Сборник учебно-методических материалов успешных практик учителей и педагогических
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ҮШТІЛДІ БІЛІМ ШЕҢБЕРІ
«Квадрат түбір және иррационал өрнек» бөлімі бойынша жиынтық бағалау 8 сынып БЖБ, «Квадрат түбір және иррационал өрнек» бөлімі бойынша жиынтық бағалау 8 сынып БЖБ, ҮШТІЛДІ БІЛІМ ШЕҢБЕРІ
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 achievements/difficulties of individuals that will inform my next lesson? 10 № 4 сабақ жоспары Subject: Physics Lesson Plan: Date: Grade: 9 Number of students: Long-term plan unit Oscillations and Waves Theme of the lesson Resonance in Simple Harmonic Motion Previous learning Learn, understand and apply mathematical sinusoid description of SHM. Learning objectives Students apply their knowledge and understanding of SHM to different types of pendulums and oscillatory objects. Recognise and understand resonance in SHM. Lesson objectives Students are able to solve problems on different oscillatory objects and recognise when resonance is reached in Simple Harmonic Motion (SHM). Success criteria Students will be able will to solve problems involving/relating to various types of sinusoid displacement and velocity necessary for resonance. Language objectives Students will apply the relevant physics terminology (learned and explained to them previously) in solving questions. Throughout the lesson students and teachers will use this new vocabulary to promote effective learning and remembrance of the new English vocabulary. These include: wavelength, frequency, time period, wave speed and amplitude of waves. Value links Ability of applying theoretical knowledge to observe real life phenomena and application of SHM motion. Cross curricular links Subject Stage Mathematics Learners have to know basic mathematical operations and graphical relationship between sine waves and periodic motion. Differentiation More able students will tackle more in depth analysis of the different points of oscillation and the special case of resonance. ICT skills Students use calculators to find wavelengths and time periods. Students can find the displacement and velocity of the oscillating object at any time during the periodic motion. Health and safety Students and teacher need to take care when working with springs and weights even during demonstrations. Use goggles if necessary. Lesson procedure Planned stages Beginning 5-10 min Planned activities Ask students to explain how the sinusoid equations can depend on the frequency of the periodic motion. Consider different types of pendulums. Ask students how they may use the graphical method to show all oscillatory motion at different frequencies. Support and Resources: Powerpoint presentation Middle 25-20 min Task: Teachers demonstrate different types of pendulums: Simple pendulum, compound pendulums, torsional pendulums. Teachers show how all of these share common physical properties arising from a force or moment directed toward equilibrium and directly proportional to displacement from equilibrium. The role Use PPT and laptops to explain the demonstration. 11 Plenary 5-10 min =Break Time = Beginning 15-10 min Middle 15-10 min English of moment of inertia should only be introduced as an extension for more able learners. Discuss how very complex motions can arise from simple underlying laws. For example teachers can use a clip of a double pendulum (for discussion only) which exhibits chaotic motion. Link the topic to the total mechanical energy in SHM (year 9 topic). The treatment needs to be qualitatively reinforced and given a more analytical/quantitative treatment. Mathematical treatment is not necessary. Total energy can be linked to amplitude-squared by considering the maximum kinetic energy. This relationship also underpins the fact that intensity is proportional to amplitude-squared for waves. For the undamped (ideal) case TE = KE + PE and this should be apparent from graphs showing all three energies. For example teachers can discuss energy transfers for the mass-spring and simple pendulum. In both cases there is a periodic transfer from potential energy to kinetic energy and back. However, the forms of potential energy include both gravitational and elastic strain energy. It makes sense for the zero of potential energy to be taken from the equilibrium position so that the total energy of the oscillation is equal to its maximum kinetic energy. Link this to how total, potential and kinetic energies vary with position in the oscillation and how this may lead to special frequencies can result in resonance. Students can compare the KE and PE energy conversion on different frequencies in a graphical description of SHM. ======================================== ====== Task: Ask students to think about loss of energy due to non- conservative forces and damping. Ask students to write a list of situations where there is damping in periodic motions. Ask a student if that qualifies as SHM? Use ICT and PPT to go through effects of damping in periodic motions (mathematical treatment not For double pendulum: http://www.youtube. com/watch?v=U39R MUzCjiU&feature= related Teachers must only gently move the spring/rope sideways. Wear goggles if necessary! Teacher discretion