Middle School

Weekly Lesson Plans

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Class: 6 Week No: 1 Subject: IT Dates: 1 April - 5 April 2024

Theme: Ice breaker, Scratch and PowerPoint Recap

Topic: Ice breaker and introductions (2 periods)

Learning Objective: Lesson Outline: The educator will welcome the class with zeal and enthusiasm for the new session. The class will be introduced to the world of technology and Homework:

their previous knowledge about the digital world will be tapped on. This will be followed by fun activities.
 To help create a relaxed environment where NA

students share ideas and participate more fully

in the class.
 To encourage students to share ownership for

the learning environment of the class.

Checking for previous understanding:
 To build rapport among students and foster a

productive learning environment.

 To prepare students for collaborative group work
Questions: (Please specify if question is Reflective, Open Ended, Research, Critical Thinking, Problem Solving, Content Based, Debate or Logical Reasoning)

Q1: What are some of the thing’s computers do for us? (Open ended)

Q2: Mention some good things and some bad things about technology. (Critical Thinking)

Learning Outcome: Q3: Can computers think on their own? (Critical Thinking)

 Sets the tone for the learning community

Q4: How do computers understand your instructions? (Critical Thinking)

 Helps students transition into the proper

headspace for what lies ahead

Activity Detail (include opportunities for students to exercise agency, engage in reflection and collaboration)

Methods / Teaching Strategy:

The educator will greet students in the corridor and move them to different computer stations in an orderly fashion.

Guided inquiry
After the class settles down, the educator will start the session by introducing herself. After a formal introduction, the students will be asked to introduce themselves and

speak about their interests and hobbies. They will be asked to list one good and one bad thing about technology.

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(Focus on inquiry-based teaching: After establishing a comfortable and welcoming environment, the educator will begin with the ice breaker activity to start the new session.

The educator will divide the class into 4 teams with each team consisting of 8-9 students.

- Structured inquiry The students will be asked to choose a tech savvy name and a captain for their team.
- Guided inquiry
- Open inquiry
Each team will be asked to further divide themselves into 3 parts depending upon their skills.

 Creative PowerPoint Sub Team

 Tech Trivia Sub Team

Include visible thinking routines)  Coding Scratch Sub Team

Resources: Creative Challenge (PowerPoint):

 One printout per team The students of this team will have to design an artistic and meaningful logo for their team.

Resources\Ice breaker
Team Challenge
Tech Trivia n Word Jumble Challenge:
document.docx
 Lab Rules PPT The sub teams will be given a sheet containing 10 jumbled words and some computer trivia questions. The students of this team will have to unscramble the words and

answer the trivia questions.

Programming Challenge (Scratch):

The Programming Team will be given the Knight’s quest worksheet. They have to create a sequence of instructions (in the form of direction arrows) to help a knight reach

two destinations on a given grid map.

The captain of each team will collect all the completed resources and submit within the time frame of double period.

The educator can then announce the results in the next class.

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 Lab Rules

After the class settles down, the educator will explain the IT Syllabus and show the prescribed book to the students. The students will be asked to bring the following

resources to the lab always.

• Lab Manual

• Pencil Pouch.

The students will take a few minutes to note down the syllabus as shared by the educator.

The educator will then ask the students to suggest some good rules and practices for the lab. The following prompts will be used:

• How should we line up in the corridor outside before entering the lab?

• How should we enter the lab?

• How should we take the different seats in the computer lab?

A presentation on the different rules and good practices will be shown to the students and the importance of following the same will be asserted in class.

Topic: Computational Thinking - Algorithms and Flowcharts (1 period)

Learning Objective: Lesson Outline: Students will learn how to make an algorithm to solve a problem and how to turn an algorithm into a program on Scratch. Homework:

 Understand the concept of algorithms. Read Chapter 3 – 3.1, 3.2

 Apply algorithms to solve problems.
 Develop critical thinking and problem-

solving skills.
Checking for previous understanding:
 Collaborate with peers to analyze and

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 improve algorithms.

Questions: (Please specify if question is Reflective, Open Ended, Research, Critical Thinking, Problem Solving, Content Based, Debate or Logical Reasoning)

Q1: Have you used Scratch before? (Reflective)

Learning Outcome: Q2: What programs have you made with Scratch? (Reflective)

Q3: What do you think is an algorithm

 Understand the concept of algorithms.
 Develop problem-solving skills by breaking
Activity Detail (include opportunities for students to exercise agency, engage in reflection and collaboration)
down complex problems into smaller,

manageable steps.

