Name: Lori Martin
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Teaching Strategy 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.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Students need a bag of play money (will be given to them by teacher)
3. Paper for drawing
4. Crayons and/or color markers
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 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 ever bought anything using
money?"
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.) 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. 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 Teaching Strategy Activity
(Your Mini-Research eBook Teaching Strategy Activity copied from your Mini-Research eBook.)
|
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.
**********
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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 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 on a table, with random prices. Student used paper, glue, play money to illustrate how much money they spent on a certain item, given a set amount of twenty dollars for the whole purchase. Students were informed they could use different combinations to purchase whatever items they wanted, as long as they did not go over twenty dollars.. Also the student wrote out in numerical form the money that was needed to purchase the item. This student, glued the items they wanted to purchase, and the amount of money needed to make purchase, and wrote the numerical amount that the item cost, and the sum of the money shown. |
| 2 |
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 on a table, with random prices. Student used paper, glue, play money to illustrate how much money they spent on a certain item, given a set amount of twenty dollars for the whole purchase. Students were informed they could use different combinations to purchase whatever items they wanted, as long as they did not go over twenty dollars.. Also the student wrote out in numerical form the money that was needed to purchase the item. This student, glued the items they wanted to purchase, and the amount of money needed to make purchase, and wrote the numerical amount that the item cost, and the sum of the money shown. |
1. Comment
and describe the learning strategy that you implemented in your Mini-Research eBook Teaching
Strategy Lesson. (* To receive full credit description must
include a minimum of two sentences and a detailed example.)
2. State evidence to show that
your students gained knowledge during your Mini-Research eBook Teaching
Strategy Lesson. (* To receive full credit description must
include a minimum of two sentences and a detailed example.)
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.)
With this being my second time teaching
this lesson, I did better with my classroom management skills, but I
could have set up the activity better. I felt like they were too
cramped into a small area, and if I could have expanded my area better,
maybe it would have been more life like. The students paid very
close attention, but near the end, the students were more worried about
getting to eat their treats they bought, than talking about the money
they used to purchase the treat.
Home Page |
lomartin@valdosta.edu |
Money, Money, Everywhere |