Lesson Plan

Date, time & Subject / Topic Curriculum Links Class / Set Room/Lab Total No. of
period Students
Friday 05/5/17 Variables 8.3 First Steps in Small Basic 8
P4 13:30 14:30

Pre Lesson preparation

Check AB Tutor is working and take control of all screens before pupils enter. Check IWB alignment and have small basic program open. Make 33 copies of
any worksheets. Make 6 copies of easy worksheets. 3 copies for extra extension tasks.

Prior learning / Assessment to inform planning (Please also refer to class list and seating plan)
What happened in the last lesson to inform your planning? How has data for this group informed your planning to accommodate the needs and abilities of all of your learners?
This is the fifth lesson in SmallBasic. In the previous lessons, pupils were introduced to the TextWindow and were able to get their programs to be able to read
and write text to the screen. Most pupils seemed to be able to complete the tasks, but I felt they still didnt grasp the concepts of variables well enough. They
will also be re-using some of the graphics window tasks they completed at the start of the unit.

Lesson Aim: (What do you want the pupils to achieve in broad terms?)
For example to be able to understand be able create
To be able to use the TextWindow object in SmallBasic to calculate the angles and draw a polygon correctly, based on the users input.

Learning Objective: (What are the pupils in the room to learn? make this an open, non-task based statement)
To Learn (about / how/ why/ when/ what happens when ..../ if etc.)
To learn how to use variables in a program
To learn how to re-use information from user input to draw different shapes with turtle graphics

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Differentiated Learning Outcomes: Past tenses as looking for evidence they will have hopefully produced

By the end of this lesson pupils will have.

1. Written a program to draw a shape based on the users input. (Some pupils will only be able to do this after having been given the code).
2. Amended their program to allow the user to also change the colour of the shape.
3. Some pupils may attempt the extra variables challenges.

Key Vocabulary
Small Basic, Statements, TextWindow, Variables, Turtle, Polygons

Numeracy Literacy Focus TEL Focus Most Able SEND Focus Health & Safety Role of Other
Focus - Risk Adult(s)
Pupils need to Keywords will need Use of SmallBasic Extra tasks on 6 SEN Departmental H&S none
understand what to be understood. variables in policy, check all
polygons are and Code will need to additional Will be given pupils can see
how to calculate the be copied correctly. worksheet. individual support whiteboard, note
angle of a polygon. and an easier windows, classroom
worksheet where lights, ventilation,
the code is already tripping hazards,
given to them. correct seating
position for
computer use.

Cross Curricular links - PHSEE, Citizenship, Enterprise, Global News, Innovative ideas & Creative student opportunities

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LEARNING & TEACHING Plan
Time Link to Teacher Activity Learner Activity Assessment Resources
Learning Objective & Outcomes, Identify the techniques Strategies Used to e.g. TEL,
Outcome Teaching Activities, Revisiting Outcomes & used to differentiate Ensure Progress Other Adults,
number Consolidation for ALL Learners of All Learners Materials and
Equipment
Pupils greeted at the door. Powerpoint loaded Pupils will be asked how to Question pupils on how
5 mins showing learning objectives on all screens draw a simple shape using I might go about
Greet class Good afternoon 8E2 Wait for reply turtle graphics. drawing a square and
Ensure seating plan. then a pentagon, etc?
Ask pupils to keep planners on top of computers.
Monitor Health and safety issues What is a polygon?
Unlock computers and allow pupils to log on whilst
taking register.
Starter:
Recap drawing shapes with turtle graphics.

5 mins Demonstrate a program that allows a user to type in A randomly chosen pupil Question pupils on
LO1, LO2 a number of sides and then draws a polygon correctly will be asked to give input suitable variable names
according to that number. It also changes colour to the program, for to hold these two items SB program,
according to input. example number of sides. of data in: length and powerpoint
Explain how the angle is calculated and stored in a angle
variable. Similarly the length is stored in a variable.
Leave the initial code on the board

10 mins LO1 Give worksheets to pupils and ask them to complete Pupils will follow the Walk around and check
activity 1. This is to get a program working that asks worksheet and attempt the all pupils have got the Worksheet 4
a user to enter a number of sides and saves it. first part of Activity 1. very first part working. drawing
Check SEN pupils first. polygons
If any pupils are
struggling, swap their Worksheet 4
worksheet with the easy drawing
one. polygons easy
5 mins LO1 Stop pupils and remind them how to calculate the Question pupils on how Whiteboard
angle before they move on. to calculate an angle of
a polygon.

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30 mins LO1, LO2, Pupils continue on the worksheet and try to finish off Pupils will continue Walk around and assist Seating plan
LO3 Activity 1 and then go on to the extension activity to working on worksheet and pupils. Tick pupils off
change the colour of the shape. aim to have a completed from the seating plan if Extension
If there are any common misconceptions, stop class program, as shown on the they have completed a worksheet
and address them. back of the worksheet. task.
Those that have completed
the extension activities will
be given the variables
extension worksheet.
5 mins LO1, LO2 Plenary Test students knowledge of variables Pupils will raise their
hands to show whether
Show of hands for how many pupils completed the they have completed
first program. Activity 1 and 2.

Home Learning (to enhance prior, existing or potential knowledge and skills)

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