Name: Felicia Freeman
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Real-World Activity
Title of Mini-Research eBook Lesson: Short or Long?
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: The students will order objects from
longest to shortest
Assessed Standards
Georgia Performance Standard (GPS)
Math Performance StandardMKM1. Students will group
objects according to common properties such as longer/shorter,
more/less, taller/shorter, and heavier/lighter.
a. Compare and order objects on
the basis of length..
Grade: K
Standard
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Paper with trace lines of different size crayons.
3. Crayons and pencils.
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
5. Modification of a lesson developed by Dr. Diane L. Judd
6. Siccors
7. Glue
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 things that are long and others that are short.
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 tried to compare
anything based on its length?"
2. "Can you tell
me about some things that you have compared?"
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. How do we know that the
chain on the bottom is the longest?
2. What did we do
to make the necklace longer?
3. Which line of Teddy Grahams
are longer?
4. How will you order these
pumpkins from short to long?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to help Max pick up his crayons and put
them in order from longest to shortest.
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.
| Scrambled
Crayons! |
| Max
was on his way to school when he dropped his box of crayons. Today is
"show and tell". Max wanted to show everyone how he had his
crayons in the correct order from longest to shortest. Help Max put his
crayons back in order from longest to shortest. |
| Lesson
2 Directions: 1. Trace the lines of the crayons on the construction paper. 2. Cut out the crayons on the dotted line. 3. Fold your cut out crayons to make a cylander. 4. Glue the ends so that you will have a cylander you can see through. 5. Stand the crayons up. 6. Put the crayons in order from longest to shortest. |
[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
*********
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: The student will organize from Longest
to Shortest
| Level 3 | Level 2 | Level 1 | |
|
(List
your PLO from top of page of this lesson.) PLO: The students will order things from smallest to shortest. |
Student
with teacher
guidance is able to recognize some things that are short
and some things that
are long. |
Student
with teacher
guidance is able to recognize a few things that are short
and/or a few things that
are long. |
Student
is not able with
teacher
guidance to recognize things that are short and
long. |
| 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 |
Each time the student was asked
to identify iteams he correctly named them as short or long. He did not
show any confusion only confidence. |
| 2 |
3 |
The student show a sense of
independence. He did not want to ask for help because he was able to do
the work. When he was asked questions about his work and why he was
doing it certain ways he was able to correctly identify. |
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 students were very familiar with
the computers. I did not have to guide them much in the idea of how to
use a naviagation system. The students were exited to visit new
websites and be able to go back to them in a later time.
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.) We first referenced back to the
smart board lesson that we had that very same day. The students were
able to relate back to that and build there knowledge off of what they
just learned. near the end of the lesson they were pros and even
pointing things out around the room to compare as short or long.
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.) I needed to give both students equal
attention. I was pointing to the computer to tell the students
directions I had a tendency to point using just one of the computers. I
needed to point using both of the computers.
| Link to your www.valdosta.edu/~fafreeman |
Link to your
Email fafreeman@valdosta.edu |
Title &
Link of your Mini-Research eBook Short or Long Mini-Research eBook |