advised! Simulation link for damped oscillations: https://phet.colorado .edu/en/simulation/r esonance Simulation link for SHM oscillations: https://phet.colorado .edu/en/simulation/p endulum-lab 12 Plenary 10 min English necessary). Use PHET simulation to investigate the effect of damping forces. Teachers can choose to do an experiment instead of the simulation. Different groups/individuals can vary damping on a simple pendulum or mass-spring system by adding air dampers (e.g. stiff card) to the oscillator. Measure amplitude and time and discuss the rate of energy transfer, the energy transfer mechanism and the rate of decay of amplitude and total energy. Consider the special case where energy is continuously fed into the system but there is no damping ask student to think about the effects and describe it in a few paragraphs. Task: Supply students with a list of cases where damping occure in periodic motion. Ask students to explain and classify applications where damping is used to remove unwanted oscillatory energy – e.g. car dampers, mountain bikes, earthquake resistant. Students can have a discussion among groups to help improve their learning. 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? 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 achievements/difficulties of individuals that will inform my next lesson? № 5 сабақ жоспары Lesson procedure Subject: Physics Lesson Plan: Teacher name: Date: Grade: 8 Number of students: Long-term plan unit Geometrical Optics 13 Theme of the lesson Basic concepts of reflections and convex/concave mirrors reflection principles. Previous learning Definitions of Law of reflection, specular reflection and diffuse reflection plane and spherical (concave and convex) mirrors, real and virtual images spherical mirror’s equation, lateral magnification, locating images by drawing rays. Learning objectives Revision of prior knowledge of light rays and reflection. Learning new theories on reflection off plane and curved mirrors. Lesson objectives Students are able to solve problems and use the mirror equation. Success criteria Students will be able to explain and describe the practical application of reflection of images off various types of surface. These can be smooth or rough surfaces or flat and curved mirrors. Language objectives Students will apply the relevant physics terminology (learned and explained to them previously) in solving questions. Using the specific scientific terminology for mirrors and properties of light in geometrical optics. 11 Grade, Unit 3A: Thermal Physics (ENG - RUS) https://quizlet.com/83531901/11-grade-unit-3b-geometrical-optics-eng-rus- flash-cards/ 11 Grade, Unit 3A: Thermal Physics (ENG - KZ) https://quizlet.com/83531856/11-grade-unit-3b-geometrical-optics-eng-kz- flash-cards/ Value links Values of trilingualism, and lifelong learning are instilled by continued effort to built on the knowledge gained and understand new phenomena observed in real life. Topics can be linked to great minds and scientist working over many years and decades in different countries to strengthen Global cooperation and citizenship. Cross curricular links Subject Stage Mathematics Geometry and drawing rays reflected at an angle. Differentiation More able students will tackle demanding questions observed in real life processes, such as the periscope in submarines. ICT skills Students use calculators to find image and object distances to the mirrors as well as the focal points and image heights. Health and safety Students need to take care when working with electrical equipment and light sources. Do not look directly into sources of light. Planned stages Planned activities Resources Beginning 10-15 min Task 1: Use instructions on board and PPT to ‘Activate Prior Knowledge’. Ask students to brainstorm on what they learned about properties of light, e.g. moves in a straight line, highest speed and shortest distance between 2 points. (10-15min) Use you tube to show various examples of how to conduct the investigation. 14 Middle 20-15 min Task 2: Students are taught the basic elements of light moving in a straight line and when a light ray hits a mirror it changes direction: the ray is reflected. Demonstrate or use video to show: Specular reflection - reflection from a polished surface Diffuse reflection or diffusion - reflection from an irregular surface Explain the conditions and limits under which these processes can take place. Use PPT for the definitions of reflection at various angles off a flat surface. For inverted images, if the rays of light from the top and bottom of an object cross over before an image is formed, the image will appear upside-down.