PROGRAMMING FOR TEENS Lesson Plan (Ubd

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Why is it important that we need to know about the computer languages? 2. All the physical components of a computer make up its hardware while softwares are any programs that are running on a computer. 3. bits and bytes. The students state the differences between hardware and software. RAM is temporary memory and is lost once the computer is turned off while ROM is memory that’s not lost when the machine Essential Questions 1. DESIRED RESULTS/OUTCOMES Content Standard Students will know…  The important hardware components and software  The concept of digitization  What are binary digits. What is the difference between hardware and software. The hard drive is the internal memory of a computer where the application programs are saved here as system files while the external drive is used to expand storage capacity outside of the computer itself. internal drive and external drive . RAM and ROM. internal drive and external drive . bits and bytes? . STAGE 1. bits and bytes  The computer. Programming Concepts I. Essential Understanding 1. RAM and ROM. The students can explain the concept of digitization. 2. high-level languages and low-level languages. high-level languages and low-level languages. 2.Unit 1.an electronic machine  Computer programming languages: high-level versus low-level Performance Standard 1.

Binary digits or bits can be used to describe many situations in the real world aside from the road conditions mentioned. So the sequence used is a byte of information. including processing datamanipulating data by sending it from one place to another or by performing some math on the data. is turned off. They are removed from the reality of how computers process data that is in terms of bits. 5. there are basic tasks that any computer language must do for a programmer. Thus it needs electricity to operate.4. 6. The CPU manages all the functions of the computer. 8.level languages are . processes and retrieve data. Computer languages are similar to spoken languages. The Central Processing Unit (CPU) is where the computer stores. High-level languages are languages that are “high” above the language of the computer-its machine language-the language it “understands” most naturally. Any sequence of 8 bits is called a byte. Digitizing information means using numbers to represent something other than a number. 9. 7. Low. The computer is an electronic machine.

They do not undergo as much translation as the highlevel languages. A. II. hardware and software. bytes and Computer languages B. . 4. How can you apply the concept of digitization in real life situation? 2. The students will create a scrap book with the following content: main parts of computer system. The scrambled words are: Computer. and 5. Traditional Assessment Direction. bits and bytes and the history of computer programming. software. 1. INSTRUCTIONAL PLAN. LESSON GUIDE A. bits and bytes. explain the concept of digitization. Hardware. 3. Learning activities The students will arrange the scrambled words and use it in a sentence. Why is it important that we need to know about the computer languages? III. ASSESSMENT EVIDENCE A.just above machine language level. state the comparison between binary digits. enumerate the main parts of a computer. state the difference between hardware and software. Learning Resources/materials Programming for Teens (Scratch) computer book IV. 2. B. Authentic Assessment 1. STAGE 2. bits. STAGE 3. Learning Objectives At the end of this unit. Hard drive. the students should be able to: 1. define the high-level and low-level programming languages. Computer Programming. Answer the questions below precisely.

Discuss the computer languages. 12. Subject Matter Topic: Hardware and Software Hard Drive versus External Drive Central Processing Unit Digitization The Computer Computer Languages Reference: Programming for Teens (Scratch) computer book pages 4-15 D. Assessment Evidence Direction: Answer the questions briefly but precisely. Discuss the definition of Programs. Ask the students. Explain to the class how Control unit works. 15. 14. Explain the difference between Random Access Memory and Read-Only Memory. 2. Base on the discussion ask the students to differentiate bits and bytes. Tell the students to read the definition of external drive and internal drive.B. Instruct the students to answer the written test on pages 8-9. Using the computer system. Deepen 1. Discuss the Arithmetic/Logic Unit. 3. 3. Ask the students to define a computer. 8. E. Explain the concept of digitization. based on your previous lesson what is the difference between hardware and software? 2. 10. 1. 5. 7. Enumerate the parts of computer system. call a student to enumerate the main parts of a computer. Ask the students. Then conduct an oral recitation for this topic. 13. 4. Explain to the class the Application programs and system software. Instructional Materials Programming for Teens (Scratch) computer book C. 6. what is the function of Central Processing Unit (CPU)? 9. 11. . Discuss the answers of the students. Discuss the concept of digitization. Compare hardware from software.

