ST.

AUGUSTINE GIRLS HIGH SCHOOL

INFORMATION TECHNOLOGY DEPARTMENT
LESSON PLAN

TEACHERS NAME: Shereen Ali

SUBJECT: Information Technology

DATE: Tuesday 19th April 2016

CLASS:

TIME:

12:30 pm 1:05 pm

Form 2

LENGTH OF PERIOD: 35 mins x 1 period

Syllabus: ICT Curriculum

Unit Title: PROGRAMMING CONCEPTS AND COMPUTATIONAL THINKING
Lesson 4: Introduction to Pseudocode
RESOURCES
Teacher Resources
Laptop / Internet
Projector
White board/markers
Video
Printed handout of notes
Observational checklist
Group activity sheet
PowerPoint presentation
Individual assessment sheets

Student resources
Paper
Pencils
Markers
Printed handout of notes
Group activity sheets
Individual assessment sheets

PREVIOUS KNOWLEDGE - Students should:

Know the definitions of algorithm, pseudocode, program, syntax, variable and constant.
Be able to construct an IPO table from a given problem statement.
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OBJECTIVES:
Cognitive
At the end of the lesson students of Form 2 will:

Psychomotor
At the end of the lesson students of Form 2
will:

Affective
At the end of the lesson students of Form 2 will:

Explain one difference between algorithm and

pseudocode. (Analysing)

Cooperate harmoniously in group activities

(Responding)

Categorise 2 written instructions that are used to

represent the significant parts of a problem.
(Analysing)

Participate actively in class activities (Responding)

Be respectful to others ideas and opinion. (Valuing)

Compose a pseudocode to represent the solution to

a given problem. (Creating)

ASSESSMENT STRATEGY with Objective

Cognitive
Explain one difference between

Assessment Strategy
Oral feedback (Individual activity):

Affective
Cooperate harmoniously in

Assessment Strategy
Observational checklist
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an algorithm and a pseudocode. What is one difference between an algorithm and a

(Analysing)
pseudocode? (80% of students expected to answer
correctly)
Categorise 2 written instructions
that are used to represent the
Oral feedback (Individual activity):
significant parts of a problem. What are instructions that can be used to represent
(Analysing)
input, storage, processing and output? (80% of
students expected to answer correctly)

group activities. (Responding)

Participate actively in class
activities. (Responding)
Being respectful to others
ideas and opinions.
(Valuing)

Compose a pseudocode to
represent the solution to a given Group Activity:
problem. (Creating)
Groups of 4 students will be given an activity sheet
with a scenario to create a pseudocode solution for
a given problem
The group will present their pseudocode.
(Written feedback)
Individual Assessment:
Students will be given a written
assessment to create pseudocode for a given
problem
(Written feedback)
Set Induction:
Teacher shows a video to students. The video shows a student trying to change the toner in a printer without following the instructions that are shown
on the instruction manual

(1 min)

Description of Teaching/Learning Activities:

Teacher Activities

Student Expected Activities

Intelligence
being
developed

Est. time to
complete
Page | 3

Teacher engages students in a discussion about the set

induction.
What did Rachael do wrong?
What are two terms given to a set of instructions?

Students volunteer reasons and discuss with teacher.

Teacher asks students for one difference between an

algorithm and a pseudocode.

Students volunteer answers.

Teacher projects a simple problem onto the board, shares Students receive blank IPO tables and construct the
out a sheet with a blank IPO table and asks the students to IPO table for the given problem.
work individually to populate the IPO table for given
problem.
Teacher projects a blank IPO table onto the board below
the given problem and asks the students to volunteer to
write answers on the board.

Teacher indicates that a pseudocode uses keywords that

represent the significant parts of the solutions: Input,
Storage, Processing and Output.
Teacher asks students to think about words that may be
used to represent the four parts and volunteer answers.

Students volunteer and go up to the board to write in

answers.

2 mins

VL, Inter

2 mins

Intra

3 mins

VL, Inter

2 mins

Intra

1 min

VL, Intra, Inter

3 mins

VL, Inter

2 mins

BK

1 min

Students listen attentively.

Students spend a few minutes and then volunteer

answers, going up to the board writing in the answers.

Teacher then uses the IPO table done earlier to create the
Students listen to instructions and questions and
corresponding pseudocode asking for students to
volunteer answers to create the pseudocode.
volunteer their answers.
Students organise themselves into groups of four.
Students receive sheets and other materials from the
Teacher shares out an activity sheet to each group, along teacher, discusses the answer and write instructions on
with blank pieces of coloured Bristol board and markers, the Bristol board pieces, one instruction per piece.
and asks each group to create the pseudocode solution for
Teacher tells students to get into groups of 4.

VL, Inter

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the problem given. (The observational checklist will be

used during this activity)
10. Each group proceeds to the whiteboard and using the
tape provided, group members stick the instructions in
10. Teacher asks groups to proceed to the board and stick the an order.
instructions on the board in the correct order.
11. Students listen attentively and take notes of any errors
11. Teacher corrects answers on the board
made.
12. Students do the individual assessment
12. Teacher then shares out an Individual assessment sheet to
students and gives the class 5 minutes to create the
pseudocode solution for the problem given.
13. Teacher collects assessments and projects the answer onto
13. Students return completed assessments and collect the
the board for the class to see the answers. Teacher also
handout of notes for todays class
shares out handout with notes for todays class

VL, Inter

5 mins

Inter, BK

3 mins

Intra

2 mins

Intra

5 mins

1 min

END OF LESSON ACTIVITIES

Closure to lesson:
T.S. (Transition Statement):
In todays lesson we introduced pseudocodes and the keywords used in each pseudocode instruction.

(1 min)

B.S. (Bridging Statement):

In the next lesson we will continue to look at different ways to represent solutions in the form of flowcharts.

(1 min)

Contingency Plan
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In case of technical problems lesson will be taught using handouts and written on sheets provided.
Students will get copies of all resources electronically inclusive of video either by flash or email.
Multiple Intelligences http://www.tecweb.org/styles/gardner.html
VS: Visual Spatial

VL: Verbal Linguistic

Inter: Interpersonal Intra: Intrapersonal
M: Musical
N: Naturalistic
E: Existential

BK: Body/ Kinesthetic

LM: Logic/Mathematical

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