______________________________
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 1
Real-World Activity
Name:
Cassie Copeland
School/Mentor Teacher:
Lake Park Elementary School / Mrs. Corbett
Grade Level: Kindergarten
Subject Areas: Math (Technology
Integration Lesson)
Date Taught:
Total Duration of Lesson: About
45 minutes
Title of Mini-Research eBook Lesson:
Patterns,
Patterns, Patterns
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students
will identify similarities and will extend a given
pattern.
Assessed Standards
Georgia Performance Standard (GPS)
MathPerformance 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. Paper with outline of cake on it.
3. Star shaped stickers
4. Candels
5 .Glue sticks
6.Pencil & paper (to make notes for lesson plan assessment and
reflections)
7. Modification of a lesson developed by Dr. Diane L. Judd
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: Patterns,
Patterns, Patterns &
URL: http://www.valdosta.edu/~cecopeland/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 a
Mini-Research eBook
about ABAB, ABBA, and ABCABC
patterns.
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 a type of pattern
that you know?"
2. "Can you tell me a place that you have
seen a pattern?"
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. Do you know what type
of pattern the roses are in? (ABAB)
2. What other ways
can you make these pixie sticks into a pattern? (ABBA)
3. What pattern are the stars in?
(ABCABC)
4. The popcorn and cheezits are
not the same thing, like the stars and the roses. Is this still a
pattern?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to be bakers for a day and will be
creating patterns on the cake to decorate it.
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.)
Real-World
Activity
Baker
for a Day
The baker at the local cake shop needs your help! He has been asked to
make a cake with patterns on it, but does not know how to. He has
called you to come help him. He knows that you now know your ABAB, ABBA and ABCABC patterns and he wants you to help him
decorate the special cake! He will bake the cake and put the icing on
it, but you will decorate it how you want to. Just remember-you have to
use the patterns you have learned today. If you need help remembering
some of your patterns go back to this frog and dog
video and practice one more time here.
Lesson 1 Directions:
1. Pick the pattern that you want to use to decorate your cake with. ( ABAB, ABBA, ABCABC)
2. You will have a picture of a cake to decorate with your pattern.
3. Place the stickers on your cake using the pattern you chose.
4. Pick another pattern that you want to use on your cake. ( ABAB, ABBA, ABCABC)
5. Glue the candles to the top of the cake in the second pattern that
you chose.
|
[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, oral discussion, and developed product to
evaluate if student: recognizes some things in the sky that
return to earth
and some things in the sky that do not return to earth. (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: Students will
identify similarities and will extend a given pattern.
|
Student
with teacher
guidance is able to recognize most similarities and can
extend most of the
given patterns. |
Student
with teacher
guidance is able to recognize a few similarities in a
given pattern and/or extend a few of the given
patterns.
|
Student
is not able with
teacher
guidance to recognize similarities or extend a
given pattern.
|
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
|
3
|
This student was able to identify patterns within the eBook. He was
able to lable patterns that I gave him as examples. On the cake he was
able to choose which patterns he wanted to use and them create those
patterns in his cake. |
2
|
3
|
This student did an excellent job on improvement. He was able to
identify the patterns throughout the eBook. When we started the
activity he was not sure how to make some of the patterns that he had
choosen. We reviewed some of the pages of the eBook, then he was able
to finish is cake alone and complete the patterns.
|
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 way that I taught my eBook I implemented the use of a computer,
videos on the internet, real life pictures and art activities to
enhance the learning. The different resources helped to grab the
attention of the students more to keep them interested in the learning
of the patterns. The end of the lesson when the students were able to
move from the computer to the table and actually use a hands on
technique made a great difference in the lesson. The students had to
think more independently about what they had just learned and actually
create their own pattern.
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.) Both students were unsure of the
types of patterns that we were learning in the eBook lesson. By the end
of the lesson the two students were able to identify the different
patterns and they were able to choose a pattern and extend it onto
their own art activitiy with limited guidance from the teacher. Student
#2 tried to make a pattern, but was not sure of how to do it. We
reviewed the patterns on the eBook once more and then he was able to
create his own pattern on his cake.
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.) One thing that would improve the
student achievement from my eBook would be to have more pictures for
examples of the patterns. The students achieved the end result, but I
had to show some pictures multiple times. If there were more pictures
and examples they would catch onto the patterns without so much
repetition.