ECED 407 Gagne Template for CT Lesson Plan

Group Member: Marie Roe, Olivia Knight, Ashley Son

Title of Cake Walk Box
Computational
Thinking Game
Computational Algorithms
Thinking Skill
being taught
Materials - Paper cups with cake ingredients taped to them and trick
Name all materials ingredients
- bucket to collect items with
- blind fold
- timer
- tape to create chart on the floor
1. Gain attention Teachers will introduce the different materials students will use to play a
Giving learners a maze game. Students will find a partner and be able to compete with one
stimulus to ensure another in pairs.
reception of coming
instruction
2. Objective Today, students will be able to follow a set of rules and instructions in
Use strong action verbs order to properly “bake a cake”
that match the
assessment in #8
3. Stimulate prior Ask the students before they start playing the game if they have ever made
learning a cake or when was the last time they baked.
Retrieval and activation Make sure the students have an understanding of their left and right.
of short-term memory

4. Present stimulus Teaching the computational skill of algorithms

Content
5. Learning - Providing ‘left and right’ visuals on the instructions for the
guidance (with students giving instructions to serve as a reminder.
UDL) - Using pictures as ingredients for students to visually see
Supplying organization
and relevance to enhance
understanding (UDL =
multiple modes of input
and output)
6. Practice Have the children practice guiding one another through the maze before
Asking learners to the timed round
respond, demonstrating
learning
7. Feedback Show an example of how to play the game. See if the students have any
Giving immediate questions on how to play. After they complete the cake walk, ask if they
feedback to reinforce found that following the rules and instructions they are told was easy or
and assess correct
performance
difficult.
 8. Assess While students are doing the cake walk, ensure that they are giving their
performance partner the correct directions. Make sure the student blindfolded is
Retrieval and following the directions they are told.
reinforcement of content
as final evaluation.
Actions match the action
verbs named in #2
9. Enhance Students learned how to apply the computational skill algorithms to a
retention and game in real life. They had to use their language skills to give directions in
transfer order to complete a task and listen closely to the directions they are told.
Retrieval and
generalization of learned
skill to NEW situation

References:

Gagne, R.M., Wager, W.W., Goals, K.C., & Kelle, J.M. (2005). Principle of Instructional Design (5th
Edition). Belmont, CA: Thomson Learning, Inc.
https://sites.google.com/site/howtomakelessonplan/home/lesson-plan-models/discussion