(20-15min) Remind students of the health and safety issues. End 10-5 min Task 3: At the end of the lesson, learners should be able to solve simple diagrams to form real and imaginary images for flat mirrors. A virtual image is one which cannot be formed on a screen. A real image is one that can be formed on a screen. (10-5min) Break Beginning 10-15 min Task 4: Ask students to work in groups to predict what happens if the mirrors are cured? Draw a diagram of light reflecting off concave or convex mirror. Introduce idea of curvature to inside or outside of the focal point and link it to magnification. (10-15min) Middle 20-15 min Task 5: Using PPT to explain magnification M: Many images are enlarged or reduced versions of the object. The extent to which an image’s size differs from an object’s is known as the magnification. Demo: Convex mirrors which are curved so that they bulge outwards. Convex mirrors are diverging mirrors. They reflect rays of light away from a focal point F which lies behind the mirror. Concave mirrors are converging mirrors, as they reflect rays of light towards a focal point F. Note that Rays parallel to the mirror’s central axis are reflected so that they appear to have come from this focal point, i.e. these work just like in flat mirror case. (20-15min) End 5-10 min Task 6: At the end of the lesson, learners can self assess their progress and draw conclusion on their initial attempt to predict the path of light rays from curved mirrors. Students can work in groups to self assess their work and progress. Class discussion on the results of their 15 № 6 сабақ жоспары Subject: Physics Lesson Plan: Date: Grade: 8 Number of students: Long-term plan unit Thermal Physics Theme of the lesson Revision on thermal physics learned in previous years. Previous learning Definitions of Temperature and Thermal energy Atomic or molecular structure (solids, liquids, gases) Phase transition (solid – liquid – gas) Specific heat capacity and specific latent heat Conduction, convection and radiation (Fourier’s law) Mole, molar mass and number of particles Learning objectives Revise and revisit the main ideas learned previously under pinning the area of thermal physics and thermodynamics. Lesson objectives Student will be able recount and connect the main ideas involving thermal physics learned previously. Success criteria Students can answer questions on the states of matter and how to define/measure the basic thermodynamic properties of an object. Language objectives Students can differentiate between temperature, heat and states of matter. Students will also be able to use the specific scientific terminology for change states of matter and methods of energy transfer. Value links Values of trilingualism, and lifelong learning are instilled by continued effort to built on the knowledge gained and understand new phenomena observed in real life. Topics can be linked to great minds and scientist working over many years and decades in different countries to strengthen Global cooperation and citizenship. Cross curricular links Subject Stage Chemistry Task 2 and 4 – States of matter and strength of bonds. findings. (10-5min) 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? 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: 16 Differentiation Students work in groups to test their understanding of scientific keywords and make their own list of keywords dictionary on thermal physics concepts. ICT skills Following techniques may be used: Power Point Presentation, word documents, excel sheets, data loggers to record and analyse data in experiment. Health and safety Students and teacher need to take care when working with chemicals and material at various high pressure and temperatures.in demonstrations. Use goggles if necessary. Lesson procedure Planned stages Beginning 15-10 min Planned activities Task 1: Ask students to brain storm on topics and keywords. (5min) They are reminded about basic concepts of thermodynamics from pervious learning. Introduce objective and aim of lesson. Use questions on board and PPT to ‘Activate Prior Knowledge’. (10min) Support and Resources: Powerpoint presentation Middle 15-20 min English Plenary 5-10 min =Break Time = Beginning 15-10 min Middle Task 2: Students are asked on states of matter and how to define them. (5min) Students work in small groups with their peers and they should state and compare the main properties of solids, liquids and gases, in terms of their volume, shape and density, at a certain temperature and pressure. Their work can be written, oral recitation and/or both. (15min) Task 3: At the end of the lesson, learners answer the question from the PPT and self assess their progress. Students take notes on topics they need to revisit and ideas they may not fully understand. (5-10min) ============================================ == Task 4: Ask students to observe a heat transfer process of convection or conduction. The demonstration can be conducted at the front bench. (5 min) Use questions on board and PPT to encourage analytical and conclusion drawing by students. (10min) Task 5: Ask students to observe a different process of energy transfer Use PPT and laptops to explain the demonstration. When using data loggers: Be mindful of the time constraints and charging the data loggers. Health and safety: Be careful whilst working with chemicals and material at various high pressure and temperatures.in demonstrations Wear goggles if necessary! Teacher discretion advised! 