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Long-term plan unit:

10.1B Presentation of Data

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

Logical Basics of the Computer

Learning objectives(s) that this lesson is contributing to

10.2.2.4 convert logical expressions into logic circuits and the other way round;

•       10.1.1.1 describe the functions of the control device (CD), arithmetic logical unit (ALU) and memory registers as individual processor components

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 ___________

Value links

Group work , co-operation, time management

Cross curricular links

English

Previous learning

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

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3

Organizational moment: teacher presents the topic and learning objectives.

Question for students:

-          Can you remember what we discussed in our previous lesson?

Teacher:

-          I want (would like) to introduce today’s topic about …/ what do you think today’s topic is?

The presentation of the theme and lesson objectives.

presentation

Middle

3-7

7-12

12 - 27

27 - 37

Teacher ask a Question:

3 minutes for discussion and feedback on the following questions:

1.       What is it?

2.       What is the purpose of the named component?

3.       What did you notice?

4.       What questions do you have?

5.       What do you think? (hypotheses)

Listen answers students and discuss.

Revise CPU, CU, ALU, Registers key words:

(Application 1.1)

Formative assessment

Task with methods CLIL students should fill in the empty cells, use the key words:

1. The input device (eg, the keyboard) sends data _________. The control device receives this data.
2. The management device sends this data ____________to be executed later.
3. When the time comes, the data will be transported from the main memory ___________.
4.Data will be sent ___________for processing
5. The control device sends ____________(for example, to an output device, such as a monitor.

Match student answers with correct answer:

1. The input device (eg, the keyboard) sends data to the CPU. The control device receives this data.
2. The management device sends this data to the main memory to be executed later.
3. When the time comes, the data will be transported from the main memory to the cache (memory registers)
4.Data will be sent to the ALU for processing
5. The control device sends the processed data back (for example, to an output device, such as a monitor.

(Application 1.2)

Practical work (poster):

I will divide you into 3 groups.

Please, make a banner presenting of Von Neumann architecture and describe each components

Please use the internet on the laptop.
Should adhere to these criteria: Safety, suitability, characteristics, who developed it, cost.

The time limit is 15 minutes.

Groups will give feedback and present their posters. For each group the time limit is 3-5 minutes. At the end of each presentation, the other two groups must each ask one question.

Questions and answers

1.       Describe the function of the Arithmetic Logic Unit (ALU)

- The ALU carries out arithmetic operations, e.g. addition, subtraction and multiplication (using repeated addition). It performs logic operations on binary data such as AND, OR and NOT

2.       Explain how cache is used by the CPU

- The cache is extremely fast memory in the CPU. It stores regularly used data or instructions. The CPU can access data stored in the cache much faster than retrieving it from RAM.

The end of the lesson

3 min

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

✓     What has been learned

✓     What remained unclear

✓     What needs more attention

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 learners’ learning?

Health and safety check
ICT links

Differentiation can be expressed in the selection of tasks, in the expected result from a particular student, in providing individual support to the student, in selecting the educational material and resources, taking into account the individual abilities of the students (Theory of Multiple Intelligence by Gardner). Differentiation can be used at any stage of the lesson, taking into account the rational use of time.

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

Health and safety check links.

Used active exercises.

Items applied from the Safety Rules 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 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?