutorials on animation and storytelling

5. Teaching Methods
 Demonstration and deconstruction of sample projects
 Creative project-based learning
 Guided exploration of new blocks (broadcast, glide)
 Peer feedback

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Plays a short, engaging Scratch animation (e.g., two characters having a Observe and suggest
Introductio
conversation with scene changes). Asks how the sprites might be methods like timing or
n
coordinating. messages.

Presentatio Introduces the broadcast block as a way for sprites to send signals. Explore the new blocks in
n Demonstrates switching backdrops and using the glide block. their own projects.

Core Guides students to plan a simple 3-scene story on paper, then implement Plan a storyboard, then
Activity it in Scratch using multiple sprites and broadcasts. code their animation.

Holds a mini "film festival" where students play their animations for a Share their story and watch
Sharing
partner or small group. others'.

Summary Highlights the creative power of programming and how broadcast helps Discuss what they learned
Step Teacher's Activities Students’ Activities

manage complexity. about making animations.

Lesson Content (Explanation Section – Core Content)

1. From Program to Story: The Elements
Creating an animation or story involves controlling more than just one sprite. You need to manage:
 Multiple Sprites: Characters, objects, etc.
 Backdrops: Different scenes or backgrounds.
 Timing: Making things happen in sequence, with pauses.
 Communication: Making one sprite's action trigger another's.

2. Key New Blocks for Animation

A. The glide Block (Motion Category)
This block creates smooth, animated movement from one point to another over a set time.
 glide 1 secs to x: 0 y: 0
 Use: Instead of a sudden go to or jerky move steps, use glide for walking, flying, or sliding effects.
B. The broadcast and when I receive Blocks (Events Category)
This is the most important tool for multi-sprite coordination.
 broadcast message1: A sprite sends out a named signal (like a radio broadcast).
 when I receive message1: Any sprite with this hat block will start its script when it "hears" that signal.
Why it's powerful: It lets sprites work together without needing to know about each other's timing. The background
can broadcast next_scene, and all character sprites can have scripts that start with when I receive next_scene to begin
their actions.

3. Step-by-Step: Creating a Simple Animated Story

Let's create a short story: "The Cat and the Ball."
Step 1: Planning (Storyboard)
Sketch three key frames:
1. Scene 1 (Park): Cat is on the left. Ball is on the right.
2. Scene 2 (Action): Cat glides to the ball.
3. Scene 3 (Play): Cat says "I got it!" and the ball bounces.
Step 2: Setting Up the Stage and Sprites
1. Choose a "Park" backdrop.
2. Add two sprites: the Cat (default) and a Ball (from the library).
3. Position the Cat on the left (-150, 0) and the Ball on the right (150, 0).
Step 3: Coding with broadcast
We'll use broadcasts to control the sequence.
 Sprite1: Cat
text
when green flag clicked
go to x: -150 y: 0
broadcast ready and wait // Signal that sprites are in position
when I receive start_moving
glide 2 secs to x: 150 y: 0 // Walk to the ball
broadcast cat_arrived // Signal that the cat reached the ball
 Sprite2: Ball
text
when green flag clicked
go to x: 150 y: 0
when I receive cat_arrived
say I got it! for 2 seconds
repeat 5
change y by 20
wait 0.2 secs
change y by -20
wait 0.2 secs
 Stage (Background)
text
when green flag clicked
switch backdrop to Park
when I receive ready
wait 1 second // Pause for drama
broadcast start_moving // Tell the cat to start
How it flows:
Green Flag -> Sprites position themselves -> Cat broadcasts ready -> Stage waits, then broadcasts start_moving -> Cat
glides and broadcasts cat_arrived -> Ball reacts.

4. Enhancing Your Story

 Add Dialogue: Use say blocks with wait blocks in between for conversations.
 Change Backdrops: Use switch backdrop to block in the Stage's scripts to change scenes.
 Use Sound: Add play sound blocks from the Sound category.
 Interactive Stories: Use ask blocks to let the user choose what a character does next, and use if blocks to
change the story path.
Table: Animation & Storytelling Blocks Cheat Sheet
Block Category Purpose Example Use

glide secs to x: y: Motion Smooth movement. glide 1 secs to x: 100 y: 0

switch backdrop Looks (on

Change the scene. switch backdrop to Space
to Stage)

broadcast
Events Send a signal to all sprites. broadcast game_start
message1

when I receive Start a script when a signal is

Events when I receive game_start
message1 received.

wait 0.5 secs for a pause in

wait secs Control Pause the script.
dialogue.

Change a sprite's appearance (for Use in a loop to make a sprite look

next costume Looks
simple animation). like it's walking.

7. Evaluation (Assessment)
This is a creative practical assessment. Marks will be awarded for:
 Story & Creativity: A clear, simple narrative or scene.
 Technical Implementation: Correct use of broadcast/receive for coordination, use of glide or other smooth
motions.
 Use of Media: Effective use of multiple sprites, backdrops, and/or sounds.
 Functionality: The animation runs smoothly from start to finish.

