"First computer science lesson"

Lesson outline

"Man and Information"

Full name (full): Kryachko Inna Vladimirovna

Place of work: MBOU "Molochnenskaya Secondary School"

Job title: Primary school teacher

Item: Computer science

Class: 2

Topic and lesson number in the topic: "Man and information. Lesson No. 1"

Basic tutorial “Informatics” 2nd grade, N. Matveeva, E. Chelak, N. Konopatova, M.: BINOM. Knowledge Laboratory, 2009.

Lesson format – isolated. (There are hours of extracurricular activities; the presence of a computer class).

Place of the lesson in the program : Chapter 1. “Types of information. Man and computer." The first lesson is “Man and Information”.

UMK N.V. Matveeva.

The main idea of ​​the lesson : to interest in studying the new subject “Informatics”; emphasize that a person lives in a world of information and is very closely connected with it, since the perception of information occurs through the senses (eyes, ears, nose, tongue, skin).

Lesson type : a lesson in learning new knowledge.

Universal forms formed within the lesson learning activities

Basic

Personal UUD:

updating personal information life experience: examples of how to obtain information.

Regulatory UUD:

development of abilities to choose, the ability to set an educational task, the formation of pair work skills.

Cognitive UUD:

using tasks in which the child offers and chooses options in various ways solutions to the situation;

development of skills to work with different types of information: text, drawing, sign, table.

CommunicativeUUD:

ability to ask for help, conduct dialogue, answer questions.

We use: group discussion, encouraging dialogue.

Metasubject:

Regulatory universal educational activities: planning - determining the sequence of intermediate goals, taking into account the final result (step-by-step completion of tasks);

Cognitive universal educational activities: - ability to structure knowledge; - analysis of objects in order to identify features (essential, non-essential); - synthesis as the composition of a whole from parts; building a logical chain of reasoning and evidence; reflection on methods and conditions of action, control and evaluation of the process and results of activity.

Types of activities in the lesson: individual, work in pairs, group, frontal; research, practical.

Demonstration and handout material, use of specialized software:

PC, interactive complex;

EER: presentation ( ); video “Ways to obtain information” (Appendix 5);

items to complete tasks: (ball, candy, watch, perfume, air freshener, lemon, sugar, bag, soft toy, chocolate foil);

chart cards (distance, visual information)(Appendix 2); (distance, auditory information)(Appendix 3);

cards for the game "Loto"(Appendix 4);

Textbook “Informatics” 2nd grade, N. Matveeva, E. Chelak, N. Konopatova, M.: BINOM. Knowledge Laboratory, 2009, 2010;

Workbook in 2 parts “Informatics” 2nd grade, 1st part, N.V. Matveeva, N.K. Konopatova, L.P. Pankratova, E.N. Chelak, M.: BINOM. Knowledge Laboratory, 2010;

School explanatory dictionaries.

Goals and objectives:

form an idea of ​​obtaining information from environment using the senses;

introduce students to types of information depending on the way a person perceives it;

develop the ability to work with information;

fostering respect for the senses;

to form the information culture of students;

formulate the initial elements of research;

cultivate interest in the subject of computer science, curiosity.

During the classes:

1.Organizing time.

New lesson!

New item!

New topic!

New knowledge!

New discoveries!

2. Setting goals and objectives for the lesson. Motivation for learning activities.

Teacher: Guys, from the epigraph to our lesson you already guessed that today we will have some kind of new lesson, we will gain new knowledge, make new discoveries, and everything new is always something interesting.

Today you went to class and already knew its name - COMPUTER SCIENCE.

You came to the computer science classroom for the first time. It is very similar to a regular school classroom, but the difference is immediately obvious: there is a computer on each table. From today you will learn to work with it. I would like to believe that the computer will become your good assistant.

And first we'll talk aboutrules of behavior in the computer class.

For an assistant to be kind and beautiful, you need to treat him carefully. The computer does not tolerate dirt. Dust, which always happens in an uncleaned classroom, settles on the surface of the machine, penetrates inside and disables precision electromechanical devices and damages electronic circuits.

Therefore, the first requirement that must be observed in the computer science classroom is cleanliness. (On each table there is a memo with the rules of behavior in the computer class).

You cannot come in dirty shoes and clothes. Clean your jackets and briefcases before entering class.

Didn't have time to have lunch during the break before your computer science lesson? It’s better to be patient, but don’t bring bread, nuts, sweets, or seeds with you. Crumbs will damage your computer more than dust. If they get between the keys, they are not so easy to remove.

Chewing gum, no matter how tasty it may seem to you, is strictly prohibited for anyone sitting near a computer.

As you head to computer science class, take a look at your hands. With these hands you will now type messages to the machine. And if your nails are dirty, if your fingers are dirty and greasy, then your computer keys will be just as dirty. But both your teachers and comrades from another class will work at this keyboard! Think about them, think about the fact that your dirty hands will get dirty, old and simply disable school computers.

The second most important requirement in a computer science classroom is discipline. No keys (even after you learn what they mean!) can be pressed without the teacher's permission. Of course, if you press the key, there will be no explosion or fire. But if the machine is prepared for a lesson, and you, without notifying the teacher, decide to play around with the keyboard, then most likely the prepared material will be spoiled.

Special warning: Never press the computer's power off button. electrical network. This may cause your computer to malfunction. It will take many hours to recover.

Computers operate from an electrical network, the voltage of which is dangerous to life. Be careful! Do not touch the wires that are connected to the computer.

