|
Mouse & Keyboard
Computers @ HTS
IT Expectations
Points to ponder
Program Names
IPO
Rubric
| | Introduction to the
Programming Environment
| Unit 1, Activity 1 |
Time: 160
minutes |
Description
Students learn or review how to use the school network
and review school computer policies. They gain skill in file management and the
editing features of the programming language to be used. Students are introduced
to the differences between a programming language and a software application.
Students become cognizant of the input-processing-output (IPO) concept of
computer processing and the three basic structures of programming languages
(sequence, selection, and repetition). Students create internal documentation
and become familiar with its purpose.
Strand(s) and Expectations
Planning Notes
-
Conduct a preliminary assessment
(Appendix 1.1.1) to ensure
that students have some experience using a mouse and keyboard and working in a
Windows environment. Those that do not should be referred to Handout
1-4 (Appendix 1.1.4) for
suggested activities.
-
Have students bring student handbooks (planners) with network
login procedures and create a transparency of the same page if available or
use Handout 1-1a – Computers at Holy
Trinity School (Appendix 1.1.2).
·
Photocopy student guide for exploring the computer (Appendix 1.1.3
– Student Guide for Exploring the Computer Programming Environment).
Prior Knowledge Required
Students:
-
have keyboarding skills and experience using a
mouse;
-
have knowledge of how to double click, select
program icons, and scroll in the windows screen.
Teaching/Learning Strategies
The teacher:
-
distributes a course outline that gives students
an overview of the expectations of the course, the class policies, and the
evaluation structure to be used;
-
review the school network
procedures and policies
and make them aware of where they can find the school policy in the future;
-
encourages student groups to assess, critique, and
understand the reasons for each of the school policies for computer usage
(the teacher (Appendix 1.1.5) guides the discussion while students suggest revisions for any
lack of clarity);
-
asks students to list fifteen different pieces of
software (these will be
application
software,
programming
languages, and
system
software but the terms will be used after the list has been looked at);
-
directs students to look at their lists to compare
and differentiate between the three types;
-
helps the students develop a definition each type
of software as a class;
-
have the students read the article , The World
of Computers, located at
http://www.crews.org/curriculum/ex/compsci/articles/wofcomp.html
and answer the questions on the bottom of the page;
-
facilitates a class discussion that summarizes and
records the simple things computers do best and how they are related to the
simple structures of programming (repetition and selection);
-
uses the drink crystals (flavour crystals, sugar,
water) example to relate the IPO (input (ingredients) -processing (stir) -
output (pour/drink)) concept of programming to the students;
-
emphasizes that all computer programming is based
on the IPO conceptual approach;
-
provide several small programs that demonstrate
the IPO concept (Appendix 1.1.8);
-
leads a discussion to disclose what internal
documentation is, and what it consists of (in its simple starting format),
and develops and records a list of reasons why internal documentation is
essential in programming.
The students:
·
become familiar with the evaluation and class procedures as
outlined by the teacher;
-
review school network log-in procedures, going over instructions
from student handbooks and/or overhead sheets; policies are, predominantly, the
same policies seen in Grade 9;
-
participate in group discussion
(Appendix 1.1.6) while looking at different programmes to define the difference between a
programming language, system software and a software application and report their deliberations
to the class;
·
explain how the creating of code, and the saving of the code,
relate to the IPO (input-processing- output) concept of programming;
·
identify the programming language software icon as instructed by
the teacher and load the software;
·
load, run, and save several small programs requiring different
input and giving differing output. The input and output are recorded in their
notes. Programs are loaded from a location indicated by the
teacher. Students save all program files using the filenames indicated by the
teacher (either on the student's server directory space or on desktop.);
·
create a directory to store the first half of the files in and
move the first three stored files to that directory;
·
create a second directory and save the remaining files in that
directory; (students gain a greater realization that all computer programming
and file manipulation is based on the IPO concept);
·
discuss, summarize, and record the simple things computers do best
and how they are related to the simple structures of programming (repetition and
selection);
·
copy a simple program and run it (see Appendix 1.1.7); input and
output (or partial output) are recorded on paper;
·
add simple internal documentation to identify the author, the date
created, and the name of the program;
·
run the program and observe and record that there is no difference
in the output between the program without documentation and the program with
documentation;
·
find, discuss, and record the use and benefits of internal
documentation.
Assessment/Evaluation Techniques
The teacher and students gather assessment information
based on specific expectations outlined for this activity including:
·
formative assessment in the form of verbal feedback as students
build and practise skills;
·
a summative evaluation in the form of a quiz to test: knowledge
and application of the network policies, understanding of the differences
between software applications and programming languages, ability to utilize the
programming language environment, and the nature and importance of internal
documentation (see Appendix 1.1.7 for examples of documented and undocumented
code);
·
a summative evaluation in the form of a skill demonstration to
show proficiency in network and file management skills (Appendix 1.1.6).
Accommodations
The following are ways in which the activity can be
modified to accommodate student’s individual needs:
-
provide assistance with tests and quizzes and with
summative evaluation, either extra time, one-on-one, or support from Special
Education staff if more than class time is required;
-
assist students with recording of data and
organization/material;
-
check the preliminary assessment, students may require oral responses
and/or one-to-one support as required;
-
ensure understanding of rubrics and student's
participation in his/her own evaluation.
Resources
|