Cunupia Secondary School

INFORMATION TECHNOLOGY DEPARTMENT

LESSON PLAN

TEACHERS NAME: Zahir Ali

SUBJECT: Information Technology

DATE: 22nd January 2015

CLASS:

TIME:

LENGTH OF PERIOD: 35 minutes x 2 periods

Form 3 Group 4

Syllabus: CSEC Information Technology

Unit Title: Problem Solving and Program Implementation
Lesson 4: Programming Structures Algorithm and Flowcharts
RESOURCES
Teacher Resources

Student resources

Laptop
Projector
Markers
Lesson Notes

Activity sheet
Laptop / Computers
Microsoft Word
Writing instruments
Guided journals

PREVIOUS KNOWLEDGE - Students should:

Have knowledge of Algorithm development
Have knowledge of IF THEN ELSE and REPEAT constructs

The use of Flowcharts

Page | 1

OBJECTIVES
Cognitive
Psychomotor
At the end of the lesson students will be able to: At the end of the lesson students will be
able to:
1. Use conditional blocks in a flowchart to
solve given problem. (Creating)
2. Examine an algorithm to transform into a
flowchart successfully. (Applying)
3. Effectively convert a written algorithm into
flowchart by using flowchart symbols on
Microsoft Word.

Affective
At the end of the lesson students will be able to:

1. Willingly participate in activity.

2. To correctly analyze an algorithm through a
flowchart.

ASSESSMENT STRATEGY with Objective

Cognitive

1. Use conditional blocks in a

flowchart to solve given
problem. (Creating)
2. Examine an algorithm to
transform into a flowchart
successfully. (Applying)

Assessment Strategy

1.Assessment purpose: To assess the

ability to perform a given task.
Assessment method: Teacher
observations.
2. Assessment purpose: To demonstrate
the ability to draw appropriate symbols
in the flowchart.

3. Effectively complete an
algorithm into flowchart
challenge by using flowchart Assessment method: Teacher
symbols on Microsoft Word.

Affective

Assessment Strategy

1. The Form 3 students will

Teacher Observation
enthusiastically perform the
task
2. Willingly participate in group
activity to transform the
ideas from the algorithm into
meaningful concepts.

Page | 2

(Creating)

observations.

Set Induction
Teacher shows a video about loops and flowcharts. Teacher explains that in a program some parts may be repeated and instead of writing the code
continuously we can use a repeat structure. (5 mins)
Description of Teaching/Learning Activities:
Teacher Activities

1. Teacher engages students in discussion about

the set induction.
2. Teacher explains the structure of loops and
gives examples of the different loop
structures.

Student Expected Activities

Intelligence
being developed

1. Students listen to questions and participate in giving

response.

VL, Inter

3 mins

5 mins
2. Students observe and ask relevant questions.

VS

3. Teacher display the lesson by using the

3. Students take brief points / drawings on the
projector and instructs students to observe and
concepts.
make points / drawings of the examples of
different flowcharts used for different
purposes such as sequence, decision, loops.

VS, LM

4. Teacher displays the activity to the prearranged groups of students. They are paired
to think and write the algorithm of a given
problem.

VL, LM

5. Teacher shows and explain how to use the

Est. time to
complete
(minutes)

4. Students participate enthusiastically.

15 mins

10 mins

VL

5 mins

5. Students listen and follow instructions.

Page | 3

feature of Insert shapes on Microsoft Word to

properly draw a flowchart.
6. Teacher ask students to use Microsoft Word
and draw the corresponding symbols for the
algorithm using the feature of Insert, Shapes,
Flowchart symbols.
7. The students would compare results from each
group. Did everyone get the same thing?

M ,VS
6. Students work on the activity.

15 mins

Inter
7. Students participate accordingly.

5 mins

Closure to lesson:
T.S. (Transition Statement): In today's class we looked at the use of flowcharts in algorithm design." 1 min
B.S. (Bridging Statement): In our next class we will be looking at an introduction in scratch programming software. (1min)
Multiple Intelligences
VS: Visual Spatial VL: Verbal Linguistic
Inter: Interpersonal Intra: Intrapersonal
BK: Body/ Kinesthetic
LM: Logic/Mathematical
M: Musical
N: Naturalistic
E: Existential

Page | 4

Page | 5