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L1 Lesson plan – Programming – KS4

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7 views4 pages

L1 Lesson plan – Programming – KS4

Uploaded by

Dowuona Joel
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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KS4 - Programming Lesson Plan

Lesson 1 - Translators

Lesson 1: Translators
Introduction
In this lesson, learners will be introduced to the notion that humans interpret instructions
differently to computers. This is to help them understand that computers need clear and
precise instructions in order to perform the expected task. Learners will also be taken on
a journey from machine code to high-level languages in order to discover how a
computer interprets instructions.

Learning objectives
● Compare how humans and computers interpret instructions
● Explain the differences between high- and low-level programming languages
● Describe why translators are necessary
● List the differences, benefits, and drawbacks of using a compiler, or an
interpreter

Key vocabulary
Translator, compiler, interpreter, high-level and low-level languages, assembler, execute,
machine code, assembly language, operand, mnemonic

Preparation
Subject knowledge:
You will need an understanding of the history of programming languages and how we
came from writing machine code to high-level languages. You will also need an
understanding of how computers need precise instructions in order to accurately
perform what we want them to do.

Misconceptions:

M18 Programs are interpreted more or less like sentences in natural conversation. The
computer or programming environment is, for practical purposes, able to deduce the
intention of the programmer. It may, for instance, fill in ‘obvious’ missing information
without being told.

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KS4 - Programming Learner handout
Lesson 1 - Translators

M19 The computer/environment does not allow operations that are unreasonable or
pointless.

You will need:


● Slides
● Activities:
○ Humans vs computers: A1 handout
○ A1 ScratchPath (ncce.io/ks4-scratchpath)
○ Lost in translation: A2 handout
○ Programming languages: A3 worksheet and solutions
● Enough counters for one between two

Optional:
● Vocabulary sheet

Assessment opportunities

The ‘Programming languages’ activity provides an opportunity for peer- or self-


assessment. A model answer sheet has been provided to support this.

The plenary is a ‘true or false’ quiz that can be used to check the recall of some of the
key terms.

Outline plan
Please note that the slide deck labels the activities in the top right-hand corner to help
you navigate the lesson.

*Timings are rough guides


Starter Humans vs computers: Which is more intelligent?
activity
(Slide 2) Present learners with the question: “Which is better at interpreting
instructions? Humans or computers?”. They should think, write, pair, share
3–5 mins their answers and a short class discussion should take place. There is
definitely a right answer (humans), but this is not the point of this activity. It
is to get them to think about the meaning of intelligence and to have a
short debate. They can use the animation of the computer walking off a
cliff for inspiration.

Activity 1 Humans vs computers: Following instructions


(Slides 4–6)
For this activity, learners will need a copy of the ‘Humans vs computers’
5–7 mins handout. They will need the path and the instructions (slides 4 and 5). They

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KS4 - Programming Learner handout
Lesson 1 - Translators

will also need a counter. Ask learners to work in pairs and follow the
instructions to guide the counter around the path. Don’t give them any
more instructions and leave them for a few minutes to have a go. They
should find this activity really simple because they will literally be moving
the counter around the path. It is important to note that learners are meant
to find this activity obvious and simple. However, try not to point this out to
them before you reveal the outcome of the Scratch version.

After a few minutes of this activity, open the Scratch file. Before showing
this on your screen, check that only the main instructions are visible (the
same ones as the learner sheet). Show that the Scratch file has been given
the same instructions.

Run the Scratch file to demonstrate that the computer hasn’t done what
the programmer expected. Dig deeper into the code by looking at what is
inside each subroutine (My block).

Go to start <- this places the piece at the start of the path and points it
to the right.

Move forward <- this is the same instruction each time and it will move in
the direction it is pointing in, 160 steps.

Turn right and Turn left <- it is turning, but only by 15 degrees. This
isn’t far enough.

The conclusion is that humans will make assumptions when given


instructions which will usually get them to the right result. However,
computers need precise instructions because they can’t make assumptions
like humans. They will only do exactly what they are told.

Activity 2 Lost in translation


(Slides 7–31)
This activity takes learners on a journey from the first programs that were
20 mins written using machine code, to the latest programs written in high-level
languages. It uses this journey to introduce key terms that learners need to
understand for this course.

It is important that you take time to read the content on these slides and
familiarise yourself with them. A handout containing all of the information
from the slides has been provided to support learners with the
‘Programming languages’ activity.

A slide is presented with a link to a YouTube video that shows how the
popularity of programming languages has changed over time. Be sure to
increase the speed of this video before playing it to your learners.
Instructions for this can be found in the slide notes.

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KS4 - Programming Learner handout
Lesson 1 - Translators

Activity 3 Programming languages


(Slide 32)
Provide learners with the ‘Lost in translation’ handout, which contains
20 mins information given in the previous activity. They should use this to help them
answer the questions on the ‘Programming languages’ worksheet for this
activity. Model answers have been provided to help with self- and peer-
assessment.

Plenary Plenary: True or false quiz


(Slides 33–
42) Use a ten question ‘true or false’ quiz to assess some of the key facts
covered during the lesson. You can use the outcome of this quiz to test
5 mins learner recall on the key facts.

Homework N/A

Resources are updated regularly — the latest version is available at: ncce.io/tcc.

This resource is licensed under the Open Government Licence, version 3. For more information on this
licence, see ncce.io/ogl.

Page 4 Last updated: 14-05-21

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