I'm a Software Developer, too!

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Name (as applicable):

  Middle School Programs

  Course Title:

  Fundamentals of Web and Software Development

  Course Number:

  Career Cluster:

  Information Technology

  CIP Number:

  149009500M

  Course Type:

  EXPL

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “I’m a Software Developer, too! See CPALMS resource ID# 219617.

• Career Connection

  
  

  Students will use the durable skill of metacognition to plan and organize a program. When thinking about how to design a program, the software development life cycle (SDLC) phases can serve as a planning and organizational tool. Students may expand their knowledge of current and emerging computer technology to create programs. Using a flowchart diagram, students will describe their programming structures to develop an executable software application. Students will be able to explain their process of creating a simple program using Scratch 2D animation software.

• Learning Objectives

  
  
  • Identify resources and components needed to create a program within the software development life cycle (SDLC).
  • Use digital tools to produce a flowchart which describes the program algorithm.

• Prior Knowledge

  
  

  Students should be familiar with variable assignment (assigning values to variables). Familiarity with Scratch is recommended.

• Guiding Questions

  
  
  • How does the software development life cycle (SDLC) relate to creating a program or software application?
  • How does a flowchart design assist a software developer or programmer?

• Procedure

  
  

  Part 1

  1. Lesson Introduction: Ask prompting questions to check students’ knowledge of programming, game design or creating a program.
     • What is your favorite video game or app?
     • Has anyone created a game, app, or program?
     • What software or app did you use to create your game or program?
  2. Discuss how the software developers use a sequence or a series of steps to create the video games, mobile applications, or computer programs. Explain that students will learn the sequence, known as the software development life cycle, when creating a program, mobile app, or game.
  3. Distribute the case study, “I’m a Software Developer, too!” to students. See CPALMS resource ID# 219617. The case study will focus on SDLC phases.
  4. Have students read the case study independently. Discuss the following questions from the case study:
     • Who are the characters in the case study?
     • What is the problem in the case study?
     • What might we need to learn to help them solve the problem?
  5. Distribute the software development life cycle phases (SDLC) worksheet. Students will complete the planning and analyze phases from the case study activity (Steps 5 and 6). Students will complete the design and implement phases from coding/game objective activity (Steps 7 and 8). Students will complete the testing and launch phases (Steps 9 and 10). Possible answers for all phases are provided in the attached file, SDLC Phases Worksheet Answer Key.
  6. Have students write their answers for Planning and Requirements phases only on the SDLC worksheet.
  7. Explain to students that they will use the Scratch 2D Animation to design the program. Students will need to access the Scratch 2D Animation platform. See Teacher Notes to set up a Scratch account or download an offline version of Scratch or go to the Scratch website.
  8. Students will complete a Money Game coding activity to master the SDLC phases, Implement, Test and Launch. This is an independent task where students must create an algorithm (block of code) with the goal of creating a successfully executed Money Game program. Have students fill out the Design and Implement phases on the SDLC worksheet.
  9. There are two choices to distribute coding materials:
     • First choice: Distribute the Step-by-Step Instructions for the Money Game Program document with Scratch file, MoneyGameStart.sb3. Students who not familiar with Scratch can complete the step-by-step instructions for the money game document, then move forward to completing the Game Objective document. Allow additional time for students to complete the step-by-step instructions and game objective.
     • Second choice: Students who are proficient in Scratch, should complete the Game Objective document and Scratch file, MoneyGameObjective.sb3.
  10. Allow students to test their program for accuracy by sharing with a peer in class. The launch or deploy phase is the last step in the SDLC and this phase should happen after the teacher has reviewed students’ work (completed program). Have students to complete the testing phase on the SDLC worksheet. If the program is correct, you can tell students that their program is eligible for the launch phase, and they can complete the launch phase on the SDLC worksheet.

  Part 2

  1. Distribute the flowchart diagram worksheet. Discuss the flowchart symbols used as a visual diagram to show the step-by-step process of how they completed the game objective. Students will show their sequence of creating an algorithm from the game objective assignment.
  2. Have students use Microsoft Word or word processing platform to design a flowchart showing how they created their algorithm from the game objective activity. Ask students to use the Start shape, followed by a flowchart shape to describe the first block of code, then describe the second block, and so on. No flowchart should look alike as each student has a different thought process to complete their game. If the student’s flowchart diagram matches their algorithm, allow students to share their program for others to view on the Scratch website.
  3. As an extension, ask the following Future of Work questions:
  • • How can software developers maintain their program once its deployed?
    • What steps would you use to update or revise an existing program to a new version?

• Teacher Notes

  
  
  • Pacing may take longer than 60 minutes. This lesson can be completed in 2 days. To expedite lesson completion, students can work in groups. It is optional to allow students to test their program for accuracy by sharing with a family member (preferably a younger sibling).
  • Students do not need to sign into a Scratch account. They can go to scratch.mit.edu or download the offline Scratch version (scratch.mit.edu/download). The offline version is available for Windows, Macs, Chromebooks and Android operating systems. It is recommended if internet access is not available or to minimize student sharing.
  • (Optional) Teachers can set up a Scratch Classroom account as a portal to upload the file and monitor student activity. Students can access the file from your classroom account. More information is found at: https://resources.scratch.mit.edu/www/guides/en/scratch-teacher-accounts-guide.pdf