When pressing keys on the keyboard, do not use much force. The computer will understand you even with the gentlest touch. Remember that drumming on your keyboard will quickly damage it. You also need to treat the mouse and other devices connected to the computer “gently”.

Do not touch the monitor screen even with clean fingers - marks will still remain on it.

The rules of conduct in the computer science classroom are not too complicated. But they must be observed very strictly. By being attentive to your cars, you will learn a lot and see a lot of interesting things on the screens.

Who knows what computer science is? (Children's answers).

To make your knowledge more accurate, look at the board (slide 1) and listen to the poem:

I will teach you computer science,

And we will become friends with you.

In the vast world of information

You can’t live without machine guns,

And a machine gun is a device

What man has created to help.

I will teach you gradually,

How to store information

How to process, transmit,

I will teach you to reason.

The computer will become best friend,

He is indispensable in learning,

Like a book, pen and notebook,

You will need it.

(INFORMATION SCIENCE=INFORMATION+AUTOMATION)

-Can anyone guess what we will talk about today in our first computer science lesson? (Children's statements).

-That’s right, the key word in our lesson today will be the word “information.” And what exactly we will learn related to this concept, read in the textbook - p.7.

(Target:

Understand that we live in a world of information that we study using our senses. Learn to analyze signals perceived through the senses.)

3. Updating knowledge.

Guys, how do you explain what “information” is? (News, information, when someone speaks, watch TV, read a book, newspaper, etc.)

When discussing this issue, draw students’ attention to the fact that during conversations people convey information, some news. Lead to the conclusion that information is information about the world around us .

Open explanatory dictionaries (Ozhegova) and read What does this word mean:

Information – this is information about the surrounding world and the processes and phenomena occurring in it, perceived by a person or a special technical device.

What do you guys think, can a person live without information?

In fact, the concept of “information” is somewhat broader than we defined it, and involves the sensations and perception of the surrounding world by each person with the help of the brain and sensory organs - the organs of vision, hearing, smell, taste and touch. In other words, information is also the freshness of the rain, and the sound of the wind, and the warmth of the sand heated by the sun, and the joy of seeing a rainbow in the sky... All this is information.

To understand how people and information are connected, let’s do a littlestudy.

During all tasks, you must carefully monitor what is happening and what you are doing. This will allow you to draw certain conclusions.

Exercise 1

– Guys, try to talk about objects without touching them(on the teacher’s desk: ball, candy, clock...)

Task 2

– Close your eyes. You don’t see, you don’t hear, you don’t touch with your hands. Tell us about the item(teacher sprays perfume, air freshener...)

– Which authority helped you obtain the information?

Task 3

– Close your eyes. Tell us about an item without seeing it, but you can try it(students try: lemon, sugar, candy...)
– Which body helped you obtain the information?

Task 4

– Close your eyes. You do not see. What sounds did you hear?(applause, the door creaked...)
– Which body helped you obtain the information?

Task 5

– Close your eyes. You don't see or hear, but you can touch it with your hands. Tell us about the subject.(In my hands there is a package, a soft toy, chocolate foil …)
– Which body helped you obtain the information?

Teacher:

– Well done! We completed all tasks well.
How did we get information?

Our senses help us receive information.
– How many sense organs does a person have?(5)
– What are these sense organs?(Eyes, ears, nose, tongue, skin).

- What conclusion have we come to after completing all the tasks?

– A person receives information using 5 senses: eyes, ears, nose, tongue, skin.

4. Primary assimilation of the material: (work on presentations and applications).

Teacher. Remember with the help of which sense organ we receivedinformation about the objects located on the table? That's right, weused vision.Vision helps to distinguish the colors of objects, their sizes, shapes, recognize whether they are far or close, moving or stationary. Thanks to vision, we read books, watch TV shows, and admire the beauty of nature. Eyes are like windows to the world. Take care of your eyesight. (Slide).

Teacher . Give examples when a person receives visualinformation. (We read a magazine, look at each other, look draw a graph or drawing,

watching TV, looking at a picture in the museum.) .
- Do you know that a person can determine distance by eye: look at the diagram cards on your desks(Appendix 2)

50 steps – eyes and mouth

300 steps - face

1.5 km – burning match at night

6 km – factory pipes

8 km – firelight at night

– What organ allowed us to smell?(Nose)Slide shown

– Give examples when a person receives information through the nose.(Students' answers)

– Many pleasant smells bring us joy: the smell of flowers, the smell of a coniferous forest. Some smells seem to warn of danger, for example, a gas leak from gas stove or that the food is spoiled and cannot be eaten! Conversely, the pleasant smell of food stimulates appetite. When you have a runny nose, you have trouble smelling. We must protect ourselves from colds!

Teacher. Which sense organ helps us determine the taste of food or drink?That's right, it's a language.Information we receive through languagewhen we eat or drink something, it is called taste.A slide is shown. What taste can we taste?(Sour, bitter, tasteless, sweet, minty, salty, spicy.) – There are special taste buds on the tongue. Thanks to them, a person distinguishes the taste of food. A person eats tasty food with appetite. Sometimes we know by taste that food is spoiled and cannot be eaten. Food that is too hot burns the tongue and we hardly feel its taste. The food should not be very hot!
Slide shown

Which organ allowed us to identify sounds?(Ears).

