Introduction

The report aims at providing inputs on the development of a lesson plan for computer science for Ordinary Levels,
using the ADDIE model and Bloom's taxonomy.

1. Learning objectives.
2. Lesson plan design and teaching methodology implementation.
3. Self-reflection on the lesson, as well as evaluation.
4. Recommendation for improvement.

This lesson consequently introduces programming environment and concepts in Python, a high-level language
perfectly suited for beginners. The foundation is laid in this lesson to accustom the students learning problems.
Problems impossible in real life can be handled with problem-solving skills learned in coding.

Application of the ADDIE Model

Analysis
• The students who would be able to take up and run through the lesson are approximately age 15 to 17 years and
ordinary level, Computer Science students. They have some knowledge in ICT although zero programming
experience.

• During earlier periods of learning, a few topics in basic computer programming like variables, constants, operators,
loops, functions, etc. were introduced, thus providing a strong footing for them in the higher computer science levels.

• The structural designs separation of responsibilities and program initialization send a strong message that the
students have to learn about various types of diagrams and flow charts.

• Hindrances were faced due to the scarcity of software or computing devices for the students to carry home beyond
the classroom. These had been developed by some students having high levels of expertise or study in the area with
little prior knowledge while student performance in practical sessions differed to a greater extent.

Design
• Roadmaps of the learnable topics like programming concepts, variables, constants, loops, and so many others.

• On the development of flowcharts or structured diagrams for strategy planning for each program.

• Writing python code, subject to execution and subsequent completion of a task.

• Consider the responsibility of getting more involved in solving real world issues, seeing that good practices of
programming are applied in practice.

• The References are given taking into account a mix of in class demonstrations, work sessions, and digital tools like
Python IDEs, focusing on the need to maintain engaging and interesting learning and practical aspect.

Development
• Slides of Microsoft PowerPoint: These should contain the complete accounts of the main concepts with examples
complemented by stories and pictorial instructions that would help the student.

• Practical Activities: The activities range from declaring variables to small-scale applications to help the student apply
the theory.

• Evaluation Tools: The tests and practical activities which cater toward students and gauge whether something has
been absorbed from the study given.

Implementation
The 90-minute session incorporates in person session by following a plan starting with the introduction, followed by
theory, practical class, and a recap. The class is interactive and it allows the teacher to clear the doubts of individual
students and to respond to students instantly.
Evaluation
Feedback from the student towards the end of the session would be used in identifying areas that require immediate
improvement. Consequently, both practical and written theoretical tests shall be carried out to test the
understanding. The evaluation also assesses the engagement and participation of students and highlights common
problems that include syntax issues or logic.

Blooms’ Taxonomy

 Remembering – The students shall remember what variables, conditionals, and loops are, and recall how they
are implemented in Python. The intricacy of when to apply different concepts, the syntax each concept
requires, use of indentation for each code is required greatly.

 Understanding: To give a real time example and explore the depths of how the loop and conditional structures
work, too, the students should absorb this concept deeply. This raises questions and comparisons ensuring the
student tries to grasp the entire concept.

 Application - Give the students some simple tasks involve writing code. For instance, students should be given a
program such that it tests if a number is odd or even. This way, we see how far the student has actually
understood and how well it translates to the student's processes in problem solving and decision-making,
applying the steps to a code.

 Analysis - Pass the lens over which program was actually created wisely and simply, analyzing which program
would solve a problem speedily, which program with good utilization of loops and conditions. Use the structure
diagram and flowchart in the most beautiful way while one student had done a good job with the same.

 Evaluation – We judge performance about the efficiency of the code. We check the efficiencies like the time it
takes to run without errors. The students must also have an efficient use of loops and conditions. But in
reflection, the student grade should be less along with his or her efficient grasping of the subject.

 Create – The student has to be capable of generating their own code for a set of scenarios given. For this the
above necessary process has to be successfully adapted to successfully complete and run a code.

Lesson Objective

 The students need to attain a well understanding of the programming concepts and practices.

