6-8 grades.

Key concepts:

• visualization of information in text documents;
• formatting characters, paragraphs, pages;
• headers and footers;
• numbered lists, bulleted lists, multi-level lists;
• table;
• graphic images in the text;
• text document file format.

To conduct the lesson you will need:

laptop (2–3 pieces per group of 5–7 students), camera (1–2 pieces per group of 5–7 students), USB cable for copying photos to a computer, you can use student mobile phones or tablets with the function photography, Bluetooth can be used.

Lesson location:

the courtyard of a school or a nearby residential building (preferably with a playground, green spaces and other objects that can become subjects for description).

Memorable dates:

City Day is an annual citywide holiday. Celebrated in Moscow on the first Saturday of September. On this day, folk festivals and concerts take place throughout the city. Traditional places for the main celebrations: Tverskaya Street, Red Square, Vasilyevsky Spusk, Poklonnaya Gora and Vorobyovy Gory. City Day ends with festive fireworks.

Lesson format:

practical work on the ground. This lesson can be taught at normal times within the schedule, since it does not require travel time.

Additionally: when conducting this lesson, students should be introduced to the geoinformation portal “Our City” http://gorod.mos.ru/.

Image gallery:

Free lesson description:

• The lesson is the final lesson in studying the topic “Text Information Processing”.
• Students develop a two-page booklet (leaflet) about the school and its school grounds or about a nearby residential building and its yard.
• This is practical work carried out on site. To complete this work, students are divided into two groups, each of which does its part of the work.
• The described territory must contain a sufficient number of objects that could be divided into 2 different categories (according to the number of groups). For example, the description of school (home) and infrastructure is one category that is described by one group. The second category of objects are objects available in the schoolyard (in the courtyard of the house): children's and sports grounds, small architectural forms, etc., which is described by the second group.
• The booklet (leaflet) should include the structural elements of a text editor (processor) that were studied in class.
• The composition of the structural elements is determined by the teacher based on the material covered. A list of them is given to students as a mandatory element of practical work.

Technological lesson map

Class: 7 "A"

UMK: Computer Science: textbook for 7th grade / L.L. Bosova, A.Yu. Bosova. – 5th ed. - M.: BINOM. Knowledge Laboratory, 2016. - 224 p. : ill.

Subject: Visualization of information in text documents.

The purpose of the lesson: Formation of ideas about the diversity and appropriateness of information visualization in word processors.

Lesson objectives:

1. Subject

Introduce students to the means of structuring and visualizing text information;

To form an idea of ​​how to create lists and the possibilities of using them in text documents;

To form an idea of ​​how to create tables and the possibilities of using them in text documents;

Learn how to make multi-level numbered and bulleted lists.

Create a need for knowledge on the subject;

To teach how to choose information and communication technology tools for creating text documents;

Develop skills in rational use of available tools.

3. Personal

To develop in students the readiness and ability for self-education based on motivation for learning and knowledge;

Create a need for self-expression and self-realization;

Instill the skills of self-control and self-esteem.

1. Organizational moment (initiation)

Greets students, checks readiness for the lesson, organizes children's attention.

The teachers greet, check the availability of educational material on the tables, and organize their workplace.

Communicative: planning educational collaboration with peers

Personal : psychological readiness of students for the lesson, self-determination

2. Checking homework

Checking homework (in pairs, mutual checking)

Check homework (in pairs, randomly)

Cognitive: structuring knowledge, reflection on methods and conditions of action, control and evaluation of the process and results of activities

Personal : ability to work in pairs

3. Updating knowledge and formulating the topic and goals of the lesson

In the last lesson, you became acquainted with the new concept of “formatting” text. What is this?

What can you change when formatting characters?

Paragraphs?

What page options can you set for a word processor worksheet?

To find out the topic of our lesson, let's look at slides 1 (on the slide there is text listing the computer device, separated by commas and arranged in a list; on the slide de

list of microdistricts of the city of Stavropol, diagram, fragment of a class journal with marks).

What information is easier for us to perceive?

What type of information according to the method of perception can be classified as lists, diagrams, tables?

Try to formulate the topic of our lesson.

Answer the questions:

Text decoration

Font, font size, style, color;

Alignment, first line indent, line spacing, left and right indents, spaces before and after;

Margins, orientation, paper size.

