Name: Amber Chmelecki
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Real-World Activity
Title of Mini-Research eBook Lesson: Which has More, Which has Less?
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students will
compare sets of objects and describe whether each set is more than,
less than, or equal to another set.
Assessed Standards
Georgia Performance Standard (GPS)
Math Performance Standard
Grade: K
Standard Students
will
connect numerals to the quantities they represent e. Compare two or more sets of objects
(1-10) and identify which set is equal to, more than, or less than the
other.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Paint program for computer
3. Pencil & paper (to make notes for lesson plan assessment and
reflections)
4. Modification of a lesson developed by Dr. Diane L. Judd
Technology Connection:
Technologies that will be used in this lesson include:
Procedures:
Step One:
Introduction
Have a small group of students go to a computer. Explain to
students that you are going to use the computer to read a
Mini-Research eBook
about groups of objects with
more, less, or the same amount of objects in it than another group.
List 2 or more
questions that introduce students
to your Mini-Research eBook that will establish a
connection to students' prior knowledge by asking them:
1. "Do
you
know what it means when
something has more or less things than something else?"
2. "Have you heard the word equal before?
What does equal mean?"
Today we are going
to read an eBook
on the Internet.
I have made a special Mini-Research eBook on the Internet for your
class. (During discussion have students turn around away from the
computer to interact.)
Estimated Time for Step One:
5 minutes
Step Two
Teaching the Primary Learning Outcomes:
(Students will sit at the computer where they can control the mouse
and computer.) (Explain to students the process of the
lesson.) We are going to read my Mini-Research eBook and visit
several websites.
Check for understanding
Students with teacher assistance will read the Mini-Research eBook,
explore, and
discuss
the information in the four linking websites that go with the
Mini-Research eBook. Ask
students guiding
questions about the important concepts in the Mini-Research eBook and
the linking
websites. List four or more questions from each of your
linking websites that will guide your students to gain information for
your PLO.
1. Are there more
chocolate or graham Teddy Grahams?
2. Which group of
Post-Its has the most in it: hearts, flowers, or leaves?
3. Are there less pink daisies
than purple daisies?
4. What makes the two groups of
toy mice equal?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to be helping Farmer Brown make sure that
all of his animals are accounted for.
Tell
the
students that the information that they will need to complete
their Mini-Research eBook project is listed and connected in
the Mini-Research eBook
activity. Review the
information in the linked website in
the Mini-Research eBook activity with the students to emphasize
interesting and important information students will need to complete
mission
project.
|
Mini-Research
eBook
Real World Activity
(Copy & Paste Your eBook Real-World Activity from your Mini-Research eBook.) Farmer Brown fell asleep on the
farm today before closing the gate to the animal pens, so all of the
animals are out! He needs you to help him round up the animals, and
count and compare them to make sure they are all accounted for.He has 6
chickens, 2 cows, 4 pigs, 2 horses and 1 dog for you to round up.
1) You will need to open the "Paint" program on your computer. 2) Using the "Paint" program, draw all of Farmer Brown's animals. So if he has 4 pigs, draw 4 pigs. 3) Make sure to group the animals according to what kind they are! 4) Under the animals, write the number of animals in the group. 5) Draw a red circle around the group with the most animals in it and label it "more". 6) Draw a blue circle around the group with the least animals in it and label it "less". 7) Draw a yellow circle around the two groups of animals with the same amount of animals in them and label them "equal". 8) If you need any help, you can replay the comparing game here. 9) When you are finished, tell your teacher and they will save your work for you. Farmer Brown thanks you for all of your work today! |
[Students will write (or dictate to teacher) information to be included
in
their Mini-Research eBook
project.
While
students are completing Mini-Research eBook project, teacher
will observe students and give assistance when needed.]
Step Three
Closure:
Have students discuss their Mini-Research eBook activity and
information they found on the Internet.
Tell students that your Mini-Research eBook Website is on the Internet
and
they can
visit the website at school or home. Explain to students
that you are going to put their pictures and information
on the Internet and they will be able to share their mission
projects with
their friends and family. (If possible teacher should take
brief
notes during the lesson and concluding discussions to be added
later
to the assessment and reflections in lesson plan.)
Estimated Time for Step Three:
5 minutes
Accommodation:
This will be turned in as an in-class activity.
Comments
& Reflections:
The students were very excited to be using the computer for a
lesson.They were initially excited to be using the Paint program to
draw, but it ended up very difficult for them. Using a
different method for the activity may be something to think about. The
students remained alert and engaged throughout the lesson and there
were no behavioral problems.
Assessment for the
Primary Learning Outcomes (PLOs)
Student will be assessed through
observation, oral discussion, and developed product to
evaluate if student: can compare sets of objects and
describe whether each set is more than, less than, or equal to another
set.
| Level 4 |
Level 3 | Level 2 | Level 1 |
|
(List
your
PLO from top of page of this lesson.) PLO: Students will compare sets of objects and describe whether each set is more than, less than, or equal to another set. |
Student with teacher guidance is able to compare most sets of objects and describe whether most sets are more than, less than, or equal to another set. | Student with teacher guidance is able to compare some sets of objects and/or describe whether some of the sets are more than, less than, or equal to another set. | Student is not able with teacher guidance to compare sets of objects and describe whether each set is more than, less than, or equal to another set. |
*********
To here for lesson
plan
evaluation. Information below will be entered after teaching
your lesson.
**********
***************************************************************************************************
| Student | Performance
Level |
Descriptions
of Students' Evidence that Illustrate the Achieved Performance Level of
the PLO |
| 1 |
4 |
Student 1 needed little
assistance to complete the assignment. She answered all questions
correctly. She also completed the activity quickly, accurately, and
neatly. |
| 2 |
3 |
Student 2 needed more assistance
to complete the assignment. She needed a small amount of prompting to
get the correct answers to the comparison questions, but still answered
the majority of questions correctly. She had a bit of trouble drawing
during the activity, but she correctly completed it. |
1.
Comment
on your
teaching of how your
Mini-Research eBook
Lesson created learning experiences and activities that
implemented the use of a variety of resources and technologies.
Aside from using the CCC program during
centers, these students had not had much experience with a computer.
The exposure to computer skills was very important for them. Student 1
had an issue with right-clicking, but we corrected it. The students
really enjoyed the games during the lesson and the video helped them as
well. The game using the mathematical symbols for "greater than", "less
than", and "equal" was the most beneficial as the students were
somewhat unfamiliar with them.Before the activity, they were especially
excited to draw on the computer, but it proved to be a daunting task
for Student 2.
2. State
evidence to show that
your students gained knowledge during your Mini-Research eBook
Lesson.
It was a slow start for Student 2 at first, but after playing the
games, she seemed to understand the concepts better. She was a shy
student, so she needed a bit of prompting to help her answer, but she
got the majority of answers correct. There was an obvious increase
towards the end of the lesson. Student 1 had no problems answering the
questions correctly and grasped the concept quickly, but she had a
problem with right-clicking instead of left-clicking the mouse. By the
end of the lesson, she corrected the issue and had no other problems.
3.
Give at least one suggestion that
would lead to improving your teaching practices and student
achievement.
For this lesson, I feel that using the Paint program was not the best
option. The students were more worried about how their animals looked
than about comparing them. Student 2's motor skills may not have been
at a level to accurately and neatly do the assignment, but she
benefited from the exposure.The next time I teach it, I can choose to
give the students less animals to draw in the assignment or stick with
the paper and pencil method.
| Amber's Garden of Learning |
aachmelecki@valdosta.edu |
Which has More,
Which has Less? |