Escuela Secundaria Técnica México – January 7th – January 11th

Topic: Introduction to Programing and Database Management

3-2 Information Technology – WEEK 1

Date Topic Objectives Content Teaching Strategies Assessment Reference

Class
Classes Introduction After welcoming This semester consist of 18 teaching weeks, 1 Introduction: Teacher will begin Complete Log On to IT
to students and having revision and 1 examination. by welcoming students back from Activity 1
Mon Programing distributed and Xmas break. Course Outline
3-2 discussed the course The course outline describes the topics intended for Dev.: Individual Handout
10:35- Subtopic: outline the students will each week. 1. Highlights lab rules Questioning
11:55 Program be able to: Assessment strategies are clearly outlined. 2. Teacher displays the course CXC IT
development Students must be knowledgeable of the lab rules outline on the screen. curriculum
and 1. Identify the different since they will be using the lab for two double 3. Discuss highlight the topics for
Algorithms topics to be covered sessions out of the five sessions of I.T. they have each week. https://www.brit
for the first semester per week 4. Explain the assessment annica.com/tech
Previous 2. List the different methods used nology/computer
Knowledge: assessments methods A computer program is a series of coded 5. Review the Computer Lab -program
Students intended for the first instructions for a computer to obey in order to solve Rules.
have used semester a problem. 6. Using a problem from chapter
typed 3. Direct students to 8 as example, illustrate the
documents in chapter 8 of the Computer program, detailed plan or procedure for steps of program development.
Word. textbook and define solving a problem with a computer; more 7. Pose a second problem and
the term ‘computer specifically, an unambiguous, ordered sequence of have students solve the
program’. computational instructions necessary to achieve problem clearly stating each
4. Explain the steps in such a solution. The distinction between computer step.
algorithm programs and equipment is often made by referring
development. to the former as software and the latter as hardware. Activity Exercise 1 of Chapter 8
5. Appreciate that in An algorithm is a sequence of instructions which, problem is set in moodle along
program development if followed, produces a solution to the given with Information Sheet.
a problem is broken problem. At the end of each instruction, there is no
down to the smallest question as to what needs to be done next, and the Conclusion. Have students share
possible tasks. instructions eventually come to an end. their answer.
A pseudocode is an algorithm that models or
resembles the real programming language of the
computer. It cannot be executed by the computer
 Program development
1. Define the problem
2. Analyze the problem
3. Develop an algorithm/method of solving the
problem
4. Write a computer program
5. Test and debug program
6. Document the program
Evaluation:
 Escuela Secundaria Técnica México – January 7th – January 11th
Topic: Introduction to Programing and Database Management
3-2 Information Technology – WEEK 1

Date Topic Objectives Content Teaching Strategies Assessment Reference

Class
Classes Introduction After reviewing the A computer program is a series of coded instructions Intro. Allow students to use Complete Log On to IT
to solution to the a for a computer to obey in order to solve a problem. word to outline the steps to go Activity 1
Thurs Programing question in program Computer program, detailed plan or procedure for to the cafeteria. After 3 minutes Course Outline
3-2 development (chapter solving a problem with a computer; more specifically, ask volunteers to share their Individual Handout
7:55- Subtopic: 8 of the textbook) the an unambiguous, ordered sequence of computational answers Questioning
8:35 Program students will: instructions necessary to achieve such a solution. The CXC IT
development distinction between computer programs and equipment Dev. Using a problem from Create the IPO curriculum
and 1. Differentiate is often made by referring to the former as software and chapter 8 as example illustrate Tables
Algorithms between input, the latter as hardware. the steps of program https://www.brit
output and An algorithm is a sequence of instructions which, if development. annica.com/tech
Previous processing followed, produces a solution to the given problem. At nology/computer
Knowledge: the end of each instruction, there is no question as to Pose a second problem and -program
Students 2. Create IPO tables what needs to be done next, and the instructions have students solve the problem
have used eventually come to an end. clearly stating each step.
typed 3. Appreciate that in A pseudocode is an algorithm that models or resembles
documents in program the real programming language of the computer. It Activity Exercise 1 of Chapter
Word. development a cannot be executed by the computer 8 problem is set in moodle
problem is broken along with Information Sheet.
down to the Program development
smallest possible 1. Define the problem Conclusion. Have students
tasks. 2. Analyze the problem share their answer.
3. Develop an algorithm/method of solving the
problem
4. Write a computer program
5. Test and debug program
6. Document the program
Evaluation:
 Escuela Secundaria Técnica México – January 7th – January 11th
Topic: Introduction to Programing and Database Management
3-2 Information Technology – WEEK 1

Date Topic Objectives Content Teaching Strategies Assessment Reference

Class
Classes Introduction While seeing illustrations (on Field-Data in its simplest Intro. Students will list five different sets of data Rubric 1 Log On to
to Access. the screen) of example a form that can be collected from students. IT
Fri database program the Elicit from students what can the data be used for. Students are assessed
3-2 Subtopic: students will be able to Record-a complete set of Dev. Explain that Data must be collected for a through their work on Course
11:15- Designing related fields. purpose. The purpose will determine the field that screen. Outline
12:35 tables to store 1. Design a table to store are relevant and the data type. Handout
data related data Table-grid on which Class participation i.e.
related data can be stored Activity: Collect data to determine if females or asking questions and CXC IT
2. Use appropriate field males perform better in IT. List the fields used. answering questions. curriculum
Previous names and data type Data type- the type of Determine the data type. Design a table and store
Knowledge data to be entered the data (Sample of 8 records). Printed worksheet.
3. Assign appropriate field Assign a field to be the Primary Key. (To be able to
Students have for key field. link the table to another table.)
entered data Query-a feature that Show on screen – the use of lookup wizard
in excel tables 4. Populate table with eight allows extraction of datatype to enable selection of gender.
records. information from the Design a query to extract males. Design a query to
database. extract females. Use a calculated field to find
5. Extract information using average grade for females. Use a calculated field to
queries. determine the average grade for males.
Students will extract the information from their
6. Appreciate that a database database using a query.
program (Microsoft
Access) must be well Conc. Highlight the importance choosing
designed to extract useful appropriate field and data types.
information.
Evaluation: