Group work ,
co-operation, time management, academic integrity
Cross curricular links
Course of the lesson
Planned stages of the lesson
Planned activities at the lesson
Definition of the topic.
Setting lesson objectives and success criteria
Question to class: What objects can be created in
Also, a teacher can activate students' mental
activity by asking the terms of the database objects in English.
The last term “Request” will be problematic, as
students have not previously been familiar with it.
Announcement of the topic and
objectives of the lesson:
Compare the topic, lesson objectives and
grading criteria written on the board with the topic, goals that you
formulated. If they do not match, then rewrite in a notebook. Today you will
learn a new DBMS object, its purpose and you will be able to create queries
using the constructor.
A query is
a database object that is used to extract information from one or more tables
or to perform certain actions on data.
By the method of formation, requests
can be divided into two types:
• queries on the model, or QBE queries
(Query By Example), during the creation of which you must specify the query
parameters in the designer window, specifying the patterns to search for
• structured queries, or SQL queries
(Structured Query Language), for which creation it is necessary to describe a
query using the SQL query language.
According to the results of actions
and the specifics of the execution of requests can be divided as follows:
• sample queries used to select and
present in a convenient form the data from one or more tables (or queries);
• parametric queries that allow you to
set specific conditions for the selection directly when the query is
• cross queries that allow grouping and
calculations, as well as presenting data in a compact form, close to the
Microsoft Excel spreadsheet;
• change requests that allow you to
change database tables: update them, add new records, delete some records.
They can be used to create new real tables, which, unlike ordinary samples,
subsequently exist independently of those database tables that were used to
The query allows you to perform the tasks
• View values only from
fields that interest you. When opening the table all fields are displayed.
You can save the query, which gives only some of them.
Note: The query only returns data, but
does not save it. When you save the query, you do not save a copy of the
• Combine data from multiple sources. In
the table, you can usually see only the information stored in it. The query
allows you to select fields from different sources and specify exactly how
you want to combine the information.
• Use expressions as fields. For example,
a function that returns a date can play the role of a field, and using the
formatting function you can control the format of values from
fields in the query results.
• View records that meet your specified
conditions. When you open the table displays all the records. You can save
the query, which gives only some of them.
In turn (or optionally), 4 students go to
the blackboard and drag the name of the DBMS object to the appropriate image.
Difficulties should not arise, as students worked with the proposed objects
in previous lessons.
If difficulties arise, the teacher may
ask leading questions: for example, what are the external distinguishing
features of this object? (the class can answer the questions posed).
The difficulty should cause the last
object (request), as the students previously did not work with it. But it is
located last and students without any problems will correctly associate the
name with the image.
Question to the class: what caused the difficulties
in the previous 2 tasks? What objects of the DBMS you were not familiar with
before? Try to formulate the topic and objectives of the lesson in your
Offer students 1 minute to formulate a
topic and goals for a lesson in a notebook
speak in a circle with one sentence, choosing the beginning of a phrase from
the reflective screen on the board:
found out ... it was interesting ...
it was hard
... I was doing the job ...
that ... now I can ...
I felt that
... I acquired ...
... I did it ...
I could ...
I will try ...
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
Work in pairs / groups - support for
Help the teacher, if required.
More capable learners can demonstrate
aspects of their decisions that seem interesting / more complex to the other
Answers questions and a
session of answers.
Use questions when completing
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.
Lesson plan Long-term plan unit: 10
The difficulty should cause the last object (request), as the students previously did not work with it
and mouse; beware of wires, as they pose a threat to movement.