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Mini-Research eBook Lesson Plan 2
Teaching Strategy Activity

Title of Mini-Research eBook Lesson:  A Number Connects To the Set!        

Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: The student will identify and match the corresponding numerals to  the correct number of objects in a set.
 

Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Paint Program on the computer
3. A jump drive to save students' products on
4. A food order station for each food item in the activity will be set up in the classroom. There will be pictures of the food items at each station.
5. A bag for each student to pick up the correct amount of food items at each station
6. 1 small bag for the early finishers activity (one for each student; the bag will have different quantities of skittles in them)
7. Pencil & paper (to make notes for lesson plan assessment and reflections)
8. 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: A Number Connects To The Set!& URL: http://www.valdosta.edu/~djmcdoug/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 identify, counting and matching numbers to a set from 1 to 15. 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 count to 15?"
2. "Can you write the numbers 1 to 15?"
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 about identifying, counting, and/or matching how many objects are in a set.

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. Can you tell me how many plates are in the last row?
2. Can you tell me what numbers do yo see next to the sets of forks?
3. How many bags of cheetos are in the set at the top?
4. When you connect to the link to play the game, how many pairs of scissors do you see in the set?

Practice and feedback related to the PLO
Read the Mini-Research eBook project to students.  Explain to students that they are going to take orders for their class. They will be given a bag. They are to go around to each station and pick up how many of each item that was ordered. They will go back to their desks and count each set of food items to make sure they have the correct amount of each item. Finally, they will use the Paint Program on the computer to draw a picture of each food item set and write the name of each  food item and write the numeral that identifies the number of food item on their picture. 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.) Real-World Activity                                                                                          May I Take Your Order! Directions We have won a trip to go see the Atlanta Falcons play their last game of the season. The game is lasting longer than expected so we are going to eat lunch at stadium. We need to make sure everyone get what they have ordered to eat. Let's see, we need 8 juice boxes, 6 hamburgers, 4 hotdogs, 10 bags of chips, 3 ice cream cones, and 5 doughnuts. Please help me pick up the correct number of each item. Visit the link to get help with counting and matching numbers in a set. 1. Using the Paint Program on the computer, the student will draw a picture of     8 juice boxes, 6 hamburgers, 4 hotdogs, 10 bags of chips, 3 ice cream cones,     and 5 doughnuts. 2. Label the name and number of the items below each of your pictures.     For help with counting and connecting numbers to a set click on me. 3. Students are to try their best, because our work will be posted my website page. How students are to present real-world activity. Method 2: 2. Students are to create their food orders pictures and label each picture with the       name of the item and the correct number identifying how many of each item in     Paint program.

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.

Plan for Early Finishers:
Student will be given a bag with skittles inside. The students will count how many skittles are in the bag and then draw a picture with the number of skittles in his or her bag and label below the picture the name of the item and the number of how many skittles he or she has, using the Paint Program on the computer.

 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 identify, count and match numbers to objects in a set. (Use information from your PLO at top of page of this lesson.)

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.)
Not only did they have an opportunity to use their imagination to explore going to a professional football game, they gain knowledge about how to use the computer. They had a little knowledge of how to use the mouse to go to different pages and website links. The little boy stated that he had been to a local football game before with his uncle but he did not get anything to eat.  The little girl had never experienced go to a sport's  game. They were excited to pretend that they were going to a professional game in Atlanta. The links found on each of my eBook pages also created learning experiences that implemented a variety of educational activities and games. Both of the students really enjoyed using the computer to play eductaional games, and they did a great job taking turns.

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.)

When looking at each of my eBook pages, I asked serveral questions about the pictures. I asked them to identify the objects in the picture. I asked the students to count the numbers of items in the sets as well as identify the numbers next to the sets.During the educational games at the links, both students had to use their counting and matching skills to answer the questions correctly. Throughout the lesson, both students  gained more knowledge with using these skills more efficiently. The little girl was better at using the computer mouse than the little boy.

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.)
  Choosing a better time to teach the lesson would have been better. Also, reviewing their prior knowldge about numbers and corresponding set would have been good. I chose to do my lesson prior to the students going to lunch. They are very familiar with their daily routine so when it was near time for the students to go to lunch, the students wanted to rush through their work It seems as though they had lost interest in the activity because it was time to go to lunch. Also, the lesson would have been better if I could have had time to work with the students on how to use the Paint Program. If they had hadprior knowledge of how to use this program, the lesson would have went a little smoothier and quicker.
 

Dorothy's Homepage

djmcdoug@valdosta.edu

A Number Connects To The Set!