17 15-10 min Plenary 10 min via thermal exchange by radiation, convection or conduction. The demonstration can be conducted at the front bench or shown by video. (10min) Students do written work in analyzing and explain the process by also drawing energy transfer diagrams. (10min) Differentiation: Both teachers will be available in case of unforeseen problems with the ideas that may have been forgotten or misunderstood in previous years. Task: At the end of the lesson, learners present their work and ideas to the class. They can work in groups to assess their progress. Students take notes on topics they need complete and make notes on follow up topics. (10 min) 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? 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 achievements/difficulties of individuals that will inform my next lesson? № 7 сабақ жоспары Subject: Physics Lesson Plan: Teacher name: Date: Grade: Number of students: Long-term plan unit Thermal Physics Theme of the lesson Surface Tension Experiment Previous learning Definitions of vapor pressure, dynamic equilibrium, saturated and unsaturated vapor, surface tension, elastic membrane, adhesive forces, capillary action in physical processes. Learning objectives Experimental investigation of vapor, vapor pressure, dynamic equilibrium, saturated and unsaturated vapor, surface tension, elastic membrane, adhesive forces, capillary action. Lesson objectives Learn the necessary skills to do experimental investigation on the surface tension. 18 Success criteria Students will be able to explain and describe the main ideas involving vapor pressure, dynamic equilibrium, saturated and unsaturated vapor, surface tension, elastic membrane, adhesive forces, capillary action in physical processes. Students explain how liquids move up narrow tubes and surfaces of liquids support objects with small weight instead of those objects sinking. Language objectives Using the specific scientific terminology for macroscopic properties defining energy flow in different contexts, eg. in liquids moving up narrow tubes and surfaces of liquids supporting objects with small weight instead of those objects sinking etc… refer to: 11 Grade, Unit 3A: Thermal Physics (ENG - RUS) https://quizlet.com/83531740/11-grade-unit-3a-thermal-physics-eng- rus-flash-cards/ 11 Grade, Unit 3A: Thermal Physics (ENG - KZ) https://quizlet.com/83531633/11-grade-unit-3a-thermal-physics-eng-kz- flash-cards/ Value links Values of trilingualism and lifelong learning are instilled by continued effort to build on the knowledge gained and understand new phenomena observed in real life. Topics can be linked to great minds and scientist working over many years and decades in different countries to strengthen Global cooperation and citizenship. Cross curricular links Subject Stage Chemistry Task 2 – States of matter Differentiation More able students will tackle demanding questions observed in investigations and account for unexpected variation in real life processes. ICT skills Following techniques may be used: Power Point Presentation, word documents, excel sheets, data loggers to record and analyse data in experiment. Lesson procedure Planned stages Planned activities Resources Beginning 10-15 min Task 1: Use instructions on board and PPT to ‘Activate Prior Knowledge’. Students read through handout on how to do experiment on surface tension. (10-15min) Use you tube to show various examples of thermodynamic active systems. Middle 20-15 min Task 2: Students first task is to read through the instruction sheet carefully and ask any questions about the procedure and/or method of practical. Students are provided basic elements of the experiment and warned about health and safety rules during the experiment. Students start the experiment and collect results for the write up in groups of two. Students plot and graph the results. Students then analyze their graphs. (20-15min) 19 End 10-5 min Task 3: At the end of the lesson, learners should be able to synthesize ideas from analyzing the data gathered and plotting graphs from table of results. (5-10min) Break Beginning 10-15 min Task 4: Ask students to write their conclusion from the experiment. (10-15min) Middle 20-15 min Task 5: Using PPT students can present their work and work in groups comparing their results and conclusions on the investigation. Students then go back to improve their written classwork and write the evaluation of their investigation. (15-20 min) End 10-5 min Task 3: At the end of the lesson, learners can self-assess their progress and draw conclusion on how to improve their experimental skills. (10-5min) 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? 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: Информатика пәні № 1 сабақ жоспары Annual plan chapter: 7.1A – Measuring information and computer memory School: Teacher: Date: Class: 7 Number of people present: Lesson theme Computer memory (Internal and External Memory) Lesson type New lesson Teaching purposes To define types of computer memory (RAM, ROM, Cache and Video Memory) 20 Criterial assignment Knowledge 1. Will define digital devices to store information. Comprehension 1. Define purposes of external and internal memory devices. Application 1. Will save data in external and internal memory devices. Analysis 1. Will compare speed and size of data in external and internal memory devices. Synthesis 1. Will choose main properties in the text. Evaluation 1. Self-evaluation. Language objectives Students… Can evaluate their works (speaking skills) Vocabulary