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How Programs Do Their Jobs
Learn a little, practice, then explain in your notebook. Keep your notebook and LessonPort project open as you work.
Your name and results stay in this browser. Never enter LessonPort passwords here. Each matching/sorting card is scored separately; other activities are scored as one item. Each item earns 2 points on a correct first attempt, 1 on a correct second attempt, and 0 on later attempts or after revealing the answer. Keep practicing; notebook correctness and both project rubrics are assessed by your teacher.
Carry It Forward: Team Launch
A team can make one product without everyone learning. Your job is to make both the shared goal and each person’s reasoning visible.
Shared goal
The result every team member is working to achieve.
Checkpoint
A planned moment to review evidence and choose the next step.
Source guide: page 2.
Begin With Why: Program Purpose
Purpose is the problem being solved or creative interest pursued by a program. A feature is something the program does; purpose explains why that matters.
WHO uses it+WHAT matters+HOW it helps=Strong purpose
60-second purpose challenge · no timer
Share with a partner. Be ready to explain your own statement if your teacher calls on you; a different student may speak in the next round.
Source guide: page 3.
Whole and Part: Program, Code Segment, Function
A program is a collection of statements that performs a specific task when run by a computer. A code segment is a collection of statements that is part of a program. A function is a named group of instructions that performs a task and may accept input or return output.
PROGRAM = the whole thing
FUNCTION = one specific job inside it
A function is one kind of code segment. Not every code segment is a named function.
Source guide: page 4.
Explain for a Reader: Precise Technical Writing
Technical writing is clear, precise communication explaining how to use, build, understand or maintain a product or process. “Attach the piece” is vague furniture advice; name the part, orientation, tool and expected result. Software explanations need the same precision.
Source guide: page 5.
Data Is Not the Trigger: Input vs. Event
Input is data sent to a computer for processing by a program. An event is an action or condition that triggers statements or changes execution.
What information entered?
Username text: Maya24
What caused a response?
Click Sign In, tap Sign In, or press Enter.
EVENT = triggerSource guide: page 6.
Input Types and Events
Tactile
Touch coordinates or swipe direction
Audio
Spoken command
Visual
Camera image
Device
Sensor reading
Program
Forecast from a weather service
The input category describes the data or its source. The trigger is still a separate question: click Scan, a scheduled sensor reading, a detected wake word, or an app refresh can start processing.
Source guide: pages 7–8.
What Leaves the Program? Output
Output is data sent from a program to a device. Name what is sent and how it is received—not merely “the program responds.”
Text: “Welcome, Maya.”Visual: traffic light changes colorAudio: three timer beepsTactile: phone vibrates twiceMovement: robot turns 90°Data: score + timestamp saved
Source guide: page 9.
Outputs Can Change: Behavior Across Situations
Behavior across situations describes how actions or outputs change with input, event, previous state, or context. Predict an exact observable result, not “it changes.”
Source guide: pages 10–11.
Show the Order: Flowcharts
A flowchart uses standard shapes and arrows to show steps, decisions, inputs, outputs and order. An oval starts or ends a path. A rectangle is an action. A diamond asks a question. A parallelogram receives input or sends output. Arrows show what comes next.
This simplified flow begins after a sign-in event. The username is the input. Follow Yes or No at the diamond; each path reaches End.
Source guide: pages 12–13.
Flowchart Practice
The guide’s morning routine starts with waking up, asks whether it is a school day, and uses another decision about rain. A diamond is a choice, not another ordinary action.
Source guide: pages 13–14.
Prepare for Project 1
TEAM: one Map
A shared flowchart of one function inside a familiar program.
EACH PERSON: one Frame
Your own notebook explanation, written while the team discusses the Map.
Source guide: pages 15–16.
Project 1: Function Explanation Map
Work in a team of 2–4. Choose a school portal, music app, navigation app, game, weather app, event reminder, calculator, or video platform. Select ONE FUNCTION, not the whole program.
Every student’s notebook Frame: PROGRAM; PURPOSE; USER; FUNCTION (broad task and detailed how); INPUT; EVENT; PROCESS / PROGRAM ACTION; OUTPUT (including form); BEHAVIOR ACROSS SITUATIONS. Use your own words. Begin now, not after the Map is finished.
The team’s Map: larger program, one function, Start, input, event, process/action, decision, labeled branches, output, End. Build at least two complete paths. Label the triggering event explicitly; do not substitute it for the input data.
Choose, combine or omit roles with reasons: Facilitator (goal and voices); Frame Checker (individual evidence); Flowchart Lead (symbols/arrows); Input/Event Lead (data/triggers); Output Lead (form/behavior); Tech Writer (precise labels).
Source guide: pages 16–17.
Project 1 Presentation + Rubric
2–3 minutes per team. Display the Map. Every student speaks and explains a matching path. Present the program name, purpose, expected user, shared goal, function name, and the fact that it is one small part of the program. Trace input, event, processing steps, at least one decision, output, behavior across situations, and how the function supports the overall purpose.
Each student submits their own Frame and highlights the Map symbol or path matching part of their explanation.
| Teacher rubric | Evidence for 1 point |
|---|---|
| Content accuracy | Program, purpose, user, input, event, function, output and behavior are accurate. |
| Flowchart artifact | Correct symbols, arrows, labels and decisions; at least two complete paths. |
| Collaborative process | Justified roles, checkpoints comparing Frames and Map, and all members contribute. |
| Individual evidence | Every student completes a Frame and explains a matching Map path. |
Each row earns 1 if the evidence meets the description; otherwise 0. Total: ____ / 4. Teacher feedback: Strength ________. Next step ________. These marks are separate from your digital score.
Source guide: pages 18–19.
Project 2: Python Code Card Lab
Work in pairs: Driver types about 3–4 lines; Navigator reads, predicts and checks. Swap roles and continue. All coding happens in code.lessonport.com. Sign in with your existing account only there, open the assigned Python project, find its editor, type, run, compare output, and save. Ask your teacher if you cannot locate the Python project; this worksheet does not collect login details.
Read the code: def names a function; a parameter receives a value when called; return sends a result back to the caller; input collects text; int and float convert numeric text; print displays output; if selects a path. Indentation shows which statements belong together. Running starts execution; pressing Enter submits a response when input is waiting.
A Python comment begins with # and explains code to a human without changing execution.
name = input("Name: ") # Collects the user's name.Source guide: pages 20–23.
Code Card Presentation + Final Results
3 minutes per pair. Display commented code and the team flowchart. Driver: run test #1 and explain input, event and output. Navigator: explain the selected function line by line using comments. Swap: run test #2 and explain changed behavior. Together: connect each individual Frame to a Map path.
| Teacher rubric | Evidence for 1 point |
|---|---|
| Running program | The program runs correctly for two inputs. |
| Code explanation | Comments and spoken explanations accurately explain statements and the function. |
| Pair collaboration | Driver/Navigator roles alternate; both contribute to typing, testing and explaining. |
| Frame + Map evidence | Each student completes a Frame; the pair flowchart matches behavior. |
Each row earns 1 if the evidence meets the description; otherwise 0. Total: ____ / 4. Teacher feedback: Strength ________. Next step ________. These marks are separate from your digital score.
Source guide: pages 24–25.
Save Results as PDF
The download contains results only: your name, date, section scores, activity responses and attempts, notebook confirmations, and project status. Your handwritten responses are not collected here.
Choose a folder if your browser offers Save As; otherwise check Downloads. Upload the PDF to your teacher’s assignment. This page does not submit it for you.
Browser saving is local, not synced. Export a backup before switching devices. On a shared computer, save your PDF and backup, then reset before another student begins.