8. Assignment
1. Complete your animated story. It should have at least 2 sprites, use at least one broadcast block, and include a
backdrop change or smooth motion.
2. Write a short "director's commentary": List two broadcast messages you used and explain what event each
message triggers in the story.
 OFFICIAL LESSON PLAN – WEEK 10
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 2
Term: Second Term
Week: 10
Date: _______________________________
Duration: 80 Minutes (Double Period Recommended)
Topic: Programming Project
Sub-topic: Group Projects: Mini-Games, Interactive Quizzes, or Animations

1. Instructional Objectives
By the end of the lesson, students should be able to:
1. Collaborate in a team to plan and design a Scratch project.
2. Apply integrated programming skills (variables, control structures, events, animation) to build a substantial
project.
3. Divide development tasks among team members effectively.
4. Present a finished, working project to the class.

2. Entry Behaviour
Students have built individual projects (calculator/quiz and animation) and are familiar with core Scratch concepts.

3. Learning Resources / Instructional Materials

 Computer lab with Scratch
 Projector
 Group project planning sheets
 Sample rubric for project assessment
 List of suggested project ideas

4. Reference Materials
 All student notes from the term
 Scratch online community for inspiration

5. Teaching Methods
 Collaborative learning (group work)
 Project-based learning
 Teacher as facilitator and consultant
 Presentation and peer review

6. Presentation (Teaching–Learning Activities)

Step Teacher's Activities Students’ Activities

Forms groups of 3-4 students. Presents project options and a rubric Form groups and discuss
Introduction
showing how they will be assessed. project ideas.

Circulates to help groups define their project scope, assign roles Plan their project, assign roles,
Planning
(e.g., lead coder, graphic designer, tester), and create a task list. and sketch designs.

Developmen Provides technical support as groups code their projects. Work collaboratively to build
t Encourages groups to test features frequently. their project in Scratch.

Allocates time for each group to briefly demonstrate their final Demonstrate their project and
Presentation
project to the class. explain its key features.

Summary Leads a reflective discussion on the challenges and rewards of Share experiences from the
Step Teacher's Activities Students’ Activities

collaborative programming. Praises the class's overall achievement. group work process.

Lesson Content (Explanation Section – Core Content)

1. The Goal: Collaborative Creation
This week, you will work as a software development team. Your mission is to combine everyone's skills to create a
project more complex and polished than what you could do alone.
Key to Success: Planning and Communication.

2. Suggested Project Ideas

Choose one of these, or brainstorm your own with teacher approval.
A. Enhanced Quiz Game:
 Features: Multiple levels (easy/medium/hard), a timer using a variable, a leaderboard that keeps the high
score, sound effects for right/wrong answers.
 Skills Needed: Variables, lists (for questions), operators (for timer), broadcast (to change levels).
B. Maze Game:
 Features: A player sprite controlled by arrow keys, maze walls drawn with the pen or using costumes, enemies
that move randomly, a "win" message when the end is reached.
 Skills Needed: Event blocks (when key pressed), sensing (touching color ?), motion, broadcast for game over.
C. Interactive Story with Choices:
 Features: A story with multiple decision points (e.g., "Go left or right?"), different endings based on user
choices, multiple backdrops and character costumes, narration.
 Skills Needed: ask blocks, if then else for branching, broadcast to change scenes, animation techniques.

3. The Group Work Process

Step 1: Define & Plan (20 mins)
 Agree on the Project: Decide as a team what you are building. Keep the scope realistic for the time.
 Create a Design Document: On paper, answer:
o What is the goal of the project? (One sentence).
o What are the 3-5 main features it must have? (e.g., "A score that increases," "A moving enemy," "A
start screen").
o What sprites and backdrops will you need?
 Divide the Work (Roles):
o Project Manager: Keeps the team on track, checks the plan.
o Lead Programmer: Focuses on the core, complex scripts.
o Asset Designer: Finds or creates (paints) sprites and backdrops.
o Tester/Debugger: Plays the game constantly, finds bugs, suggests improvements.
Step 2: Build & Integrate (50 mins)
 Work in Parallel: The designer can gather assets while the programmer starts on the main mechanics.
 Use a Shared Account: The teacher may create a shared Scratch studio or have one group member host the
main project file.
 Communicate Constantly: "I've finished the movement controls." "I need a 'game over' sprite." "The score
isn't resetting when we restart."
 Test Early, Test Often: Don't code for 30 minutes without running the program. Test each small feature as you
add it.
Step 3: Polish & Present (10 mins)
 Add Polish: Sound effects, a "How to Play" screen, a nicer title.
 Prepare a Demo: Decide who will present and what they will say. Be ready to explain one cool feature of your
code.

