______________________________
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 1
Real-World Activity
Name:
Charli Eason
School/Mentor Teacher:
WES/ Miss Jennifer Goble
Grade Level: PK
Subject Areas: Science (Technology
Integration Lesson)
Date Taught:
Total Duration of Lesson: About
45 minutes
Title of Mini-Research eBook Lesson:
Cruising
Through Cycles of Life!
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students will identify
the varying life cycles of
different animals.
Assessed Standards
Bright From the Start
Georgia's Pre-k Program Content Standard:
SD2Children will acquire scientific
knowledge related to life science
d. understands that plants and
animals have varying life cycles
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
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: Cruising Through Cycles of Life! &
URL: http://www.valdosta.edu/~cneason/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 varying life cycles
of different animals.
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. What are some
of the animals that you have learned about this year in Miss Goble's
class?
2. Have
you learned about the
different stages animals go through as they grow up?
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 is the thing that
makes the butterfly's life cycle so special from other egg-laying
animals? (butterflies have 4 very different stages where the animal
never looks the same at any given stage).
2. How many days does it
take for Sea Turtle eggs to hatch? (50-80 days) Do adult and baby Sea
Turtles look a lot alike? (yes)
3. What are the differences
between the way a baby flamingo looks and an adult flamingo looks?
(babies are smaller; babies have fuzzy grey feathers, adults have
smooth pink and white feathers...) Do you look a lot like your parents?
(answers will vary)
4. How long does it take for a
frog to grow into an adult from the egg and go through all of its
stages? (about 11 weeks)
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to be scientists who have to put the life
cycles back in order after all of my papers have been blown around my
car from the wind.
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.
|
Cruising Mix-Up
Real-World
Activity
I was cruising around
with
my windows down, and the wind made all of my paper blow around! Now,
all of my life-cycles are mixed-up and out of order! You are now a
scientist! Do you think you
could help me put them back in order? If you need help click on the
animal you choose: butterfly
,sea turtle,
flamingo,
or frog.
Cruising
Mix-Up/Match-Up
|
Real-World
Activity: All of my life-cycles are out of order... can you help me
match them up and put them back in order?
|
|
Directions:
1. Choose your
favorite animal's life-cycle you have learned about.
2.Using paper
and markers or crayons, draw the cycle in order with
arrows pointing to the next step.
|
|
[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.
**********
***************************************************************************************************
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:
PLO:
Students will identify the varying life cycles of
different animals.
|
Level
3 |
Level
2 |
Level
1 |
|
PLO: Students
will identify
the varying life cycles of
different animals.
|
Student
with teacher
guidance is able to recognize some varying life cycles of
different animals. |
Student
with teacher
guidance is able to recognize a few varying life cycles of
different animals. |
Student
is not able with
teacher
guidance to recognize varying life cycles of
different animals. |
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(L)
|
3
|
Student "L" really
enjoyed the artwork on the eBook and kept asking
if I had really drawn the pictures. She chose the animal with the most
difficult cycle to remember and knew all of it. She even went beyond
that to try to sound out the words for the cycle. |
2(J)
|
3
|
Student "J" chose the most
difficult animal to draw (artistically), but he did a great job. He
also attempted to sound out the words and write them on his life cycle.
|
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.)
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.)
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.)