– With the help of ears a person hears speech, music, noise.Slide shown

– Give examples when a person receives information using his ears.(Students' answers)

– It is especially important for us to hear other people's speech. After all, with the help of words we convey our thoughts and knowledge to each other. We also need the wonderful sounds of nature and music. These sounds are part of the beauty that surrounds us. Noise can not only disturb, but also cause useful information– for example, the noise of the engine tells us that a car is approaching, and we need to be more careful. Remember that loud noise, harsh sounds, loud music damage your hearing and have a bad effect on the entire body. Rest in silence often.

Hearing range of the human ear: chart cards (Appendix 3)

Noise of a moving train – up to 10 km

Shot – up to 5 km

Car signal – up to 3 km

Dog barking – up to 2 km

Human scream – up to 1.5 km

Vehicle movement on the highway – up to 1.5 km

Vehicle movement on a dirt road – up to 500 m

Spoken speech – up to 200 m

Cough – up to 50 m

Steps – up to 20 m

– Which organ allowed us to determine whether an object is smooth or rough?(Leather)

– With the help of the skin, a person learns what an object feels like - warm or cold, smooth or rough, soft or hard. Even with your eyes closed or in the dark, you can touch information about the size and shape of an object.
– Skin is an organ of touch. Try not to injure the skin, avoid burns and frostbite!

5. Awareness and comprehension of educational information.

a) Physical education minute

– Now let’s rest a little and check whether you listened and watched carefully, let’s play a game: I name the word, and you determine what type of information it can be attributed to. If the information is visual, we close our eyes; if it is auditory, we cover our ears with our palms; if we receive the information in the form of smell, we close our nose; if we taste it, we cover our mouth; if we recognize it with our skin, we clap our hands.
So let's start, be careful:

• Ringing, hot, sweet, music, bright, prickly, hot, wet, bitter, green, rough, radio, sticky, high, gasoline, dark, frost.

  Well done, you are good at identifying types of information.

b) Completing tasks in the workbook pp. 3-4, according to options in mutual verification mode.

6. Primary consolidation of the studied material

Consolidation of the studied material is carried out in a playful way.

Task 1. Information lotto. Match. (Appendix 4). Work in pairs. The teacher explains the task: toWhat senses allow us to discern information? Match.Cards from Table 2 (pictures with sensory organs) must be laid out in Table 1 (words) to establish a correspondence.

(Table 1) (Table 2) (pictures of sensory organs)

(cards from table 2 are placed on the words of table 1 of the picturesWhoa up) When

the task is completed, the teacher gives a test card with correct location pictures and asks students to check the completed task, then together they sort out mistakes if they were made.

7. Information about homework, instructions on how to complete it.

Analyze the material in the textbook pp. 9-11, retell in your own words the material in the “Main” section; p.5 – in your notebook, write down the meaning of the word “information” from the dictionary.

8. Reflection.

a) -- Let's go back to the beginning of the lesson, remember what we were supposed to understand and learn.Nature has endowed man with five senses so that he can perceive information. different types.
To make a decision, a person needs several senses: eyes, ears, tongue, skin, nose.
Visual, sound and olfactory information can be obtained without touching the object, and tactile and gustatory information can be obtained by touching the object with your hands or tongue.
Often, to make a decision, a person needs different types of information, perceived through different senses.

"Let's discuss"
What senses does a person have to perceive information?
Why do people need five senses?
What is the information received through the eyes, ears, nose, skin and tongue called?
What information can be obtained without touching the object?
Why does a person need information?

Reception "Continue the sentence":

I found out….

I understand…

I discovered...

I never thought that..

It was interesting to me…

I don't really understand...

I haven't quite figured it out yet...

b) Watching a video“Ways of obtaining information” as preparation for the material of the next lesson (Appendix 5).

APPENDIX 2

Range of perception of objects using the organs of vision

APPENDIX 3

Hearing range of the human ear

APPENDIX 4

TABLE 1 (INFORMATION LOTTO)

Sour

white

rustle

Solid

bitter

cutting

brilliant

scream

rough

voiced

fragrant

Beautiful

TABLE 2 (INFORMATION LOTTO)

FOR STUDENTS IT IS CUTTED INTO CARDS, FOR THE TEACHER THE CONTROL CARD IS NOT CUTTED

• Fostering students’ information culture, attentiveness, accuracy, discipline;
• Developing the ability to competently express one’s point of view
• To form an idea of ​​the classification of computers;
• Introduce the concept of a computer and its main parts;
• Develop attention, memory, logical thinking, and the ability to draw conclusions.

Equipment: computer presentation, interactive whiteboard, computers, crossword puzzle, task cards.

During the classes

Organizing time. Greetings.

The bell has rung!
Called me to class!
We will discuss
And help each other.

The topic of the lesson is not written on the board. The teacher asks the students to guess the riddle.

The answer is the topic of the lesson.

What a miracle unit
Can do everything -
Sing, play, read, count,
To become your best friend?

Answer: Computer.

Slide 4

Well done! You have completed the first task. The topic of our lesson: “Computer”.

Now let's try to remember where the computer is used and how it helps people.

During the dialogue, the students’ answers are analyzed and summarized, their attention is focused on the fact that today we see computers in banks (primarily for performing complex calculations), at train stations (to learn information about train schedules and ticket prices), in libraries, in hospitals, schools, etc. Teacher.

Guys, do you know when they first started talking about creating computer technology?