List, chart, table;

visual (visual).

Formulate the topic of the lesson “Visualization of information in text documents.”

Cognitive: structuring knowledge, reflection on methods and conditions of action, control and evaluation of the process and results of activitiesRegulatory: development of the ability to formulate the topic and purpose of the lesson in accordance with the tasks and norms of the Russian language

Communicative: Orientation towards a communication partner, the ability to listen to the interlocutor, the ability to argue one’s opinion, to persuade and to yield

Personal: development of logical thinking, knowledge of basic moral norms

4. Assimilation of new knowledge

It is known that text information is perceived by a person better if itvisualized - organized in the form of lists, diagrams, tables, accompanied by graphic images (drawings, photos). According to the method of design they distinguishnumbered And marked lists (example on slide 2).

By structure: single-level And multi-level .

To describe a number of objects that have the same sets of properties, most often

are used tables , consisting of rows and columns (table structure on slide 3).

Tables can contain texts, numbers,Images (on slide 4 there is an example of a table containing texts, numbers, and images). You can create drawings yourself in graphic editors, or you can use ones already created or found on the Internet. In many word processors you can create images from autoshapes (on slide 5 there is an example of graphic primitives in Word).

Watch a presentation on the topic, briefly write down important aspects of the material in your workbook.

Cognitive: development of cognitive activity

Regulatory: planning your activities to solve a given problem, monitoring the result obtained, correcting the result obtained

Personal: development of memory, attention, visual and auditory memory, the ability to independently carry out learning activities

Communicative: development of dialogical speech

5. Primary consolidation of the material

And to consolidate your knowledge on this topic, I suggest you take a test on the options. (Annex 1)

They complete the test (according to the options) and submit it to the teacher for checking.

Cognitive: choosing the most effective ways to complete a task

Personal: developing the ability to achieve goals and evaluate the results of one’s work

Communicative: ability to work in groups, development of dialogical speech

6. Computer workshop

To consolidate the knowledge gained, I suggest doing practical work on a computer (Appendix 2)

Do practical work on the computer.

Personal: developing the ability to achieve goals and evaluate the results of one’s work; formation and development

analytical thinking

7. Lesson summary, reflection

Evaluation of students' practical work (grades are posted in a journal).

Reflection:

Summarize your work.

Give an emotional assessment of your work by choosing the appropriate picture (on cards) and draw it in the margins of your workbook opposite the topic of the lesson.

Present the completed practical work to the teacher.

They conduct a psycho-emotional assessment of their work, draw pictograms corresponding to the emotions in the workbook opposite the topic of the lesson.

Cognitive: constructing a speech utterance orally, monitoring and evaluating the process and results of activities

Regulatory: monitoring and evaluating your activities within the lesson

Communication : ability to listen and engage in dialogue, formulate and argue one’s opinion

Personal: reflection on methods and conditions of action, control and evaluation of the process and results of activities

Annex 1

1 option

1. A numbered list should be used when:

3) description of objects in the room
4) listing the equipment in the classroom

2. The properties of the data in the cells are determined by:

1) properties of boundaries
2) font size
3) cell sizes
4) type of numeric data in cells

3. Ready-made graphic images can be edited using word processors:

1) changing brightness
2) creating new layers
3) changing the colors of bitmaps
4) creating animation

4. To recognize text from printed media and enter it into computer memory for editing, it is advisable to use:

1) video camera
2) keyboard
3) scanner
4) microphone

5.

The automatic device recoded the message in Russian from an 8-bit code to a 4-bit code. At the same time, the volume of the recoded message decreased by 128 bytes. The length of the original message in characters is _____ characters.

6. Perform the calculations and enter the numerical value.

The information volume of a word of 24 characters in Unicode encoding is _____ bytes.

Option 2

1. Bulleted lists should be used when:

1) drawing up an action algorithm
2) listing the types of flowers in the flowerbed
3) description of the sequence of actions for working with the device
4) description of any sequence

2. The appearance of the table determines:

3. Using a word processor in a finished image you cannot:

1) change brightness
2) resize the image
3) change the contrast
4) introduce new layers

4. For automatic translation of text documents use:

1) scanner
2) word processor
3) scanner
4) translation programs

5. Perform the calculations and enter the numerical value.

The automatic device recoded the message in Russian from a 16-bit code to an 8-bit code. At the same time, the volume of the recoded message decreased by 128 bytes. The length of the original message in characters is _____ characters.

