User:Saroj Neupane Lesson Plan 2: Difference between revisions

User:Saroj Neupane Lesson Plan 2 (view source)

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Saroj Neupane

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 |Subject: Computer Science
 |-
-| Class:8
+| Class:9
 |-
-|Time:15 Minutes
+|Time:10 Minutes
 |-
 |Number of Students: 16
 |-
-|Unit:6
+|Unit:4
 |-
-|Topic: Introduction to Algorithm
+|Topic: Flowchart and Its Componenet
 |-
-|Period: 5th
+|Period: 7th
 |-
 |School: ABC School
@@ Line 22: / Line 22: @@
 == Specific Objectives==
-Students will understand the components of a flowchart and be able to create a simple flowchart with emphasis on using different shapes for various operations.
-Materials Needed:
+* Students will able to  understand the components of a flowchart and be able to create a simple flowchart with emphasis on using different shapes for various operations.
-Whiteboard and markers or a blackboard and chalk.
-Chart paper and markers.
-Individual sheets of paper and pencils for each student.
-Introduction (2 minutes):
-Start by asking students if they have heard of flowcharts and if they know their purpose. Briefly explain that flowcharts are visual representations of processes or algorithms.
+== Teaching Aids ==
-Basic Components (3 minutes):
-Introduce the basic components of a flowchart:
+* Whiteboard and markers or a blackboard and chalk.
-Oval: Represents the start or end of a process.
+* Chart paper and markers.
-Rectangle: Represents a process or task.
+* Individual sheets of paper and pencils for each student.
-Diamond: Represents a decision point (yes/no question).
-Parallelogram: Represents input or output operations.
-Arrow: Represents the flow or direction of the process.
-Activity - Creating a Simple Flowchart (4 minutes):
-Choose a simple process (e.g., making a sandwich) and draw a flowchart on the whiteboard, incorporating all the components.
+== Introduction (2 minutes): ==
-Encourage students to ask questions and discuss the purpose of each shape.
-Have students practice drawing the flowchart on their individual sheets, focusing on using the correct shapes for each component.
-Hands-On Practice (2 minutes):
-Distribute individual sheets of paper and ask students to create a flowchart for a process of their choice. Emphasize the use of different shapes for different components.
+* Start by asking students if they have heard of flowcharts and if they know their purpose.
-Walk around the class to provide assistance and guidance.
+* Briefly explain that flowcharts are visual representations of processes or algorithms.
-Assessment (1 minute):
+* A flowchart is a type of diagram that represents a workflow or process.
+* A flowchart can also be defined as a diagrammatic representation of an algorithm, a step-by-step approach to solving a task.
+* The flowchart shows the steps as boxes of various kinds, and their order by connecting the boxes with arrows.
-Collect the flowcharts from the students.
+== Basic Components (3 minutes): ==
-Assess the flowcharts based on the correct use of components (ovals, rectangles, diamonds, parallelograms, and arrows) and the logical representation of the chosen process.
-Conclusion (1 minute):
-Ask a few students to share their flowcharts with the class, pointing out the different components used.
+* Introduce the basic components of a flowchart:
-Summarize the key components: ovals for the start/end, rectangles for processes, diamonds for decisions, parallelograms for input/output, and arrows for the flow.
-Emphasize the importance of using flowcharts as a visual tool for understanding and planning processes.
+# Oval: Represents the start or end of a process.
+# Rectangle: Represents a process or task.
+# Diamond: Represents a decision point (yes/no question).
+# Parallelogram: Represents input or output operations.
+# Arrow: Represents the flow or direction of the process.
+== Activity - Creating a Simple Flowchart (4 minutes): ==
+* Choose a simple process (e.g., Calculate area of rectangle) and draw a flowchart on the whiteboard, incorporating all the components.
+* Encourage students to ask questions and discuss the purpose of each shape.
+* Have students practice drawing the flowchart on their individual sheets, focusing on using the correct shapes for each component.
+== Hands-On Practice (2 minutes): ==
+* Ask students to create a flowchart for a process of  calculate volume of  cube in copy.
+* Emphasize the use of different shapes for different components.
+* Walk around the class to provide assistance and guidance.
+== Conclusion (1 minute): ==
+* Ask a few students to share their flowcharts with the class, pointing out the different components used.
+* Summarize the key components: ovals for the start/end, rectangles for processes, diamonds for decisions, parallelograms for input/output, and arrows for the flow.
+* Emphasize the importance of using flowcharts as a visual tool for understanding and planning processes.
+== Assessment (1 minute): ==
+* Collect the flowcharts from the students.
+* Assess the flowcharts based on the correct use of components (ovals, rectangles, diamonds, parallelograms, and arrows) and the logical representation of the chosen process.
 [[Category: Lesson Plan]]
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