Name: Bethany Brett
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Teaching Strategy Activity
|
Mini-Research
eBook Teaching Strategy 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: Search through the magazines provied to find some examples of energy sources. Step 3: Cut out pictures or words and paste it to your graphic organizer in the correct box (Make sure you have at least one for each box.) Step 4: Label each item. Step 5: At the bottom of your paper, write a few sentences about how some of your items are used in the school. |
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 by teacher sitting with students and guiding them
through the lesson. Read with students on hard words.
Comments & Reflections:
Assessment for the
Primary Learning Outcomes (PLOs)
Student will be assessed through
observation and oral discussion to
evaluate if Students will identify energy
sources.
Rubric
for
Evaluation of PLO
| 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 1 did an excellent job identifying and explaining the examples of energy that he chose for his paper. He explained them both orally and through his sentences how the energy was used at school and in everyday life. He was very engaged during the lesson and was very excited about doing the project. |
| 2 |
3 |
Student 2 really enjoyed working on the computer and was excited about the lesson in general. He carefully chose which item he wanted to put in each category and gave detailed and fun sentences. His sentences were detailed and he was careful to ask questions about spelling and punctuation. |
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. There were pre-cut magazine cut outs of different items. The children picked out an item of choice to go in each category box. They labeled each item. Once they were done, I instructed them to write a few sentences describing why one item they picked was important.
2. Both students were able name
and identify the three sources of energy discussed in the lesson. The
students both came up with wonderful examples of how we need energy and
use the different sources in the classroom.
3. I should have given more pre-cut
magazine cut outs to add more variety and choice. I also should have
asked them to share their finished product with each, because they were
working in seperate areas.
| Link to your Home Page |
Link to your
Email bebrett@valdosta.edu |
Title &
Link of your Mini-Research eBook Where Does Energy Come From? |