6. Perform the calculations and enter the numerical value.

The information volume of a word of 16 characters in Unicode encoding is _____ bytes.

Appendix 2

Information visualization: working with a table

Task 1: Create a table

Schedule of lessons:

Progress:

Use the "Insert" tab

Select table (4 rows, 5 columns). Fill the table with data (font –Times New Roman , size12) using copy (Tab –Ctrl+ Ins – Shift+ Ins):

Insert the column on the right into the table (Friday) and fill it in as well.

Add a "day of the week" row by right-clicking in any cell in the first row.

1. Select the "insert" command, "insert rows on top"

1. In the line that appears, select the cells located above the days of the week:

1. Right-click on any of the selected cells and select the “merge cells” command.

1. Type the phrase “day of the week.”

8. Purpose of the lesson: introduce the concept of information visualization in text documents.

9. Learning outcomes:

Subject – skills in using means of structuring and visualizing text information;

Metasubject – a wide range of skills and abilities in using information and communication technologies to create text documents;

Skills in rational use of available tools;

- formation of UUD (personal, regulatory, cognitive);

- developing the ability to analyze and generalize, draw conclusions; broadening your horizons.

Personal – understanding the social and general cultural role of the skills of creating text documents in the life of a modern person;

Developing perseverance, independence, and interest in the subject;

Development of communicative UUD.

10.Lesson type: lesson on introducing new material

11.Forms of student work:frontal, work in pairs, independent work

12. Necessary equipment:projector, screen, student computers

13. Basic concepts:information, visualization, bulleted and numbered lists, single-level, multi-level, table, tag cloud.

14. Lesson structure:

1. Organizational stage – 1 min;
2. Updating knowledge. Setting learning objectives – 7 min;
3. Collaborative exploration of a problem (Discovery of new knowledge) – 8 min;
4. Modeling (Group work) – 5 min;
5. Designing a new way of action (Practical work)

1. Part 1 – 5 min
2. Part 2 – 8 min
3. Part 3 – 7 min;

1. Summarizing, reflection – 3 min;
2. Homework information – 1 min.

15. Lesson progress

Annex 1.

Task 1.

Borya, Vitya, Grisha and Egor met at the All-Russian Olympiad in Informatics. The guys came from different cities: Moscow, Omsk, Saransk and Kirov. It is known that Borya lived in the same room with a boy from Kirov and neither of these two boys had ever been to Moscow or Saransk. Grisha played on the same team with a boy from Moscow, and in the evenings a friend from Kirov came to visit them. Egor and a boy from Moscow were fond of playing chess. Which of the guys came from where?

Solution

Appendix 2.

Part I

Open the file Part I in the 7th grade folder. Determine the name of the list. Make information visual

CPU

Memory

RAM

Long-term memory

Hard magnetic disk

Diskette

Flash memory

Optical discs

Input Devices

Keyboard

Mouse

Scanner

Graphics tablet

Digital camera

Microphone

Joystick

Output devices

Monitor

LCD monitor

Cathode ray tube monitor

Printer

Matrix printer

Jet printer

Laser printer

Appendix 3.

Part II

Create a text document using bulleted and numbered lists.

1. Ways to align paragraph lines

• Left
• Centered
• Right
• Width

1. Information in the table

• Visual
• Compact
• Easily visible

1. Heading

1. Chapter 1

1. Paragraph 1
2. Paragraph 2

1. Chapter 2
2. Chapter 3

1. Paragraph 1
2. Paragraph 2
3. Paragraph 3

1. Chapter 4

Appendix 4.

Part III

Creating a Tag Cloud

Execution algorithm

10. Click Save (save) in format Image under the name “My cloud” in a personal folder (the last form is saved)

For reference

Any – arbitrary, all – any, Respins (spinning, twirling) Theme - theme

Font – font, layout – location, layout

Accept - agree, zoom - scale, skip - pass, advanced - improved

Webpage - page

shape

submit - imagine, imagine

browse – review, viewing

Lesson summary in computer science in the context of the implementation of the Federal State Educational Standard

“Visualization of information in text documents”

Class: 7.

