Mini-Research eBook Lesson Plan 2 by Heather McRae

   Mentor Teacher's Signature & Date

Mini-Research eBook Lesson Plan 1
Real-World Activity

Name: Heather McRae
School/Mentor Teacher: S.L. Mason
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 Are Everywhere

Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students will identify what comes next in a pattern and recognize similarities in different patterns.

Assessed Standards
Georgia Performance Standard (GPS)
Math Performance 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 in different patterns.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Computer (Microsoft Word)
3. Clipart flower pictures
4. 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 Are Everywhere & URL: http://www.valdosta.edu/~hmmcrae/ebook.html

Microsoft Word

Procedures:
Step One: Introduction
FOR SMALL: 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 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 any of you tell me what a pattern is?
2. "Can you give me an example?"
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 guess what kind of candy comes after the Snickers?
2. Can you guess what color pumpkin comes next in the picture?
3. What will be next: a ghost of a pumpkin?
4. Who's next: Ming Ming the duck or Linny the hamster?

Practice and feedback related to the PLO
Read the Mini-Research eBook project to students. Explain to students that they are going to repair their neighbor's garden by making a pattern using rows of flowers.   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
(Copy & Paste Your eBook Real-World Activity from your Mini-Research eBook.)
Lesson 2 Activity
    1. I will provide you with a copy of Miss Daisy's ABAB pattern using clipart in Microsoft Word.
     2. You will demonstrate this pattern by selecting clipart in Word.
     3. You will decide which flower comes next in this ABAB pattern and place the correct flower on the screen next to the pattern to complete her first row of flowers for the garden.
     4. I will provide you with a copy of Miss Daisy's AABAAB pattern using clipart in Microsoft Word.
     5. You will use the same screen to represent the grass in Miss Daisy's garden.
     6. You will decide which flower comes next in this AABAAB pattern and place the correct flower on the screen next to the pattern to complete her second row of flowers for the garden.
     7. Explain how the two patterns are the same and how they are different.

[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

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: will identify what comes next in a pattern and recognize similarities in different patterns.. (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 what comes next in a pattern and recognize similarities in different patterns.

Student with teacher guidance is able to recognize a pattern and its type. Student can also extend a given pattern. Students recognize similarities in different patterns.

Student with teacher guidance is able to recognize a pattern and recognizes similarities in different patterns.

Student is not able recognize a pattern and its type or extend a given pattern. Students recognize similarities in different patterns.

********* To here for lesson plan evaluation. Information below will be entered after teaching your lesson. **********
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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
He was able to identify the first pattern I gave him, which was AABAAB. He was also able to complete the pattern correctly with the flower clipart. He then also correctly identified the second pattern I showed him as ABAB. He then completed the pattern correctly and told me that the two patterns were the same because they had flowers and different because one was AABAAB and one was ABAB and they were different colors.

2
3
He was able to identify the first pattern I gave him, which was AABAAB. We worked in close proximity so I wanted to give him a different type first. He was also able to complete the pattern correctly with the flower clipart. He then also correctly identified the second pattern I showed him as ABAB. He then completed the pattern correctly and told me that the two patterns were the same because they had flowers and different because one was AABAAB and one was ABAB.

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 enjoyed the presentation on the Promethian board and wanted to read it again. They liked the links to games, but they did not seem to be very engaged in the video. I think they enjoyed the opportunity to work with the computer on something different.

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 identified the pattern types correctly and completed the patterns correctly. They were also able to look at the similarities and differences in the patterns. They also had an opportunity on to practice computer skills.

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 would definitely try to find a better video clip. Also, I liked using the Promethian board but wish I was more familiar with that program. It may have benefitted the lesson.

Link to your
Home Page
Link to your Email
hmmcrae@valdosta.edu
Title & Link of your Mini-Research eBook
Patterns Are Everywhere for Mini-Research eBook

	Level 3	Level 2	Level 1
(List your PLO from top of page of this lesson.) PLO: Students will identify what comes next in a pattern and recognize similarities in different patterns.	Student with teacher guidance is able to recognize a pattern and its type. Student can also extend a given pattern. Students recognize similarities in different patterns.	Student with teacher guidance is able to recognize a pattern and recognizes similarities in different patterns.	Student is not able recognize a pattern and its type or extend a given pattern. Students recognize similarities in different patterns.

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	He was able to identify the first pattern I gave him, which was AABAAB. He was also able to complete the pattern correctly with the flower clipart. He then also correctly identified the second pattern I showed him as ABAB. He then completed the pattern correctly and told me that the two patterns were the same because they had flowers and different because one was AABAAB and one was ABAB and they were different colors.
2	3	He was able to identify the first pattern I gave him, which was AABAAB. We worked in close proximity so I wanted to give him a different type first. He was also able to complete the pattern correctly with the flower clipart. He then also correctly identified the second pattern I showed him as ABAB. He then completed the pattern correctly and told me that the two patterns were the same because they had flowers and different because one was AABAAB and one was ABAB.