SWAHA HINDU COLLEGE

INFORMATION TECHNOLOGY DEPARTMENT

LESSON PLAN

TEACHERS NAME: SHEREEN ALI

SUBJECT: Information Technology

DATE:

13/11/2015

CLASS:

TIME:

9:40am 10:20am

LENGTH OF PERIOD: 40 mins x 1 period

Form 4

Syllabus: CSEC Information Technology

Unit Title: Program Implementation
Lesson 5: Sequencing in Pascal programming

RESOURCES
Teacher Resources

Laptop
Projector
Printed handouts to distribute to students
White board
White board markers
Worksheet

Student resources

Desktop Computers(Lab)
Activity Sheets
Pens/Pencils

PREVIOUS KNOWLEDGE - Students should:

Be able to identify the keywords and basic structure of a Pascal program.
Be able to write a simple Pascal program to print statements.
Be able to write a simple Pascal program to store strings.
Be able to identify basic data types.
Be able to construct and complete an IPO table for a given problem
OBJECTIVES: Students of Form 4 will create a Pascal program to perform simple calculations.

Page | 1

Cognitive
Psychomotor
Affective
At the end of the lesson students will be able to: At the end of the lesson students will At the end of the lesson students should be able to:
be able to:
1. Identify variables and their appropriate
data types for a given problem.
(Applying)
2. Create a Pascal program to perform
simple calculations. (Applying)

1. Be inspired to participate in class discussions

by actively responding to questions
2. Show a sense of responsibility to complete
given tasks in a timely manner

ASSESSMENT STRATEGY with Objectives

Cognitive
1. Identify variables and the
appropriate data types to be
used.

2. Create a program to perform

a simple calculation.

Assessment Strategy
1. Students will be asked to
distinguish among the different
variables used and allocate a data
type to each using the IPO table
(Activity Sheet)
2. Students will be asked to produce
a program using the IPO table
done previously (Activity Sheet)

Affective

Assessment Strategy

1. Feel confident to discuss

Affective checklist
findings in class
2. Feel a sense of responsibility to
complete tasks given in a timely
manner

Set Induction
Teacher uses the computer to show the output screen for a program. The computer screen is projected onto the board. Teacher asks one
volunteer to come to the computer and follow the instructions shown on the screen. Another volunteer is asked to follow the instructions
just as the first volunteer did. Teacher asks the class what the program was doing and whether the same result was arrived at after the two
volunteers ran the program.
After the class responds, the teacher indicates that the smart computer was used to find the sum of two numbers. The teacher then
indicates that programmers (a.k.a. the students) are the smart ones who tell the computer exactly what to do. Teacher informs class that
they will be writing a program to perform simple calculations.
(3 mins)
Description of Teaching/Learning Activities:

Page | 2

Teacher Activities

Student Expected Activities

Intelligence
being
developed

Est. time to
complete

1. Teacher shows students the program output

from the set induction and asks if the students
can identify how many variables were used in
the program and what is the data type of each
variable.
2. The source code of the program used in the set
induction was then shown and the teacher
indicates the syntax used to declare the
variables.
3. Teacher explains the use of the assignment
symbol as opposed to the equal sign and
identifies the arithmetic operators that must be
used in programming. Teacher asks class why
the asterisk and forward slash are used as the
multiplication and division signs.
4. Teacher gives students a problem that they
must solve and projects a blank IPO table onto
the board. The students are asked, as a class,
to fill out the IPO table.
5. An activity sheet is given to the students on
which they must fill out the blank IPO table
with the information on the board.
6. Teacher projects the source code of the
program used in the set induction and on
placing students in groups of two, asks
students to attempt to write the program for
the problem given on the activity sheet.
7. Teacher projects the keywords of a Pascal
program on the board and asks students to
come up to the board to fill out the program
line by line in sequence.

1. Students look at the output screen and attempt

to determine how many variables were used in
the program as well as the data type of each
variable.

VS, Intra

3 mins

2. Students look at the board and listen to the

teacher.

VS, Intra

2 mins

VS, VL, Inter

2 mins

4. Students volunteer to come up to the board and

using the white board markers, fill out the IPO
table.

VS, Intra

5 mins

5. Students fill out the IPO table with the

information on the board.

VS, Intra

1 min

6. Students work in groups of two to write the

program for the given problem on the activity
sheet.

VS, Intra

7 mins

7. Students go up to the board and using

whiteboard markers, write one line of program
at a time.

VS, Intra

5 mins

8. Teacher asks students if the lines of program

written were in correct order and whether the
syntax was correct.
9. Teacher asks students to open a new project in

8. Students look at the program on the board and

corrects the syntax if wrong.

VS, Intra

2 mins

9. Students open a new project in the Dev Pascal

VS, Intra

8 mins

3. Students listen and answer orally

Page | 3

Dev Pascal and type up the corrected program

shown on the board. Students are then asked
to compile and run the program after saving it.
10. Teacher gives a handout with the answers to
the problem given.

application, type up the corrected program,

compile and run it. If there are compilation
errors, students must check for syntax errors.

END OF LESSON ACTIVITIES

Closure to lesson:
T.S. (Transition Statement):
In todays class, we created a Pascal program to perform simple calculations using proper syntax and showed how we use sequencing. We
also saw the results of the program created. (1 min)
B.S. (Bridging Statement):
In the next class, we will be creating programs to include conditional branching the use of the if-then-else statement. (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

Page | 4