such as a choice of two or more things. STAGE 1. DESIRED RESULTS/OUTCOMES Content Standard Students will know…  The algorithm and its relationship to programming  The three parts of algorithm  How to make algorithm to different real world problems Performance Standard 1. 2. The students can solve the problems using algorithm. steps may be repeated and the steps may involve decision making. What are the different steps of algorithm? 3. What is algorithm and its relationship to programming? 2. How to solve problems using algorithm? . Essential Questions 1. 11. These steps may repeat and may involve some decisions. Differentiate external drive and internal drive. repeat some of the steps and skip others if a decision calls for that action. Each step of an algorithm should follow the step before. If necessary. The students can explain the concept of algorithm in relationship to programming. An algorithm is a set of steps for solving a problem. bits and bytes.4. 5. Algorithms I. Unit 2. It has three parts: the steps are finite. Compare and explain high-level computer languages and low-level computer languages. Essential Understanding 10.

belt. C. INSTRUCTIONAL PLAN. D. The students can solve the problems using algorithm. We will try to figure this out by designing an algorithm for putting on clothes. ASSESSMENT EVIDENCE C. Traditional Assessment Direction: Answer the questions briefly and precisely. STAGE 2. Suppose you have the following items in your closet: blue_jeans blue_shirt sandals shorts black_jeans brown_pants black_pants red_shirt shoes tshirt sweatshirt sneakers belt sweater boots jacket white_socks black_socks orange_socks wool_socks Scenario 1: Suppose you know exactly what you want to wear: your blue jeans. white socks and sneakers.II. ii. Algorithms for Getting Dressed. STAGE 3. The students will have a role playing show casing the use of algorithm. In what way the algorithm is applicable in real life situation? III. The only thing you need to worry about . Then getting dressed is a simple sequential process. Authentic Assessment i. 1. red shirt. Learning activities The students will have a group into four members and each group will be given a situation wherein they apply the concept of algorithm.

Subject Matter . a t-shirt and sandals. we declare a subroutine is dirty that takes as input a variable of type clothing and returns true if the item of clothing is dirty.       get_dressed put on( red_shirt ) put on( blue_jeans ) put on( belt ) put on( white_socks ) put on( sneakers ) Scenario 2: Suppose you want to wear jeans. How to solve problems using algorithm. However. we define a subroutine is missing that takes as input a variable of type clothing and returns true if we can't find the clothing we are looking for. ii. you can't remember if you left your sandals at your friend's house. Learning Resources/materials Programming for Teens (Scratch) computer book IV. To determine if an item of clothing is dirty. Learning Objectives At the end of this unit. you know one pair of jeans is dirty. Also. B. Here is our algorithm:  Get dressed  Put on (tshirt)  If ( is dirty (blue jeans) ) put on( black jeans )  else put on( blue jeans )  if( is missing(sandals) ) put on( sneakers)  else put on ( sandals ) A. the students should be able to: i. Similarly. LESSON GUIDE A.when designing your algorithm is the order in which to put on the items of clothing. In this scenario getting dressed will involve a selection of clothing. Enumerate the three parts of an algorithm. so you might have to wear sneakers. Explain the relationship of algorithm to programming. and iii. depending on what items are dirty and if you can find your sandals. Instructional Materials Programming for Teens (Scratch) computer book C.

Assessment Evidence Direction: Answer the questions precisely. Discuss the three parts of any algorithm. v. because an algorithm that performs well on one set of data may perform poorly on other data. Entertain the questions and clarification of the students. Post the word ALGORITHM in the board. such as adding effects to an image.Topic: The Algorithm: The Basis for all designs to solutions of Programming Problems The Three parts of any Algorithm Reference: Programming for Teens (Scratch) computer book pages 17-24 D. Most computer programmers spend a large percentage of their time creating algorithms. vi. and then ask the students what comes into their mind if they heard or read this word? ii. iv. E. Deepen i. Explain to them the definition of algorithm and tell them that algorithm is sometimes called a procedure or a function. a. iii. such as adding two numbers together. Discuss the overview of Programming. Enumerate some situations or events wherein algorithm is used. Tell the students to answer the written test on pages 20-22. The goal is to create efficient algorithms that do not waste more computer resources (such as RAM and CPU time) than necessary. This can be a simple process. Explain the example problems using algorithm. that is used to perform a certain task. Possible answers: Emergency instructions Emergency exit locations Fire alarm instructions Fire extinguisher instructions Storage instructions for projector Instructions for Science Workshop . or a complex function. This can be difficult.

then drop it.  Now pick the red lace back up and pull both laces tight in opposite directions. right lace with red. What is the relationship of algorithm in Programming? d. and drop the blue lace  Then pick up the red lace with your left hand and the blue lace with your right hand (now the laces should be in an x)  Then put the red lace in the opening under the intersection of the two laces. . Color of the laces: the left lace with blue. Enumerate the three parts of algorithm. Possible answer:  Take 1 shoelace (the blue one) in the left hand and the right shoelace (the red one) in the right hand  Place your blue lace over your red lace.Computer Login instructions Car seat installation instructions Shampoo instructions Washing machine instructions b. Write an algorithm for tying shoes.  Fold red lace in your left hand in half and wrap the blue lace around you thumb  Now push the blue lace through the hole after you pull your thumb out with your right index finger  After that pull the tip of the folds in the laces  After that pull the bows tight Now you should have a nice knot on your shoe c.

