31_Lesson plan_V1_Computer Science_10_Revision_Algorithm

Long-term plan unit:

Unit 10.2 A: Algorithm development and programming

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

User defined procedures and functions 

Learning objectives(s) that this lesson is contributing to

10.5.1.1 write code in a programming language, using functions and procedures

10.5.1.2 use procedures and functions to process strings.

Assessment criteria

• Students understand and distinguish the definitions of functions and procedures in programming.
• Students can solve problems using functions and procedures

Success criteria

All learners will be able to know:

describes the function / procedure parameters

Most learners will be able to know:

uses function / procedure when solving problems

Some learners will be able to know:

creates its own function / procedure to solve practical problems

Language objectives

Useful phrases for dialogue / writing

Subprogram, function, procedure, formal and actual parameters, global and local variables

Function - part of the program that has ...

Method is a function that is ...

Function is used for…

Procedure is used for...

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.

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3 min

Ask questions to repeat:

1.      What is the difference between stored procedures and functions?

2.      Why do stored procedures and functions improve performance?

3.      What are procedures and functions in programming?

4.      Is function faster than stored procedure?

5.      Can we use function in stored procedure?

6.      What is use of stored procedure?

Presentation

Slide #1-3

4-13 min

14-18 min

Middle

19 -23 min

24-32 min

33-37 min

Task1.

1. Create a method that determines a maximum of three numbers.

Students perform individually and by exchanging programs perform program testing and evaluate each other

After students learn how to perform simple file operations, increase the complexity of the tasks.

Problem:

Count the number of characters and words in each string.

f = open('text.txt')
line = 0
for i in f:
    line += 1
    flag = 0
    word = 0
    for j in i:
        if j != ' ' and flag == 0:
            word += 1
            flag = 1
        elif j == ' ':
            flag = 0
 
    print(i,len(i),'симв.',word,'сл.')
print(line,'стр.')
f.close()

Differentiation: the task to count the number of lines in the file.

Fill in the missing words or write which one the statement refers to(ref or out)

1)      The parameter or argument must be initialized first before it is passed to _______

2)      It is not compulsory to initialize a parameter or argument before it is passed to ________

3)      Declaring a parameter to __________  method is useful when multiple values need to be returned from a function or method.

4)      A parameter value must be initialized within the calling method before its use.

5)      When we use _________  data is passed only in a unidirectional way (from the called method to the caller method).

6)      When we use ________, data can be passed bi-directionally.

7)      Passing a parameter value by ______ is useful when the called method is also needed to modify the pass parameter.

8)      A called method is required to assign or initialize a value of a parameter (which is passed to an ______) before returning to the calling method.

9)      It is not required to assign or initialize the value of a parameter (which is passed by _____) before returning to the calling method.

10)  It is not compulsory to initialize a parameter value before using it in a calling method.

Teacher: Let’s write the code for finding the minimum among of two numbers and compile program.

Individual Test work of students. Upon completion, check their answers according to these options

Homework

1.      Let’s write the code for finding sum of all elements located up to n

2.      Write a program to ask for the price of a product and display the discount. The discount which is 15% will be calculated and displayed in the procedure “Discount” that will take the price as a value formal parameter.

Draw the flowchart of the above program.

3.      Write a program that will ask the user to enter the base and height of a right-angle triangle and will display its area. The area will be calculated and displayed in the procedure “Area” that will take the base and height as value formal parameters.

Area = (base * height) / 2

Draw the flowchart of the above program.

slide #4-6

didactic materials

The end of the lesson

38- 40

Today I learned ...

it was difficult…

I realized that ...

I learned…

I could ...

it was interesting to know that ...

I was surprised ...

I wanted…

slide #8

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?