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Section Title Primary information Description and Notes Suggested resources
Lesson Length The expected lesson length will be approximately one hour

Some variation possible.

Assessment Level 1

 
Students The lesson is suitable for KS3 and KS4 students Since this is a new specification, the lesson is suitable for Year 7 to 9 students and differentiated by outcome  
Overall Focus This lesson introduce the term Boolean and look in more depth at how this logic is used more widely in programming

Students should be able to understand and show examples of Boolean logic.

Lesson Links: 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39

Key words logic, statements, Boolean, conditional These words need to be reinforced throughout the series of lessons  
Assessment relate boolean logic to program flow

Evidence here will be student's own work and assessor observations.

 
Key Questions Some questions to get learners thinking about the topics Some questions about how to improve the effectiveness and efficiency of searching for information. What function does Boolean logic play in programming?  What examples can you see and find to show the way it works.  Can you explain what it does and how it helps?
Learning Objectives
  • To understand logical operators in relation to program flow
  • To explore and explain the application of logic for program flow
  • To understand how and when to use logical operators for efficiency

Students need to show that they are comfortable using logical operators and know when to use them to improve their efficiency

If you are using the Learning Machine learning system, students can add their comments and material to this site as evidence of their growing understanding.  The site, if used consistently, will show progression via charts of activity and outcomes.
Teaching and Learning Elements
  • Teacher led discussion on Boolean logic
  • Groups working on main terms and their use
  • Detailed look at their operation and evaluation of their effects

 

How does this type of logic help with program flow?  Can students look at work they created before and look for any boolean logic that they applied.  Is it the best use of the logic and what improvements did it make.

The 3 core states are: NOT, AND and OR.  Each one has a slightly different outcome.  Since the basic idea is on/off or tru/false, NOT changes the statement to the opposite.  AND changes the output only if a specific condition applies, and OR changes it if one or other condition applies.

Some Boolean logic should come into play with Year 9 options.  You have to do maths GCSE, so NOT doing it means you are not in school.  It has to be.  If you do maths, you need to do English AND a science.  You can then do a series of other options such as French OR drama.

Students can come up with other examples of how this logic might work in situations that are meaningful so as to reinforce situations (i.e. programming) where it might not be so obvious.

 

Lesson Structure Possible structure
  1. introduction to Boolean logic
  2. practical with students finding examples from their projects or other sources
  3. groups work on usage in their found examples
  4. check they understand the ideas behind the application of logic
  5. write-up ideas
  6. intro to next session

Sushi graphic

Boolean logic is being used by us all the time and should be relatively easy to understand, but when it comes to computers, is it so obvious?  Classic examples might be in maths problems.  In the image above, I can't buy all of the items as I don't have enough money, so I need to choose 2 and 1 other.  If I choose 1 item, it may not be the most healthy balance, or you may be allergic to one or two ingredients etc.

Homework Students can write examples of these terms and how they apply to real life situations they have experienced. Students can vary their homework depending on their level of understanding Students can continue to document their experience on their portfolio system for assessment

 

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