1_Computer science grade 10 Logical Basics of the Computer_lesson_plan_1 variant

Long-term plan unit:

 10.1B Presentation of Data

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

Logical Basics of the Computer

Learning objectives(s) that this lesson is contributing to

10.2.2.4 convert logical expressions into logic circuits and the other way round;

•      10.1.1.1 describe the functions of the control device (CD), arithmetic logical unit (ALU) and memory registers as individual processor components

Assessment criteria

●       Know the features a Control unit and ALU of the CPU

●       Know the main components of the CPU

●       Know the purpose of registers

Success criteria

All learners will be able to know:

CU, ALU, Registers, main memory

Most learners will be able to know:

Main components of the CPU, purpose a main memory

Some learners will be able to know:

Main components of the CPU, purpose a main memory, how to connect with peripheral devices

Language objectives

Useful phrases for dialogue / writing

The types of operating systems are divided into ____

CU, ALU, Registers, main memory

Main components of the CPU___________

Purpose a main memory is ___________

Value links

Group work , co-operation, time management

Cross curricular links

English

Previous learning

 Types of memory: main memory and secondary memory (7-9 grades)

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-1

2-3

Question for students:

-          Can you remember what we discussed in our previous lesson?

Teacher:

-          I want (would like) to introduce today’s topic about …/ What do you think today’s topic is?

The presentation of the theme and lesson objectives.

Describe the features of a control unit (CU), arithmetic logic unit (ALU), and a memory register as separate parts of the processor

presentation

Middle

3-5

5-8

8-25

25 - 35

Teacher ask a Question:

Who can tell me what a CPU is?

Listen answers students and discuss

Watch video

(in the 3rd slide, 2:30 minutes)

discuss about this video

Theory

The CPU – Central Processing Unit

Question: What does a CPU consist of?

(Application 1.1 – 1.6)

Can anyone tell me how many OS there are? (Multitasking OS, Multi-user OS)

Teacher:

Now, as we discussed what a processor is, it's time to see what the CPU consists of:

•      Control Unit (CU)

•      Immediate Access Store (IAS) or “Cache”

•      Arithmetic and Logic Unit (ALU)

 Please write down this scheme in your copybook.

Teacher ask questions

1.      Name three internal components of a processor.

Control Unit

ALU

Registers

2.      What is an I/O controller?

I/O controller is an electronic circuit than one side connects to the system bus and on the other side connects to an I/O device.

http://www.youtube.com/watch?v=5BpgAHBZgec

The end of the lesson

35 - 40

At the end of the lesson, learners reflect on their learning:

✓    What has been learned

✓    What remained unclear

✓    What needs more attention

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Differentiation can be expressed in the selection of tasks, in the expected result from a particular student, in providing individual support to the student, in selecting the educational material and resources, taking into account the individual abilities of the students (Theory of Multiple Intelligence by Gardner). Differentiation can be used at any stage of the lesson, taking into account the rational use of time.

Use this section to record the methods that you will use to assess what the students have learned during the lesson.

Health and safety check links.

Used active exercises.

Items applied from the Safety Rules in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?