Principles of Information Technology
Introduction to Software and Information Systems
Information Technology
Lesson Plan
Performance Objective
 Upon completion of this lesson, the student will demonstrate knowledge of the different software
associated with information systems.
Specific Objective
 Students will be able to identify the function and operation of compilers and interpreters
 Students will identify various computer languages and how the languages are used in software
development
 Students will recognize data representation in software development such as string, numeric,
character, integer, and date
 Students will recognize computer numbering systems and internal data representation
 Students will identify new and emerging classes of software
Terms
Compilers
Interpreters
String
Character
Integer
Computer Languages
Time
This lesson should take approximately 60-90 minutes to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.272. (c) Knowledge and Skills
5) The student demonstrates knowledge of the different software associated with information
systems. The student is expected to:
(C) identify the function and operation of compilers and interpreters
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Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Information Technology Specialist
O*Net Number: 15.1199.09
Reported Job Titles: IT Manager, Project Manager, Technical Project Lead
Tasks: Develop or update project plans for information technology projects including information such as
project objectives, technologies, systems, information
Monitor or track project milestones and deliverables.
Assign duties, responsibilities, and spans of authority to project personnel.
Soft Skills: Active Listening, Speaking, Critical Thinking
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
 Review and familiarize yourself with the terminology, website links, and proper keyboarding
techniques.
 Review Slide Presentation on Introduction to Software and Information Systems
 Access an introductory lesson on understanding programming using sequential thinking processes
http://teachers.net/lessons/posts/2166.html (if needed and if time permits)
 Review website http://www.programming.org/
 Have materials and websites ready to go prior to the start of the lesson.
References
1. Farrell, M. E. (2008). Computer programming for teens (1st ed.). Boston, MA: Thomson Course
Technology PTR.
2. Sande, W. & Sande, C. (2009). Hello world! Computer programming for kids and other beginners.
Greenwich, CT: Manning Publications Co.
3. http://en.wikibooks.org/wiki/Alevel_Computing/AQA/Computer_Components,_The_Stored_Program
_Concept_and_the_Internet/Fundamentals_of_Computer_Systems/Types_of_program_translator
Instructional Aids
 Lesson: Introduction to Software and Information Systems
 Slide Presentation: Introduction to Software and Information Systems
 Instructor Computer/Projection Unit
 Online Websites
 Rubric for Programs I & II
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Introduction
Ask: How many of you think you can give instructions for how to complete a simple task, like tie your shoe,
take out the trash, feed the dog, get a drink from the water fountain, etc.?
Say: Today, we’re going to learn about computer languages and the importance of using a very specific
sequence of directions in order to complete a task.
Provide an example of how a computer needs very specific instructions to perform tasks.
Ask for a couple of student volunteers to demonstrate how to both give and follow a set of directions for
completing a task.
If possible have the ingredients on hand to demonstrate how specific one needs to be when instructing
someone in how to make a peanut butter and jelly sandwich.
You may do this orally in class or have students write down the specific instructions for how to make a peanut
butter and jelly sandwich. Emphasize that it takes more than 3 or 4 steps.
Check student responses by using the attached suggested sequence.
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Outline
MI
Outline
I.
Begin the Slide Presentation
II.
Define Software (slide 3)
A. System software
B. Application software
III. Information systems (slide 4)
A. Tell what they are
B. Give examples
IV. Identify differences between
Compilers and Interpreters (slides
5-6)
Instructor Notes
Use a projection system and
begin the presentation:
Introduction to Software and
Information Systems.
Have Students take notes
over the vocabulary terms,
and review these terms during
the Review section of the
lesson.
V. Define Strings and give an example
(slide 7)
VI. Differentiate between Character and
Integers (slide 8)
VII. Identify some of the different types
of Computer Languages (slide 9)
VIII. Relate this information to the
Introductory activity. Why is it
important to use very specific and
sequential language in computer
programs?
IX. Explain that students will have the
opportunity to program a robot to
perform some simple actions by
writing a sequence of very specific
directions.
Review the Introductory
activity
Use the projection system to
display the website.
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Lesson on programming basics
X. Students should carefully observe the
instructions on the Getting Started
section.
XI. In the section called Giving
Commands to Objects, students will
learn how to program the robots to
perform specific functions.
XII. Students will program the objects
(robots) with commands to perform
different types of movements.
Go through the section on
Getting Started. Point out the
Program Area as you go
through the steps and the
importance of reading the
lessons first.
The instructor should
demonstrate how to give
commands to the robots and
how to Run and Clear the
Program Area. Inform
students that any incorrect
commands will be explained
in the Message box.
XIII. Students should complete
Programs 1 and 2.
