2Computer Science_10_Revision_Information Systems

Long-term plan unit: Unit 10.4 A: Information system

School:  

Date:

Teacher's name:

Grade:  

Number of absentees:

attendees:

Topic of a lesson

Database

Learning objectives to be achieved at this lesson (reference to the subject programme)

students will be able to:

·        explain the concept of "relational database";

·        formulate definitions of terms: field, record, index;

·        define primary key in database;

·        define data types in database (SQL);

·        create a single-table database (SQL);

·        create multi-table database (SQL);

·        create a form for data entry (SQL);

·        create queries using extracted data (SQL);

·        generate reports using extracted data (SQL);

Lesson objectives

Learners are able to:

·         discuss database application;

·         explain the choice of data types for fields;

·         define the main terms of the section.

Success criteria

Students can:

Discuss various types of keys in the database

Explain the difference between the types of keys in the database

Subject vocabulary and terminology:

Field, record, database, DBMS, primary key, foreign key

A set of useful phrases for communication / writing:

In this database, the primary key can be identified ...

This field cannot be used as a primary key, because ...

Language objectives

Specific vocabulary and terminology:

Multi-table database, foreign key, queries for selecting, data joining, types of connections.

Useful phrases for conversation / writing

To link these tables, we must use ... type of connection

To specify a foreign key, we use the command ...

Request ... is used to ...

Primary key in the table ... is the field ..., because ...

Skill cultivation

Specify the values from subject programme and national and  human values which the lesson focuses on.   

Cultivation of skills is implemented through/by … (description of activities and/or content of the topic).

Cross-curricular links

Discuss the possible cross-curricular link with a colleague or refer to primary sources.   

Specify how the cross-curricular integration is implemented at the lesson (through activities and/or the content).

Prior knowledge

What do learners already know or what do they need to know before this lesson? (basic concepts, facts, formulas, theories)

How can you activate learners’ prior learning?

Course of the lesson

Planned lesson stages

Planned activities at the lesson

Resources

Beginning of the lesson

   0-5min

6-10 min

Middle of the lesson

11-17 min

18-22 min

23-37 min

Set up the class so there are 4 groups.  They will work as a group all lesson

What is a database?

“A collection of information that is ordered/structured”

(G) Ask learners to work in groups of 4. 

Give them a database such as

·         A telephone directory

·         Encyclopaedia index

·          

·         Ask what information is in them.

·         Is it ordered?

·         Give definition of a database

·         Ask each group is their item a database?  Why?

They are all databases, they all contain information that is ordered/structured

Determine what kind of database it belongs to

Students this base lead to the normal form

Normalise this flat file database!

Create tables for the online-shop. Client needs to give his information to make an order.

Determine the entities and attributes

Which will be the relationship between the tables?

Define the key fields for each table

Explain the purpose of foreign keys

Students perform test work and evaluate each other

Individual work

CHOOSE ORGANIZATION AND DECIDE WHICH TABLES, LINKS, DATA TYPES, FIELDS, PRIMARY KEYS DO YOU NEED TO USE IN DB.

Presentation

End of the lesson

38-40 min

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

✓            - What did you learn in the lesson?

✓            - What do you consider necessary to remember?

✓            - What else do you need to work on?

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

Differentiation - how do you plan to provide learners with  Evaluation - how do you plan to check learners for more support?

Evaluation - how do you plan to check learners for the level of learning acquisition?

Health and safety rules

Differentiation can be expressed by choosing tasks, an expected outcome from a specific learner, giving individual support to a learner, selecting teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner). 

Differentiation can be used at any stage of the lesson considering efficient use of time

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

Health promoting techniques.

Breaks and physical activities used.

Safety Rules items that are applicable 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 and why were the deviations from the lesson plan?

Use this section to think about the lesson.  Answer the most important questions about the lesson in the left column. 

Overall evaluation

Write down two aspects of the lesson that went well (think about teaching and learning).

1:

2:

What would improve the lesson (think about teaching and learning)?

1:

2:

What have I studied during the lesson or learned about achievements/challenges of certain learners that I should focus on the next lesson?