It all started with the idea of ​​teaching a machine to count or at least add multi-digit integers. Around 1500, the great figure of the Enlightenment, Leonardo da Vinci, developed a sketch of a 13-bit adding device, which was the first attempt to solve this problem that has come down to us. The first operating summing machine was built in 1642 by Blaise Pascal, a famous French physicist, mathematician, and engineer. His 8-bit machine has survived to this day.

In October 1945, the first ENIAC computer was created in the United States. The first generation computers used vacuum tubes. Thus, in 1952, IBM released the first industrial computer, the IBM-701, containing 4,000 vacuum tubes and 12,000 germanium diodes. One computer of this type occupied an area of ​​about 30 square meters. meters, consumed a lot of electricity, had low reliability. Troubleshooting took 3-5 days.

The highest achievement of domestic computer technology created by the team of S.A. Lebedev was responsible for the development in 1966 of the BESM-6 semiconductor computer with a productivity of 1 million operations per second.

See what the first computers looked like

Currently, computers can be classified into the following types

Today we will focus on the study of personal computers in more detail. PCs are the most popular and widely used computers. Despite their small size, they have absorbed all the features of a computer and fully reflect its architecture and construction principles. In the future, when considering hardware and software We will talk only about personal computers.

How do PCs differ from each other?

Desktop PCs

The most common are desktop PCs, which allow you to easily change the configuration (external outline, as well as the relative position of objects or their parts)

Laptop computers

Convenient to use, have computer communication facilities. The system unit, monitor and keyboard of laptop PCs are placed in one case: the system unit is located under the keyboard, and the monitor is built into the lid.

Pocket models

are called “smart” notebooks, because they allow you to store operational data and get quick access to them.

Physical education session (musical accompaniment)

Slide 16

Why do you think a computer is needed? (students’ reasoning).

Now let's check how well you know your computer.

What does a computer consist of? There is a sheet of paper with a task on the table in front of you. It shows a computer. In the empty cells, write the names of the main computer devices. (Appendix 1) 3-4 min. Don't worry if you don't know about a particular device. We'll check everything now.

Let's look at each device separately.

System unit, sound speakers.

The system unit is the main device of the computer. The system unit contains all electronic stuffing computer, its “brain”. The main elements of the system unit are the processor (executes programs consisting of commands) and memory (stores data and programs).

Speakers: These devices are used by the computer to reproduce sound.

A computer monitor is a device for displaying information output from a computer. The monitor is similar to a TV. A person receives several types of visual information from it: text, graphic, video. The monitor is called an output device.

Now guess the riddle and think about what device we are talking about.

Mystery!

Even the mother of this mouse

Can safely pick it up.

She has buttons on the back

To type programs.

Computer mouse

A mouse is a device for entering information into a computer. A mouse is a small box with two or three keys. It is easy to hold in your hand. Together with a wire for connecting to a computer, this device really resembles a mouse with a tail.

Keyboard is a device for entering data into a computer. Using the keyboard, text information and commands are entered into the computer. A computer keyboard is a close relative of a typewriter keyboard, only it has more keys. The keyboard has the following keys: alphanumeric, function, control and additional keyboard keys.

Slide 23

It's time to solve the crossword puzzle that is on your desk. The same crossword puzzle is depicted on the interactive board. (Appendix 2). Students write down their answers in their crossword puzzles. The teacher calls one student at a time to the interactive board to write down the correct answers. The teacher helps.

Teacher

So, let's summarize our lesson.

Today we tried to answer the questions:

How does a computer help people? Where is it used?
We got acquainted with the history of the creation of computer technology;
classification of computers;
got acquainted with the computer structure; solved a crossword puzzle.

And they answered the main question:

Why do we need a computer today?

Grades for the lesson and homework are announced.

Homework.

Come up with your own funny story about a computer or one device.

You did a good job today. Thank you for the lesson.

Well done!

Used Books

• Computer science in games and tasks. A.V. Goryachev, K.I. Gorina, N.I. Suvorova - M, Balass LLC, 2010.
• http://images.yandex.ru/yandsearch?text
• ttp://ru.wikipedia.org/wiki/;
• ttp://yandex.ru/yandsearch?text=;
• http://www.metod-kopilka.ru/page-5.html
• http://kinderinf.narod.ru/inf.htm
• http://zanimatika.narod.ru/Book8.htm

Pavlodarsky teacher training college them. B. Akhmetova

I approve

Deputy Director for SD

_________ E.A. Poberezhnikova

"___" __________ 20__

Public lesson

on the topic of: " Work withMS Excel»

item: Computer technology

group: DV-22

teacher: Saganaeva R.S.

Date of: 02/14/2015

Lesson topic: Working with MS Excel

Lesson objectives:

educational - introduce spreadsheets in an application environment Microsoft Excel; develop the initial skill of entering text, numbers, formulas into a cell; give an idea of ​​built-in functions; practical use studied material; consolidation of knowledge general principles work with the MS EXCEL table processor and the ability to create a table to solve a specific problem; formation of an understanding of calculations in spreadsheets as an important, useful and widely used structure in practice.

developing - promote development logical thinking, memory, attention, creative imagination, development of the ability to apply educational information in non-standard situations, development of cognitive interest; development of individual and group practical work skills; development of skills to apply knowledge to solve problems of various kinds using spreadsheets.

educational - upbringing creative approach to work, desire to experiment; development of cognitive interest, education of information culture; vocational guidance and preparation for further self-education for the future labor activity; education of communicative qualities for rational and productive work.

