Year 8 – Intro to Python programming Lesson plan

Lesson 3 - At a crossroads

Lesson 3: At a crossroads
Introduction
This lesson introduces selection and randomness. These are two features that
will allow learners to develop programs with a very diverse range of behaviours.

Learners will revisit some of the programs that they have encountered in
previous lessons and extend them into more versatile programs that use
selection. They will develop a simple number guessing game, which will
eventually include randomness.

In this lesson, selection is limited to binary choices, i.e. there are always only two
possible branches. Multiple branches and nested structures will be introduced
later on.

Learning objectives
● Use relational operators to form logical expressions
● Use binary selection (if, else statements) to control the flow of program
execution
● Generate and use random integers

Key vocabulary
Selection, relational (or comparison) operators, logical (or Boolean) expressions,
conditions, randomness, execution, walk-through

Preparation
Subject knowledge:
● You will need to be familiar with using a Python IDE.
● You will need to be able to locate and correct syntax errors in Python
programs.
● You will need to be comfortable with the use of output, input, and
assignment in Python, including arithmetic input.
● You will need to be comfortable with the use of arithmetic and relational
operators, and arithmetic and logical expressions (conditions).
● You will need to be comfortable with the use of selection in Python
programs.

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Year 8 – Intro to Python programming Lesson plan
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● You will need to be aware of common misconceptions that you may

encounter with novice learners. See the common misconceptions in the
‘Notes on pedagogy’ section for a list of misconceptions relevant to this
lesson.

You will need:

● Slides — note that some slides contain animations
● Activities:
○ Selection in Python: Live coding starting point (ncce.io/py-greeting-
30)
○ Practise using selection:
■ Worksheet
■ Python code: Film critic — starting point (ncce.io/py-critic-30)
■ Python code: Lucky number — starting point (ncce.io/py-
lucky-30)
○ Randomness:
■ Python code: Lucky number — live coding starting point
(ncce.io/py-lucky-31)
■ Python code: Random lucky number — live coding
(ncce.io/py-lucky-32)
● A Python interpreter and IDE — we suggest using the Mu editor
(codewith.mu), or an online environment such as Trinket.io.

You may need:

● Additional Python code for the ‘Selection in Python’ activity:
○ Live coding: Greeting — complete program (ncce.io/py-greeting-31)
● Additional Python code for the ‘Practice using selection’ activity:
○ Film critic — solution (ncce.io/py-critic-31)
○ Lucky number — solution (ncce.io/py-lucky-31)
○ Explorer task: Eligible to vote — solution (ncce.io/py-vote-31)
● Additional Python code for the ‘Randomness’ activity:
○ Dice roll (ncce.io/py-dice-31)
● Python cheat sheets on operators and expressions, selection, and using
modules

Assessment opportunities
Closed-formed questions throughout the lesson provide a means for quick
formative assessment on specific concepts. You can also assess learners’
answers to the worksheets. In addition, you can assess learners through
observation, for example, by assessing how learners interact through pair
programming and collaborate to solve problems.

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At a glance

Starter Something missing

activity
Revisit three of the sequential programs that learners have
5 mins encountered in the previous lessons and describe ‘what if’ scenarios
that would involve extending each program to execute different
instructions depending on the input. Discuss these scenarios and
remind learners of selection.

Activity 1 Selection in Python

12 mins Show the general form of the if statement in Python and explain
when it is necessary. Use live coding to build a first example that
employs selection, along with your learners.

Activity 2 Practise using selection

20 mins Ask learners to carry out the ‘Film critic’ and ‘Lucky number’ tasks in
the ‘Practise using selection’ worksheet. They can use the code in
the worked example included in the worksheet as a point of
reference.

Activity 3 Exploring the number guessing game

8 mins Display the code for the number guessing game, and identify and
label the distinct sections in the program. Perform a walk-through of
3 mins labels the part of the program that contains the selection structure, step by
5 mins walk-
through step, along with your learners.

Activity 4 Randomness

10 mins Use live coding to extend the number guessing game to pick a
random lucky number. Use a couple of multiple choice questions on
4 mins generating random integers for a dice rolling program and allow
live coding
2 mins learners some time to type the code and execute it a few times, so
questions that they can see how a random number is generated each time.
4 mins task

Activity 5 Plenary

10 mins Ask a few closed-form questions (true/false, multiple choice) to

assess how comfortable learners are with randomness and the
selection structure.

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Year 8 – Intro to Python programming Lesson plan
Lesson 3 - At a crossroads

Outline plan
Please note that the slide deck labels the activities in the top right-hand corner
to help you navigate the lesson.

*Timings are rough guides

Starter Something missing

activity
(Slides 2–3) First, revisit one of the sequential programs that learners
encountered in the previous lessons (slide 2). Display the code and
5 mins stress the fact that it’s always the same instructions that are
executed, regardless of the input.

