Section 2 PROBLEM SOLVING Specific Objectives: 1) Introduce comuter based problem solving and the steps involved 2) Demonstrate an understanding of sequence control stucture 3) Decompose a problem into its three parts; input, processing and output.
Content: 1) Definition of problem solving and computer based problem solving 2) Steps in computer based problem solving 3) Creating sequence conrol structure using the IPO or defining diagram
Lesson Plan Specific Content - to introduce students to computer computer based problem solving solving and the steps involved. Creating solutions involving a sequence structure; decomposing a problem into three parts; input, processing and output.
Students should be able to: 1. Define the term problem solving 2.
Explain what is meant by computer based problem solving
3.
List the steps for computer based problem solving
4.
Decompose a problem into its three parts to create a defining diagram or IPO diagram.
5.
List keywords used to identify the three parts of a problem.
6.
Construct a defining diagram
7.
Construct defining diagrams and write correctly at least 2 out of 3 sequence algorithms this form with minimum assistance from teacher.
Materials/Resources: Whiteboard and whiteboard markers, Log on to IT and Heinemann texts, teacher handout, projector, A G uide to Problem Solving and Program Design provided by CXC, school compound.
Summary of Lesson:
Set Induction: o
Teacher to prompt a two-way two -way discussion with students on if they encounter problems, get examples and how they go about solving their problems. Task will then be given.
o
Students will be divided into three teacher chosen groups and given the task to show the ‘new student’ student’ his way way to the canteen. canteen. Each group will will be given a handout which further explains this scenario with space provided to list the steps taken to show new student the way to the canteen. Each group will be instructed instructed to use different routes. This activity should take no longer than 5 minutes.
1
LESSON PLAN Information Technology
Class:______________
Ms. Koreen Mohammed Fyzabad Secondary School
TEACHER INSTRUCTION/ACTIVITY
STUDENT ACTIVITY
Issue activity as described above in set induction
Students to carry out instruction and ret urn to class within 5 minutes and remain in groups for remaining class time. Groups will then present their solution verbally and in written form on the whiteboard. (10mins) - to discuss and conclude on the most efficient way (shortest route) from Room17 to the canteen to guide the new student.
Discussion prompted by teacher Summarize the events that just took place to students. Groups were faced with a problem – to direct a new student to the canteen To direct the student, the solution had to be in order (sequence), specific and have a certain number of steps. Recognise that there was more than one solution and decide on the most efficient one.
Students to display active listening
Teacher will then instruct students to open their Heinemann text to page 71 and read aloud the first paragraph. Instructed to write the last two sentences in same paragraph, which define the term problem solving and what it involves in its general form.
Students to read aloud the first paragraph in page 71 as instructed
Teacher to define computer based problem solvingCBPS involves using a computer program which is a series of coded instructions to solve the problem.
Students to write down this definition
Students to write out the last two sentences of the first paragraph on page 71.
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LESSON PLAN Information Technology
Class:______________
TEACHER INSTRUCTION/ACTIVITY Instructs students to read aloud each CBPS step from Heinemann text. After each step is read aloud, students are to write down the step only and teacher to briefly explain its meaning. Teacher to use example on page 72 to demonstrate how to decompose a problem in its three parts (pg 73) referring to step 2; write question on board Explain the keywords that identify the input, processing and output in a problem in order to construct defining diagram (dd) and draw dd. Introduce the concept of control structures – sequence Hand out given after verbal explanation Question given to students to construct a defining diagram in their books then write answe r on board. Use an IPO diagram to illustrate the components of the following problems – Enter a number, double it and print the result. Read two numbers compute their product and display the product and the two numbers. Accept three numbers find their average and output the answer. Teacher to go around groups and observe answers and assist when necessary. Teacher then to respond to student answers on board Teacher to verbally summarize tasks completed in class and give homework to be completed for next class instructed to read the rest of the chapter in Heinemann text and relate that algorithms will be discussed at next class. Teacher to invite students to relate any concerns.
Ms. Koreen Mohammed Fyzabad Secondary School
STUDENT ACTIVITY Students to read aloud as instructed each step pg72-74 and write down the steps only.
Students write question and draw a dd and complete as in page 73. Students receive handout and review.
Students to write down problems, complete problem in groups and one representative from the group to write one answer on board.
Students to identify questions in their handout and ask topic related questions.
Pre-knowledge: 1) Exposure to a problem and acknowledgement of ways to solve same. 2) Students were instructed to read related chapter prior to this class.
Unit Questions: 1. What is problem solving? 2. What is computer based problem solving? 3. What are the steps in CBPS? 4. What is a defining diagram? 5. What words can identify the input, processing and output parts of a problem? 6. Explain what is meant by sequence control structure. 3
LESSON PLAN Information Technology
Class:______________
Ms. Koreen Mohammed Fyzabad Secondary School
Assessment: students will be assessed via verbal and written questioning, illustration and observation means. Observation of note taking and level of participation will be noted. Questions will be given for students to demonstrate their understanding of decomposing a problem into its three major parts. This will be done in a group and then a representative of each group will draw a defining diagram on the board. Teacher will observe group activity by walking around groups and interacting where necessary.
Accommodations for differentiated instructions: Group activity to be conducted for students to rely on each other understands. Practical exercise to be conducted by groups for hands on approach learning preference . Illustration on whiteboard, note taking as well as reading aloud caters for audio and visual learners. Individual attention given during all activities as necessary.
