Name: Michaelyn Hoffman
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Real-World Activity
Title of Mini-Research eBook Lesson: Learning Length!
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students will put objects in order by
length (longer/shorter)
Assessed Standards
Georgia Performance Standard (GPS)
Science Performance Standard
Grade: K
Standard MKM1:
Students will group objects according to common properties such as
longer/shorter, more/less, taller/shorter, and heavier/lighter.
a. Compare and order objects on the basis of length.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Paper for drawing
3. Crayons and/or color markers
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
5. Cut-outs of dogs
6. Cut-outs of doghouses
7. 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 things that are longer and things that are shorter.
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. "Can you tell me something that is
longer than you?"
2. "Can you tell me about two
objects, one of which is short and one that is long?"
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.
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to be
reporters
for their class, and they will draw a picture to show several things
that stay in the sky and several things that return to earth.
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
Let's Give Dogs a Home! I have just adopted three new dogs for you! We have three doghouses for them, but we need help choosing the right lengths! The first doghouse is really long, the second is really short, and the third one is right in the middle! |
[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
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: can put
objects in order by length
(longer/shorter).
| Level 3 | Level 2 | Level 1 | |
| PLO: Students will put objects in order by length (longer/shorter) | Student with teacher guidance is able recognize obejcts that are longer and objects that are longer. | Student with teacher guidance is able to recognize a few things that are longer and/or a few things that are shorter. | Student is not able with teacher guidance to recognize objects that are longer or shorter. |
*********
To here for lesson
plan
evaluation. Information below will be entered after teaching
your lesson.
**********
***************************************************************************************************
| 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 |
10 |
The student did not catch onto
longer and shorter until he started playing the games. Once he
got the concept, he was correctly answering every question. He
had no problem placing his doghouses in the correct order. |
| 2 |
9 |
The student understood longer
and shorter to an extent. She had a hard time understanding that
there could be an object in the middle that wasn't longer or
shorter. She put her doghouses in order, but I had to help with
the one in the middle. |
1. The eBook that I taught was very beneficial for me and the students. One student wasn't understanding the lesson, but when we started playing the games and he had that animation in front of him, he caught on very quickly. It was great to see technology help him and his education.
2. As stated, student #1 was
having some difficulties, but the interactive games helped him
understand the ideas of longer and shorter. It was clear that he
thrives on the computer and it really benefits his learning.
3. I should have elaborated on the
extra doghouse. I didn't teach about the doghouse being in the
"middle". It probably would have helped the student if I took the
time to explain that.
| Link to your Home Page |
Link to your
Email mchoffman@valdosta.edu |
Title &
Link of your Mini-Research eBook Learning Length Mini-Research eBook |