Day 5: Program Inputs and Outputs

Learning Objectives

• CRD-2.C: Identify input(s) to a program.
• CRD-2.D: Identify output(s) produced by a program.

Essential Questions

• How do programs use inputs to produce outputs?
• How does event-driven programming respond to user actions?

Materials Needed

• Presentation slides on program inputs and outputs
• Computers with programming environment
• Sample programs demonstrating various inputs/outputs
• Lab worksheet for input/output identification
• Mini-project design template

Vocabulary

• Input
• Output
• Event
• Event handler
• Event-driven programming
• User interface

Procedure (50 minutes)

Opening (8 minutes)

1. Review and Connection (3 minutes)

   • Review program purpose and function from previous lesson
   • Connect to today's focus on inputs and outputs

2. Warm-up Activity (5 minutes)

   • Students list inputs and outputs for familiar programs/apps
   • Share and discuss examples as a class

Main Activities (32 minutes)

3. Lecture: Types of Program Inputs and Outputs (10 minutes)

   • Define and categorize program inputs:
     • User inputs (keyboard, mouse, touch, voice)
     • File inputs
     • Network/API inputs
     • Sensor inputs
   • Define and categorize program outputs:
     • Visual outputs (text, graphics)
     • Audio outputs
     • File outputs
     • Network outputs
     • Control signals to other systems

4. Demo: Event-Driven Programming Examples (7 minutes)

   • Demonstrate how events trigger program responses
   • Show examples of event handlers in code
   • Explain the relationship between user actions, events, and program behavior
   • Demonstrate how the same input can produce different outputs depending on program state

5. Lab: Identify Inputs and Outputs (10 minutes)

   • Students work individually or in pairs
   • Analyze several sample programs
   • For each program, identify and document:
     • All possible inputs
     • All possible outputs
     • The relationship between specific inputs and outputs
     • Events that trigger program behavior

6. Mini-Project Introduction: Program Design (5 minutes)

   • Introduce mini-project assignment
   • Students will design (not code) a simple program
   • Design must specify:
     • Program purpose
     • Required inputs
     • Expected outputs
     • How inputs are transformed into outputs

Closing (10 minutes)

7. Mini-Project Work Time (7 minutes)

   • Students begin working on their program designs
   • Teacher circulates to provide guidance

8. Preview Week 2 (3 minutes)

   • Explain that next week will focus on program design and development processes
   • Mini-projects will continue to be developed throughout the unit

Assessment

• Formative: Lab worksheet completion and accuracy
• Mini-Project: Quality of program design specification

Differentiation

For Advanced Students

• Design programs with multiple input types and conditional outputs
• Consider edge cases and error handling in their designs

For Struggling Students

• Provide a structured template for program design
• Suggest simpler programs with clear input/output relationships

Homework/Extension

• Complete the mini-project program design
• Research a program that uses an unusual or innovative input method
• Consider how different types of inputs might improve existing programs

Teacher Notes

• Emphasize that inputs are not just user actions but can come from many sources
• Connect input/output concepts to programs students use daily
• Ensure students understand the difference between an event and an input
• Preview that these concepts will be important for their final collaborative project