Algorithms for graphs 4 - var2

Long term plan unit:

School:

Data:

Teacher’s name:

Class:

The number of attendees:

absentees:

Lesson theme

Algorithms on graphs 

Learning objectives that are achieved in this lesson (Subject Programme ref)

Implementation of search algorithms for graphs to solve the practical tasks

Lesson objectives

Study directed graph and shortest path algorithm

Evaluation criteria

Knowledge

·     Know what the directed graph is

Comprehension

·     Describe Depth First Search (DFS)

·     Describe Breadth First Search (BFS)

·     Describe the shortest path algorithm

Analysis

·     Define the differences  FDS and BFS

Language objectives

Learners able to …

·         State what are Depth First Search and Breadth First Search

·         Describe the search process in shortest path algorithm

Vocabulary and terminology specific to the subject:

Adjacency matrix, adjacency list,  initial node, path, root, vertices, edge, weighted graph

Useful expressions for dialogs and letters:

Well, Depth First Search follows to this logic: … .

For example, directed graph illustrates not only the connections between …. .

Obviously, finding the shortest path between initial node and ….

Cultivating values

collaboration, mutual respect, academic honesty, perseverance, responsibility, lifelong learning

Cross curricular links

English, Math

Prior knowledge

Intro to graphs

During the classes

Planned stages of the lesson

Planned activities in the classroom

Resources

Beginning

5 min

1.Greetings

Starter

1.      Teacher presents the question and an image to revise previous lesson knowledge

2.      Teacher introduces topic and learning objectives

3.      Students make their own evaluation criteria

4.      Vocabulary

5.      Useful language pieces

Slides 1-4

Middle

19 min

10 min

4 min

Theory

Teacher demonstrates new content using text and images.

Students also watch video about Dijkstra's Algorithm.

 Students make notes. Teacher by the way offers tasks to solve for students. Students respond by solutions.

Research

(P) One member of pair investigates Breadth First Search. Another member of pair investigates Depth First Search. Then they share their results.

Teacher gives feedback when necessary

Summary

Teacher provides questions for enforcement of lesson knowledge

Slides 5-12

Slides 13-14

Slides 15-16

End

    2 min

Reflections

Blob tree

Slide 17

Differentiation - how do you plan to provide more support? What tasks do you plan to put before more able learners?

Evaluation - how do you plan to check the level of mastering the material by learners?

Health and safety practices

Дифференциация может быть выражена в подборе заданий, в ожидаемом результате от конкретного ученика, в оказании индивидуальной поддержки учащемуся, в подборе учебного материала и ресурсов с учетом индивидуальных способностей учащихся (Теория множественного интеллекта по Гарднеру).

Дифференциация может быть использована на любом этапе урока с учетом рационального использования времени.

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

Health-saving technologies.

Used body and physical exercises.

Points applied from the Safety Rules in this lesson.

Reflection on the lesson

Were the goals of lesson/ learning objectives realistic?

Have all the students reached the LO?

If not, why?

Is the differentiation done correctly in the lesson?

Were the time stages of the lesson sustained?

What were the deviations from the lesson plan and why?

Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column.

Overall assessment

What two aspects of the lesson went well (think about both teaching and learning)?

1:

2:

What could help improve the lesson (think about both teaching and learning)?

1:

2:

What I found during the lesson related to the class or the achievements / difficulties of individual students, what should I look for in subsequent lessons?