Mini-Research eBook Lesson Plan 1 by

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Mentor Teacher's Signature & Date

Mini-Research eBook Lesson Plan 1
Real-World Activity

Name:
School/Mentor Teacher:
Grade Level:
Subject Areas: Science (Technology Integration Lesson)
Date Taught:
Total Duration of Lesson: About 45 minutes

Title of Mini-Research eBook Lesson: Silly Seasons

Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students will investigate, compare, and contrast seasonal changes in the immediate environment.

Assessed Standards
Georgia Performance Standard (GPS)
Science Performance Standard
Grade: Pre-K
Standard SD 4 Children will acquire scientific knowledge related to earth
science.
SD 4 a
Investigates, compares, and contrasts seasonal changes in the immediate environment.

Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Laminated Season templates for spring, summer, fall, and winter
3. Crayons and/or color markers
4. Pencil & paper (to make notes for lesson plan assessment and reflections)
5. Modification of a lesson developed by Dr. Diane L. Judd
6 . Paper

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

Computer with Internet connection.
Students will use computers to access Mini-Research eBook on the Internet.
Mini-Research eBook Lesson Web page Title: Silly Seasons & URL: http://www.valdosta.edu/~nfwilliams/ebook.html

Procedures:
Step One: Introduction
Students will get to be mother nature! Students will be read clues and they will draw that season. Once they have drawn all the seasons with crayons, the seasons will be put in order and glued to a poster board. Once the student is done an anecdotal note will be taken. 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 the seasonal changes in the immediate environment.
. 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. Do you know what the four season are?
2. What changes have you noticed in the season as they change?
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. Now that you've played the game can you tell me some things that you can see in the spring?
2. What else do you know about the season summer?
3. What is the season when all the leaves change color?
4. What else do you know about winter?

Practice and feedback related to the PLO
Read the Mini-Research eBook project to students. Explain to students that they are going to be mother nature and create the seasons.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

Real World Activity:
Today we have talked about seasons. We discussed the differences in each seasons. Now you get to be mother nature and create the seasons! Here's a review of the seasons. Spring has plants and flowers blooming. It's not as hot as summer and not cold like winter. Summer is hot and the best time to take a swim at the beach! Fall is when the colors of the leaves change and the trees drop their leaves. Winter is the coldest of all the seasons and it is the best time to build a snowman!
Lesson # 1 Directions:
Students will get to be mother nature! Students will be read clues and they will draw that season. Once they have drawn all the seasons with crayons, the seasons will be put in order and glued to a poster board. Once the student is done an anecdotal note will be taken.

[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.]

Estimated Time for Step Two:
35 minutes

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, oral discussion, and developed product to evaluate if student: Students will investigate, compare, and contrast seasonal changes in the immediate environment.

Rubric for Evaluation of PLO

	Level 3	Level 2	Level 1
PLO:Students will investigate, compare, and contrast seasonal changes in the immediate environment.	Student with teacher guidance is able to recognize most things in the season changes.	Student with teacher guidance is able to recognize a few of the changes in the seasons.	Student is not able with teacher guidance to recognize the changes in the seasons.

Evaluation of Students

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	Student with teacher guidance is able to recognize most things in the season changes.	During the exercise student one identified characteristics and made connections between props. Also Student one was able to discuss why he drew flowers and a bright green tree for the season of spring.
2	Student with teacher guidance is able to recognize most things in the season changes.	Student two was able to illustrate the characteristics of summer. Student two was also able to describe why the sea shell was relevant to the season of summer. Student two also used the shell in the beach drawing.

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.)

During the lesson I let the students experience items that normally represent that season. Students had the opportunity to feel flowers, seashells, dry leaves, and warm clothes. The games that I had linked on my eBook made the connections with the items and the seasons.

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.)

Students were able to make connections with the props and the games to figure out the season riddles. Also students incorporated the item we talked about into their drawings, and correctly connected them to the season.

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.)

To make this lesson better I felt that I should have had the students discuss what was their favorite season and why. Also i should have made the difference between spring and summer more clear. There was confusion since the season are very close related in characteristics.

Link to My
Home Page

My Email:
nfwilliams@valdosta.edu

Title & Link of the Mini-Research eBook
Silly Seasons http://www.valdosta.edu/~nfwilliams/ebook.html