Name: Lori Martin
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 1
Real-World Activity
Title of Mini-Research eBook Lesson: Money, Money, Everywhere
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson
include:
PLO: Students will be able to recognize different forms of
money and will be able to use the money to buy things, and analyze how
much money they have.
Assessed Standards
Georgia Performance Standard (GPS)
Math Performance Standard
Grade: 1
Standard
M1N1: Students will estimate, model, compare, order and represent whole
numbers up to 100.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Students need bags of play money (will be given to them by teacher)
3. Pencil & paper (to make notes for lesson plan assessment and
reflections)
4. 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 forms of paper money and how to
purchase items using the money. 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 used dollars to pay for items in
a store?"
2. "Can you tell me how much money makes up
certain dollars?"
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 see what the dollar
bill looks like, would you be able to identify it?
2. What makes up a five
dollar bill? How many dollars?
3.
To make identifying the bill easier, who is on the ten-dollar bill?
4.
How many ten, five, and one dollar bills make up the twenty dollar bill?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that they are going to be shopping, and they are going to be
able to purchase items using combinations of different dollars. 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
(Your Mini-Research eBook Real-World Activity copied from your Mini-Research eBook.)
|
[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. (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
********* To here for lesson plan
evaluation. Information below will be entered after teaching your
lesson.
**********
***************************************************************************************************
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 will be able to recognize
different forms of money and will be able to use the money to buy
things, and analyze how much money they have
| Level 3 | Level 2 | Level 1 | |
| (List your PLO from
top of page of this lesson.) PLO: Students will be able to recognize different forms of money and will be able to use the money to buy things, and analyze how much money they have. |
Student
with teacher guidance is able to recognize some forms of money and be able to sometimes make
purchases that include dollars. |
Student
with teacher guidance is able to recognize a few forms of money and/or make purchases a few times using dollars. |
Student
is not able with
teacher guidance to recognize different forms of
dollars, and cannot use money to make purchases. |
| 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 recognize
different forms of money, during the variety of activities, including
internet games, which were included in the e-book, and after completing the e-book, the student answered a variety of questions, testing his knowledge of the new material. The student correctly identified specific dollars, and combinations of dollars, when prompted by the teacher. Student could also combine different dollar amounts to find the total sum, of which the teacher was asking them about. Finally the student was able to use a given amount of money to purchase different items around the room, with random prices. Student used the Paint program on the computer to attempt to draw the item in which was most expensive, and illustrated the amount of money used to purchase the item. Also the student wrote out in numerical form the money that was needed to purchase the item. This student, drew a notebook, and the combination of dollars that he used to purchase this item. He also wrote, in correct monetary terms the amount he used, which is equivalent to the dollars he drew on the left side of his paper. |
2 |
2 |
Student was able to recognize
different forms of money, during the variety of activities, including
internet games, which were included in the e-book, and after completing the e-book, the student answered a variety of questions, testing her knowledge of the new material. The student correctly identified specific dollars, and combinations of dollars, when prompted by the teacher. Student could also combine different dollar amounts to find the total sum, of which the teacher was asking them about. Finally the student was able to use a given amount of money to purchase different items around the room, with random prices. Student used the Paint program on the computer to attempt to draw the item in which was most expensive, and illustrated the amount of money used to purchase the item. Also the student wrote out in numerical form the money that was needed to purchase the item. This student, drew her text book, and the combination of dollars that she used to purchase this item. She drew correctly the money she used, but got a little confused on the monetary sum, when writing it in numbers. |
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.)
My students immediately were excited
about learning about a new topic, because of the involvement of
technology. They love to play on the computer, and the fact that
this e-book lesson was strictly an online activity, made them ready to
learn and explore throughout the website. The students learned by
trial-and-error through the games, and saw that the better attention
they paid to the content of the e-book pages, the better they scored
during the games. Also, the videos that were used were catchy
tunes, that the students caught onto quickly and began to sing along
with the characters.
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.)
The students gained knowledge through
the e-book lesson by reading the passages, and completing the
activities or games, on certain pages. Also, after the students
were finished reading the e-book, they completed an activity to test
their knowledge on identifying specific forms of dollars, whether ones,
fives, tens or twenties, and evaluated whether they could use
combinations of money to make purchases. This connected their
learning, and new knowledge to everyday live, and showed the students
that being able to use money was very important. After the lesson, the
students were able to add money together to get specific sums, in order
to purchase items with specific prices.
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.)
To improve my teaching practices, I
believe I could have used better management skills. It was hard
for me to really explain to them where to navigate on the computer
without pointing, which required me standing up, sometimes blocking the
screen for one of the students, because there were two students
exploring the e-book at one time. For student achievement, I could have
introduced the paint program, and gave them some pointers on how to use
the program, because the two students whose activity required them to
use paint, had never been acquainted with it, and the activity
discouraged them in the technology aspect.
Home Page |
lomartin@valdosta.edu |
Money, Money, Everywhere |