Name: Megan Stone
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Teaching Strategy 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.
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 graping
various objects by color, shape, and size. 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.)
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. 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 by color instead of size or shape? (The fish are
all the same shape and size but they are different colors.)
3. How can picture graphs help people
understand groups of objects better? (They show the amounts of each
objects 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, or 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 received a package
of bears in the main. But, these 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 Teaching Strategy Activity
(Your Mini-Research eBook Teaching Strategy Activity copied from your Mini-Research eBook.) Real World Activity: Pretend that you are bear hunters.
Today you have received special packages. 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 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 2 Directions: 1. Group the provided bears according to color. You will have eight colored bears in a cup. Each person will have a different number of each color. 2. After they are grouped, graph them on the provided graph. 3. Use crayons that are the same color as the group of bears to graph the number of bears in that color. For an example, click here to see a graph of M&M's or here to see a graph of gold fish. |
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 and oral discussion to evaluate if student with teacher
guidance is able to create graphs using collected data. (Use information from your PLO at top
of page of this lesson.)
| 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 1 was able to correctly
group the bears according to color. This student was also able to
correctly graph the bears. Student one answered the review questions
and was actively engaged in the lesson. The students bears were colored
correctly and the correct number of rectangles were colored to
represent the number of bears of that color. |
| 2 |
3 |
Student 2 was able to correctly
group the beas according to their color. This student colored the bears
on the graph the correct color and graphed data corresponding to that
data. Most of the graphing was correct; however, the student got
carried away with her coloring and filled in some rectangles that were
not necessary. |
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.)
The strategy that I implemented was to teach the
lesson and allow the students to ask and answer comprehension
questions. The students were able to work together on the educational
links to ensure that they could graph a given set of data. They were
able to create their own graph to show that they could graph collected
data and tell what the data represented.
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.)
The students successfully graphed their data on the
assessment. They were also able to answer the review questions and
complete the educational links with very little assistance from the
teacher. They also told me some previous activities they had done in
class that related to the activity we were doing.
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.)
One thing I
could do to improve my teaching practices and student achievement would
be to explain the directions for the activity and have the students
repeat them to me to be sure they understand what is expected of them.
I could also have the students come up with some of their own examples
of data that could be graphed and have them explain what the graph
would look like.
| 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 |