Name: Jedda Brantley
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
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.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Construction paper for drawing
3. Crayons and/or color markers
4. A ruler for measurement, and pencil for writing measurements of sides
5. Pencil & paper (to make notes for lesson plan assessment and
reflections)
6. 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.) After we read the 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's 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 for a day, and they will draw a picture on construction
paper to show different triangle shapes in a town setting. They will measure the
sides of the triangles and label the triangles properly.
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
Real
World Activity: Let's imagine you are an architect for
a day. Your assignment today is to design buildings using equilateral,
isosceles,
and scalene triangles from the knowledge previously learned. Once you
have designed your buildings make sure to label the triangles with
their correct names and measurements. The three different triangles you
will use to design your buildings are isosceles, scalene, and
equilateral triangles.
Lesson 2 Directions 1. Draw different scalene, isosceles, and equilateral triangle shape buildings in a town setting using construction paper, crayons, or markers. 2. Use a ruler to measure the sides of the lengths of the triangle shapes. 3. Label each triangle drawn with its proper name using a pencil. 4. Visit ask Earl website for characteristics on the three different triangles you are to draw. |
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 and oral discussion to
evaluate if student with teacher guidance is able to listen to
information to gain knowledge.
Students are able to identify geometric figures and state their
properties.(scalene, isoceles,and equilateral triangles)
| Level 3 | Level 2 | Level 1 | |
| PLO: Students will draw and state properties of a scalene, isosceles, and equilateral triangle. | 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 a triangle. (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 drew three different
triangle shapes. Student properly identified and measured correctly a
scalene, isosceles, and equilateral triangle using a ruler. |
| 2 |
3 |
Student drew three different
triangle shapes. Knew the differences between each triangle and what
they had in common. Labeled and identify triangles correctly. |
1.
Comment and describe the
learning strategy
that you implemented in your
Mini-Research eBook Teaching Strategy Lesson. The use of two separate
computers were use to allow the child to move at their own pace. Links
were used in the Mini-Research eBook that provided additional
information on scalene, isosceles, and equilateral triangles. The
childern were asked questions for understanding to ensure they grasp
knowledge from the lesson being taught.
2. State evidence to show that
your students gained knowledge during your Mini-Research eBook Teaching
Strategy Lesson. Students both labled and identified triangles taught
correctly. They understood that triangles may have differet length in
sides. Both students understood that the total degrees of a triangle is
180 degrees. They both learned that a triangle is polygon that
has three sides.
3. Give at least one suggestion that
would lead to improving your teaching practices and student
achievement. I would like to teach the lesson to more than two students
at a time to challenge my ability to reach students on different
academic levels. I would also spend less time on the links within the
Mini-Researh eBook. Each of my two students fully showed an
understanding of the lesson taught, a student with a learning
disability, I would have like to learn if this lesson would have met
their needs also.
| 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 |