ROXBOROUGH SECONDARY SCHOOL

INFORMATION TECHNOLOGY DEPARTMENT

LESSON PLAN #1

TEACHERS NAME: Ms. Esther Douglas

DATE:

12-Jan 2015

TIME:

SUBJECT: Information technology

CLASS:

8:45-10.30

Syllabus:
Unit Title:
Lesson 1:

Form 4 (7 STUDENTS)
LENGTH OF PERIOD: 3 *35 mins

CSEC Information Technology

PROBLEM-SOLVING AND PROGRAM DESIGN
What are the Steps in Solving a problem?

RESOURCES
Teacher Resources

Laptop
Multimedia Projector
White board
White board markers
Lesson notes
Textbook Heinemann Information Technology for
CSEC
Log on to IT for CSEC-Birbal, R and Taylor, M.

Student resources

Laptop
Question sheets
Notebook
Pen
Desktop computers at school or Laptops

PREVIOUS KNOWLEDGE - Students should:

What is a computer
Hardware and software
Input and output devices
Data representation
User Interfaces
OBJECTIVES
Cognitive
At the end of the lesson students will

Psychomotor
At the end of the lesson students will

Affective
At the end of the lesson students will:

Clearly identify a problem in a given scenario

Actively participate in class discussion

Clearly define what is a problem in your own

words (Understanding)

Explain the need for problem solving in

everyday life by explaining examples of
problems

Explain what is a solution in your own words

(Understanding)

Provide solutions and reasoning when solving

problems

Correctly outline the steps to solve a problem

(Knowledge/recall)
Explain each of the steps required in solving a
problem(Understanding)

Ask questions the uses of the problem solving

process

Use a case study scenario to correctly formulate the

steps required to bring about a solution to a
problem

Work individually and collectively to solve a

problem.

ASSESSMENT STRATEGY with Objective

Cognitive

Assessment Strategy

Affective

Assessment Strategy

Clearly identify a problem in a given Pen and Paper

scenario(Understanding)
Oral questioning

Actively participate in class Checklist

discussion

Clearly define what is a problem in Pen and paper

your own words (Understanding)
Question Sheet

Discuss with peers the need Discussion

for problem solving in
checklist
everyday life and provide
examples of problems

Explain what is a solution in your

own words (Understanding)

Written response
Provide solutions and
reasoning when solving
problems

Correctly outline the steps to solve a

problem (Knowledge/recall)

checklist

Question sheet
Explain each of the steps required in
solving a problem(Understanding)
Use a case study scenario to
correctly formulate the steps
required to bring about a solution to
a problem(Applying)

Case study

Ask questions the uses of the

problem solving process
Checklist
Case study

Set Induction
Teacher introduces the lesson by showing a video downloaded from YouTube on solving a problem. https://www.youtube.com/watch?v=EUmvAOmV1o 4min
Description of Teaching/Learning Activities:

T.(Teacher) Ss(student/s)
Teacher Activities

T. engages Ss in discussion about the set induction.

(Engaging and questioning).T. ask Ss question that
will bring them to identifying that there was a
problem. T. ask Ss what is a problem.
T. allows Ss to come up with the definition of a
problem.
T. writes keywords on whiteboard of students
definition, then allow student to put together a
definition of a problem. T. will guide Ss into the
definition.

Student Expected Activities

Intelligence
being developed

Est. time to
complete

Ss participate in class discussion actively

Inter, VL,VS

10 mins

Ss listen and participate in giving response.

Inter, VL

2 mins

Ss look on and take note of the definition they have

provided

T. introduces the topic for the entire research and

distributes a pretest for Ss to complete. Ss will be
given a set time to complete the pretest. Once this is
done teacher will collect pretest and continue with the
topic
Ss engage in discussion with T. explaining some of the
problems they have faced and how they arrived at a
T. then asks Ss about problems that they may have
solution. Ss formulate a definition for a solution via
solved recently and how they arrive at their solution.
discussions among themselves.
T. then asks Ss. what is a solution; and allow Ss to
come up with a definition by discussing it among

5 mins
Inter

VL, Inter

15 mins

VL, Inter, Intra

10 mins

themselves. T. will guide Ss in the definition of a

solution.

Inter, Intra, VL
Ss quickly form a group to begin case study and question
T. places Ss in groups of two, (1 group will contain 3 sheet. Ss peruse the case study and use the internet if
students due to uneven number of students in class) necessary to answer the question sheet provided within the
then distributes case study scenario and individual
time given.
VS, Inter,Intra
Question sheet with guided question based on the
case study within a given time. Ss. will be given the
case study as a group but is expected to provide
individual answers on the question sheet. T. informs
students that they can use the internet to assist them
in solving the problem in the case study. Teacher
walks around the classroom observing and checking
students work using a checklist and providing
assistance to those in need.
Ss willingly share their responses in the classroom. Ss
submit their question sheet
T. informs students that they are required to share
their responses in the questions asked with the class.
Once Ss are finished, T. collects the question sheet

25 mins

10 min

T. explains and write on the whiteboard the complete Ss make note of the information given by the teacher
steps in problem solving
T. distributes a blank question sheet to Ss informing Ss complete question sheet based on the case study
them that they must complete the sheet based on the
case study

10 mins

8 mins
END OF LESSON ACTIVITIES
Closure to lesson:

T.S. (Transition Statement): In today's class we looked at problem solving and the steps in problem-solving. 1 min
B.S. (Bridging Statement): In our next class you will be looking decomposition of a simple problem). 1 min

Multiple Intelligences
http://www.tecweb.org/styles/gardner.html
VS: Visual Spatial VL: Verbal Linguistic
Inter: Interpersonal Intra: Intrapersonal
BK: Body/ Kinesthetic
LM: Logic/Mathematical
M: Musical
N: Naturalistic
E: Existential