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TopicQuest Lesson Plan

Title of Lesson:

Primary Learning Outcomes (PLOs):
The primary learning outcomes to be achieved with this lesson include:
A. With teacher guidance student will be able to use the computer to research topic information on the Internet. (QCC- Technology Integration- Research- K10)
B. With teacher guidance student will be able to listen to information to gain knowledge.  (GPS- English/Language Arts- Comprehension- ELAKR6)
 

Assessed Standards
Georgia QCC
A. Grade:
Subject Area: Technology Integration
Strand: Research
10 Topic: Research
Standard: Uses basic research techniques with teacher guidance.

Georgia Performance Standard (GPS)
B. English/Language Arts Performance Standard
Grade:
Comprehension
ELAKR6:  The student gains meaning from orallly presented text. 
a. The student listens to and reads a variety of literary and informational texts and materials to gain knowledge and for pleasure.

Materials and Equipment:
1. Have example of your mission project to show students
2. Paper for drawing
3. Crayons
4. Pencil & paper (to make notes for lesson plan assessment and reflections)
5. Modification of a  lesson developed by Dr. Diane L. Judd
 

Technology Connection:
Technologies that will be used in this lesson include:

• Computer with Internet connection. 
• Students will use computers to research information on the Internet.  
• Copy of my TopicQuest Web page included with this lesson plan. 
• TopicQuest Web page Title: Exploring FIre Safety   &  URL: http://www.valdosta.edu/~mefitzge/topic.html

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 find out information about fire.  List 2 or more questions that introduce students to your TopicQuest that establish a connection to students' prior knowledge by asking them:
1. "Have you ever seen a fire?" 
2. "Can you tell me something that you learned about fire safety?"  
Today we are going to learn about fire by visiting websites on the Internet and we will do a fun activity.  I have made a special Web page 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:
(Have students sit at the computer where they can control the mouse and computer.)  (Explain to students the process of the lesson.)  After we visit several websites about fire then you will pretend to be a reporter for the National Weekly Reader and draw a picture tell some interesting things about fire. 

Check for understanding
Have students explore and discuss the information in each of the 3 pre-selected websites.  Ask students guiding questions about the important concepts in each of the visited websites.   List three or more questions.
1.  If your clothes should happen to catch fire, what should you do?
2.  What does a smoke alarm do?  Do you know where the smoke alarms are in your house?
3.  What sould you do if you get a burn on your skin?

Practice and feedback related to the PLO
Read mission project to students.  Explain to students that they are going to be reporters for their class and find out information about fire.   Tell the students that the information that they will need to complete their mission project is listed and connected in the  mission activity.  Visit website for information for mission project.  Discuss the information in the linked website in the mission activity with the students to emphasize interesting and important information students will need to complete mission project.

[Students will write (or dictate to teacher) information to be included in the articles and draw pictures for the mission project.  While students are completing mission project, teacher will observe students and give assistance when needed.]

Step Three
Closure:
Have students discuss their mission project and information they found on the Internet.  Tell students that your topicquest page 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

Assessment:
A. Technology Integration 
Student will be assessed through observation while using the computer with teacher guidance to do research on the Internet for topic information.

Assessment Rubric

B. English/Language Arts
Student will be assessed through observation and oral discussion to evaluate if student with teacher guidance is able to listen to information to gain knowledge.

Assessment Rubric

Accommodation:
Links for Accommodations for Special Students
1. Select one of your students that needs special attention.  Describe the student in your class with special needs. (Do not use the student's real name.  You could refer to the student as "the special student.")  "Special Student" has autism.  He speaks loudly and repetetively.  It extremely difficult for "special student" to focus and stay on task.  

2. Explain what you would add to this lesson plan to accommodate your special student?  Make sure that "special student" is engaged and active in the lesson.  It is important for "special student" to be focused in the lesson and have a hands on activity. 

Comments & Reflections: For Electronic Portfolio Standard #4 Multiple Instructional Strategies )
1. a. Comment on your teaching of how your TopicQuest lesson created learning experiences and activities that implemented a variety of instructional strategies.
      

1a.  My TopicQuest lesson plan implemented a variety if instructional strategies.  It was important for me to change the way I taught in order to accommodate each individual student.  As special students, they are difficult to connect with.  It was relatively simple though to find situations in which the students would be able to identify and connect with so they would be able to recall information they learned and be able to apply the facts they learned on TopicQuest.  Also, I had them read the information aloud so that I could ask questions about their comprehension.

    b. Describe what your students did (evidence) as a result of your  TopicQuest learning activities that implemented a variety of instructional strategies.

1b.  They were able to control the mouse and navigate throughtout the website.  Students made drawings of escape routes from their own bedrooms.  They were able to understand why they needed two fire escape routes and listed facts they learned about fire safety.  

2. a. Comment on your teaching of how your TopicQuest lesson encouraged students' development of critical thinking and problem solving.

2b.  Critical Thinking was important in this lesson.  Students identified situations in which it would be necessary to, for example, “stop drop and roll.”  They also explained which escape route in their drawing would be needed in case of a problem and why. 

3.  Initially, before looking at the TopicQuest, I asked the students questions regarding fire safety.  I wanted to know how much they already knew.  Then I had the students explore the website, reading aloud, helping me to know what information they are on and ask questions about their understanding.  I asked them if they enjoyed the appearance and pictures of the site and evaluated their understanding of it.  At the Mission, I let them pretty much do their own thing.  They asked me questions and I assisted them with whatever they needed.  When they finished, I checked for comprehension by listing a few situations and seeing what their reactions were to the problem.  Then, they told me what they would do in order to escape and what sequence of events would take place. 

4. Give at least on suggestion that would lead to improving your teaching practices and student achievement.

4.  I think if I were to teach this lesson again, I would already have a picture of a house to escape from rather than have the students draw their own.  It would eliminate confusion of how they should actually draw their own house and focus on the important part of the lesson- ESCAPING.  This way, students would further understand the urgency of the situation rather than the appearance of their picture.