LESSON PLAN Class:______________ Ms.

Koreen Mohammed
Information Technology Fyzabad Secondary School

Section 2 PROBLEM SOLVING

Specific Objectives:
1) Definition of flowchart and its advantages
2) Identification of flowhcart symbols and what each represents
3) Construct flowchart on paper and with use of Micrfosoft Word 2007

Content:
1) Compare the use of flowchart verses pseudocode
2) Construct a flowchart to illustrate an algorithm with a sequence control structure
3) Create flowchart using pen and paper and Microsoft Word.

Lesson Plan Specific Content- to introduce students to the concept of flowcharts and to represent
sequence algorithms with the use of flowcharts.

Students should be able to:

1. Define flowchart
2. Explain the benefit of flowcharts
3. Compare the use of flowcharts to narrative algorithm and pseudo code
4. Construct flowcharts to represent sequence control structure algorithms. Use of correct
symbols in 3 out of 5 questions with minimum assistance from teacher.

Materials/Resources: Whiteboard and whiteboard markers, Log on to IT and Heinemann texts, teacher
handout, laptop, projector and A Guide to Problem Solving and Program Design provided by CXC.

Summary of Lesson:

 Set Induction:
o Teacher to prompt a two-way discussion with students on how solutions have been
represented so far – with use of defining diagrams and narrative algorithms.
o Teacher to introduce the concept of the diagram representation of algorithms-
flowcharts.

1
LESSON PLAN Class:______________ Ms. Koreen Mohammed
Information Technology Fyzabad Secondary School

TEACHER INSTRUCTION/ACTIVITY STUDENT ACTIVITY

Verbally relay two definitions of flowcharts Active listening.
Flowcharts are diagrams that use symbols to designate Write down definition and then read aloud.
the basic input, processing and output steps of a
program.
Flowcharts are visual representation of algorithms.

Teacher to draw symbols and write name of symbol Students to write out same
and what the symbol represents on the white board
Teacher to write a question on white board that Students to write down question and
requires a sequence algorithm. participate in writing answer on board.
Defining diagram and narrative algorithm to be done
on whiteboard with student involvement.
Flowchart will then be created on whiteboard with
student participation.
Teacher to give students a hardcopy of 5 sequence Students to complete questions
algorithm questions to complete in class and guide on a
one to one basis

Teacher to use projector to demonstrate how to create
flowchart using Microsoft Word 2007 and instruct
students to follow. One of the above question/answer
will be used.
Students will be instructed to create a flowchart using
Microsoft Word based on one of given questions.
Students to follow demonstration and save
file.
Students to create flowchart on word
processor and save file.

Teacher to verbally summarize flowchart concept Student to actively listen.

referring to flowchart diagram on whiteboard and
invite students to relay any concerns.

Pre-knowledge:

1) Knowledge and demonstrated ability to create defining diagrams and writing narrative
algorithms to sequence solutions.
2) Students were instructed to read related chapter prior to this class.
3) Use of Microsoft Word 2007; inserting symbols and inserting text in symbols.

Unit Questions:

1. What is a flowchart?
2. What are the benefits of using a flowchart?

2
LESSON PLAN Class:______________ Ms. Koreen Mohammed
Information Technology Fyzabad Secondary School

3. What symbols represent input, processing, decision, start, stop and connector parts of
algorithm.
4. Compare the use of flowcharts to narrative algorithm.

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 the use of flowchart
symbols applied to sequence algorithms. Answers to be written on whiteboard by teacher and student.
Teacher will observe student activity by walking around and interacting where necessary.

Accommodations for differentiated instructions:

Illustration on whiteboard, note taking as well as reading aloud caters for audio and visual learners.
Individual attention given during all activities as necessary.

Teacher reflections:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________