STAGE 1. Using Scratch. Essential Questions 1. interactive stories. multimedia presentations. we learn how to design. analyze and program in a computer language. Why do we need to familiarize the concepts of Programming? 3. Introducing Scratch A. graphic artwork and computer animation. It provides everything needed to begin developing computer games. How will Scratch help the students in developing their skills? 5. The students can use the different programming concepts in a sentence. Scratch can be used to play digital music and sound effects 13. collaborate. The students can explain the purpose and use of Scratch. DESIRED RESULTS/OUTCOMES Content Standard Students will know…  State the origin of Scratch  The use and purpose of Scratch  The programming concepts  The Scratch interface  The overview of Scratch program Performance Standard 1. Essential Understanding 12. communicate. 2. Why does Scratch created? . What are the different Programming concepts? 2. 3. think. The students can identify the Scratch interface.Unit 2. Scratch was developed by the Lifelong Kindergarten group at the MIT Media Lab. What are the use and purpose of Scratch? 4.

Learning Resources/materials Programming for Teens (Scratch) computer book D. the students should be able to: i. The students can use the different concepts in Programming in a sentence. F. Explain the concept of Scratch. iii. State the origin of Scratch. and iv. 1. they will study and understand the concepts of Programming after which there will be a by pair quiz about the concepts. INSTRUCTIONAL PLAN. D. Traditional Assessment Direction: Answer the questions briefly but precisely. What are the different Programming concepts? 2. STAGE 2. LESSON GUIDE E. ASSESSMENT EVIDENCE E. Instructional Materials Programming for Teens (Scratch) computer book . B. Learning Objectives At the end of this unit. Whoever gets the highest score will be recognized in the classroom. The students will be assigned to download on the video tutorial about creating a video game. Authentic Assessment i. STAGE 3. iii.B. Through oral recitation the students can state the use and purpose of Scratch. ii. Enumerate the programming concepts and limitations. Familiarize with the Scratch interface. Learning activities The students will be paired. ii. How will Scratch help the students in developing their skills? C. F.

v. __________ 1. Discuss the origin of Scratch. ix. viii. Boolean Logic is a programming concept that check to see if a statement is true. Discuss the use of Scratch in teaching. Explain to the class how the Scratch software works. Subject Matter Topic: Introducing Scratch The Scratch Use Program Concepts Scratch Interface Project. Ask them. writing Scratch Script and Paint Editor. Tell them that this program is a product of Scratch. Write the your name if the statement is true and change the underline word/s if false to make the statement correct. xii. Explain to the class the Project-based Learning with Scratch. Conditional Statement 2. Ask them to open the Paint Editor and let them draw something on it. Explain to them the significance of Scratch in terms of developing the skills of the children. Write your answer on the blank before the number. Scratch is developed by the Lifelong Kindergarten group at the MIT Media Lab.G. iv. Tell the students to open the Scratch.Based Learning with Scratch Reference: Programming for Teens (Scratch) computer book pages 28-35 H. Show to them a sample interactive story that is a product of Scratch. iii. Guide the students in doing it. what are the unique features of the Scratch you can observe/see? x. Discuss the Palettes of blocks. ii. Introduce the overview of Scratch. Modified true or false. Deepen i. Discuss and explain some of the Programming concepts. vi. . I. xi. vii. Assessment Evidence I.

Enumerate the different concepts of Programming. Random numbers 9. What is the use and purpose of Scratch? ii. .Sprites 3. Scratch includes a simple image editing environment called the Paint Editor that allows us to apply text. An event is an action in the program prompts another part of the program to take an action. II. Arrays store text or numbers for reuse in the program. _______________ 4. color and shape to our sprites and backgrounds. ________________6. Variables 7. Answer the questions briefly and precisely. Easy 5. Scratch even provides a built-in image editor to help us create and modify our characters. Threads are picked from the range we specify. The structure of the Scratch interface makes it difficult for us to tinker or play around and explore ideas. which we call editor. _______________ 8. Dynamic interaction provides real time input into the Scratch program in order to manipulate the sprite in some way. _______________10. i. Using Scratch we can create video games.

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