1_Forms_lp_l2_v1

Long-term plan unit:

 10.3A Information Systems

School

Date:

Teacher name:

Grade: 10

Number present:

Grade:

The topic of the lesson:

Forms

Learning objectives(s) that this lesson is contributing to

10.3.2.4 create a form for data entry  (SQL)

Assessment criteria

●        creates a form based on a single table using the Form Wizard tool;

●        creates and saves a new record in the database using the form;

Success criteria

All learners will be able to know:

create a form for data entry

Language objectives

Students can:

Describe form concepts in databases

Vocabulary and terminology specific to the subject:

Forms, reports, Form Wizard, Report Wizard, Constructor.

Useful expressions for conversations and writing:

To create a form you need ...

The form is intended for ...

Value links

Group work , co-operation, time management, academic integrity

Cross curricular links

English

Previous learning

 -

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

0-15

Warm up

Definition of the topic.

Setting lesson objectives and success criteria

Middle

15-25

Task 1

Research

Find information on creating forms and reports of MS access DB

What types of information systems exist?

Teacher gives 10 minutes for discussion

Task 2

Practical Work

1.      create a report and a form of an already created database

2.      create an algorithm for creating reports and forms

Teacher gives 10 minutes for this task

https://castlots.org/razdelit-na-gruppy/

Cards

Theoretical material

25-35

Practical task.

Repetition of the material covered.

Task number 1

1.1 How many fields does the database contain?

Answer []

1.2 How many records are in this database?

Answer []

1.3 Which field can be the key field in the database?

Answer []

1.3.1 Explain your answer.

You need to get the following icons T, R, J, ¶. You should focus your attention on if you do not have any symbol:

T - repeat the definition of the term field, note what to apply to the fields;

R- repeat the definition of the term record, note what to refer to the records;

J - carefully read once again what the key field is, learn how to identify them correctly;

¶- you need to know how key fields differ from ordinary fields.

End

 35-40

Reflection

Learners are offered a small questionnaire, the content of which can be changed, supplemented depending on which elements of the lesson special attention is paid. You can ask students to argue their answer.

1. I worked on the lesson

2. My work on the lesson

3. The lesson seemed to me

4. For the lesson I

5. My mood

6. The material of the lesson was

Cards

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 students’ learning?

Health and safety regulations

Additional support.

Work in pairs / groups - support for classmates.

Help the teacher, if required.

More capable learners can demonstrate aspects of their decisions that seem interesting / more complex to the other learners.

Answers questions and a session of answers.

Use questions when completing a task.

Use survey questions to understand the results / success of learners at each stage of the lesson.

Remind of some safety rules when working with computer equipment, for example, that you must be careful when installing the screen, keyboard and mouse; beware of wires, as they pose a threat to movement.