Name: Lacey Bitzer
Mentor Teacher's Signature & Date
TopicQuest Lesson Plan
Title of Lesson: Miss.
Lacey's Spring Fling
Primary Learning Outcomes (PLOs):
The primary learning outcomes to be achieved with this lesson include:
A. With teacher guidance student will be able to use the computer to
research topic information on the Internet. (QCC- Technology
Integration- Research- K10)
B. With teacher guidance student will be able to listen to information
to gain knowledge. (GPS- English/Language Arts- Comprehension-
ELAKR6)
Assessed Standards
Georgia QCC
A. Grade: K
Subject Area: Technology Integration
Strand: Research
10 Topic:
Research
Standard: Uses basic research techniques with teacher guidance.
Georgia Performance Standard (GPS)
B. English/Language Arts Performance Standard
Grade: K
Comprehension
ELAKR6: The student gains meaning from orally presented
text.
a. The student listens to and reads a variety of literary and
informational texts and materials to gain knowledge and for pleasure.
Materials and Equipment:
1. Have example of your mission project to show students
2. Paper for drawing
3. Crayons
4. Markers, and pencils
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 find out information
about Spring.
List 2 or more
questions that introduce students
to your TopicQuest that establish a
connection to students' prior knowledge by asking them:
1. "Have
you ever studied or read a book about Spring?"
2. "Can you tell
me something
that you know about Spring?"
Today we are going
to learn about Spring
by visiting websites on the Internet and we will do a fun activity.
I have made a special Web
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 Spring
then you will have the students draw a picture about spring using the
information they have learned.
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. List three or more questions.
1. What kind of farm animals did
you look at?
2. What do you have to do
to a seed to make it grow?
3. What are butterflies before they are
pretty butterflies?
Practice and feedback related to the
PLO
Read mission project to students. Explain to students that they
are going to tell someone who doesn't know anything
about Spring, everything they know.
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. 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 write (or dictate to teacher) information to draw a picture for the mission
project.
While
students are completing mission project, teacher
will observe students and give assistance when needed.]
|
Mission
Activity
You have just learned about spring and all the wonderful things that it brings. Pretend that you are telling someone all you know about Spring and its farm animals. The person you are telling knows nothing about Spring, they want to know what kind of farm animals are around. Draw them a picture of a farm with your favorite farm animals that we talked about today. Take your time drawing and put everything in your picture that you think the person needs to know about farm animals during Spring. Take a look at the farm animals website again to remind you of all the different animals we looked at. Have Fun! Mission Steps 1. Look back at the farm animals website, get an idea of which animals you want to draw. 2. Pay attention to your favorite animals. 3. Tell me all the things you want in your drawing and I will make a list of everything you want to be in your picture. 4. I will have paper, pencils, markers, and crayons for you draw with. 5. Start you drawing out in pencil, so if you make a mistake you can erase it. 6. Now once you have drawn everything out in pencil you can color it in, with crayons or markers. 7. When you are done drawing you can tell me what your picture is about and I will write it at the bottom of the page. 8. Show your picture to you teachers and classmates, and share with them everything you learned about Spring. 9. Turn your picture into me and we'll hang it in the classroom for everyone to see and learn by! |
Step Three
Closure:
Have students discuss their mission project and
information they found on the Internet.
Tell students that your topicquest page 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
Assessment:
A. Technology Integration
Student will be assessed through observation while using the computer
with teacher
guidance to do research on the Internet for topic information.
Assessment Rubric
| Performance Levels |
Indicators |
| 0 |
Student is not able to use the computer with teacher guidance to do research on the Internet for topic information. |
| 1 |
Student is able to use computer with a great amount of teacher guidance to do research on the Internet for topic information. |
| 2 |
Student is able to use computer with some teacher guidance to do research on the Internet for topic information. |
| 3 |
Student is able to use computer with little teacher guidance to do research on the Internet for topic information. |
| Student | Performance
Level |
Describe the Students' Evidence that Illustrate their Achieved Use of Technology Performance Level |
| 1 |
3 |
Student one was able to use the
computer all on his own. The only thing he needed help on was
scrolling up and down. |
| 2 |
2 |
Student two needed a little more
assisstance with the mouse. She couldn't keep the pointer on one
thing and click. |
B. English/Language Arts
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.
Assessment Rubric
| Performance Levels |
Indicators |
| 0 |
Student is not able with teacher guidance to listen to information to gain knowledge. |
| 1 |
Student with teacher guidance is able to listen to information to gain little knowledge. |
| 2 |
Student with teacher guidance is able to listen to information to gain some knowledge. |
| 3 |
Student with teacher guidance is able to listen to information to gain much knowledge. |
| Student | Performance
Level |
Describe the Students' Evidence that Illustrate their Achieved Language Arts Performance Level |
| 1 |
3 |
Student one was able to listen
and comprehend most all the information we went over. |
| 2 |
2 |
Student two talked a lot during
the lesson, she was sharing stories and was not as able to tell me
everything we went over. |
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.
Comments & Reflections: For Electronic Portfolio Standard
#4 Multiple Instructional Strategies )
1. a. Comment on your
teaching of how your
TopicQuest lesson created learning experiences and activities that
implemented a variety of instructional strategies.
This activity gave a different teaching method to try out. It was
new and exciting for the students to do something they don't usually
do. It was challenging because they haven't ever done anything
like this. They did good when we switched back to the technique
they knew sitting at the table with direct instruction. But they
loved working on the computer.
b. Describe what your
students did (evidence) as a result of your TopicQuest learning
activities that
implemented a variety of instructional strategies.
In the beginning the students listened to me explain to them what we
were about to do. We then did a more hands on method, where they
used the computer. They operated the mouse and keypad. It
was a mini research page so they were learning material they haven't
learned yet. After the computer time, we went to a table for
direct instruction. We talked about what they had looked at on
the computer, and they drew a picture of things the looked and learned
about.
3. Examine and describe your
teaching of this TopicQuest lesson.
I think I did a good job on this lesson. I used a student who is
very talkative. She liked to tell stories about everything we
looked at, and some stories that had nothing to do with what we talked
about! So that was very challenging to keep her on task.
The other student did very well, and enjoyed everything we did.
That was rewarding. I think I did a good job by going back over
the information we learned, I could tell they really comprehended what
they looked at.
 |
 |
| A pre-K student drew a picture of a farm. He drew a barn, a deer, a farmer. He made the farm to be a sunny day, with lots of things growing on the ground. |
Another Pre-K
student drew a farm as well. She drew a barn, and her riding a
mustang named Strawberries. He farm drawing was also on a sunny
day. |
|
 lnbitzer@valdosta.edu |
 VSU TopicQuest Websites |