Then, describe a ‘what if’ scenario that would involve extending the
program to execute different instructions, depending on the input.
For example: “This program greets every user by name. What if we
wanted the program to recognise one particular name and treat it
differently?”

Click through the animations on slide 2 to display two additional

programs from the previous lessons, along with a ‘what if’ scenario
for each one. Discuss these scenarios with your learners. Ask them
to describe how the user might interact with the program (e.g.
possible inputs and the corresponding outputs) and how the
program might work internally. If they use any important keywords,
such as if, else, otherwise, check, condition, choose, depend,
etc., write them on the board.

If it hasn’t come up already, ask learners how this sort of problem

was handled in Scratch. Ask them what sort of block was used to
perform different actions depending on a condition. They should be
able to recall or describe the control blocks associated with
selection, and this will provide useful context.

To conclude, remind learners of the concept of selection, a control

structure that involves checking conditions and selecting
accordingly which path to follow through a program (slide 3).

Activity 1 Selection in Python

(Slides 5–11)
Display slide 5 to show the general form of the if statement in
12 mins Python and compare it with the two corresponding selection blocks
2 mins intro available in Scratch, to enable learners to make associations.
10 mins live
coding Display slide 6 to show flow chart outlines next to the Python code,
to visually emphasise that this form of selection describes two

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possible paths that a program might follow during execution. Move

your hands along the possible paths to illustrate that the branches
are mutually exclusive and that only one of the possible paths will
be followed during execution.

Remind learners that selection is necessary in a program whenever

the program must execute different actions in different
circumstances.

Live coding: Extending a program to use selection

First, pair learners, as they will be working using pair

programming.

Use live coding to build the first example of using selection, while
your learners follow. Start with the existing program that greets the
user by name and extend it.

Learners should already be familiar with selection from the Y7

Programming units, but you can use slide 9 as a recap in the
context of Python. Focus your explanations mainly on the structure
of the if statement (the condition, the if block, the else block) and
how this will work during program execution.

After writing your program, turn your attention to the finer points of
the if statement syntax in Python (e.g. no capitalisation of the
keywords if and else, the colon, the equality relational operator,
and — crucially — indentation). Display slide 10 to highlight the
‘syntactic pitfalls’ of the if statement in Python.

Ask learners to run and test their programs. While they are doing
that, hand out the ‘Practise using selection’ worksheet. The worked
example on the first page contains the correct version of the code.
There is also a checklist; instruct learners to use it, in order to
check for and correct possible syntax errors.

Briefly read through the reference slide (slide 11) that contains the
relational operators (comparisons) that can be used in conditions.

Activity 2 Practise using selection

(Slides 12–
14) Ask learners to carry out the ‘Film critic’ and ‘Lucky number’ tasks
in the ‘Practise using selection’ worksheet. They can use the code
20 mins in the worked example included in the worksheet as a point of
18 mins reference.
worksheet
2 mins Remind learners to switch between the driver and navigator roles
solutions

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as they move from one task to the other.

If necessary, present and very briefly discuss example solutions for

the worksheet tasks (slides 13 and 14). The solution for the ‘Lucky
number’ task will serve as a bridge to the next activity.

Activity 3 Exploring the number guessing game

(Slides 15–
17) Subgoal labelling

8 mins Display slide 15, which shows the code for the number guessing
3 mins labels game, then click once to activate the animation that will identify
5 mins walk- the distinct sections in the program. At first, do not describe what
through each section does. Ask learners to suggest labels for these
sections that summarise their function. Then, click through the
animations to provide examples of what these labels might look
like for these particular sections.

Executing the program

Use slides 16 and 17 to perform a walk-through of the part of the

program that contains the selection structure, step by step, while
your learners follow. Again, this will help them develop their model
of a notional machine: it will help them to understand how
instructions are executed and, in this case, the ‘mechanics’ of the
selection structure.

Perform the walk-through twice: first, demonstrate the case where

the user guesses the lucky number (slide 16), and second,
demonstrate the case where they don’t (slide 17). This will
illustrate how the program specifies two different paths through
it, but also how only one of these paths will be followed during
program execution. This is worth highlighting to your learners.

The walk-through needs to be as interactive as possible. In each

step, ask learners how the variable state will be affected or what
the output will be, before you display the answer on the slides.
Most importantly, ask what is the next instruction to be executed
now that a selection structure is involved.

While you perform the walk-through, highlight the following subtle

points around indentation:

● The instruction that reveals the lucky number is indented,

which means that it belongs to the else block and will only
be executed if the user hasn’t guessed the number

● The instruction that says goodbye to the user is not

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indented, which means that it lies outside the selection

structure and will always be executed, regardless of the
outcome of the game

Note: An alternative online tool for step-by-step execution of

Python programs and visualisation of program state is Python Tutor
(pythontutor.com/visualize.html).

