Name: Alison Griepentrog
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 1
Real-World Activity
Title of Mini-Research eBook Lesson: Lets Find Shapes
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students
will identify two-dimensional figures in their everyday lives.
Assessed Standards
Georgia Performance Standard (GPS)
Math Performance Standard
Grade: K
Standard MKG1. Students will correctly name
simple two and three-dimensional figures, and
recognize them in the environment.
a. Recognize and name the following basic
two-dimensional figures: triangles,
rectangles, squares, and
circles.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Paper for drawing
3. Crayons and/or color markers
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
5. 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 an
Mini-Research eBook
about shapes.
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. "What kind of shapes do you see if you
look around the classroom?"
2. "Can you tell
me about a sqaure? a rectangle? a circle? a triangle?"
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. What other things can
you name that are shaped like a square?
2. What other
shapes do you see in the pictures?
3. The pizza is shaped like a
circle, what other shapes do you see in the picture?
4. What other kind of fruit can
be in the shape of a triangle?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to go on a scavenger hunt, and they will find and draw a
picture of a circle, a square, a rectangle and a triangle.
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
(Your Mini-Research eBook Real-World Activity copied from your Mini-Research eBook.) Lesson 1 Directions:
1. Everyone will have one
piece of paper. Fold your
paper into four sections. Fold the paper in half, and then in half
again; this will make four sections.2. In each section of the paper, write the name one shape you learned about; square, rectangle, circle, and triangle. I will write each name out. Then, write how many sides the shape has. 3. We are going to walk around the room looking for shapes. As we walk around the room, point out different shapes. 4. Pick out one example of a shape, draw and color a picture of the object you found in the classroom in the correct section on your paper. 5. Do this for a square, a rectangle, a triangle, and a cirlce. 6. Make sure your pictures are colorful and neat! |
[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
*********
To here for lesson
plan
evaluation. Information below will be entered after teaching
your lesson.
**********
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Accommodation:
This will be turned in as an in-class activity.
Comments & Reflections:
Assessment for the
Primary Learning Outcomes (PLOs)
Student will be assessed through
observation, oral discussion, and developed product to
evaluate if student: can
identify different shapes around the room and match the shape with the
object. Students will also identify how many sides the classroom object
has.
| Level 3 | Level 2 | Level 1 | |
| PLO: Students will identify two-dimensional figures seen in their everyday lives. | Student is able to recognize squares, circles, rectangles, and triangles around the room with no help from the teacher. Student can also name how many sides each shape has. | Student
with teacher
guidance is able to recognize a few shapes. Student
with guidance can also name how many sides of atleast 3 out of 4 of the
shapes. |
Student
is not able with
teacher
guidance to recognize shapes or how many sides
each shape has. |
| Student | Performance
Level |
Descriptions
of Students' Evidence that Illustrate the Achieved Performance Level of
the PLO (* To receive full credit description must include minimum of two sentences and a detailed example of the students' evidence.) |
| 1 |
3 |
This
student answered all the questions correctly, that were asked durring
the eBook. When looking around the room for his shapes, he chose a
circle first. He could not find a triangle, but thought of the sandwich
he ate for lunch that day, and said that half of his sandwish was a
triangle and drew that on his paper. He correctly wrote how many sides
each of his shapes had. |
| 2 |
3 |
Durring the eBook, this student answered all questions correctly. When asked if he could find a square, he told me the computer screen was shaped like a square. He correctly wrote how many sides each of his shapes had. He could not find a triangle, but the number family house had a triangle "on it", so I asked him to circle the triangle, and he did so correctly. |
1.
Comment
on your
teaching of how your
Mini-Research eBook
Lesson created learning experiences and activities that
implemented the use a variety of resources and technologies. (*
To receive full credit description must include a minimum of two
sentences and a detailed example.)
When teaching this lesson, I included realy life picture of food that
the students would be familiar with. Each page also had a link to an
educational website, that reviewed different shapes. The students had
to find shapes, match shapes with colors, and make pattern containing
shapes. I also connected my shapes activity with their everyday
surroundings, their classroom.
2. State evidence to show that
your students gained knowledge during your Mini-Research eBook
Lesson. (*
To receive full credit description must include a minimum of two
sentences and a detailed example.)
When we were talking about the basic shapes, square, rectangle, circle
and triangle, all of the students recognized the shapes. They also told
me how those shapes were like a cube, cylinder, and rectangular prism.
When reffering to objects in their everyday lives, if I asked what
shape something was, the could tell me.
3. Give at least one suggestion that would lead to improving your teaching practices and student achievement. (* To receive full credit description must include a minimum of two sentences and a detailed example.)
The triangles were hard to find in the classroom. Before teaching,
maybe I could bring a few triangle shaped objects and randomly place
them in the room.
| Link to Miss Griepentrog's Home Page |
Link to your
Email algriepentrog@valdosta.edu |
Title &
Link of your Mini-Research eBook Shapes are Everywhere! |