Hardware Von Neumann Architecture_lesson_plan_2 variant

Long-term plan unit:

 10.1A Hardware

School:

Date:

Teacher name:

Grade: 10

Number present:

Grade:

The topic of the lesson:

Von Neumann Architecture – 2 lesson

Learning objectives(s) that this lesson is contributing to

•       Describe the features of a control unit (CU), arithmetic logic unit (ALU), and a memory register as separate parts of the processor

Assessment criteria

●        Know the features a Control unit and ALU of the CPU

●        Know the main components of the CPU

●        Know the purpose of registers

Success criteria

All learners will be able to know:

CU, ALU, Registers, main memory

Most learners will be able to know:

Main components of the CPU, purpose a main memory

Some learners will be able to know:

Main components of the CPU, purpose a main memory, how to connect with peripheral devices

Language objectives

Useful phrases for dialogue / writing

The types of operating systems are divided into ____

CU, ALU, Registers, main memory

Main components of the CPU___________

Purpose a main memory is ___________

• СPU

• ALU

• CU

• Address bus

• Data bus

• Control bus

Value links

Group work , co-operation, time management

Cross curricular links

English, math, physics

Previous learning

 Types of memory: main memory and secondary memory (7-9 grades)

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

0-2

2-7

Organizational moment: teacher  prepares students for learning  knowledge

Activity

Expand the lesson theme through the game “Find a mistake.” Groups create their own Von Neumann scheme intentionally allowing various kinds of errors. Groups must find a bug.

Acquaintance of students with the topic of the lesson and its objectives

Presentation

Middle

7-10

10 – 15

15 - 30

30 - 35

Watch a video “Von Neumann architecture”, after watching a video discuss with students. 

The teacher explains and discuss with students about the structure of the Von Neumann architecture and the functions they perform and the relationship between them. Application 1.1.

Activity - Draw the Von Neumann Architecture

in the form of a diagram (draw on a poster), write the interaction between the main aspects

Differentiation is organized as follows:

It is necessary to understand how this scheme works.

Pupils rate themselves-according to the principle of self-assessment according to the principle of academic integrity by descriptor.

Assessment – application 1.2

Questions to control learned material:

• What does the concept of computer architecture include?

• Identify the principles of the computer, formulated by John von Neumann.

• What does the architecture of computers of the first generations include?

• What are the basic principles of a computer trunk device?

• What are the new elements of architecture characteristic of modern PC?

Homework:

Answer to the questions in worksheet file.

https://www.youtube.com/watch?v=SbqXqQ-2ixs

End

 5 min

Reflection

-       What has been learned

-       What remained unclear

-       What is necessary to work on

-       What competencies have you acquired?

Answer the questions that were formulated at the beginning of the lesson.

slide #9

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.

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?    

Criteria

Descriptors

Conclusion

+

_

Knowledge and understanding

Draw a diagram

All interaction is written correctly.

Analysis and application

If finishes the project before his classmates, begins to "improve" the table