Lesson type: combined.

Lesson format: conversation, group work, individual work.

Interdisciplinary connections: computer science and mathematics.

Equipmentlesson:

personal computers With operating system Windows 7;

multimedia projector, screen;

Microsoft Excel program;

electronic version of the lesson - presentation prepared in PowerPoint;

handouts (for each student) - workbook, laboratory work.

During the classes:

Organizational stage.

Hello! As you can see, we have many guests today. I want to tell you that I am very worried. I think you're a little worried too. So I reach out to you and ask you to reach out to me. I hope you can help me today.

Look at the screen and try to formulate the topic of our lesson.

Slide 1-5. Variety of tables.

Slide 6. The topic of our lesson today is “Working with Microsoft Excel.” Today in the lesson we will get acquainted with the Microsoft Excel application environment and learn how to enter text, formulas and numbers into a cell, and perform simple arithmetic calculations.

Look at your desk. Each of you received this piece of paper. (Demonthe workbook is being written). This is a workbook page. This is where we will take notes throughout the lesson. At the end of the lesson I will give you marks. Sign the workbooks.

2. Learning new material.

Terms and concepts. Slide 7

Spreadsheet is a program for processing and storing numerical data.

The most common among users is the Microsoft Excel spreadsheet processor. A document created in a spreadsheet is called working a book . Each book consists of worksheets . Each sheet consists of 65,536 rows and 256 columns. Rows are numbered with integers, and columns are numbered with letters of the Latin alphabet. At the intersection of a column and a row is located - cell .

A cell is the smallest worksheet object located at the intersection of a column and a row. Cell name is the column name and row number. Range – these are cells located in a row in a row, column or rectangular area.

Complete in workbook No. 1.

Window structureMicrosoftExcel. Slide No. 9

Complete in notebook No. 3

Slide number 10.

Active cell – selected cell.

Three types of data can be entered into worksheet cells:

numbers (a certain sequence of characters, which includes numbers and signs “+”, “-”, or “,” (as a separator of integer and fractional parts));

formulas (represents a sequence of characters that begins with the “=” sign);

text (a sequence of characters that is neither a number nor a formula).

Complete in workbook No. 5B.

Creating formulas.Slide No. 11

To determine the cost of goods in cell C2, go to this cell,

Enter the “=” sign

Click on the address of cell A2

Place the multiplication sign (*).

Click on the address of cell B2

Entering the formula is completed by pressing the key, after which the calculation result appears in the cell.

Complete in workbook No. 5A.

Built-in MS Excel functions are functions that are calculated using specific algorithms contained in the application

MS Excel. Slide 14

A built-in function is called when a formula containing this function is calculated. Slide 15

The entire set of built-in table processor functions is divided into several groups: mathematical, statistical, date and time functions, etc.

Different table processors have different sets of built-in functions. Slide 16

Excel contains over 400 built-in functions. A function has a name and a list of arguments in parentheses. Slide 17

Example: =SUM (A4:A7)

Let's look at the most frequently used functions.

	Record type	Purpose
Mathematical Slide 18	ROOT(...)	Calculation square root
		Calculating the absolute value (modulus) of a number
		Rounding a number or the result of an expression in parentheses to the nearest smaller (!) integer
		The value of the mathematical constant "PI" (3.1415926...)
Statistical Slide 19		Determining the minimum of specified numbers
		Determining the maximum of the specified numbers
	AVERAGE(...)	Determining the average of specified numbers
		Determining the sum of specified numbers
date and time Slide 20	TODAY () *	Today's date value as a date in numeric format
	MONTH(date)	Calculation of the serial number of the month in a year based on a specified date
	DAY(date)	Calculation of the ordinal number of the day in a month based on a specified date
	YEAR(date)	Calculate the year from a specified date

Some frequently used statistical functions can be applied using the menu icon ∑. Complete in workbook number 6.

Consolidating new material

3 tasks on the board:

1 task: Structure of the MS Excel window (see Appendix 1)

Task 2: Find the right answers

Special program, used to automate the processing of data presented in tabular form, is a (spreadsheet).

The minimum worksheet object located at the intersection of a column and a row is (cell)

The cell name is... (column name and row number).

Consecutive cells in a row, column, or rectangular area are (range)

The table cell currently occupied by the cursor is called (active cell)

The cell can contain (text, number, formula).

Task 3: Find the correct formula entries

Performing laboratory work:

laboratory work No. 1 “Creating a spreadsheet”,

laboratory work No. 2 “Building a spreadsheet”,

laboratory work No. 3 " Built-in functions Excel»

4. Test work

Test tasks

A spreadsheet is...

a) a program used to create, edit, save and print various texts.

b) an application that stores and processes data in rectangular tables.

c) an application used to perform calculations and solve mathematical problems.

d) all answers are correct

2.The active cell in Excel is:

a) cell with address A1; b) cell highlighted with a frame; c) the cell in which the data is entered; d) there is no correct answer

3. Entering a formula in Excel begins:

a) from the equal sign; b) from the bracket sign; c) from the numbers; d) with a letter.

4.The cell address in Excel consists of:

a) file name;

b) a given set of characters;

c) the column name and row number at the intersection of which the cell is located;

d) the row number and column name at the intersection of which the cell is located.

5.The SUM() function in Excel belongs to the following functions:

a) mathematical; b) statistical; c) logical; d) financial.