Lesson type: learning new material, primary consolidation.

Lesson format: frontal work with the class, computer workshop.

Method: explanatory and illustrative.

The purpose of the lesson: learn to use formatting operations when creating a text document.

Lesson Objectives :

Subject:

- form an idea of ​​information visualization in text documents;

- introduce students to lists and their types;

- teach how to make bulleted and numbered lists;

Introduce students to tables;

Learn to use tables in text documents.

Metasubject :

- formation of logical thinking techniques;

- development of skills and abilities to work with lists and tables;

- development of interest in the subject, information culture;

- formation of UUD (personal, regulatory, cognitive);

- develop the ability to analyze and generalize, draw conclusions, broaden your horizons.

Personal :

Developing perseverance, independence, and interest in the subject;

Instill the skill of individual work;

Development of communicative UUD.

Equipment: projector, presentation “Visualization of information in text documents”, PC, cards with practical work, notebook, textbook.

Lesson structure:

Organizational stage.

Updating knowledge.

Presentation of new material.

Primary consolidation (practical work).

Lesson summary, reflection.

Lesson steps

Stage tasks

Teacher activities

Student activities

Formed UUD

1.Organizational stage.

Creating a favorable climate in the classroom.

I greet the students, check their readiness for the lesson, and organize the children’s attention.

The teachers greet, check the availability of educational material on the tables, and organize their workplace.

Communicative: planning educational collaboration with peers.

Personal: psychological readiness of students for the lesson, self-determination.

2. Updating knowledge.

Updating basic knowledge and methods of action. Formulating the topic and purpose of the lesson.

In previous lessons, we got acquainted with two types of formatting: style and direct. I asked you to take home everything related to formatting. Let's start with what is formatting anyway?Children's answer: the process of its registration. What two formatting methods are there?Children's answer: direct and stylish. What is direct formatting used for and its peculiarity?Children's answer: apply to arbitrary character fragments (symbols, words, lines, sentences) and paragraphs. What is style formatting used for and its features?Children's answer: apply to large texts. What is the advantage of style formatting over straight formatting?Children's answer: saves time, ensures uniformity in design, and so on. What is the orientation of a sheet of paper?Children's answer: book, landscape. What a great fellow you are! It is clear that they have been taught.

Today in class we are starting a new topic, but tell me which one you yourself, and some of the images that you see on the slide will help you with this. And here is my guiding question: what information does a person perceive better? That is, what information is easier for us to perceive? Which one will contain what? Answer: which contains lists, diagrams, pictures. What is the name of such information that contains lists, pictures, diagrams, tables? The name of such information was derived from the word “eyes”. Children's answer: visualized information. So what is the topic of the lesson? Children's answer: “Visualization of information in text documents.”

That’s right, open our notebooks, write down today’s date, class work and the topic of the lesson “Visualization of information in text documents”(T, D).

Answer questions about homework.

Formulate the topic of the lesson.

Operating principle. UUD: regulatory (problematic presentation of educational material).

3. Presentation of new material.

It is known that text information is perceived better by a person if it is visualized - organized in the form of lists, tables, diagrams, and provided with illustrations (photos, drawings, diagrams). Modern word processors provide users with ample opportunities to visualize information in the documents they create. Let's look at it firstlists . Write down a subtitle for yourself - “Lists”(T, D).

All kinds of lists in documents are drawn up using lists. In this case, all items on the list are considered as paragraphs, formatted according to a single template. According to the method of design they distinguishnumbered Andmarked lists.

Elements of a numbered list are identified by sequential numbers, which can be written in Arabic or Roman numerals. List elements can be numbered and letters - Russian or Latin. A numbered list is usually used in cases where the order of the items is important. Such lists are especially often used to describe a sequence of actions. You regularly create numbered lists by filling out a lesson schedule for each day in your diary.

When you create new, delete, or move existing numbered list items in a word processor, the entire list numbering changes automatically.

Fig.1. Example of a numbered list

Elementslabeled list are indicated using markers. The user can select any symbol of the computer alphabet, and even a small graphic image, as a marker. Use a bulleted list to list keywords at the beginning of each paragraph in your textbook.

