Name: Angie Davis
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Real-World Activity
Title of Mini-Research eBook Lesson: Patterns Are Everywhere
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students will recognize a
pattern, and extend the given
pattern.
Assessed Standards
Georgia Performance Standard (GPS)
Math Performance Standard
Grade: K
Standard: MKG3
Students will identify, create, extend,
and
transfer patterns from one representation to another using actions,
objects, and geometric shapes.
b. Extend
a given
pattern, and recognize
similarities (such as color,
shape, texture, or number) in different patterns.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Blank sheet of paper
3. Crayons and/or color markers
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
(Angie, keep 1, 4, and 5)
5. Modification of a lesson developed by Dr. Diane L. Judd
6. Bag of M & M's for the student to replicate the pattern from
eBook page 4
7. 4-5 Oreo cookies to use for example
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 the following patterns,
AB, ABA, ABBA, ABC.
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. "Can you tell me something about
patterns?"
2. "Can you find an example of a pattern
here in our room?"
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. Can you identify what
pattern the forks and knives form?
2. Can you make a
pattern with colors, or does the pattern have to be objects?
3. Can you replicate the pattern
with your own M & M's? Show me.
4. Can there patterns on food or
made of food? (Show an Oreo for example of ABA pattern).
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to make a pizza by drawing their
favorite toppings on the blank slice of pizza they will draw, then
adding toppings the student likes, but the student must form a pattern
by drawing. The student will demonstrate understanding of patterns and
extending a given pattern by correctly completing this activity. 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
Lesson
2 Activity: Student's will draw their favorite slice of pizza.
You will include a pattern on your pizza slice, and identify the
pattern you have drawn.
1.)
On a sheet of white paper, you will draw a slice of pizza.
2.) Next, draw your favorite toppings on the slice, but be sure to make a pattern. 3.) Label your pattern under your slice of pizza. |
[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:
Assessment for the
Primary Learning Outcomes (PLOs)
Student will be assessed through
observation, oral discussion, and developed product to
evaluate if student: recognizes a
pattern, and can extend the given
pattern.
| Level 3 | Level 2 | Level 1 | |
|
(List
your PLO from top of page of this lesson.) PLO: Students will recognize a pattern, and extend the given pattern. |
Student
with teacher
guidance is able to identify some patterns and some everyday objects that
form repeating patterns. |
Student
with teacher
guidance is able to recognize a few patterns and/or a few repeating
sequences. |
Student
is not able with
teacher
guidance to recognize patterns that
repeat. |
*********
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 (* To receive full credit description must include minimum of two sentences and a detailed example of the students' evidence.) |
| 1 |
3 |
The student, with my guidance was able to identify the following patterns; AB, ABA, ABBA, ABAB, ABCABC. They students were able to name real-life objects, such as crayons, food, and shapes that they could use to form a pattern. Also, the student was able to correctly extend a given pattern. |
| 2 |
3 |
The student, with my guidance was able to identify the following patterns; AB, ABA, ABBA, ABAB, ABCABC. They students were able to name real-life objects, such as crayons, food, and shapes that they could use to form a pattern. Also, the student was able to correctly extend a given pattern. |
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.)
The students enjoyed being able to navigate through the eBook that was designed specifically for them. The links were interactive as well as educational and enhanced the students' learning experience.
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.)
The students found it informational and entertaining that they were able to form patterns with sounds, an idea that they had not been introduced to previously. Each of the students commented on the fact that they had not been to any of the links that were in my eBook.
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.)
I think that having the
ability to present the eBook on a SmartBoard would increase the overall
experience of the lesson so more students could participate.
| Home Page |
angeldavis@valdosta.edu |
Patterns Are
Everywhere |