1_Database_concepts_lp_l1_v2

Long-term plan unit:

 10.1D Graphical objects

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

Basic database concepts

Learning objectives(s) that this lesson is contributing to

10.3.1.1 explain the notion of a relational database;

Lesson objectives

Explain what is meant by relational database

Success criteria

All learners will be able to:

Explain the term “relational database”

Create their own databases

Language objectives

Subject vocabulary and terminology:

Database, hierarchical, relations, relational, structured information, DBMS, applications, associations, tables

Speaking and writing helpful phrases:

Methods to identify….

Different types of…

How can we use…

What is a purpose of…

Value links

Soft skills

Respect for each other when working in groups

Cross curricular links

English

Previous learning

Video Applications

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3

3-10

mins

Organizational moment:  

Question for students:

Can you remember what we discussed in our previous lesson?

Teacher asks learners about their knowledge on the topic of the lesson.

PPT Slide (1)

PPT Slide (2)

Middle

10-20min

Personal work

20-30min

30-35

min

Teacher introduces students to a new topic that they will discuss on this lesson and answer to learner’s questions.

Teacher ask learners to create their own relational databases, helping with the task.

Students shares their work with each other.

PPT Slide (4-6)

PPT Slide (7)

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

Reflection Thermometer:

                          36,6⁰С  interesting, useful

                          38⁰С is not interesting, hard

                          34⁰С useless, priceless

PPT Slide (8)

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?