and terminology: Hard Disk Drive (HDD), Solid-State Drive (SSD), Flash-memory, Optical disc, size, memory devices Useful phrases to write dialogs: Examples of external memory are ….. We use HDD for … We need … to store movies, because …. Nowadays, we use …. in modern devices like smartphones. It is better to use … to transfer files. Assimilation of values Teamwork – during the task execution. Respect – during group, pair work tasks. Intersubject communication History – development of memory devices. Physics and mathematics – speed of data transfer, size of information. Preliminary knowledge Students know types of computer memory, size of file, internal and external memory devices. During the classes Planned stages of the lesson Planned activities in the classroom Resources Start 10 min Organizing time. Teachers actions Students’ actions Shows first page of presentation and asks questions. Answer to questions looking to the presentation. Motivating “What would be next?” How we can say these pictures with one word? (Д) Say their opinion. To identify topic of today’s lesson. (С) Write topic to their notebooks. Presentation Presentation, Notebook, Computer Presentation 21 Middle 1 min 4 min 2 min 5 min 5 min 8 min Theory (O) To write new topic. Explains devices to store data. Listen, write down on their notebooks what they need. Define storage devices, information transfer devices. (Ф) Motivating “Which devices is better to use?” Directs to use useful phrases. Evaluation: БК 2 Answer to questions, give reasons. Use useful phrases. Criteria of evaluation Comprehension Will define purposes of usage external memory devices. Descriptors Will define: Needs of external memory devices; Needs of internal memory devices; Usage of HDD; What kind of information can be stored in Compact disc; Where we use flash drives. Group work Divide class into groups. Students have to fill a given table. Will do research according to given materials and will fill the table. Conclusion of research. Questions to analyze result. After research work will say conclusion. Criteria of evaluation Comprehension Will compare speed and size of data in external and internal memory devices. Descriptors Will explain different generations of memory devices; Will compare size of storage devices; Will define an external memory device with big size; Practical part 1. Send a file and to remind where to save the file. Practical part Will save a send file in one of the storage devices. Evaluation Criteria of evaluation Application Will save data in storage devices. Descriptors - Will use file to type a text - Will save in HDD or USB flash drive Presentation Presentation Presentation Presentation End 3 мин Reflection Question and Answer 1. Which internal device do we use to store data for long period? Active Board «Reflection» 22 2. Name external devise that we use to store information on. 3. Which device provides high-speed data access to the processor? 4. What are the purposes of RAM? 5. Compare purposes of RAM and ROM. Homework 1. Match following devices with their definitions. RAM Provides high-speed data access to processor ROM Stores information for long period HDD/SSD External devices that stores information Cache Holds data, instructions that are currently working USB Flash drive Stores program that allow computer to boot up 2. Arrange following devices according to: a) Information movement speed from lowest to highest. b) Memory capacity from smallest to biggest. RAM SSD HDD Cache Differentiation - how do you plan to provide more support? What tasks do you plan to put for more capable students? Evaluation - how do you plan to check the level of mastering of the material by the students? Health and safety practices With difficult tasks With practical tasks and exercises. Safety techniques. Overall rating Which two aspects of the lesson done well (think of both teaching and learning)? 1. 2. What could help improve the lesson (think of both teaching and learning)? 1. 2. What did I reveal during the lesson about the class or the achievements / difficulties of individual students, what should I look for in subsequent lessons? 1. 2. № 2 сабақ жоспары Annual plan chapter: 7.1A – Measuring information and computer memory School: Teacher: Date: Class: 7 Number of students present: Lesson theme Units of information Lesson type New lesson Teaching purposes To convert information from one number system to another 23 Criterial assignment Knowledge Comprehension Compares sizes of different information. Application 2. Can define size of information in text. 3. Can convert from one number system to another. Analysis Synthesis Evaluation Language objectives Students can say … Can evaluate their works (speaking skills) Vocabulary and terminology: Bit, byte, kilobyte, megabyte, gigabyte, terabyte, size of information, binary code Useful phrases to write dialogs: Size of information is equal to ….. kilobytes or …… megabytes. As conclusion we can say ……. Assimilation of values Teamwork – during the task execution. Respect – during group, pair work tasks. Intersubject communication Mathematics, physics – SI unit, applications kilo, mega, giga, tera. Preliminary knowledge Students know types of informations. During the