Name: Megan Stone
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 1
Real-World Activity
Title of Mini-Research eBook Lesson: Great at Graphing
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson
include:
PLO: Students will
create graphs using collected data.
Assessed Standards
Georgia Performance Standard (GPS)
Mathematics Performance
Standard
Grade: K
Standard MKD1. Students will pose information
questions, collect data, organize, and record results using objects,
pictures, and picture graphs.
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. Cups of colored bears
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 graphing various objects by color, size, and
shape. 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 some of the things
that you have graphed?"
2. "How did you graph
these objects?"
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. What did the graph of
Mrs. Holbrook's class show? (The number of students in the class and
how many boys and girls there are.)
2. Can you tell why
the gold fish were graphed my color instead of shape or size? (The fish
are all the same shape and same size, but not the same color.)
3. How can picture graphs help
people understand groups of objects better? (They show the amounts of
each object using a picture of that object so that people who cannot
read all words can see the pictures and know what is in that group.)
4. Can objects of different
colors be graphed together? (Yes, objects can be the same, even if they
are different colors. For example, squares can be red, green, and
purple.)
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that they are going to be bear hunters who receive a package
of bears in the mail. But, they are not regular bears, they are colored
bears. You will be graphing the bears by color to seperate them. 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.) Real World Activity: Pretend that you are bear hunters. Today you have received a special package. When you open the package you find bears. These are not regular bears, but colored bears. There is also a note that says, "Every student should have received only bears of the same color". You have to group the bears according to their color and graph them. This way, every student gets bears that are all the same color. Lesson 1 Directions: 1. Click on the paint activity that is already opened, but minimized at the bottom of the screen. You have eight colored bears in a cup. Each person will have a different number of each color. 2. Using the colored bears provided, graph the bears by color on the paint picture. 3. When you are finished, raise your hand and the teacher will come save your graph to her jump drive. 4. After your work is saved, print out a hard copy of the graph you created. For an example, click here to see a graph of students in the classroom. |
[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: can
create graphs using collected data.
| Level 3 | Level 2 | Level 1 | |
| PLO: Students will create graphs using collected data. | Student with teacher guidance is able to graph some collected data and explain some of the results. | Student with teacher guidance is able to graph a few bits of collected data and explain a few of the results. | Student is not able with teacher guidance to graph collected data nor explain the results. |
| 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 number one was able to
graph the data provided and explain what was graphed. The student
showed evidence of understanding the primary learning outcome. The
student sorted the bears provided by color and graphed them properly.
The student had some difficulties using the paint program but the
student did demonstrate effective knowledge of graphing. |
| 2 |
3 |
Student number two showed full
understanding of the primary learning outcome. This student was able to
answer the review questions and point out thing that were learned from
previous graphing lessons. The student sorted the bears provided by
color and graphed the correct number of bears for each color. This
student also had difficulties using the paint program to complete the
real world activity. |
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.)
The teaching strategies that I used to teach the
eBook lesson were effective. The students were able to understand the
eBook and participate in the activites. Both of the students could
answer the review questions about the lesson. They were able to
correctly graph the objects in the games and the real world activity.
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 showed that they gained knowledge in
the eBook lesson by completing the educational links and giving proper
responses to the review questions. After talking about the pages of the
eBook lesson the students were able to relate the information we
discussed with previous lessons that they had done in the class. They
realized that there were several types of graphs and different data can
be graphed using different categories.
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.)
The one thing that
would lead to better student achievement would be using another method
for the assessment. The paint program was to difficult for students of
this age to use properly. The students may have had a better product if
their assessment would have been placing the bears on a graph that was
created before the lesson by the teacher. One thing I could do for my
teaching practices would be to find different ways to have the students
focus more on what we were doing than on what the rest of the class was
participating in.
| Link to your Megan Stone's Curious Corner |
Link to your
Email mdkent@valdosta.edu |
Title &
Link of your Mini-Research eBook Great at Graphing |