Board Game Selection Structure Review

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): Computer Science Principles

  Course Title: Foundations of Programming

  Course Number: 9007210

  Career Cluster: Information Technology

  CIP Number: 0511020316

  Course Type: Career Preparatory

  CTE Standards and Benchmarks:

  Focus

  12.01 Identify the uses of non-iterative and iterative programming structures using pseudocode and flowcharts.

  11.11 Use Boolean logic to perform logical operations using Boolean algebra and truth tables.

• Unit Outline

  
  

  This lesson can be used in a unit focused on exploring different types of selection structures in programming. The unit could start with reviewing how if statements and Boolean conditions help their programs decide whether to run a block of code or not. The next two lessons could explore alternate selection structures such as the else statement, else if statement, and the logical operators (and/or/not), that allow programs to make more complicated and precise decisions on which blocks of code to execute.

• Career Connection

  
  

  This lesson incorporates essential career skills such as research and planning. The skills within the lesson, writing pseudocode and working with Boolean logic, are both foundational skills in all programming careers.

• Learning Objectives

  
  

  Students will be able to:

  • Choose the proper logical operators needed to write Boolean conditions.
  • Identify the correct types of non-iterative programming structures that will be needed in their pseudocode and flowcharts.
  • Evaluate sources of information for reliability.
  • Use organizational resources to develop pseudocode/flowcharts for a program.

• Prior Knowledge

  
  

  Students should be able to:

  • Write if, else-if, and else statements.
  • Use logical operators (AND/OR/NOT) as needed.
  • Use iterative programming structured (for/while loops) if needed.

• Guiding Questions

  
  
  • How do I break a solution to a problem into steps for a flowchart/pseudocode?
  • When checking multiple conditions, how do I choose between multiple if statements, using else-if statements, or using and/or keywords?

• Procedure

  
  

  1. To introduce the lesson, ask students to share any experiences with using “house rules” (rules that are not in the official rulebook) during a board or card game.

  o As students share, ask them if they know what the original rule is and/or why they don’t use the regular rule.
  o Explain to students that digital games tend not to have these issues since the rules and actions one can take are pre-programmed into the game. Apps can be made for physical board/card games to help players keep track of their points, list out their available options, and avoid arguments with each other about the rules.

  2. Ask students what sources they would use if they ever had to settle an argument or confusion about the official rules for a board/card game.

  o As students share, ask them why they would consider that source to be reliable.

  o If students don’t mention official rule books or the publisher’s website, remind them of potential sources for accurate product information.

  3. Provide students with the Companion App Planning Sheet handout (see attachment). Explain that students will be planning an application that would help players with a particular mechanic or process in a board/card game of their choice. This can be either an application that helps players know what their options are, and/or explains what actions need to take place depending on the players actions. Allow students time to conduct research about the rules and decisions required for the game element of their choice.

  4. As students work, provide support and research recommendations. Students should be reminded to consider how to break down their problem into its steps and to reflect on what type of selection structure (multiple if-statements, else-if, or and/or keywords) would be appropriate for any decisions that need to be made within the program. See Teacher Notes below.

  5. To bring the lesson to a close,

  o Have students pair up and review each other’s pseudocode for clarity. Remind students to consider special cases or situations that have not been accounted for in their partner's pseudocode.
  o Bring the class back together to reflect on their activity. Some potential questions to ask include:
  
  "Why is it beneficial to write pseudocode?"

  "Did you and your partner use similar structures in different ways or for different purposes?"

  "Did anyone's partner find a concern within your pseudocode? What was the issue?"

  “Were there any elements in your game that you weren’t sure how to implement for your pseudocode?”

• Teacher Notes

  
  
  • While this unit is focused on selection structures, there may be a need for iterative structures in students’ pseudocode depending on the problem they are solving. Students should still be able to describe any repetition needed in the pseudocode without explicit instruction on loops.
  • If students are struggling to think of applicable scenarios for board games, you may give them suggestions from the Teacher Examples sheet (see attachment).

• Optional

  
  

  Formative Assessment Ideas:

  • The teacher will monitor student's understanding of the different selection structures during the research and planning and ask guiding questions/giving feedback on progress.

  Summative Assessment Ideas:

  • Students will submit their planning sheet for approval/grading after the lesson. Student's pseudocode should be graded on their choice of selection structures along with using the correct Boolean conditions for the various decisions that the program would need to make.

  Extension Ideas:

  • Students can be tasked to write the program that they designed the pseudocode/flowchart for.