Computer Science · Grade 12

Active learning ideas

Introduction to Software Engineering

Active learning works for this topic because software engineering methodologies like Agile and Waterfall are abstract concepts until students experience their real-world constraints. By simulating project workflows through hands-on activities, students quickly grasp why structure matters in flexible environments and how rigid plans can either create stability or become barriers.

• Ontario Curriculum Expectations
• CS.SE.4
• CS.PM.1

• 20–30 min
• Small Groups
• 3 activities

Activity 01

• Simulation Game
• 30 min · Small Groups

Simulation Game: The Paper Plane Factory

One group uses 'Waterfall' (design all planes, then build all, then test all). Another uses 'Agile' (build one, test it, improve the design, repeat). They compare which group produces more 'flight-ready' planes in 10 minutes.

Explain why software engineering principles are essential for developing complex software systems.

Facilitation Tip

During the Paper Plane Factory simulation, circulate and ask groups to point to the phase they are currently in on their Kanban board to reinforce the idea of discrete stages in Waterfall.

What to look for

Provide students with a scenario describing a software project (e.g., building a simple mobile game vs. upgrading a national banking system). Ask them to identify which methodology, Waterfall or Agile, would be more appropriate and write two sentences explaining their choice.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Role Play
• 25 min · Small Groups

Role Play: The Client Meeting

Students act as developers and a 'difficult' client. Halfway through a project, the client changes a major requirement. Groups must show how they would handle this change using Agile vs. Waterfall logic.

Differentiate between coding and software engineering as disciplines.

Facilitation Tip

In the Client Meeting role play, intentionally provide one team with a requirement change midway to observe how they adapt their Agile backlog.

What to look for

Pose the question: 'Imagine a client changes their mind about a key feature halfway through a project. How would this situation be handled differently in a Waterfall project versus an Agile project? What are the potential challenges in each case?' Facilitate a class discussion comparing the outcomes.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Gallery Walk
• 20 min · Small Groups

Gallery Walk: Kanban Boards

Students set up 'To-Do, Doing, Done' boards for a hypothetical project. They move tasks across the board and explain how this visual tool helps an Agile team stay on track.

Analyze the potential consequences of not following a structured software development process.

Facilitation Tip

For the Kanban Gallery Walk, give students sticky notes to add their own ideas for improving workflows after they examine each board.

What to look for

Present students with a list of project characteristics (e.g., 'clear, unchanging requirements', 'need for rapid feedback', 'complex integration with existing systems'). Ask them to categorize each characteristic as more aligned with Waterfall or Agile principles.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teach this topic by starting with a concrete anchor: compare planning a school dance (Waterfall) with planning a weekly snack sale (Agile). Avoid overwhelming students with jargon by framing Waterfall as 'plan first, build second' and Agile as 'plan small, build often'. Research shows that students retain these concepts better when they physically simulate the processes, so prioritize movement and materials over lectures.

Successful learning looks like students articulating the differences between Agile and Waterfall not just in terms, but in action. They should explain when each methodology works best, justify their choices with project examples, and reflect on how planning and feedback cycles shape outcomes in their simulations and role plays.

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Watch Out for These Misconceptions

• During the Paper Plane Factory simulation, watch for students assuming Agile means 'no planning'. Redirect them by asking how their daily sprint goals were set the night before.

  Use the simulation’s sprint planning worksheet to show students that Agile requires frequent, detailed planning—just in smaller increments than Waterfall.

• During the Client Meeting role play, watch for students labeling Waterfall as 'outdated' and Agile as 'always better'. Redirect them by asking which methodology would suit a project with strict safety regulations.

  After the role play, have students compare their experiences to case studies of industries like aerospace or healthcare where Waterfall’s stability is critical.

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Methods used in this brief

• Simulation Game
• Role Play
• Gallery Walk