______________________________
   Mentor Teacher's Signature


___________________
Date

TopicQuest Lesson Plan

Title of Lesson:
Pilgrim's Progress

Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
A. With teacher guidance students will be able to use the computer to research information on the Internet.

 B. The students will draw and color on a paper plate using ideas gained from their research.
 

Assessed QCC:
A. Grade: K -2
Subject Area: Technology Integration
Strand: Research
10 Topic: Research
Standard: Uses basic research techniques with teacher guidance.

Materials and Equipment:

• Computer with Internet connection.
• Paper Plates
• Crayons
• Markers
  

5. 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 research information on the Internet.  
• Copy of my TopicQuest Web page included with this lesson plan. 
• TopicQuest Web page Title: Pilgrim's Progress  &  URL: http://www.valdosta.edu/~jefutch/topic.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 find out information about Pilgrims.  List 2 or more questions that introduce students to topic of Pilgrims that establish a connection to students' prior knowledge by asking them: "Have you ever studied or read a book about Pilgrims?"  "Can you tell me something that you know about Pilgrims?"   Today we are going to learn about Pilgrims by visiting websites on the Internet and we will do a fun activity to learn more about Pilgrims.  I have made a special Pilgrim page 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:
(Have students sit at the computer where they can control the mouse and computer.)  (Explain to students the process of the lesson.)  After we visit several websites about Pilgrims in America, we will draw and color on paper plates the different kinds of food that we saw on the table at the first Thanksgiving.

Check for understanding
Have students explore and discuss the information in each of the 3 pre-selected websites.  Ask students guiding questions about the important concepts in each of the visited websites.  (Save "What did Pilgrims eat?" website to use in Mission Project.)  List three or more questions.
1. Can you name some of the foods the Pilgrims ate that we enjoy today?
2. Can you tell me some of the things that we don't eat today?
3. What is your favorite food from the first Thanksgiving?

Practice and feedback related to the PLO
Read mission project to students.  Explain to students that they are going to be Time-travelers.  Tell the students that the information that they will need to complete their mission project is listed and connected in the  mission activity.  Visit website for information for mission project, "Pilgrims Progress."  Discuss the information in the linked website in the mission activity with the students to emphasize interesting and important information students will need to complete mission project.

Students will create a craft using paper plates, crayons, and markers.  While students are completing mission project, teacher will observe students and give assistance when needed.]

Mission Project        In this Mission Activity, imagine that you have stepped into a time machine. You travel back in time to the first Thanksgiving feast, and you sit down to eat with the Indians and Pilgrims. You look over you shoulder, and the machine starts to blink! You grab  your plate, and run into the machine just as it flashes back to today! You look down and see what is on your plate, and now you can draw a picture of what you brought back from Plymouth Colony!        The TopicQuest Page has some links you might want to stop at in your Time Machine. You can visit them at Pilgrim Foods, Inc. <>This website will show you the kind of things you can expect to find on the table at the first Thanksgiving! Have a Good Trip! Mission Steps 1. Explore with your teacher Pilgrims Progress for information to fill your plate with all the food you brought back. 2. Make a plate by drawing and coloring the kinds of food that you brought back from your trip into the past. 3.Write or describe to your teacher all of the good food you drew on your plate .  4. Give your plates to the teacher to scan onto the computer so you can enjoy them later.

Step Three
Closure:
Have students discuss their mission project of their plates of food and information they found on the Internet about Pilgrims.  Tell students that your topicquest page is on the Internet and they can visit the website at school or home to learn more about Pilgrims.  Explain to students that you are going to put pictures of their projects 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
 

Assessment:
A. Technology Integration 
Student will be assessed through observation while using the computer with teacher guidance to do research and find information for the mission project.
Satisfactory: Student is able to use the computer with teacher guidance to do research and find information for the mission project.  I was able to observe the students draw pictures of food that they learned about over the internet.

 

Accommodation:
Links for Accommodations for Special Students
1. Select one of your students that needs special attention.  Describe the student in your class with special needs. (Do not use the student's real name.  You could refer to the student as "the special student.")  Describe your student and his or her needs.

2. Explain what you would add to this lesson plan to accommodate your special student?  Explain what you would add to this lesson to accommodate your special student.

Break directions into smaller steps/segments, repeat verbal directions often.

Reflections: (For Electronic Portfolio Standard #1 Knowledge of Subject Matter)
1. a. Describe and give examples of how your TopicQuest lesson created learning experiences and activities that made subject matter meaningful for your students. Students were excited to use the computer. In the process, they learned about foods that were different (and sometimes the same; ex. venison) than we have today. They also were able to create a work of art that showed their understanding of the subject matter.

    c. Describe and give examples of how students were engaged in learning and responded during your lesson. The students gave me their attention when I was explaining the Mission Project. They also returned to the computer several times during the creation of their work to compare the food on the computer and the food on the plate.

  2. Describe and give examples of how the students achieved the assessment of your lesson. Give the achievement level (satisfactory or unsatisfactory) for each assessment for each of your students.
    A. Technology Integration:
Student assessed through observation while using the computer with teacher guidance to do research and find information for the mission project.  
        Student One: Was able to use the mouse with very little supervision. Was also able to follow the steps necessary to complete the informational stage of the lesson. Then this student made a work of art that represented what was learned.
        Student Two: This student was less able to use the mouse, but was able to control the clicker when helped. This student seemed to gain more new information than the first student in the area of foods. This student also asked more questions that were pertinent to the lesson. The student then was also able to create a work to represent the foods represented in the lesson.
 

3. Describe what you would do differently and why if you taught this lesson again.

          In teaching my Topic Quest Lesson, I noticed several things. One, I had to really make certain that the computers worked ahead of time. I had a few tense moments when a large stuffed dragon almost took over the lesson. At that time I also realized how important finding the right environment was to the success of the lesson. As we progressed through the lesson, the students became fascinated by the computer, and the things that were being displayed upon it. As I watched, they thought less about me and more about what they were observing on the screen. They seemed really excited about the things that they were able to pull up, and listened very intently as I read the pages. After we started on the Mission Project, the students returned several times to look at the screen to compare the food shown there with the food they were creating on the plates. I was able to witness the power of the Internet to help provide useful information to even very young children.

(Three or more sentences of students' descriptions & comments) This is a picture made by a pre-k student. She said that there is a lobster, several pumpkins, grapes, apples, and corn on her plate. She said she only got one lobster before the machine started to leave.	(Three or more sentences of students' descriptions & comments) This student drew a large serving of turnips in the center of his plate. He also drew some grapes, and some apples. He said he would of gotten a lobster like the other student, but he didn't have time.