6.The Function Wizard in Excel is required for:

a) editing the table; b) to quickly launch the program;

c) saving information; d) entering the necessary functions.

7.If in Excel you make a cell active and press the Delete key, then:

a) the contents of the cell will be deleted; b) the cell format will be cleared;

c) the cell will be deleted; d) the cell name will be deleted.

8.The information in the table is presented as:

a) files; b) records; c) text, numbers, formulas; d) all answers are correct

Please enter the correct cell address:

10.The smallest element in a spreadsheet is...

a) cell; b) symbol; c) column; d) line

11.The range of cells in a spreadsheet is...

a) the set of all filled table cells;

b) the set of all empty cells;

c) a set of cells forming an area rectangular shape;

d) a set of cells forming an area of ​​arbitrary shape.

12.Specify an invalid formula for cell F1

a) =A1+B1*D1; b) =A1+B1/F1; c) =C1; d) all formulas are valid

13.Specify an invalid formula to write in cell D1

a) =2A1+B2; b) =A1+B2+C3; c) =A1-C3; d) all formulas are acceptable.

14.The group of cells A1:B3 is highlighted in the spreadsheet. How many cells are in this group?

a) 2; b) 3; at 5; d) 6.

15.You can't delete in a spreadsheet.

a) line; b) column; c) cell name; d) the contents of the cell.

5. Reflective-evaluative stage.

I hope that the work started today will be useful in your future profession.

What did you and I do today? What did you do? What new things have you learned about yourself?

The main advantages of a spreadsheet compared to a regular table are:

is that when the source data changes, the results are automatically recalculated.

Where can we use ET?

in economic and accounting calculations;

in mathematics;

in physics;

in the study of information models from courses in chemistry, history, and biology.

6. Homework : Slide 28

Notebook entries. Come up with and draw in your notebook a table structure to solve the problem using the AVERAGE function.

Today in the lesson you discovered new ET capabilities, learned how to enter text, formulas and numbers into a cell.

Today, each of you has risen to a new level in the development of your thinking. I congratulate you on this event! Thanks to all! The lesson is over.

Outline

computer science lesson

« Information Technology

working with text.

Editing a document"

Compiled by: Chudutova Elena Byurchievna,

computer science teacher at MBOU "Elista Lyceum"

Elista, 2015

Lesson topic: “Information technologies for working with text. Editing a document."

Lesson type: learning new material.

The purpose of the lesson:

1. Educational:

developing students' knowledge about the purpose and basic capabilities of a text editorMicrosoft Word, familiarization with the structure of the MS Word window, familiarization with text editing operations;

1. Developmental:

development of attention, memory, logical thinking, independence;

1. Educational:

nurturing an information culture, discipline, perseverance, and self-confidence.

Requirements for student knowledge and skills:

Students must

know:

purpose and main features of a text editorMS Word, MS Word window structure.

Students should be able to:

run the programMS Word, exit, save the created document, use text editing operations.

Educational and methodological support and lesson software:

1. "Computer science. Basic course. 8th grade" Semakin I.G. – Moscow, Laboratory Basic Knowledge, 2008;

2. Methodological manual for teachers Semakin I.G. "Teaching basic course computer science in high school", M.: BINOM. Knowledge Laboratory, 2006;

3. Computer Science and ICT. Problem book-workshop: in 2 volumes. T.2 / L.A. Zalogova and others; edited by I.G. Semakina, E.K Henner. M.: BINOM. Knowledge Laboratory, 2011

Lesson equipment:multimedia projector, testing system,MSWord.

Lesson plan:

1. Org. moment (3 min)

2. Setting lesson goals. Updating knowledge (4 min)

3. Learning new material (13 min)

4. Consolidating new material (10 min)

5. Reflection (7 min)

6. Lesson summary and homework (3 min)

Technological map of the lesson.

Lesson steps

Teacher activities

Techniques and Methods

Student activities

Formation of UUD

Organizational moment (3 min)

Greeting students, checking students' readiness for the lesson, announcing the topic of the lesson,

announcement of lesson stages

Verbal

Visual demonstration

Write down the date and topic of the lesson

Personal: creating a comfortable, health-preserving environment, creating conditions for acquiring knowledge and skills.

Setting lesson goals.

Updating knowledge (4 min)

Declaration of lesson objectives.

Reinforcing the material learned

(Annex 1)

Verbal

Visual demonstration

Teachers listen

Answer questions

Communicative: mastery of forms oral speech

Learning new material (13 min)

Explanation of new material

(Appendix 2)

Verbal

Visual demonstration

Teachers listen

Work with a text editor

Personal: creating conditions for self-knowledge

Regulatory: ability to formulate one’s own educational goals

Cognitive: ability to work with instructions

Communicative: understanding of the principles of interface design, working with dialog boxes, mastery of stylistic techniques for text design

Consolidating new material (10 min)

Announcement of exercise numbers for practicing practical editing skills

(Appendix 3)

Problem-search

Do exercises in a text editor

Personal: creating conditions for self-realization, the ability to organize one’s work time

Regulatory:

Cognitive: the ability to plan, analyze, reflect, self-assessment of one’s activities, the ability to evaluate initial data and the planned result, the ability to formalize the results of one’s activities

Communicative: mastery of stylistic techniques for text design

Reflection. (7 min)

Organization of work with the test system

(Appendix 4)

Problem-search

Answer questions

Personal: creating conditions for self-realization, creating conditions for acquiring knowledge and skills that go beyond the scope of the topic taught