Multiple Intelligences Guide
Existenti
alist
Interpers
onal
Intrapers
onal
Kinesthe
tic/
Bodily
Logical/
Mathema
tical
Musical/Rhyt
hmic
Natura
list
Verbal/Ling
uistic
Visual/Sp
atial
Application
Guided Practice
Go over the slide presentation, identifying and explaining terms: Encourage students to take notes
Model for students proper programming techniques and have them follow along with you.
1. Select “Beginner Lessons” on the website for Programming Basics. www.programmingbasics.org
2. Take students through the “Getting Started” section highlighting the Program Area.
3. Emphasize that computers must be given very specific instructions.
4. Explain how computers use a special language that they can understand; in this case “JavaScript.”
5. Explain that instructions must be exact or problems called “bugs” may occur.
6. Initiate the section called “Giving Commands to Objects.”
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7. Explain that JavaScript is an object oriented language, meaning you can give commands to objects.
8. Lead the students through introducing the robots and using the “Program Area.”
9. Discuss the specifics of how to give commands in JavaScript and then “Run” the program.
10. Get students started on programming the first robot command.
11. Allow students to continue with programming commands for both robots.
Independent Practice
 Students will individually program sections 1 and 2.

Students may follow up with the Enrichment extension using a different type of programming.
Summary
Review
Have students refer to their notes and review terms from the slide presentation on Software and Information
Systems. Discuss how these terms are integrated into the development of the sequential instructions that
become the computer language used to perform specific functions.
Evaluation
Informal Assessment
 Observe student participation and note-taking during the slide presentation
 Have students submit their sequence of instructions for how to make a peanut butter and jelly
sandwich
 Observe student performance during the Giving Commands to Objects sections
 The Instructor should move around the room and check the programming results for the 2 robot
commands and assist with trouble shooting any “bugs” that appear.
Formal Assessment
 Use the attached Rubric to score students for their completion of Programs 1 and 2.
Enrichment
Extension
Students may follow up on another programming example called Scratch at the following website
http://scratch.mit.edu/
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Students will have the opportunity to research and develop interactive projects using problem solving skills,
being creative, collaborate with others and expand the ability to communicate ideas by coding a computer
program.
To begin using the program click the following link
http://scratch.mit.edu/projects/editor/?tip_bar=getStarted
Instructors may view information on Scratch at http://scratch.mit.edu/educators/
The “Explore” Section gives student created examples using the Scratch program at
http://scratch.mit.edu/explore/?date=this_month
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Rubric for Programs 1 & 2
Criteria
Completeness
(30 pts)
Presentation
(40 pts)
Creativity
(20 points)
Professional
Appearance
(10 pts)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
25-30 points
13-24 points
1-12 points
0 points
Work is
complete and
presents a
unified whole.
Work is
complete, but
lacks unity or
Gestalt.
Work is
incomplete.
No attempt was
made to produce
the program.
33-40 points
17-32 points
1-16 points
0 points
Presentation is
exceptionally
effective
Presentation is
somewhat
effective
Limited
effectiveness of
presentation.
No evidence
effectiveness in
presentation.
17-20 points
9-16 points
1-8 points
0 points
Ideas are
original in
thought and
exceptionally
creative.
Ideas are
somewhat
original and
creative.
Limited
evidence of
creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
9-10 points
5-8 points
1-4 points
0 points
Excellent
project; neat and
professional in
appearance.
Good project.
Very few
corrections are
needed
Fair project.
Several errors
are evident.
Project is
unprofessional
and errors
distract
significantly.
TOTAL
POINTS:
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Points
Suggested Sequence for Peanut Butter and Jelly Sandwich
The following steps will cover most of the proper sequences, but there are variations.
1. Open a loaf of bread and remove a slice of bread
2. Open a jar of peanut butter by twisting the lid counter clockwise
3. Pick up a knife by the handle
4. Insert the knife into the jar of peanut butter
5. With an amount of peanut butter on the knife, withdraw the knife from the jar
6. Spread the peanut butter from the knife onto the slice of bread
7. Repeat steps 4 – 6 until the slice of bread has peanut butter evenly distributed
8. Remove a second slice of bread from the opened loaf of bread
9. Open a jar of jelly by twisting the lid counter clockwise
10.Pick up a knife by the handle
11.Insert the knife into the jar of jelly
12.With an amount of jelly on the knife, withdraw the knife from the jelly jar
13.Spread the jelly from the knife onto the second slice of bread
14.Repeat steps 11 – 13 until the second slice of bread has jelly evenly distributed
15.Take the two slices of bread and press them together so that the sides with the peanut
butter and jelly meet
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