PROGRAMMING FOR TEENS Lesson Plan (Ubd)

Unit 1. Programming Concepts I. STAGE 1. DESIRED RESULTS/OUTCOMES

Content Standard Students will know The important hardware components and software The concept of digitization What are binary digits, bits and bytes The computer- an electronic machine Computer programming languages: high-level versus low-level

Performance Standard 1. The students state the differences between hardware and software; internal drive and external drive ; high-level languages and low-level languages; RAM and ROM; bits and bytes. 2. The students can explain the concept of digitization.

Essential Understanding 1. All the physical components of a computer make up its hardware while softwares are any programs that are running on a computer. 2. 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. 3. RAM is temporary memory and is lost once the computer is turned off while ROM is memory thats not lost when the machine

Essential Questions 1. Why is it important that we need to know about the computer languages? 2. What is the difference between hardware and software; internal drive and external drive ; high-level languages and low-level languages; RAM and ROM; bits and bytes?

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

just above machine language level. They do not undergo as much translation as the highlevel languages.

II.

STAGE 2. ASSESSMENT EVIDENCE A. Authentic Assessment 1. The students will create a scrap book with the following content: main parts of computer system, hardware and software, bits and bytes and the history of computer programming.
B. Traditional Assessment

Direction. Answer the questions below precisely. 1. How can you apply the concept of digitization in real life situation? 2. Why is it important that we need to know about the computer languages? III. STAGE 3. INSTRUCTIONAL PLAN. A. Learning activities The students will arrange the scrambled words and use it in a sentence. The scrambled words are: Computer, Hard drive, Hardware, software, Computer Programming, bits, bytes and Computer languages B. Learning Resources/materials Programming for Teens (Scratch) computer book IV. LESSON GUIDE A. Learning Objectives At the end of this unit, the students should be able to: 1. state the difference between hardware and software; 2. explain the concept of digitization; 3. state the comparison between binary digits, bits and bytes; 4. define the high-level and low-level programming languages; and 5. enumerate the main parts of a computer.

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

4. Differentiate external drive and internal drive; bits and bytes. 5. Compare and explain high-level computer languages and low-level computer languages.

Unit 2. Algorithms
I. 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. The students can solve the problems using algorithm. 2. The students can explain the concept of algorithm in relationship to programming.

Essential Understanding 10. An algorithm is a set of steps for solving a problem. These steps may repeat and may involve some decisions, such as a choice of two or more things. It has three parts: the steps are finite, steps may be repeated and the steps may involve decision making. 11. Each step of an algorithm should follow the step before. If necessary, repeat some of the steps and skip others if a decision calls for that action.

Essential Questions 1. What is algorithm and its relationship to programming? 2. What are the different steps of algorithm? 3. How to solve problems using algorithm?

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STAGE 2. ASSESSMENT EVIDENCE C. Authentic Assessment i. The students can solve the problems using algorithm. ii. The students will have a role playing show casing the use of algorithm.
D. Traditional Assessment

Direction: Answer the questions briefly and precisely. 1. In what way the algorithm is applicable in real life situation? III. STAGE 3. INSTRUCTIONAL PLAN. C. 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. Algorithms for Getting Dressed. We will try to figure this out by designing an algorithm for putting on clothes. 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, belt, red shirt, white socks and sneakers. Then getting dressed is a simple sequential process. The only thing you need to worry about

when designing your algorithm is the order in which to put on the items of clothing. 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, a t-shirt and sandals. However, you know one pair of jeans is dirty. Also, you can't remember if you left your sandals at your friend's house, so you might have to wear sneakers. In this scenario getting dressed will involve a selection of clothing, depending on what items are dirty and if you can find your sandals. To determine if an item of clothing is dirty, 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. Similarly, 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. 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. Learning Resources/materials Programming for Teens (Scratch) computer book IV. LESSON GUIDE

A. Learning Objectives At the end of this unit, the students should be able to: i. Explain the relationship of algorithm to programming; ii. Enumerate the three parts of an algorithm; and iii. How to solve problems using algorithm. B. Instructional Materials Programming for Teens (Scratch) computer book C. Subject Matter

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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. Deepen i. Post the word ALGORITHM in the board, and then ask the students what comes into their mind if they heard or read this word? ii. Explain to them the definition of algorithm and tell them that algorithm is sometimes called a procedure or a function, that is used to perform a certain task. This can be a simple process, such as adding two numbers together, or a complex function, such as adding effects to an image. Most computer programmers spend a large percentage of their time creating algorithms. 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 difficult, because an algorithm that performs well on one set of data may perform poorly on other data. iii. Discuss the three parts of any algorithm. iv. Explain the example problems using algorithm. Entertain the questions and clarification of the students. v. Tell the students to answer the written test on pages 20-22. vi. Discuss the overview of Programming. E. Assessment Evidence Direction: Answer the questions precisely. a. Enumerate some situations or events wherein algorithm is used. Possible answers: Emergency instructions Emergency exit locations Fire alarm instructions Fire extinguisher instructions Storage instructions for projector Instructions for Science Workshop

Computer Login instructions Car seat installation instructions Shampoo instructions Washing machine instructions b. Write an algorithm for tying shoes. Color of the laces: the left lace with blue, right lace with red. 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, 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, then drop it, Now pick the red lace back up and pull both laces tight in opposite directions. 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. What is the relationship of algorithm in Programming? d. Enumerate the three parts of algorithm.

Unit 2. Introducing Scratch

A. STAGE 1. 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. The students can use the different programming concepts in a sentence. 2. The students can identify the Scratch interface. 3. The students can explain the purpose and use of Scratch.

Essential Understanding 12. Scratch was developed by the Lifelong Kindergarten group at the MIT Media Lab. It provides everything needed to begin developing computer games, multimedia presentations, interactive stories, graphic artwork and computer animation. Scratch can be used to play digital music and sound effects 13. Using Scratch, we learn how to design, think, collaborate, communicate, analyze and program in a computer language.

Essential Questions 1. What are the different Programming concepts? 2. Why do we need to familiarize the concepts of Programming? 3. What are the use and purpose of Scratch? 4. How will Scratch help the students in developing their skills? 5. Why does Scratch created?

B. STAGE 2. ASSESSMENT EVIDENCE E. Authentic Assessment i. The students will be assigned to download on the video tutorial about creating a video game. ii. The students can use the different concepts in Programming in a sentence. iii. Through oral recitation the students can state the use and purpose of Scratch.
F. Traditional Assessment

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

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

Conditional Statement 2. Boolean Logic is a programming concept that check to see if a statement is true.

Sprites

3. Scratch even provides a built-in image editor to help us create and modify our characters, which we call editor.

_______________ 4. Scratch includes a simple image editing environment called the Paint Editor that allows us to apply text, color and shape to our sprites and backgrounds. Easy 5. The structure of the Scratch interface makes it difficult for us to tinker or play around and explore ideas.

________________6. An event is an action in the program prompts another part of the program to take an action. Variables 7. Arrays store text or numbers for reuse in the program.

_______________ 8. Using Scratch we can create video games. Random numbers 9. Threads are picked from the range we specify.

_______________10. Dynamic interaction provides real time input into the Scratch program in order to manipulate the sprite in some way. II. Answer the questions briefly and precisely. i. What is the use and purpose of Scratch? ii. Enumerate the different concepts of Programming.