Name: Bethany E. Brett
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 1
Real-World Activity
Title of Mini-Research eBook Lesson: Where does Energy Come From?
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO:
a. Students will identify energy
sources.
Assessed Standards
Georgia Performance Standard (GPS)
Science Performance Standard
Grade: 2
Standard: S2p2.a
Identify sources of light energy, heat energy, and motion energy.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Graphic Organizer
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. Age appropriate magazines
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 energy and the different
sources of energy.
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 heard of energy?"
2. "What do you know about energy?"
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 does energy do?
How do you use energy?
2. What are some
sources of light energy? How do you use light energy?
3. Using your own words, describe
to me how heat energy works?
4. Can you list some ways that
you use motion energy every day?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to help Dr. Bennett put the energy that
is in the school into cagetories of what their energy source is.
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
Step 1: A graphic organizer will be
provided with three different category boxes. On the blank line in each
category box, write the name of one energy source.
Step 2: Think about some of the examples of the three types of energy that you can find at your school. Don't forget the playground and lunchroom. Step 3. In the correct box, draw a picture of that item and label it. (Be sure to have at least one item in each box.) Step 4. At the bottom of your paper, write a few sentences about how some of your items are used in the school. |
[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:
Proximity control of students by sitting with them and guiding them
through the lesson.
Comments & Reflections:
Assessment for the
Primary Learning Outcomes (PLOs)
Student will be assessed through
observation, oral discussion, and developed product to
evaluate if student: Students will identify energy
sources.
| Level 3 | Level 2 | Level 1 | |
|
(List
your PLO from top of page of this lesson.) PLO:Students will identify energy sources. |
Student
completes the assignment. *Students will label each item correctly *Each Item is located in the proper category box. *Sentences clearly express ways of using energy sources in the school. |
Student
partially completes assigment. *Some items are not labeled correctly *Some items are not located in their proper category. *Sentences reflect poor understanding of the content. |
Student
is unable to complete one or more compenents of the assisgnement. *None of the items are labeled correctly or labels are missing. *None of the items are in proper category or some are missing. *Sentences do not reflect understanding or are missing. |
| 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 |
Student one did an excellent job with naming and labeling each object. He came up with excellent examples and I was impressed with him comprehension of the material taught. He took special care and detail to making his picture detailed. His favorite part was writing sentences. He went above and beyond the required number of sentences and wrote very specific examples. |
| 2 |
3 |
Student 2 thought very carefully about the items she wanted to use for her pictures. She did an excellent job thinking of the heater and explained to me her reason for putting each picture in each category box. She really enjoyed drawing the pictures. Just like student 1, she was excited to write detailed sentences about the item she chose. She was very attentive to her spelling and asked me often if she was writing her sentences correctly. |
1. First, we read the activity summary together. Before we began the activity, we reviewed the 3 energy sources discussed in class. When they listed the 3 sources of energy, I asked them to write down each source of energy in the space provided on the graphic organizer. I asked them to think about each source and how we use it at school. They picked different items and drew pictures of them in the correct category box. Once they were done, I instructed them to write a few sentences describing why one item they picked was important. These students were in second grade.
2. Both students were able to report to me the different sources of energy and identify them in the classroom. They we were able to write detailed sentences with minimal aid from the teacher.
3. Both students really enjoyed writing
sentences. If I could change anything about this lesson, I would have
given them more paper to write sentences and draw more pictures. I also
would provide the words that were hard to spell. This seemed to be a
struggle with both students.
| Link to your Home Page |
Link to your
Email bebrett@valdosta.edu |
Title &
Link of your Mini-Research eBook Where does Energy Come From? |