classes Planned stages of the lesson Planned activities in the classroom Resources Start 10 мин 1. Organizing time Activity of the teacher Activity of the students Motivation «How much is a size of information? » To discuss criteries of aims and success of lesson. (С) Discuss questions, criteries of aims and success of lesson. Mini-searching. To give a task to find size of files using notebook application. (Д) To search about students and make a conclusion. Repetition: To ask questions: What kind of data measurements do you know? Write units of information according to increasing order (use picture of pyramid to fill). (С) Students answer to questions. resentation Presentation, Note- book, Compu-ter Presentation Middle 1 min 4 min Theory How computer recognizes information? (Т) Discusses in groups, pictures are shown on the slide. Repetition: To ask questions: How bit and byte are formed? (БК1) Descriptors: (Д) Writing Records: Writes a table of changing the information units Presentation Presentation 24 2 min 5 min 5 min 8 min 7 min Measuring units of information are called correctly; Determines which information is smaller bigger; Task 1. Descending ordering ( 1 success criterion (БК 1)) Descriptors: Correctly determines the smallest unit of information; Correctly determines the greatest unit of information; Information can be measured correctly in descending order; Performs the task in a notebook. Formative Assessment: evaluate each other. Task 2. To convert information from one measurement unit to another.(БК 3) Descriptors: Can convert bit into kilobyte; Can convert byte into kilobyte; Can convert megabyte into kilobyte; Can convert gigabyte into kilobyte; (Ж)Work in pairs Task 3. Comparison of information sizes.(БК 1) Descriptors: Can compare size of given information in bits and bytes; Can compare size of given information in kilobytes and bytes; Can compare size of given information in megabytes and bytes; Can compare size of given information in megabytes and gigabytes; (Д)Self work. Calculation. To calculate size of information of a book. (БК 2) Descriptors: Can define number of symbols of a book; Identifies the symbol and bytes correctly; Can convert byte to kilobyte and megabyte. (Ж)Work in pairs Practical part (Т) To say to students next situation: They have some files and a flash drive. Can they save all these files in one flash drive? (БК 2) (Т) Solve exercises. To convert from one measuring unit to another. Presentation Presentation Presentation Presentation Presentation 25 Descriptors: Can convert all measuring units to one unit; Can summarize size of information; Can compare sizes of all information. End 3 min 10. Teacher summarizes the lesson. Pupils write a reflection. Questions to students: Put “+” sign in two stickers, write down two things which you like on the lesson. Put “?” sign in two stickers; write down two things which are hard to understand on the lesson. 11.Homework. Do given exercises on the link: http://school497.ru/download/u/02/les7/zadan.html To solve an exercise: Size of information in computer is 3,5 KB. How many symbols consist this text? Active Board «Reflection» http://school4 97.ru/downlo ad/u/02/les7/z adan.html Differentiation - how do you plan to provide more support? What tasks do you plan to put for more capable students? Evaluation - how do you plan to check the level of mastering of the material by the students? Health and safety practices With difficult tasks With practical tasks and exercises. Safety techniques. Overall rating Which two aspects of the lesson done well (think of both teaching and learning)? 1. 2. What could help improve the lesson (think of both teaching and learning)? 1. 2. What did I reveal during the lesson about the class or the achievements / difficulties of individual students, what should I look for in subsequent lessons? 1. 2. № 3 сабақ жоспары Annual plan chapter: Chapter 7.1A: Measuring information and computer memory School: Date: Teacher: Class: 7 Number of people present: Number of absentees: Lesson theme Size of files Lesson type Learning new material Teaching purposes Use different file formats while saving them Purpose of lesson Use different image file formats Know the features of graphic formats 26 Criterial assignment Knowledge 1. Knows the variety of graphic file formats Application 2. Saves image with different formats Analysis 3. Analyzes file sizes Evaluation 4. Draws conclusions about the properties of graphic files with different formats, but with the same information Language objectives Students can: Explain the features of graphic file formats Vocabulary and terminology specific to the subject matter: File format, file size, image quality Useful expressions for dialogs and letters: To save a file in a different format, you need ... To publish an image on the network, it's better to use the format ... To transfer files over the network, it's rational to use ... I conclude that, the format .... I realized that .... The results of my research have shown that .... For ... .. you should use the format .... because ... For .... I recommend using ..., because .... The graphic format ... .. is convenient for .... Assimilation of values Mutual support and mutual respect in the performance of group work, academic honesty, Cooperation Intersubject communication Intersubject integration in the lesson is realized with art Preliminary knowledge Students are familiar with the units of measurement of information and with the methods of work in the graphic editor at the initial level During the classes Planned stages of the lesson Planned activities in the classroom Resources Activity of the teacher Activity of the student Start 5 min Organizing time. Checking homeworks Concentration of attention. Interpretation of works and discussion Middle 5 min (К) Motivation: What do you see at the picture? Answer the questions: 1) List the formats of graphic files that you know. 2) Why do you need such a variety of graphic file formats? 