Name: Erin Jones
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Real-World Activity
Title of Mini-Research eBook Lesson: Arranging by Size
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students will
put objects in order by size
Assessed Standards
Bright from the Start Standard:
Mathematics
Standard
Grade: Pre-K
Standard: MD5
Children will learn how to use a variety of non-standard and standard
means of measurement
g: Orders two or more objects by
size (seriation)
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Construction Paper
3. Coloring Crayons
4. Pre-Drawn Aquarium Tanks
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:
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 putting objects in order by size.
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 had to put objects in
order by size?"
2. "What kinds of things would be
important to know how to put in order?"
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. Can you put the dogs in
order from smallest to biggest?
2. Are the straws
arranged by order? If so, is it shortest to tallest or tallest to
shortest?
3. Which is the medium size bowl?
4. Which bear is the tallest?
Which bear is the shortest?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to work
at the Georgia Aquarium. They will be putting three marine animals/fish
in their correct size tank and also will put them in order from tallest
to shortest. They will say aloud which is the tallest, the
middle, and the shortest. I will label their answers underneath
the pictures. 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
A
Day at the Aquarium!
Pretend that you work at the Georgia Aquarium. The whales, dolphins, and tropical fish are in danger! There has been a leak in a few of the tanks and we whave to save these marine animals fast! In order to protect the fish, we need to put them back in a new correct size tank. Use your new knowledge of big/small objects and tall/short objects to make sure you do not put the whales in a tank that is too small or the tropical fish in a tank that is too big. Can you help save the animals? Lesson 2 Directions: 1:You will be given 3 different size aquairum tanks 2: Draw with crayons a rainbow
fish, a whale, and a dolphin inside their corerct size tank.
3: Put the fish in order from tallest to shortest, then paste them on your favorite color construction paper. 4: You will tell me aloud the tallest, the middle, and the shortst marine animal. I will label your answers for you underneath your pictures. 5: If you need a review, check back at page 3 and page 5. |
[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
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: Orders two or more objects by size
(seriation)
| Level 3 | Level 2 | Level 1 | |
|
(List
your PLO from top of page of this lesson.) PLO: Students will order two or more objects by size (seriation). |
Student with teacher guidance is able to put all of the objects in order by size correctly. | Student with teacher guidance is able to put a few objects in order by size correctly. | Student is not able to put two or more objects in order by size correctly. |
*********
To here for lesson
plan
evaluation. Information below will be entered after teaching
your lesson.
**********
***************************************************************************************************
| 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 caught on to the
lesson very quickly. She was very active and got every part of
her activity correct. She had been around a computer before so
had a little experience using the mouse. |
| 2 |
3 |
Student two took a little longer
to catch on, but during the final assessment got all of the answers
correct. I made sure to check her comprehension of the knowledge before
moving on. The practice websites really helped her understand the main
concepts. |
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.)
This eBook activity was developed using various educational websites,
digital pictures, and also classroom resources (scissors, construction
paper, markers, crayons, etc.) in order for the children to be exposed
to various resources when learning about a topic. They were able
to learn the concept of putting objects in order by size through the
websites and games and then show what they learned with the classroom
resources.
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.)
With my second group both students at the beginning of the lesson did
not fully understand the main concept, but after explanation and using
the practice activities, each student was able to successfully
understand and complete the activity successfully.
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.)
If I could improve this lesson, I would work on my explanation of the
main concept. I could improve on how I worded ideas to prevent
confusion for students and also I could focus on putting it into
different perspectives for different students so that each would be
able to grasp the concept successfully. For this lesson, one student
caught on a little faster than another so I needed to put it in a way
that each could understand successfully.
My Home Page |
eejones@valdosta.edu |
Arranging By Size |