Regulatory: ability to make decisions and take responsibility

Cognitive: the ability to self-assess one’s activities, possess the skills to use technology

Communicative: conducting a dialogue "person" - " technical system", mastery of telecommunications to organize communication with remote interlocutors, ability to work in a group, tolerance, ability to build communication with representatives of other views

Summing up the lesson. Homework (3 min)

Analysis of students’ activities, summing up the lesson, commenting on homework

(Appendix 5)

Verbal

Listen to the teacher, ask questions, write down homework

Regulatory: the ability to set personal goals, understand and realize the meaning of one’s activities

Cognitive: creating a holistic picture of the world based on own experience

Annex 1

How is text saved on external media? (Text on external media is saved as files)

How many bytes of memory does the binary code of each character occupy in a computer text? (The binary code of each character in computer text takes up 1 byte of memory)

How is each character encoded in the text? (Each character in the text is encoded in eight-bit binary code)

What power alphabet is used to represent texts on a computer? (To represent texts on a computer, an alphabet with a capacity of 256 characters is used)

What is a coding table called? (A table in which all characters of the computer alphabet are assigned serial numbers is called an encoding table).

Which code is the international standard? (The international standard is ASCII - American Standard Information Interchange Code)

What rule is observed in the coding table? (Principle of sequential coding of alphabets)

What is this principle? ( Letters(lowercase and uppercase) are arranged in alphabetical order, and the arrangement of numbers is ordered in ascending order)

Appendix 2

Teacher: Let's talk about the time when there was no printed books. Is that possible? – you will be surprised. Maybe!

Once upon a time, books were written by hand. The ancient chronicler sat over his books for a very long time, writing intricate letters. It is incredibly difficult to write an entire book by hand, which is why in ancient times books were considered the greatest value. Sometimes the chronicler worked for many months and years.

Why did ancient people work for a long time to create a book?

Student: wrote by hand

Teacher: Later, people began to print books. In Rus', the founder of printing was Ivan Fedorov. On April 19, 1563, Fedorov opened the first “printing house” in Moscow, that is, a printing house in Moscow. The first book was published almost whole year. Tell me, if Ivan Fedorov lived in our time, what would help him create a book faster?

Student: Of course the computer.

Teacher: Yes, the computer is the main tool for preparing texts.

What types of information does the book contain?

Student : text, graphic, numeric.

Teacher: Text editor– an application program that allows you to create text documents, edit them, view the contents of the document, print the document, change the format, etc.

A text document is a file created using a text editor. It consists only of character encoding table codes. A text document must have a certain structure. It should be divided into lines, paragraphs, pages, sections. Each line ends with special "Carriage Return" control codes (codeASCII– 13) and “New line” (codeASCII- 10). The extension is often used in the names of text files.txt- text. There are simple text editors, such as Notepad, and powerful word processors, such asMSWORD.

Students sit down at their computers. Perform actions according to the teacher's instructions.

In order to launch MS Word, you must perform the following steps:

Start – All Programs –MicrosoftOffice- MS Word or launch the MS Word shortcut on the desktop.

Let's take a look at the word processor window. It looks like this:

After launch, the main MS Word editor window opens. Let's get acquainted with its elements. On the screen you see the main program window.

The main window can be divided into five main areas:

• Title bar

• Main menu bar

• Toolbar

• Workspace

• Status bar

Title bar

The window title shows the name of the program (Microsoft Word) and the name of the document (Document 1 by default). After you save the document, the file name appears in the title bar. Files created in Word are automatically assigned the .doc or .doc extension.docx. On the right side of the title bar are the usual window control buttons (Collapse, Maximize, Close). On the left side of the line there is a quick access panel to which you can add frequently used tools.

Main menu bar

As in others Windows applications, Word's menu bar is a control that provides access to all functionality programs. Each menu item has its own toolbar.

Toolbar

In MS Word 2010, the toolbar opens when you select a specific main menu item. The toolbar of each menu item is divided into sections.

Status bar

The status bar is located at the bottom of the main window. The left side of the status bar displays information about the current document:

In addition, the status bar contains operating mode indicators that inform you which mode you are currently working in. The black color of the indicator corresponds to the on state, gray - to the off state. There is also a Zoom tool on the right side.

Workspace

The work area of ​​the Word window is the document field. In an empty work area, the text cursor indicating the character input position is located in the first position of the first line. The size of the text on the screen depends on the selected scale. You can set the desired scale using the menu (View -> Scale) or the Scale button in the status bar. In the drop-down list of the Scale button select desired value. If the desired scale is not in the list (for example, 90%), enter the value directly into the text field (you don’t have to type the “%” sign, just enter the numbers) and press the Enter key.

Rulers

Rulers (horizontal and vertical) allow you to visually assess the current position of the cursor in the text. However, in MS Word, rulers perform additional, perhaps more important, functions.

Horizontal rulerallows you to visually change:

• Paragraph indents

• Fields on the page

• Width of table columns and columns

• Set tab stops using the mouse

As you move the cursor, the indent markers and tab stops on the horizontal ruler reflect the settings for the paragraph in which the cursor is located.

Vertical ruler appears along the left margin of the page.

With its help, you can quickly adjust the top and bottom margins of the page, as well as the height of the rows in the table.

You can display the rulers on the screen at your discretion or remove them, thereby freeing up more space for the document.

