ASJA BOYS COLLEGE CHARLIEVILLE

INFORMATION TECHNOLOGY DEPARTMENT

LESSON PLAN

TEACHERS NAME: Salma Varachhia Hosein

SUBJECT: Information Technology

DATE:

Wednesday 9th March 2016

TIME:

10:55 11:30

CLASS:

Form 3

LENGTH OF PERIOD: 35 mins

Syllabus: CSEC
Unit Title: PROBLEM SOLVING & PROGRAM DESIGN
Lesson 6: Flowcharts
RESOURCES
Teacher Resources

Student resources

Markers / Whiteboard
Printed Activity Sheet & Student Handouts
Observational Checklist, Student Checklist & Group Peer Evaluation
Resources(Symbols, Human Flowchart, Scenario1 & 2)
PowerPoint presentations Flowchart (Teacher / Student PowerPoint)
Laptop with Internet / Smartphone
Bristol Board, Glue, Tape
Projector
Flash Drive

Desk & Chairs

Pencils/ Pens / Notebooks / Markers / Ruler
PowerPoint presentations Flowchart (Student PowerPoint handout)
Activity Sheet
Student Checklist & Group Peer Evaluation
Laptop / Desktop with Internet
Flash Drives
Bristol Board
Glue, Tape

PREVIOUS KNOWLEDGE - Students should:

Reading and writing skills.
Algorithm / Pseudocode.
OBJECTIVES :
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Cognitive

Psychomotor

Affective

At the end of the lesson, Form Three students will be able to:
1. Discuss the term flowchart. (Understanding)

1. Share ideas by communicating effectively

in groups. (Valuing)
2. Display proper decorum in class.
(Characterization)

2. Identify at least (3) basic symbols that make up a

flowchart. (Knowing)

3. Justify the importance of using flowcharts.

(Valuing)

3. Design simple flowcharts based on given scenarios.

(Evaluating)

4. Select appropriate symbols based on scenarios.

(Evaluating)

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ASSESSMENT STRATEGY with Objective

Cognitive

Assessment Strategy

Affective

1. Discuss the term flowchart. Oral Questioning: What do you think is a

Share ideas by communicating
(Understanding)
flowchart and why would we use it? Oral
effectively in groups.
feedback - 80% of students expected to answer (Valuing)
correctly.

2. Identify at least (3) basic

symbols that make up a
flowchart.
(Knowing)

3. Design simple flowcharts

based on given scenarios.
(Evaluating)

Assessment Strategy
Observational checklist
(no 1)

Display proper decorum in class.

Oral questioning: What are the names the
(Characterization)
shapes? What can you deduce bout the shapes
in relations to the instructions? Oral feedback
95% of students expected to answer correctly.
Activity 1 (Group): Students will create and
algorithm & flowchart based on scenario. Two
groups would present their flowchart on Bristol
board and the other two groups will assess.
Oral & Written feedback 85% of groups
expected to answer correctly.
Observational checklist (no 2)

Justify the importance of using

flowcharts.
(Valuing)

Student checklist & Group

Peer Evaluation

Activity 2 (Individual): Using the options

provided in the first column students draw the
shapes in the second column. Oral & Written
feedback 95% of students expected to answer
correctly.
Observational checklist (no 2)

4. Select appropriate symbols

based on scenarios.
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(Evaluating)

Set Induction
Todays topic is Flowcharts. Teacher asks for 9 volunteers to come to the front of the class to play a game called the human flowchart.
Teacher explains rules. Teacher asks each student to pick a card which is face down on the table. Teacher then asks students to flip and study their
card and then discuss with others how to arrange themselves in a correct sequence to complete the task in 2 mins. Students line up accordingly
based on their particular card forming a human flowchart. Teacher asks the class if the sequence is correct. Teacher engages students by eliciting
responses from questions such as name of the shapes and what they notice about the shapes in relation to instructions.
3 mins
Description of Teaching/Learning Activities:
Teacher Activities

1. Teacher divides students into 4 peer share groups

having 5 students each. Each student is assigned a
particular role (Group leader, Time Keeper,
Volume Controller, Writer, Presenter)
2. Teacher directs students to Power Point
presentation and display objectives. A brief
explanation of flowcharts is given along with
main symbols and rules in creating a flowchart.

