Task: Create a lesson plan and teaching strategy based on thePython game below.
I have created the following game.
•There is a number (an integer), between 1 and 9, that the program picks in secret
•The player has 5 guesses to pick the number
•The game teaches the player the rules
•The player is told after each guess whether the number is lower, higher, or right, and how many guesses they have left
•If the player gets their guess right, they get a special winning message
•If the player gets their 5th guess wrong, the game is over and they lose
Devise a lesson plan for students that willcontain sample teaching content, a programming problem specification and associated solution. Youmight teach one of the elements that you have incorporated into this game.
Aimed at teaching children aged between 12 -14
I have attached a sample lesson plan for guidance. Please use same template.
Robotics in the classroom Date: 4/4/20 Subject: ICTClass: 5th Number of Pupils: 30 Learning Objectives: 1. The child will be able to understand how earthquakes are formed 1. The child will be able to program a robot to test the design of different building structures 1. The child will be able to explain which building designs are most suitable for withstanding earthquakes Assessment: Teacher Observation; Teacher Designed Tasks; Work Samples; Peer Assessment Teacher Questioning: 1. What causes earthquakes to occur? What damage to they create? 2. What design features of a building can help it withstand the impact of an earthquake? 3. What did you notice about the relationship between different designs of buildings and their capability to endure the power of an earthquake? 4. Did you carry out a fair tests? How? 5. Are modern buildings today able to withstand earthquakes? In what way are they designed better? 6. Does strong and resistant mean the same thing? Teaching Methodologies: (Underline where relevant) · Talk and Discussion: listening, questioning, brainstorming, think, pair, share. · Collaborative/Co-operative Learning: Project work/Create Phase · Active Learning: hands on experience. · Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating. · Using Local Environment: use of pupil environment and lived experience. · Problem Solving: apply logic and rationality to given situations Introduction: We will begin by watching this youtube clip; https://www.youtube.com/watch?v=9brG-GWGpXY The children will then discuss the following questions in groups using the KWL worksheets provided. Questions · What causes earthquakes to occur? What damage to they create? · Can we measure the strength of earthquakes? · Do you think tall buildings are less secure? · Do you think small buildings are safe? · How are buildings today designed to withstand earthquakes Each child has been given a worksheet with the letters K, W and L. K stands for ‘Know’. Here children write down what they already know about earthquakes. W represents ‘Want’. In this column children write down what they would like to know about earthquakes. Finally, L stands for Learn. At the end of the lesson I will be asking the class what have they learned and they will complete this section at the end of today’s lesson. The children will now be asked to complete their KWL sheets remembering not to write anything down for the L part. This is for the end of the lesson. The introduction video will now be discussed. I will be using cookies with a layer of honey as a means of explaining tectonic plates. The honey represents the magma while the cookies represent tectonic plates. I will explain how the earths plates are constantly moving and often they can come into contact with each other causing friction. This friction causes vibrations or earthquakes on the surface of the earth. I will show images of different buildings after an earthquake, some more damaged than others. The following question will be posed; Why do some buildings collapse after an earthquake while others suffer little damage in the same area? Are some buildings more resistant than others? Can we build safer structures today? Allow time for discussion. Development: Earthquakes don’t kill people. Buildings do. The following clip will be shown to explore how buildings are designed to endure earthquakes. https://www.youtube.com/watch?v=c4fKBGsllZI Children discuss the video and allow time for feedback. I will explain that with good engineering designs, buildings can resist the damage caused by the impact of earthquakes. Today the children are going to be the engineers. Their task is to build an earthquake simulator, using the Lego Wedo 2.0 kit, and test the strength of different types of buildings. I will provide sushi cards to different groups and this will support them with their builds. I will demonstrate how the simulator works firstly. I will used the simulator to test the strength of some building I prepared prior to the lesson. Explain Fair Test Pupils now understand how the earthquake simulator will work. Children will isolate a variable at a time and explore different factors. (i) (ii) (iii) 1. Adjust the Height. Pupils should use the low rise and high rise constructions with narrow bases (buildings (i) and (ii). With the high rise building on the shaking base, pupils should find the minimum magnitude to which it cascades. Using same programme, pupils test if the low rise building can resist better. Finding: with the same base area, the low rise building can resist better than the high rise one. 2. Change the width of the base. Using same program, pupils tests if the high rise building with the narrow base (building ii) can resist better than the high rise building with the wide base (building (iii). Finding: With a large base area, a high rise building can resist much better. Pupils should document work on the Lego Wedo 2.0 software taking pictures and videos of their tests. This should support their findings. I will have an extension activity for the higher ability groups who have completed their work early. (see below) Conclusion: I will display the learning objective and give the students a few moments to reflect on their learning. I will then invite the groups to present their work and findings to the class. The pupils will then complete their KWL charts. I will use the key questioning to reinforce today’s learning. I will finally ask the children to rate their own progress by displaying thumbs up if they fully understood today’s lesson, thumbs in the middle if they need more work on the topic and thumbs down if they found the lesson difficult and would like some revision. Differentiation: Differentiation method(s) used (Please tick as appropriate) Content Pace · Activities · Amount of Assistance · Resources · Testing and Grading Products Classroom Grouping · Environment Homework Assignment Teaching Strategies I will give support the lower ability pupils. I will provide the programming code to this group. I will give sushi cards to the rest of the class. (see below) I will give an extension activity to the higher ability group. Resources: Interactive Whiteboard, KWL worksheets, Extension activity worksheet, Lego Wedo 2.0 sets and curriculum pack, tablets/IPads/Laptops, sushi cards Integration: Linkage within subject: Geography, Science, Art Record of Assessment (Not to be completed here): Hand-written in assessment notebook based on observations of learning. Checklists from Lego Wedo 2.0 used during/after the lesson. Documentation tool built into the software allows teacher to asses all groups work. Reflection (To be complete after the lesson) What I learned from today’s lesson? What I would do differently the next time?