Scribd
Upload
39 views

LessonPlanTemplate On Algorithms and Pseudocode

Uploaded by

urmatai.kk
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
39 views

LessonPlanTemplate On Algorithms and Pseudocode

Uploaded by

urmatai.kk
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

Cambridge Professional Development

Lesson plan template

Lesson: Algorithm Design and Pseudocode School: Symbiosis International School


Date: Teacher: Ms. Rupali Kakade
Class: Class size: 18
Learning By the end of the lesson, students will be able to
Objectives:
-Understand the purpose and structure of algorithms.
- Write simple pseudocode for solving computational problems.
- Explain the logic behind their pseudocode steps.

Lesson • Same as like learning objective.


objectives:

Vocabulary: • Algorithm
• Pseudocode
• Inputs
• Outputs
• Processes

Previous
learning: Students have basic knowledge of computational thinking and problem-solving but have
not yet been introduced to pseudocode.

Plan
Activities Resources
Beginning • Briefly introduce the concept of algorithms with - Slide with "Making Tea" steps.
(5 mins) a relatable example like "making a cup of tea."
- Explain how pseudocode is a structured
way of writing algorithms.
• - Ask students: “Why do you think computers
need algorithms to solve problems?
Middle Activity 1: Guided Learning (15 mins) - Worksheets with
(50 mins) - Present a simple problem, such as calculating problems.
the area of a rectangle. - Slides showing
- Guide students through identifying inputs, pseudocode format.
outputs, and processes. - Whiteboard or projector
- Demonstrate how to write the pseudocode step- for demonstrations.
by-step.
Activity 2: Think-Pair-Share (20 mins)
- Pose the problem: “Design an algorithm to
calculate the average of three numbers.”
- Students think and write pseudocode
individually (5 mins).
- In pairs, students discuss and refine their
pseudocode (10 mins).
- Each pair shares their pseudocode with the
class, explaining their approach (5 mins).

Activity 3: Independent Practice (5 mins)


- Students write pseudocode for determining if a
number is even or odd.

End - End (10 mins)


- Recap the lesson by summarizing the purpose
and structure of algorithms and pseudocode.
- Highlight key errors to avoid.
- Exit Ticket: Ask students to write one thing they
learned and one question they still have.

Additional Information

Differentiation Assessment
ICT access?
- Simplified problems for - Formative assessment through • Not required for this
students needing extra Think-Pair-Share discussions lesson.
support. and independent practice.
- Challenge advanced - Exit ticket for reflection and
learners to improve identifying areas needing
efficiency in their reinforcement.
algorithms.

Reflection and evaluation


Reflection: - Yes, the objectives were achievable within the timeframe,
Were the lesson objectives realistic? ensuring students understood algorithms and
pseudocode effectively.
What did the learners learn today?
- Students identified inputs, processes, and outputs, wrote
What was the learning atmosphere like? pseudocode for simple problems, and explained their
Did my planned differentiation work logic confidently during discussions.
well? Did I stick to timings? Yes, using simpler examples helped students who
What changes did I make from my plan needed extra support, while more advanced students
and why? enjoyed the challenge of improving their pseudocode and
sharing their creative ideas. This made the class feel
collaborative and inclusive.
- Yes, for the most part, the lesson stayed on track.
However, the Think-Pair-Share activity took slightly
longer than expected because students were deeply
engaged in discussions.
- I shortened the independent practice to allow extra time
for class discussions. This change ensured students
could fully explore and understand the concepts during
the Think-Pair-Share activity.

2
Summary/Evaluation
What two things went really well? Consider both teaching and learning.
- Engaging discussions during Think-Pair-Share and clarity of teacher-led examples.

What two things would have improved the lesson? Consider both teaching and learning.
- More time for individual practice and deeper exploration of pseudocode syntax.

What have I learned from this lesson about the class or individuals that will inform my next lesson?
- Some students needed more step-by-step guidance before they felt confident tackling harder
problems. In future lessons, I’ll make sure to include extra support to help them build up their skills.

You might also like