Activity 4 Randomness
(Slides 18–
22) Keep displaying the code for the number guessing game (slide 18).
Describe a ‘what if’ scenario that would involve extending the
10 mins program to pick a random lucky number every time it is executed.
4 mins live Use live coding to extend the program, while your learners follow.
coding
2 mins In your program, insert a print statement to display the lucky
questions number right after it is generated. This will allow you to see the
4 mins task
lucky number and test that your program behaves correctly. It will
also model a useful testing/debugging method for your learners.
Remember to remove the line you added after you have finished
testing.

Explain that in order to generate a random integer, a function from

a module needs to be imported. Use slide 19 to briefly describe
what modules are and explain how a random integer can be
generated.

Ask a couple of multiple choice questions on generating random

integers for a dice rolling program to assess how comfortable
learners are with this new idea (slides 20 and 21).

Allow learners some time to type the code for the dice rolling
program and execute it a few times, so that they can see how a
random number is generated each time (slide 22).

Activity 5 Plenary
(Slides 23–
25) Ask a few closed-form questions (true/false, multiple choice) to
assess how comfortable learners are with randomness and the
10 mins selection structure.

It is important to discuss these questions, so make sure that the

previous activities do not overrun.

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Notes on pedagogy
Common misconceptions
Throughout these lessons, you should be aware of the common misconceptions
that may arise with novice programmers. The misconceptions below are a
selection from Appendix A of Juha Sorva’s PhD thesis, Visual Program Simulation
in Introductory Programming Education, and are relevant to this lesson. The list
will help you avoid using any examples or explanations that may give rise to
these misconceptions, and it will also help you spot them, should they arise with
your learners.

M1, 2, 7: The computer knows or is able to deduce the intention of the program
or of a piece of code, and acts accordingly. The machine understands English.

M4: The system does not allow unreasonable operations.

M6: Difficulties with telling apart the static and dynamic aspects of programs.

M10: Variables always receive a particular default value upon creation.

M8: Magical parallelism: several lines of a (simple non-concurrent) program can

be simultaneously active or known.

M36: All statements of a program get executed at least once.

M35: Print statements are always executed, irrespective of branching

statements.

M24: Code after if statement is not executed if the then clause is.

M25: if statement gets executed as soon as its condition becomes true.

M26: A false condition ends program if no else branch.

M27, 29: Both then and else branches are executed. Using else is optional (the
next statement is always the else branch).

M28: The then branch is always executed.

M161: Boolean values are just something used in conditionals and not data
comparable to numbers or strings.

Flow chart outlines

Throughout these lessons, flow chart outlines are used to illustrate control flow.
These outlines are minimal, with no code included in the shapes. They may be
arranged in a slightly different layout than usual, to directly reflect the
structure of the program text.

Learners will not be asked to create flow charts or interpret algorithms

represented in this fashion. Flow charts will only be provided alongside Python

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programs, to reinforce the correct model of program execution. When performing

walk-throughs of programs, the flow charts will help learners contrast the
structure of the program text, which is static, with dynamic aspects of program
execution, e.g. that sections of the program may not be executed (selection) or
may be executed repeatedly (iteration).

Sketching, walk-throughs, and trace tables

Throughout this unit, simple animations are used to visualise the execution of
Python programs, using ‘sketches’ of variables and their values to illustrate how
program state (e.g. the values of variables, and the contents of data structures)
is modified during program execution. This can provide a visual alternative to
trace tables that may be less cumbersome for learners at this stage.

Subgoal labelling
Subgoals “group a set of solution steps by their purpose” [source]. Subgoal labels
are often used in worked examples, to help learners “create a framework for
problem-solving” [source]. You can find a short summary about subgoal labels, as
well as links to relevant research, in Greg Wilson’s book Teaching Tech Together,
in the section on cognitive load.

Subgoal labels also relate directly to the Blocks and Relations levels of Schulte’s
Block Model, mentioned in the previous lesson. Subgoal labels help learners
abstract away from the Atoms level, i.e. individual statements, and understand
how blocks of statements form problem-solving units, and how these blocks
interact with each other.

Resources are updated regularly — the latest version is available at: ncce.io/tcc.

Attribution statement

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Year 8 – Intro to Python programming Lesson plan
Lesson 3 - At a crossroads

This resource was created by Raspberry Pi Foundation and updated by STEM Learning for the
National Centre for Computing Education.
The contents of this resource are available for use under the Open Government License (OGL v3)
meaning you can copy, adapt, distribute and publish the information. You must acknowledge the
source of the Information in your product or application, by attributing Raspberry Pi Foundation and
STEM Learning as stated here and are asked to provide a link to the OGL v3.
The original version can be made available on request via [email protected].

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