1_Computer Science Grade 10 String_manipulation Lesson plan 2 1 variant

Long-term plan unit:

 10.1B Data representation

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

String_manipulation 2 lesson

Learning objectives(s) that this lesson is contributing to

10.4.1.2 use procedures and functions for string manipulation

Assessment criteria

·         can define string data; String and char;

·         uses string functions to solve problems

·         applies string procedures to solve problems

Success criteria

All learners will be able to know:

describes the data, know what string is

Most learners will be able to know:

uses function / procedure with string

Some learners will be able to know:

creates its own code with using string function

Language objectives

Useful phrases for dialogue / writing

Use of appropriate subject specific terminology on the topic in the study of new content

String, processing strings, insert substring, delete symbols, string length determination, copying symbols, determining the position.

The function differs from the procedure in that the procedure..., while the function....

In order to determine the length of a string...

To insert a substring in a string, we apply…

Value links

Soft skills

Respect for each other when working in groups

Cross curricular links

English, math

Previous learning

From a grade 7–9 course, students have knowledge and programming skills.

Previous lesson

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3

3-5

Organizational moment:

Question for students:

-                      Can you remember what we discussed in our previous lesson?

Teacher:

-                      I want (would like) to introduce today’s topic about …/

-                      What do you think today’s topic is?

The presentation of the theme and lesson objectives.

10.4.1.1 write a code in the programming language using functions and procedures

Familiarizing students with the topic of the lesson and its objectives.

Presentation

Middle

5-15

15-20

20-25

25-38

Group work

Strategy "TABU". The class is divided into 3 groups. One student from each group is invited to the class center. At the presentation, the teacher displays a series of functions / terms, the student of the group should name the name after the students explain. 

For the entire series of questions / answers given no more than 2 minutes for each group. Experts from other groups record points scored by tracking time. In case the group responded before the deadline, additional points are added for the time remaining. The rules are specified by the teacher at the beginning of the game.

The teacher summarizes the game, focusing on terminology.

The teacher explains what procedures and functions are, their types, what they consist of, examining the syntax of these operations using examples.

Teacher shows different examples of codes.

Practice

Individual practical work with subsequent self-assessment.

The task:

1. Write the program code to convert the entered strings to lower case.

2. Write a program code that determines whether the sentence is complete.

3. Write a program code to replace all characters in even positions by 1.

4. Write a program code that replaces in the line all occurrences of the word “dream” by “elephant”. * Check if a replacement will be performed for the words SON, etc. Why? Suggest a solution to the problem.

5. Write a program code that returns a string starting from 2 positions to the penultimate position. * Check what happens if the entered string will consist of only one or 2 characters.

The end of the lesson

37 - 40

(Reflection): 

·         What have you learned in class?

·         Give examples of applications / games implemented these functions.

What functions can you put into practice?

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Differentiation can be expressed in the selection of tasks, in the expected result from a particular student, in providing individual support to the student, in selecting the educational material and resources, taking into account the individual abilities of the students (Theory of Multiple Intelligence by Gardner). Differentiation can be used at any stage of the lesson, taking into account the rational use of time.

Use this section to record the methods that you will use to assess what the students have learned during the lesson.

Health and safety check links.

Used active exercises.

Items applied from the Safety Rules in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from

this lesson about the class or individuals that will inform my next lesson?