Fig.2. Bulleted list example

A bulleted list is used in cases where the order of the elements in it is not important. For example, in the form of a bulleted list, you can draw up a list of subjects you studied in 7th grade.

According to the structure they distinguishsingle-level Andmulti-level lists. The lists in the examples discussed above have a single-level structure. A list whose element is itself a list is called multi-level. So the table of contents of your computer science textbook is a multi-level list. Lists are created in a word processor using a menu bar command or formatting bar buttons.

Write down the following subheading – “Tables”(T, D).

To describe a number of objects that have the same sets of properties, tables consisting of columns (graphs) and rows are most often used. You are well aware of the tabular presentation of the lesson schedule; the schedule of buses, planes, trains, and so on is presented in tabular form.

The information presented in the table is clear, compact and easy to see. The table can contain not only symbols and text, but also some graphic images. Example on the board.

You can create a table using the corresponding menu item or button on the toolbar, specifying the required number of columns and rows; In some word processors, the table can be "drawn". The created table can be edited by changing the column width and row height, adding and deleting columns and rows, merging and splitting cells. You can enter information into the table like this: using the keyboard, copy and paste pre-prepared fragments.

You can design the appearance of the table yourself by selecting the type, width and color of the cell borders, the background color of the cells, and formatting the contents of the cells.

As I already said, a table can contain not only text, but also a graphic image. Ready-made graphic images can be edited by changing their size, primary colors, brightness and contrast, rotating, and so on.

Many word processors have the ability to directly create graphics from autoshape sets. It is also possible to create colorful inscriptions using built-in text effects. You can visualize the numerical information contained in a table using diagrams, tools that are also included in word processors.

This is all the theory you need to visualize information. Your questions, what do you not understand? Maybe something else needs to be repeated? The teacher answers the children's questions.

Now I invite you to do practical work, the purpose of which is to learn how to build tables and apply numbered and bulleted lists to text.

The teacher listens carefully and takes notes on important points.

Discuss the table.

Cognitive:

extracting the necessary information from what the teacher said.

Regulatory:

planning your activities to solve a given problem, monitoring the result obtained, correcting the result obtained

Personal:

development of attention, visual and auditory memory, the ability to independently carry out learning activities.

4. Primary consolidation (practical work).

Reinforce the acquired material with practical work.

Let's sit down at the computers, and I'll now hand you out some sheets of practical work. If you have any questions, please ask.

Appendix 1 (practical work).

Perform practical work on computers.

Cognitive:

choosing the most effective ways to perform practical work

Personal:

developing the ability to implement tables and lists into text.

5. Lesson summary,

Summing up the lesson,

Guys, let's summarize our lesson. What was new for you in the lesson? Did you have any difficulties doing practical work? Did you hear enough theoretical material in class? What was your mood before the lesson and what was it like after the lesson?

We open the diaries and write down our homework - pp. 168-172, study paragraph 4.4. Everyone, everyone is free! Goodbye!

Summarize the lesson and answer questions.

Write down homework.

Cognitive:

control and evaluation of the process and results of activities.

Personal:

ability to summarize and evaluate your work.

information about homework.

information about homework.

Keywords:

• numbered lists
• bulleted lists
• multi-level lists
• table
• graphic images

It is known that text information is perceived better by a person if it is visualized - organized in the form of lists, tables, diagrams, and provided with illustrations (photos, drawings, diagrams). Modern word processors provide users with ample opportunities for visualizing information in the documents they create.

4.4.1. Lists

All kinds of lists in documents are drawn up using lists. In this case, all items on the list are considered as paragraphs, formatted according to a single template.

Based on the design method, a distinction is made between numbered and bulleted lists.

Elements (items) of a numbered list are designated using sequential numbers, which can be written in Arabic and Roman numerals. List elements can also be numbered with letters - Russian or Latin (Fig. 4.14).

Rice. 4.14.
Examples of numbered lists

A numbered list is usually used in cases where the order of the items is important. Such lists are especially often used to describe a sequence of actions. You regularly create numbered lists by filling out a lesson schedule for each school day in your diary.

When you create new, delete, or move existing numbered list items in a word processor, the entire list numbering changes automatically.