3) Indicate in which cases you used them? Evaluation: Evaluation criteria Descriptors Discuss in a group. Presentation 27 Knows the variety of graphic file formats List graphic formats Understand the variety of graphic formats 10 min (О) On the blackboard, the teacher demonstrates the algorithm of saving the file in different formats. (Э, Ф) Research (Formative evaluation) Students do practical work at the computer. The teacher prepares a graphic file in .bmp format on the students' computers in advance and suggests saving it in different formats. Then examine the properties of the received files. Evaluation: Evaluation criteria Descriptors Saves image with different formats Saves the file with .png format Saves the file with .jpg format Saves the file with .tiff format Saves the file with .gif format Analyzes file sizes Explores the properties of graphic formats Compare their properties Students perform practical work individually. They study the properties of the files and fill out the table, analyze the data, draw conclusions about the size and quality of the images. Worksheet with tasks of formative evaluation 5 min (К) Discussion Share conclusions about image file formats. Teacher offers the use of useful phrases for the development of language skills. Evaluation: Share with conclusions. Justify their answers. Completed student tables 28 Evaluation criterias Descriptors Draws conclusions about the properties of graphic files with different formats, but with the same information Present results of the study Compares the properties of graphic files 10 min (О) Announcing the topic, the purpose of the lesson, discussion of success criteria, the language goal of the lesson, terms, useful phrases for writing and dialogue. Teacher involves the students in the discussion of the purposes of the teaching and evaluation criteria. Explanation of the topic of the lesson. The teacher gives out cards with questions: Questions: Which format is convenient for use on web pages? In what format are the data recorded for each pixel separately? Which format is convenient for sending via e-mail? (Д) Demonstration of the video. Then checking the students' answers. Evaluation: Evaluation criteria Descriptors Knows the variety of Lists graphic formats Make notes in notebooks. Discuss the purposes of the teaching, the evaluation criteria. Watch the video, listen. Upon completion of the survey, the teacher answers questions. Presentation http://bilimland. kz/ru/content/le sson/16828- formaty_grafich eskix_fajlov 29 graphic file formats Understand the variety of graphic formats Analyzes file sizes Explores the properties of graphic formats Compare their properties Chooses the appropriate format for different situations 5 min (С) Interactive tasks. To fasten the material, the students perform the tasks "True / False", fills blanks, test about today’s topic of the lesson. Evaluation criterias Descriptors Knows the variety of graphic file formats Lists graphic formats Understand the variety of graphic formats Analyzes file sizes Explores the properties of graphic formats Compare their properties Chooses the appropriate format for different situations Perform tasks on the interactive whiteboard. Provide mutual support in the performance of the assignment http://bilimland. kz/ru/content/le sson/16828- formaty_grafich eskix_fajlov End 5 min Teacher summarizes the lesson. Pupils write a reflection. Reflection "Two stars, one desire" Two stars - indicate 2 points of the lesson, which were more successful, One desire is one moment of the lesson, which requires improvement. Stickers Homework To study the compression rates of the studied formats. Differentiation - how do you plan to Evaluation - how do you plan to check the level of mastering of the material by the students? Health and safety practices 30 provide more support? What tasks do you plan to put for more capable students? Differentiation in the level of complexity of tasks. Weak - on the performance of the test Medium - Perform tasks on TRUE / FALSE Strong - to do the exercise "filling in the blanks with terms." Formative evaluation, Mutual evaluation. During the lesson, students must observe safety techniques in the computer class and ergonomics. Reflection on the lesson Were the objectives of the lesson / goal of learning realistic? Have all the students reached the teaching purposes? 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? Overall rating Which two aspects of the lesson done well (think of both teaching and learning)? 