Exit MS Word

After completing the current work session, you must exit MS Word. To do this, you can use one of the following methods (slide 14):

1. Select the menu File –> Exit.

2. Select Close in the system menu of the main MS Word window.

3. Place the mouse pointer on the system menu icon in the main MS Word window and double-click the left mouse button.

4. Click the Close button in the title bar of the main window.

5. Press Alt+F4 on your keyboard.

If in any of open windows contains unsaved information, MS Word will prompt you to choose what to do with it. To do this, a dialog box similar to the following will appear on the screen.

To continue the operation, select one of the options

Yes - Saves the document and exits MS Word.

If the file has not yet been given a name, MS Word will open the Save Document dialog box

No - Exits MS Word without saving the document

Cancel - Closes the current dialog window and returns to MS Word

Work with text editor. Editing.

The user needs skills in entering and editing text not only for working with a text editor. These skills are basic when working with any type of software that uses an interactive mode. With any type of symbolic input, the user is given the opportunity to correct errors, that is, edit the text. There is a concept of a basic editing standard. This is a set of operations that are performed the same for all character input options.

Techniques of the basic editing standard:

Appendix 3

Performing exercises No. 1, 6, 7, 9, 10 pp. 9 – 10, paragraph 5.1 Working with the text from volume 2 of the workbook.

Appendix 4

Test "Text editor" created in the test systemSmartNotebook

Appendix 5

Homework: §14 – 15, questions at the end of paragraphs, ex. 2, 3, 11, 12

Lesson No. 1. Introduction. Safety precautions.

Goals: familiarize students with the structure and specifics of the 9th grade computer science course; update students’ knowledge about the science of computer science; repeat safety rules in the computer class; to promote the aesthetic, creative education of students and compliance with a uniform spelling regime at school.

Equipment: illustrative material on the topic of the lesson on the board, handouts - safety instructions, computers with a word processor MS Word.

Lesson type: review lesson.

Predicted results: students will remember the basic concepts of the computer science course from previous years of study; are familiar with the structure and specifics of the 9th grade computer science course; participate in heuristic conversation; independently process the safety rules and print out labels on a notebook for the subject.

DURING THE CLASSES

I . Organizational stage

II . Motivation for learning activities

Teacher. My dear friends! This academic year, I invite you to continue your journey into the wonderful world of learning about the world of information. You already know a lot, many easily navigate the endless sea of ​​information, but we must strive for the highest peaks. It's time to study the mathematical foundations of computer science more deeply. Try yourself as a programmer and website developer. A lot of interesting things await us ahead. Good luck!

III. Updating basic knowledge.

Heuristic conversation based on notes on the board

Various concepts and symbols related to previously covered material on the subject are written in a chaotic order on the board. Teacher pointing to notes in in a certain order, directs the conversation in the necessary direction. Thus, the main topics of the computer science course are briefly and quickly repeated.

	Writing on the board	Teacher Questions	Suggested student answer
	Computer science	What is computer science?	This is a science that studies information.
		What is information?	This is information about the world around us
		Decipher the abbreviation	Information processes – actions with information.
		What information process is this object associated with?	Treatment. Graphic information.
		Graphic editor Paint.	What program does the entry relate to? Font name
		Word processor (editor)	What is a text editor?
		Program for working with text information	What basic actions can you perform with text? Editing
		Formatting	What is editing?
		Error correction process	What is formatting? The process of text design, work on the form of the text, its
		appearance	Decipher
		Information and communication technologies	What is communication?
		Technical component of working with information	Read the entry
		Binary code	Why do we study binary code in computer science?
	The computer works with information in binary code		A$ 4*4
			Children's answers can be varied. But most likely not true. And this allows you to focus on future material.
		Main state exam
		appearance	Who is planning to take it?

Exam structure and minimum threshold. Safety precautions.

1. Creative task. The class is divided into groups (2-4 people). I distribute to each group an A4 sheet of paper and a standard safety instruction for students in a computer class, divided into semantic parts.

Teacher. Guys, we repeat safety rules at least twice a year. And you all know them well. Therefore, we will combine your creative abilities with repetition of the rules.

You have a card on your desk with several safety rules. Your task is to turn them into poetry. 10 minutes to work. Upon completion, each group will defend their work. One student reads the rules written in the instructions, and the second reads your poems.

2. Practical work in a programme MS Word according to the algorithm.

Guys, now we will work on maintaining a uniform spelling regime in our school. Your task is to execute the algorithm and obtain the final printed product.

V . Reflection. Summing up the lesson

To summarize the lesson, use the “Plus-Minus-Interesting” exercise. This exercise is performed orally. First, students answer what they liked during the lesson, what caused positive emotions, what, in the student’s opinion, could be useful for him to achieve some goals (“P” - “plus”). Next, it is voiced what was not liked in the lesson, seemed boring, caused hostility, remained incomprehensible, or information that, in the student’s opinion, turned out to be unnecessary for him, useless from the point of view of solving life situations(“M” - “minus”). And we complete the reflection with facts that aroused the students’ interest (“I” - “interesting”)

This exercise allows the teacher to look at the lesson through the eyes of the students and analyze it in terms of value for each student.

VI . Homework

Group assignment(the class is divided into 4 groups). Prepare a set of physical exercises (5-8 pcs) for physical exercises. minutes in computer science lessons.

To relieve eye strain

To relieve tension from the shoulder girdle and arms

To relieve tension from the torso and legs

To improve cerebral circulation.