Student Expected Activities

1. Students sit in assigned groups.

Intelligence
being
developed
VL,BK, Inter,
Intra

Est. time to
complete
1. 1 min

VL, VS, Inter,

2. Students observe presentation. Students listen Intra
1. 5 mins
attentively to Teacher. Student answers any
questions asked.

Questions:
What do you think is a flowchart?
Why would we use a flowchart?
Do you think using flowcharts allows
tasks to be completed faster, why?
(Informing & Engaging)

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VL, VS, BK,

Inter, Intra

3. Teacher then instructs students in groups to

complete (Activity 1). Teacher gives groups one
and three scenario1 (area of rectangle) and groups
two and four scenario 2 (average of two
numbers). Each group then quickly writes
pseudocode and produces a flowchart to represent
their given scenario. Teacher instructs at least one
student from each group to take all the necessary
symbols they require from the stack on the table
to create their charts. Teacher observes groups and
record using observational checklist. (Engaging)
4. At the end of allotted time two representatives of
group one and three will come to the front of the
class with their flowchart to present, while group
two and four will discuss with other members and
peer assess them using the group peer evaluation
sheet giving each group a score and vice versa.
Charts of the same scenario would be compared
simultaneously. Teacher listens to responses and
corrects any mistakes in presentation as well as
records using observational checklist. Teacher
will survey class to get total. (Engaging)
1.

Teacher instructs students to individually

complete (Activity 2). Teacher instructs students
to exchange papers and mark responses. Students
give answers by drawing symbol on the board.
Teacher displays answers using Powerpoint as
well in case symbols are not drawn properly.
Teacher records using observational checklist.
(Engaging)

2. 8 mins

3. Students then discusses scenario, writes

pseudocode and produces flowchart by

collaborating with each other in their groups. VL, VS, BK,
Inter, Intra
At least one student from each group takes
necessary symbols from the stack on the table.

4. Students in groups not presenting will listen

attentively to presenters and observe charts.

Then discuss with their group members and
score presenting groups. Presenting students
make necessary corrections if there are errors.

3. 8 mins

VL, VS, BK,

Inter, Intra

VL, VS, Inter,

4. 2 mins
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5. Teacher asks students submit Activity 2 and group

peer evaluation sheets. Teacher asks students to
complete student checklist peer evaluation within
groups. Teacher informs students that handouts
are available on their drives where a copy can be
obtained.

Intra
1. Students complete (Activity 2) individually.
Students then exchange and mark papers.
Random students come to the board and draw
symbols when called upon. Students observe
students drawing on board and powerpoint
presentation in case shapes are not properly
drawn. Students correct any errors, tally and
records scores.

5. 4 min

5. Students complete and submit peer evaluation

checklist to teacher. Students collect student
handouts electronically.
END OF LESSON ACTIVITIES
Closure to lesson:
T.S (Transition Statements):
Today class we learned about symbols that make up flowcharts and creating simple flowcharts.

1 min

B.S. (Bridging Statement):

In the next class we will look at solving simple sequential problems using flowcharts.

1 min

Contingency Plan
In case of technical problems lesson will be taught using white board and written on activity sheets & handout provided.
Students will be provided with answers to activity 2 if unable to correct in class.

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 In case of time Activity 2 will be completed next day and student checklist peer evaluation within groups collected at the end of recess.
In case students complete all activities a bonus question is provided and other flowchart questions will be given.

Multiple Intelligences
http://www.tecweb.org/styles/gardner.html
VS: Visual Spatial VL: Verbal Linguistic
Inter: Interpersonal Intra: Intrapersonal
BK: Body/ Kinesthetic
LM: Logic/Mathematical
M: Musical
N: Naturalistic
E: Existential

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