______________________________
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Teaching Strategy Activity
Name:
Amber Washington
School/Mentor Teacher:
J.L. Lomax/ Ms. Johnson
Grade Level: Kindergarten
Subject Areas: Mathematics (Technology
Integration Lesson)
Date Taught:
Total Duration of Lesson: About
45 minutes
Title of Mini-Research eBook Lesson:
Mastering
Money
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO
A. Students will count out pennies
to buy items that together cost less than 30 cents.
Assessed Standards
Georgia Performance Standard (GPS)
Mathematics Performance
Standard
Grade: K
Standard MKN1 Students will connect
numerals to the quantities they represent.
i. Count out pennies
to buy items that together cost less than 30 cents
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
6. Camera
7. Coin checklist
8. Shopping list
9. Play money
Technology Connection:
Technologies that will be used in this lesson include:
- Computer with
Internet connection.
- Students will use computers to access Mini-Research eBook on the
Internet.
- Mini-Research eBook Lesson Web page
Title: Mastering
Money&
URL: http://www.valdosta.edu/~anwashington/ebook.html
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 basic coins and
purchasing items with the basic coins.
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. "Have you ever wanted to buy something
but wasn't sure if you had enough money?
2. "Can you tell me some things that
you've already learned about money?"
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.) After we read the 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. How much is a penny worth?
2. Counting by nickels is
jst like counting by what number?
3. Counting by dimes is just like counting by what number?
4. How much is a quarter worth?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to buy items from a shopping list using
coins I've specified..
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 Teaching Strategy Activity
(Your Mini-Research eBook Teaching Strategy
Activity
copied from your Mini-Research eBook.)
What
Can
You Buy?
What Can
You Buy?
|
Boys and girls I need your
help! I've got a long list of groceries I need to buy and not
enough time to do it all on my own. I know that you all are
wonderful helpers and was wondering if you would be willing to help me
get my grocery list complete? I'll split my list up into 2
sections
and you'll only have to purchase the items on your part
of the list! Don't forget if you need to remember anything about
the coins, you can go back to the pages before!
Thanks for all your help!
|
Lesson 1 Directions: Students
will have different items on their tables that they will be able to
purchase. The items will cost no more than $0.32. The
students will have to count out their coins using a given group of
coins (e.g., an item costs $0.10, use nickels and dimes to show me
$0.10) to show me how they will purchase these items.
Method students will use
to
present their eBook activity products: Students will use a
checklist provided to them to circle the correct amount of coins used
to purchase the items.
|
Lesson
2 Directions: Students will have different items on their
tables that they will be able to purchase. The items will cost no
more
than $0.32. The students will have to count out their coins using
a
given group of coins(e.g., an item costs $0.10, use nickels and dimes
to show me $0.10) to show me how they will purchase these items.
Method students will use
to
present their eBook activity products: The students eBook
activity products will be presented using digital pictures I've taken
of their groups of coins, after they have successfully gotten the right
coins together.
|
GPS Standard:
MKN1 Students will
connect numerals to the quantities they represent.
h. Identify coins by name and value (penny, nickel, dime, and quarter).
i. Count out
pennies to buy items that together cost less than 30 cents.
Primary Learning Outcome(s):
A. The students
will
identify coins by name and value.
B. The
students will buy items that cost less than 30 cents.
|
[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.]
Estimated Time for Step Two:
35 minutes
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 and oral discussion to
evaluate if student with teacher guidance is able to listen to
information to gain knowledge. (Use information from your PLO at top
of page of this lesson.)
Rubric
for
Evaluation of PLO
|
Level
3 |
Level
2 |
Level
1 |
(List
your PLO from top of page of this lesson.)
PLO: A. Studnets will
count out pennies to buy items that together cost less
than 30 cents. |
Student
with teacher
guidance is able to count coins to buy
items that together cost less than 30 cents wih 95% accuracy. |
Student
with teacher
guidance is able to
count out coins to buy items
that together
cost less than 30 cents with 90% accuracy. |
Student
is not able with
teacher
guidance to count out
coins to buy item that
together cost less than 30 cents. |
Evaluation
of Students
| 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
|
2
|
Student
1, with teacher guidance, was able to count out coins to buy items that
together cost less than 30 cents with 90% accuracy.
Although it took student 1 a little while to grasp the concept, Student
1 quickly caught on and was able to complete the worksheet without my
guidance. This student flew through the worksheet and did not
need any modifications on the prices.
|
2
|
3
|
Student
2, with teacher guidance, was able to count out coins to buy
items that together cost less than 30 cents with 90%
accuracy. Student 2 did not need much assistance. Student 2
understood the lesson and was able to complete the worksheet in a very
timely manner. This student did not need any modifications. |
1.
Comment and describe the
learning strategy
that you implemented in your
Mini-Research eBook Teaching Strategy Lesson. (*
To receive full credit description must include a minimum of two
sentences and a detailed example.)
My Mini-Research eBook Lesson
created learning experiences and activities that implemented the use of
a variety of resources and technologies because I used both the
computer and money manipulatives. The money the students used was
not made of paper. It looked real. Also, I used real
objects in the store I created and not pictures of objects. Using
real objects helped the children make a better real-word connection.
2. State evidence to show that
your students gained knowledge during your Mini-Research eBook Teaching
Strategy Lesson. (*
To receive full credit description must include a minimum of two
sentences and a detailed example.)
Based on the fact that my children
were
able to complete a majority of the activity without my guidance, I feel
they gained knowledge during my Mini-Research eBook Lesson. The
students I worked with were able to give explanations as to how they
arrived to particular amounts of money.
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 would use a variety of questions
throughout my lesson. My
lesson contained mostly medium questions. Once I realized that
the questions I originally had planned to ask were not challenging my
students, I could have modified them to allow for more critical
thinking. My mentor teacher complimented me on the fact
that once I realized a student understood the concept I asked questions
that would extend on their knowledge.