4. Tips for Success

 Start Simple: Get a basic version working first (e.g., a sprite that can move and collide). Then add features
(score, enemies, levels).
 Use broadcast for Game States: This is crucial for group work. Have broadcasts
like start_game, level_complete, game_over. Different sprites can react to these, making it easier to work on
separate parts.
  Debug Together: If something breaks, don't just blame the coder. Huddle around the computer and try to
figure it out as a team. Use say blocks to display variable values and see where the logic fails.

Table: Project Assessment Rubric (Sample)

Needs Work
Criteria Excellent (4) Good (3) Developing (2)
(1)

Project works with Project has

Project works Project does not
minor bugs. Core significant bugs or
Functionality flawlessly, all features run or is
features are missing key
implemented. incomplete.
present. features.

Effectively uses
Uses basic
Use of variables, control Uses several Shows minimal
concepts but with
Programming structures, events, and programming understanding of
errors or limited
Concepts custom blocks (if concepts correctly. concepts.
application.
applicable).

Team worked
Team worked well Team had
exceptionally well
together with some difficulty Little evidence of
Collaboration together, with clear
evidence of collaborating; teamwork.
roles and equal
planning. work was uneven.
contribution.

Project is creative, Project is

Project is creative
Creativity & engaging, and has a functional but Project is very
and has some
Polish polished, finished feel lacks creative basic.
polish.
(sounds, visuals). elements or polish.

7. Evaluation (Assessment)
The group project will be assessed based on the rubric above. This includes the final product, the teamwork observed,
and the final presentation.

8. Assignment
1. Ensure your group project is complete, saved, and shared with the teacher.
2. Individual Reflection: Write a paragraph answering: What was your role in the group? What is one thing you
learned about working with others on a programming project?
OFFICIAL LESSON PLAN – WEEK 11
School: NEW KINGS AND QUEENS MONTESSORI
Teacher’s Name: Tamadu Peter Orukari
Subject: Digital Technologies
Class: JSS 2
Term: Second Term
Week: 11
Date: _______________________________
Duration: 40 Minutes
Topic: Revision
Sub-topic: Revision of All Topics Covered in the Term

[The structure for this week is identical to Week 11 of the JSS1 plan, but with JSS2 content. The Lesson Content section
below is tailored to JSS2 topics.]
Lesson Content (Explanation Section – Core Content)
Comprehensive Topic Summary
This session revises all key concepts from the term. Students should use their notes to follow along.
Topic 1: Introduction to Algorithms
 Definition: A step-by-step plan to solve a problem.
 Characteristics: Clear, ordered, finite, effective.
 Examples: Writing algorithms for daily tasks (making tea, crossing the road).
Topic 2: Flowcharts
 Purpose: A visual diagram of an algorithm.
 Key Symbols: Oval (Start/End), Rectangle (Process), Parallelogram (Input/Output), Diamond (Decision).
 Skills: Interpreting and drawing simple flowcharts.
Topic 3 & 4: Programming Basics in Scratch
 Scratch Interface: Stage, Sprites, Blocks Palette, Scripts Area.
 Core Concepts:
o Sequential Execution: Blocks run from top to bottom.
o Variables: Containers for storing data (set, change).
o Input/Output: ask and wait, say blocks. The join operator.
o Operators: For maths (+, -, *, /) and comparisons (>, =, <).
Topic 6: Programming Structures
 Three Structures: Sequence, Selection, Repetition.
 Selection: if then, if then else blocks. Used for decision-making.
 Repetition: repeat, forever blocks. Used for looping.
Topic 8 & 9: Practical Programming
 Event Coordination: Using broadcast and when I receive.
 Animation: Using glide, wait, switching backdrops.
 Project Design: Combining all concepts to build applications (calculators, quizzes, stories, games).
Topic 10: Group Project
 Collaborative Skills: Planning, dividing work, integrating parts, testing.
Common Exam Question Styles
 Theory: Definitions, listing characteristics, explaining purposes.
 Practical Design: "Draw a flowchart for...", "Write an algorithm for...".
 Code Interpretation: "What will the following Scratch script do?"
 Code Writing: "Write the Scratch blocks to..." (using pseudocode or block names).
Table: Quick Revision Checklist
Topic Must-Know Concept Ask Yourself...

Algorithms Definition & 4 characteristics. Can I write a 5-step algorithm for a simple task?

Flowcharts Four symbols and their meaning. Can I draw a flowchart from a written algorithm?

Scratch Parts of the interface; purpose of a

What is the difference between set and change?
Basics variable.
Topic Must-Know Concept Ask Yourself...

Names of the 3 structures and which Which block is for a loop? Which block is for a
Structures
Scratch blocks achieve them. decision?

Broadcast Why broadcast is used. How does broadcast help two sprites work together?

7. Evaluation (Assessment)
The revision session itself, through Q&A and problem-solving, serves as the evaluation to gauge readiness.

8. Assignment
1. Create a one-page revision mind map or summary sheet linking all the topics from the term.
2. Write down two questions from any topic that you still find confusing.