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This is a Clilstore unit. You can link all words to dictionaries.

Introduction to Databases

Justification

This task is performed within the optional subject "Information and Communication Technologies" offered in the 4th course of secondary school. It is a part of its curriculum, in accordance with the Decree 1105/2014 of Secondary Education. In particular, this task will help students to know the main aspects of a database, its components and how it works.

Context and students

This lesson is intended for the fourth course of secondary education (4º ESO). Children aged between 14 and 15 years.

Time needed

This task is divided into 2 sessions of one hour each.

Aims of the tasks/objectives, Learning outcomes

The main goal of the task is to provide a deeper understanding of a database, its components and how it works.

Additionally, the activity is meant to improve student's knowledge about the topic and to improve their language skills, as understanding listening input related to the topic and increasing their vocabulary

Methodology

The design of the lesson has taken into account the essential principles that constitute the 4Cs framework (Coyle, 1999), a useful tool for developing effective lessons in CLIL.

According to the aforementioned 4Cs framework, the four elements that the present lesson is based on are:

The methodology used is an active methodology in which students have to perform different activities either individually or in small groups. As it has been previously mentioned, this lesson uses a video to transmit the knowledge and a set of activities to increase the learning and to assess the acquired knowledge. On the other hand, students have a good grammar level to understand almost everything, so it is important to show them the specific vocabulary to understand all concepts during class.

Materials

In this module, we include a video, a glossary of terms, a text to read and some activities and tests to assess the knowledge acquired. 

Content/teaching activities.

1st SESSION

Task before watching the video. Establish a dialogue with the students in order to assess the previous knowledge of the topic. The teacher could foster participation with questions such as:

Watching the video once. The video prepared is the one you can find in "Video" button.

Task after watching the video. 

In the first view of the video, students will pay attention to the video and try to answer these True/False questions.

Test:

Play the video again. The teacher plays the video again and stops it whenever necessary. Students will be able to check their answers.

 

2st SESSION

Read and comment the glossary with students. The glossary prepared is the one you can find on "Glossary" button. This activity guarantees that students understand the main concepts.

Let the students to read the text and prepare some True/False questions to their mates. The text prepared is in the "Text" button. This activity have to be done in groups of 6 people during 30 minutes. They have to read the text and comment it with their mates in order to try to understand it as much as possible. Furthermore, they have to preparte a list of five True/False questions in order to play the quiz with the other groups.

Let's play an invented quiz game. The last 20 minutes of session students have to play a quiz. They have to ask to the group on the right in turns (one question each turn) the five questions prepared before. Every group has to answer all the questions.

Assessment

To evaluate this task, we can focus on evaluating two of the proposed exercises:

 

 

Clilstore VideoGlossaryText

Short url:   https://clilstore.eu/cs/5337