1. 2. What could help improve the lesson (think of both teaching and learning)? 1. 2. What did I reveal during the lesson about the class or the achievements / difficulties of individual students, what should I look for in subsequent lessons? 1. 2. 31 № 4 сабақ жоспары Chapter 7.1A Measuring information and computer memory School: Date: Teacher: Class: 7 Number of people present: Number of absentees: Lesson theme Archiving file Lesson type Learning new material Teaching purpose Create and unpack archives of various formats Lesson purposes use different file formats; familiarize themselves with the classification and principles of archivers; learn to use various archivers; compare the compression ratio of different files; apply different file formats; create and unpack archives of various formats. Criterial assignment Knowledge: 1) determines the types and formats of files; 2) defines the archive file. Understanding: 3) explains the purpose of file formats; Application: 4) Creates and unpacks archives of various formats. Analysis: 5) concludes about the compression of various files. Language objectives Subject vocabulary and terminology: File format, archive, self-extracting archive, compression method A series of useful phrases for dialogue / writing To publish an image on the network, it's better to use the format ... To transfer files over the network, it's rational to use ... Assimilation of values cooperation, respect and responsibility. Intersubject communication intersubject integration with the subject of mathematics Preliminary knowledge students know the size of the file During the classes Planned stages of the lesson Planned activities in the classroom Resources 32 Start 9 min 1. Organizing time. 2. (Г) Fill in the table Aim: Checking homework. The class is divided into 4 groups, where each group should write for the other groups the names of 8 files with different formats and send clockwise to other groups for filling. Image files Text files Audio files Video files Evaluation: Evaluation criteria Descriptor Specifies the types and formats of files Knows the types of files Knows file formats 3. (К) Guessing the Rebus. Purpose: Define the topic and objectives of the lesson. To demonstrate the rebus, the teacher uses an interactive whiteboard. 4. (K) Students fill the first column of the KWL table. Purpose: To determine the level of students for differentiation. What do I know about file archiving? What did I learn in the lesson about file archiving? What do I want to know about file archiving? Presentation Middle 26 min 1. (О) Question-Answer: 1) Why do I need to archive? 2) What is the archiving? 3) What programs are used for archiving? Purpose: to enable pupils to find answers to their questions themselves. 2. (D) Practical work. 1 group. The task. Work with the WinRAR archiver. Compare the compression ratio of the file in different formats: RAR and ZIP. The purpose for group 1 is to teach how to perform the packing of files into the archive and extract the files from the archive. 2 group. The task. Work with the WinRAR archiver. Compare the degree of compression of text, graphics and executable files. The goal for group 2 is to teach how to perform the packing of files into the archive and extract the files from the archive. Compare the degree of compression of text, graphics and executable files. Divide the class into groups according to the difficulty level and assign tasks to each group. Evaluation: Evaluation criteria Descriptors Defines types and formats Knows the types of files Knows file formats Defines an archive file Knows what an archive file is Creates and unpacks archives of various formats Moves the archive file to the desired folder. Extracts the file to the desired folder Раздаточный материал 33 Counts the compression ratio by formula Apply the program archivers to compress files Concludes about the compression of various files. compare the compression ratio of graphic and text files. 3. Question-answer: (6 min) Purpose: To fix the material: 1. What is the archiving? 2. What is an archive file? 3. What is information compression? 4. What does the compression ratio depend on? 5. What archive formats do you know? 6. What is the decompression? 7. By what formula can you determine the degree of compression? 8. Describe how to compress textual information. 9. Describe how to compress graphic information. Evaluation: Evaluation criteria Descriptors Defines an archive file Knows what archiving is Knows what an archive file is Knows what is information compression Knows the formats of archives Knows what is unzipping Creates and unpacks archives of various formats. Explains the degree of compression Calls the formula of the compression ratio Calls a way to compress textual information. He calls the method of compression of graphic information. End 5 min Summarizing the lesson and reflection. Students fill the second and third columns Homework On the basis of the practical work of each group to prepare a presentation in which to reflect the results of research and draw conclusions. What do I know about file archiving? What did I learn in the lesson about file archiving? What do I want to know about file archiving? |