Items in a bulleted list are indicated by bullet icons. The user can select any symbol of the computer alphabet, and even a small graphic image, as a marker (Fig. 4.15). Use a bulleted list to list keywords at the beginning of each paragraph in your textbook.

Rice. 4.15.
Examples of bulleted lists

A bulleted list is used in cases where the order of the elements in it is not important. For example, in the form of a bulleted list, you can draw up a list of subjects you studied in 8th grade.

The structure distinguishes between single-level and multi-level lists.

The lists in the examples discussed above have a single-level structure.

A list whose element is itself a list is called multi-level. Thus, the table of contents of your computer science textbook is a multi-level (three-level) list.

Lists are created in a word processor using the menu bar command or formatting bar buttons (Figure 4.16).

Rice. 4.16.
List Creation Tools

4.4.2. Tables

To describe a number of objects that have the same sets of properties, tables consisting of columns (graphs) and rows are most often used. You are well aware of the tabular presentation of the lesson schedule; the schedules of buses, planes, trains and much more are presented in tabular form.

The information presented in the table is clear, compact and easy to see.

A correctly designed table has the structure shown in Fig. 4.17.

Rice. 4.17.
Table structure

The following rules for formatting tables must be observed:

1. The title of the table should give an idea of ​​the information contained in it.
2. Column and row headings should be short, not contain unnecessary words and, if possible, abbreviations.
3. The table must indicate the units of measurement. If they are common to the entire table, then they are indicated in the table title (either in parentheses or separated by a comma after the title). If the units of measurement differ, they are indicated in the heading of the corresponding row or column.
4. It is advisable that all table cells be filled in. If necessary, the following symbols are entered in them:

   Data unknown;

   x - data is impossible;

   ↓ - data must be taken from the overlying cell.

Texts, numbers, and images can be placed in table cells. An example of a table is shown in Fig. 4.18.

Rice. 4.18.
Example table

You can create a table using the corresponding menu item or button on the toolbar, specifying the required number of columns and rows; In some word processors, the table can be "drawn". The created table can be edited by changing the column width and row height, adding and deleting columns and rows, merging and splitting cells. You can enter information into cells like this: using the keyboard; copy and paste pre-prepared fragments. Word processors have the ability to automatically convert existing text into a table.

You can design the appearance of the table yourself by selecting the type, width and color of the cell borders, the background color of the cells, and formatting the contents of the cells. In addition, you can format the table automatically.

4.4.3. Graphic images

Modern word processors allow you to include in documents various graphic images created by the user in other programs or found on the Internet. Ready-made graphic images can be edited by changing their size, primary colors, brightness and contrast, rotating, overlaying, etc.

Many word processors have the ability to directly create graphic images from sets of autoshapes (graphic primitives). It is also possible to create colorful inscriptions using built-in text effects.

You can visualize the numerical information contained in a table using diagrams, the creation tools of which are also included in word processors.

The most powerful word processors allow you to build different types of graphic diagrams (Fig. 4.19) that provide visualization of text information.

Rice. 4.19. Types of graphic diagrams in the Microsoft Word word processor

The most important

It is known that text information is perceived better by a person if it is visualized - organized in the form of lists, tables, diagrams, and provided with illustrations (photos, drawings, diagrams).

All kinds of lists in documents are drawn up using lists. Based on the design method, a distinction is made between numbered and bulleted lists. A numbered list is usually used in cases where the order of the items is important; marked - when the order of the items in it is not important. The structure distinguishes between single-level and multi-level lists.

To describe a number of objects that have the same sets of properties, tables consisting of columns and rows are most often used. The information presented in the table is clear, compact and easy to see.

Modern word processors provide the ability to include, process, and create graphical objects.

Questions and tasks

1. For what purpose do developers include lists, tables, and graphics in text documents?
2. What are lists used for? Give examples.
3. Compare numbered and bulleted lists. What do they have in common? What is the difference?
4. What kind of list is called multi-level? Give an example of such a list?
5. What information can be organized in tabular form? What are the benefits of tabular presentation of information?
6. What rules should you follow when designing tables?
7. What graphic objects can be included in a text document?
8. List the main capabilities of word processors for working with graphic objects.