Name: Jedda Brantley
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 1
Real-World Activity
Title of Mini-Research eBook Lesson:
Triangles
Among Us
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students
will be able to identify different geometric figures and state their
properties for scalene, isosceles, and equilateral triangles.
Assessed Standards
Georgia Performance Standard (GPS) M3G1
Math Performance Standard
Grade: 3rd
Standard
M3G1:
Students will further develop their understanding of geometric figures
by drawing them. They will also state and explain their properties.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Computer that provides access to the Microsoft Paint Program
3. Digital camera
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
5. 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 different geometric
figures such as scalene, isosceles, and equilateral triangles
that can
be found among us.
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 studied or read a book about different types of triangles?''
2. ''Can you tell
me about different buildings that are designed using triangle
shapes?''
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 many sides does a
triangle have?
2. What type of
triangle can be found on the roof top of Mrs.Brantley house?
3. Can triangles have different
lengths in their sides?
4. A triangle that has all equal
sides is what type of triangle?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to be an architect and draw a town setting.
They will label the different
triangle figures
properly. They will draw a
picture with the paint
program to show different
triangle shapes. 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
|
[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.
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.
Comments & Reflections:
Assessment for the
Primary Learning Outcomes (PLOs)
Student will be assessed through
observation, oral discussion, and developed product to
evaluate if student: Students are able to identify
different geometric figures and state their properties.(scalene,
isosceles, and equilateral triangles)
| Level 3 | Level 2 | Level 1 | |
| PLO: Students will draw and state properties of a scalene, isosceles, and equilateral triangles. | Student
with teacher
guidance is able to recognize some geometric figures of a
triangle and draw some
geometric figures of a triangle. (scalene, isosceles, and equilateral triangles) |
Student with teacher guidance is able to recognize a few geometric figures of a triangle. Draw a few geometric figures of a triangle. (scalene, isosceles, and equilateral triangles) | Student is not able with teacher guidance to recognize geometric figures or draw geometric figures of triangles. (scalene, isosceles, and equilateral triangles) |
| 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 was able to draw
triangle figures in Microsoft Paint Program and label correctly.
Student explained
features of each triangle and knew their differences in side
lengths. Student answer all questions accurately when asked a features
of each triangle. |
| 2 |
3 |
Student drew all three
triangles and knew the total degrees of triangles were 180
degrees. Student
explained how triangles were different from one another. Students was
able to explain the different sides of each triangle. |
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. Students
were able to see visual pictures of different structures made of
various triangle shapes through links identified within the eBook. Two
computers were used in the media center so each student was able to
follow the eBook Lesson independently. Georgia Performance Standards
(GPS) M3G1 was utilized to teach this eBook lesson. Microsoft paint
program example was provided so students gain a visual of what their
drawing would look similiar to. Students use links which involved
playing games to learn more about scalene, isosceles, and equilateral
triangles.
2. State evidence to show that
your students gained knowledge during your Mini-Research eBook
Lesson. Students explained to their teacher what they learned about
scalene, isosceles, and equilateral triangles. They were able to
express verbally the total degrees found within a triangle and able to
identify features
of each triangle. When asked questions about the three different
triangles, they answer all questions correctly.
3. Give at least one suggestion that
would lead to improving your teaching practices and student
achievement. As a student teacher in an effort to improve my teaching
practice, I would like to teach this lesson to more than two students
at a time. This will further help me to gain knowledge if
I'm able to connect with all students on different academic levels. I
would also spend less time on the links within the mini-Research Ebook.
| Link to your Home Page |
Link to your
Email jmbrantley@valdosta.edu |
Title &
Link of your Mini-Research eBook Triangles Among Us Mini-Research eBook |