Ocean Life is FunTopicQuest
Technology Integrated Lesson

Annotation
The "Ocean Life is Fun TopicQuest" lesson could be used with children in kindergarten through third grade.  This lesson is designed for kindergarten level students.  The students will begin with a hands-on technology research activity.  The students will research the topic of ocean life through connecting Internet links on the topicquest page that I developed for my field class students.  This is a cross-curricular lesson integrating science, language arts, technology, and art.

Primary Learning Outcome:
With teacher guidance students will be able to research the Internet and use the computer to explore and find information to complete the scenario activity.   Students will be able to describe and compare themself with a sea animal in a short storywith the research information and the guidance of the teacher.
 

Assessed QCC:
Grade: K
Subject Area: Technology Integration
Strand: Research
10 Topic: Research
Standard: Uses basic research techniques with teacher guidance.

Grade: K
Subject Area: Language Arts
Strand: Written Communication
41 Topic: Reference/Study
Standard: Explores the uses of the media center, picture books, audiovisual resources, and available technology for reading and writing.
 

Total Duration:
45 minutes

Materials and Equipment:
1. Paper for drawing
2. Crayons
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:
1. Computer with Internet connection

Procedures:

Step One
Introduction: (Connecting Old Knowledge to New Knowledge)
Have a small group of students go to a computer.  Introduce students to topic of ocean life by asking them: "Have you ever studied or read about animals that live in the ocean?"  "Can you tell me something about ocean creatures?"  Today we are going to learn about ocean life by visiting websites on the Internet and do a fun activity about animals.  I have made a special ocean life page for your class.  (During discussion have students turn around away from the computer to interact.)

Estimated Time:
5 minutes

Lesson Materials to be Attached:
Attached is a copy of my topicquest website with scenario activity used in lesson.

Web Links:
TopicQuest Page at:  http://www.valdosta.edu/~achartle/topic.html
Enchanted Learning at:  http://www.enchantedlearning.com/coloring/oceanlife.shtml

Step Two
Teaching:
Have students sit at the computer where they can control the mouse and computer.  Introduce topicquest page to students and visit several pre-selected websites.  Have students explore and discuss the information in each of the visited website.  Ask students guiding questions about the important concepts in each of the visited websites.  (Will save "Enchanted Learning" website to use in Step Four.)

Estimated time:
15 minutes

Step Three
Guided Practice:
Read scenario mission to students.  Explain to student that they have been selected to make a class book about ocean life. Tell the students they will be researching ocean life on the computer and writing a story about the ocean creature that they are the most like. Tell the students that the information that they will need to complete their mission project is listed and connected in the scenario mission.  Visit website for information for mission project, " Enchanted Learning".  Discuss the web pages with the students to emphasize interesting and important information students will need to complete mission project.
 
 
 
 

Estimated Time:
10 minutes

Step Four
Independent Practice:
Students will write (or dictate to teacher) information to be included in the book and draw pictures for the mission project.  While students are completing mission project, teacher will observe students and give assistance when needed.

Estimated Time:
10 minutes

Step Five
Closure:
Have students discuss their mission story and drawings and what they have learned about ocean life.  Tell students that your topicquest page is on the Internet and they can visit the website at school or home any time.  Explain to students that you are going to put their story and drawings 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:
5 minutes
 

Assessment:
Technology Integration K-10
Student will be assessed through the use of the computer with teacher guidance to do research and find information for the mission project.
Satisfactory: Student is able to use the computer with teacher guidance to do research and find information for the mission project.
Unsatisfactory: Student is not able to use the computer with teacher guidance to do research and find information for the mission project.

Language Arts K-41
Student will be assessed for exploring the uses of technology for writing.
Satisfactory: Student is able to write or dictate information for mission project that was obtained while exploring the Internet.
Unsatisfactory: Student is not able to write or dictate information for mission project while exploring the Internet.
 

Accommodation:
Links for Accommodations for Special Students
1. The student has a visual impairment.  He does not need magnification, but he does need to be close to what he is reading.  He is eager to learn but gets easily frustrated when he is not close to the material.

2. This is a good reference site for teachers to use when working with students with visual impairments.

3. I will have the student sit closely to the computer and enlarge the text for him.  I will allow him extra time to draw and give answers to make him more comfortable.

Reflections: (For Electronic Portfolio under Standard #1 Knowledge of Subject Matter)
 
1. a. Describe and give examples of how your TopicQuest lesson created learning experiences and activities that makes subject matter meaningful for students.

        I think that asking students to compare and contrast themselves with an animal makes the experience meaningful.
        Children are very ego-centric at this age and they love to tell you about themselves.  Especially having to go on a
        fun adventure.

    b. Describe and give examples of how your TopicQuest lesson illustrated your understanding of content and tools of inquiry.
 
         I feel that the TopicQuest site I designed and the Scenario Mission are excellent ways to teach the content of ocean life.
         This site gives students a good sample of places to find information about ocean life.  The sites that I have linked to
         provide the best applications for Early Childhood.

    c. Describe and give examples of how students were engaged in learning and responded during your lesson.

         Both students were excited about using the computer.  We do not have computer stations in our room .  They
         paid close attention because this experience was new to them.  They loved seeing the large amount of animals that live in
         the ocean.

  2. Describe and give examples of how the students achieved the assessment of your lesson. Give the achievement level (satisfactory or unsatisfactory) for each assessment for each of your students.
    a. Technology Integration:
        Student One:  He carefully explored the entire site.  I read the descriptions to him.  He decided that he liked the
                              Mako Shark because it is the fastest swimming shark.  He did a satisfactory job using the computer
                              for research.
        Student Two:  She knew exactly what animal she wanted to write about.  She found the dolphin and did not want to look
                               at the rest of the site.  I did get her to look at the site, but the dolphin is what she wanted to write about.
                               She did a satisfactory job of using the computer for research.

    b. Language Arts:
        Student One:  He did a highly satisfactory job of dictating the differences and similarities between himself and the Mako
                              Shark.  He told me that they both swim fast, eat fish, have teeth, and leap high.  He said that the shark
                              is big and he is small.  "The shark lives in the water and I live in a house", he said.

        Student Two:  She did a satisfactory job of writing about the dolphin.  She wanted to write about riding the dolphin
                              instead of how she was like the dolphin.  I explained that she needed to write about how she and the
                              dolphin are the same and different.
 

3. Describe what you would do differently and why if you taught this lesson again.
                             I would change the wording from "like" to "the same" or "similar".  The wording confused one of the
                             students because she wanted to write why she liked the animal instead of how they are alike.
 
 

A kindergartener drew a bottle-nosed dolphin.  She wrote a short story about why she liked the dolphin and how she and the dolphin are alike.  She told me some of their differences, but she did not want to include that in her story.  She enjoyed drawing her dolphin and coloring it.	A kindergartener drew a Mako Shark.  He paid very close attention to his details when drawing.  He did a good job writing his story.  English is a second language for him, but he does a great job in the class.