 The students need to develop the logical thinking and problem solving skills and be capable of creating the
necessary structured diagrams and flowcharts for the program.

 They need to have the ability to create & write, debug, and run a python program in their own.

 They should be able to locate the possibilities of errors and alter the program according to avoid hassle free
operations to be carried out in the program.

 Capability of coming up with creating and developing a python codes that helps to solve real life problems.
Lesson Plan

Title: Introduction to Programming Concepts Using Python

Duration: 1.5 hours

Materials Needed:
Laptops or computers for each student
Stable Internet connection
A python IDE or an online python compiler
Projector for visual demonstrations
Worksheets for exercises

Structure

1. Introduction (10 minutes)

 Welcome students and give them an introduction on the lesson objective.
 Have a brief discussion on the roles programming plays in human life
 Teaching Method:
o PowerPoint slides for visual engagement.
o Interactive Questions and Answers to involve students.
o Brief demonstration of a Python program.
o Short video on a python programming for students to have knowledge on how this works.

2. Theory Session (30 minutes)

 Concepts Covered:
o Definition, examples and the purpose of using variables in python.
o Understanding of loops “For” & “While” loops by linking them with real life scenarios
o Understanding of conditional statements “If-Else” statements by giving the applications
o The rule of using syntaxes and indentation and syntaxes of the code.

 Teaching Method:
o Using of Power Point slides
o Live coding demonstration projected to the screen to get a deeper understanding
o Allowing the students to copy the code hand written with accurate syntaxes and indentation for
better understanding.

3. Practical Session (40 minutes)

 Hands-On Tasks:
o Declare and print variables in Python.
o Create a program to check even and odd numbers
o Create a program which uses a loop to print numbers from 1 to 10
o Reject the loopholes of different loops in one exercise.
o Create a program that allows the user to calculate student’s Total marks and average.

 Teaching Method:
o Individual exercises with teacher guidance.
o Assessing students in real time to check and address for errors.

4. Recap and Assessment (10 minutes)

 Give a quick summary on what were covered during the time.
 Assessment:
o 10 multiple-choice questions on programming fundamentals.
o Review of practical exercises
Evaluation of the lesson plan

Positives.
 The students were very engaging and seemed to be interested since they had been actively participating in the
theory and other discussions.
 .The presentation slides and videos was a supporting element for the students. This helped them to have clarity
and made it easy for them to understand complex topics
 Most of the students successfully achieved the lesson objectives.

Negatives.
 Time was not sufficient enough to have an effective discussion on the questions and to debug the code.
 Some students had difficulty in figuring out how to use the syntaxes and logic.
 Some students were new to computers, they had the difficulty in using the computer therefore it slowed down
their learning process.

Ways of improvement

1. Time Management
 The videos help to give a quick representation and understanding on what is being done.
 Having the computer lab for students so that all of them have access for the resources.
 Increasing the Session duration for two hours

2. Support for Struggling Students

 For the students who had varying understanding, we could give them different levels of task to help them get
familiar with the concepts.
 Making use of easy soft wares such as scratch that will help them learn easily which doesn’t require advanced
coding skill.
 Suggest new computer learners to practice using a computer often and watch videos to practice.

1. Time Management
 The videos help to give a quick representation and understanding on what is being done.
 Having the computer lab for students so that all of them have access for the resources.
 Increasing the Session duration for two hours

2. Support for Struggling Students

 For the students who had varying understanding, we could give them different levels of task to help them get
familiar with the concepts.
 Making use of easy softwares such as scratch that will help them learn easily which doesn’t require advanced
coding skill.
 Suggest new computer learners to practice using a computer often and watch videos to practice.

Conclusion
This write-up concludes the detailed plan regarding the design of a Computer Science subject class to be taught to
Ordinary Level students. In presenting programming content to learners the lesson was on the mark, various
enhancements accounting for time management, differentiation, and resource accessibility are critical in the learning
environment. With these changes in place, students will be well fitted to create a strong grounding in programming,
no matter the differentials in knowledge or resources.