Introduction:

Methods / Teaching Strategy: The educator will ask students to look at a picture related to problem-solving given in the PPT. The educator will ask them to silently observe the image and jot down what

they see, what they think about it, and what questions or wonders arise in their minds related to problem-solving.
Interactive discussions

Hands-on activities

Segment 1: Understanding Algorithms

Collaborative problem-solving

The educator will show the video: https://www.youtube.com/watch?v=kM9ASKAni_s and lesson with a brief discussion on problem-
Peer feedback
solving. Ask students to share examples of problems they have solved in the past. The educator will introduce the concept of algorithms using real-life examples (e.g.,

following a recipe, solving a maze). The educator will explain that algorithms are step-by-step instructions for solving problems. Explain the key components of algorithms:

inputs, steps, outputs.

(Focus on inquiry-based teaching:
Engage students in a discussion about the importance of clarity and precision in algorithm design.

The educator will demonstrate how to create a simple algorithm in Scratch, such as: Adding/ subtracting two numbers or even real-life situations like making maggi. The
- Structured inquiry educator will then discuss about other algorithms taking student inputs:
- Guided inquiry
- Open inquiry
 Comparing two numbers and telling which is larger.
 Checking if a number is even or odd.
 Drawing a square.

Include visible thinking routines) Students will be given various scenarios where algorithms are used by computers like – Google maps, Search engines, Social media, Automated journalism etc.

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See – Think - Wonder

Segment 2: Hands-on Coding Activity

Resources: Transition to the Scratch programming environment.

Introduce a problem-solving challenge that requires students to work together to develop an algorithm. – Calculate a total by adding ten numbers input by the user.

1. PPT Provide guidance and support as students collaborate to brainstorm and refine their algorithms.
Resources\Algorithms and pro-
grams.pptx Encourage students to test and debug their algorithms to ensure they work correctly.

2. Video
https://www.youtube.com/watch?
v=kM9ASKAni_s Segment 3: Peer Feedback and Reflection

Have students share their algorithms with their peers.

Encourage constructive feedback and suggestions for improvement.

Distribute worksheets for students to reflect on their learning and evaluate their own algorithms using provided rubrics.

Conclusion:

Recap the key concepts learned about algorithms.

Emphasize the importance of collaboration, critical thinking, and creativity in algorithm design.

Encourage students to continue exploring algorithms and problem-solving skills outside of the classroom.

Assessment:

Formative assessment: Observation of student participation and engagement during activities.

Summative assessment: Evaluation of student-created algorithms and reflections using provided rubrics.

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 Differentiated teaching – indicate if you are differentiating to accommodate various learning styles and student readiness in terms of content, process and/or product. Also include the resources you intend to use.

Levels

Builder Standard Accelerated

Present a variety of real-life scenarios where algorithms are used, including both simple and

Students will be assisted in making basic algorithms for simple activities complex examples. Introduce more advanced concepts and examples of algorithms, such as sorting algorithms

or pathfinding algorithms.
Offer additional scaffolding and guided practice during the hands-on coding activity. Provide opportunities for guided practice and independent exploration during the hands-on

coding activity. Provide opportunities for independent research and exploration of advanced algorithms and
Allow students to create algorithms using visual aids like flowcharts or simple diagrams. their implementations.
Have students create algorithms using Scratch, allowing for creativity and customization.

*Standard level refers to students who are at the average level of the class for the particular topic being discussed; Builder level refers to students who are below the average level of the class for the topic being discussed; Accelerated level refers to students who are at an advanced level of the class for the

particular topic being discussed.

Assessment (include self-assessment and peer assessment)

Formative assessment Summative

Builder level – Observe students' engagement and participation during activities, noting any signs of confusion or need for Students will be asked to rate their understanding of the lesson based on some exit questions:

clarification.
Based on your understanding of today’s lesson, mention:

Standard level – Have students evaluate sample algorithms provided by the teacher or their peers, identifying strengths,
 One thing I understand well
weaknesses, and areas for improvement.
 One thing I partially understood
 Something I still don’t understand
Accelerated level – Challenge students to optimize algorithms for efficiency and scalability, encouraging them to find creative

solutions to improve performance.

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 Global Citizenship Opportunity (from UNESCO curriculum; pick up as relevant)

Learning Objectives:

Cognitive: Socio-emotional: Behavioural:

The educator will lead a brief class discussion on the role of algorithms to solve various

world issues:

Reflective Question or Activity:  Optimize food distribution and reduce food waste (SDG 2: Zero Hunger).
 Predict and mitigate the impact of natural disasters (SDG 11: Sustainable

Cities and Communities).

 Analyse climate data and support decision-making for climate action (SDG

13: Climate Action).

Skills (Please add a in front of the skill that are applicable)

Thinking Communication Social Research Self-management

Learner Profile (Please add a in front of the Learner Profile attributes that are applicable – max 3)

Inquirer Thinkers Principled Risk-Takers Balanced

Knowledgeable Communicators Open-Minded Caring Reflective

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