Name:
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Real-World Activity
Title of Mini-Research eBook Lesson: Longer, Shorter, Taller!
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: The students will put objects in order,
by pointing to and physically placing objects, in ascending and
descending order for height and length.
Assessed Standards
Georgia Performance Standard (GPS)
Math 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.
c. Compare and order objects on
the basis of height.
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. White construction/computer paper
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. Promethean board
7. Pre-cut flowers and caterpillars of different heights and lengths.
8. Glue sticks
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 different
heights and lengths.
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. "Have you noticed that you may be
taller or shorter than someone else in the class?"
2. "Can
you show me something in this classroom that is longer than something
else?"
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. Can you tell me which
row of jelly beans is longer?
2. What piece of
celery is shorter than one piece but longer than the other?
3. Which candle stick is shorter?
4. What is special about the
stack of books that is in the middle?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to help Mrs. Brown with her butterfly
garden by planting her flowers from shortest to tallest, and by putting
the escaped caterpillars back in their right cages based on how long or
short they are.
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
(Copy & Paste Your eBook Real-World Activity from your Mini-Research eBook.)
|
[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: put
objects in order, by pointing to and physically placing objects, in
ascending and descending order for height and length.
| Level 3 | Level 2 | Level 1 | |
|
PLO: The students will
put objects in order, by pointing to and physically placing objects, in
ascending and descending order for height and length. |
Student,
with teacher
guidance, is able to point to/place, in order, some objects that are
taller/shorter than others
and some objects that
are longer/shorter than other objects. |
Student,
with teacher
guidance, is able to point
to/place, in order, a few
objects that are taller/shorter than others and/or a few objects that
are longer/shorter than other objects. |
Student is not able with teacher guidance to point to/place, in order, objects that are taller/shorter or longer/shorter than other objects. |
*********
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 |
2 |
Students 1 had some difficulty
with identifying objects that were longer/taller and shorter than others when it came to groups of three objects. She could correctly identify a short or a tall object, but had trouble with the concept that one object of the three was both taller and shorter than the others. I had to grab a white sheet of paper and cover up one of the objects for her to see it more clearly and to understand. Because the activity only involved two objects of varying heights and lenghts, student 1 had no problem putting them in the order that I specified. |
| 2 |
2 |
Student 2 performed in much the
same way that student 1 did. These students are on about the same
developmental level. As in the case with student 1, student 2 could correctly identify a short or a tall object, but had trouble with the concept that one object of the three was both taller and shorter than the others. I had to grab a white sheet of paper and cover up one of the objects for her to see it more clearly and to understand. Because the activity only involved two objects of varying heights and lenghts, student 2 also had no problem putting them in the order that I specified. |
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 this lesson, the computer worked
as far as the games and the eBook, but I couldn't get the videos to
play when I needed them to. A slow internet connection and too
many people at the school on the network made it difficult for the
video clip to run smoothly. However, when I did finally get the
video to work (after the students had completed their projects) I felt
like they got more experience with the topic by watching the
videos. The videos held their attention and were fun for them to
watch. I felt like the games really contributed to their learning
experience because they got to control the mouse and felt in control of
their own learning. Once again however, I think this lesson could
have been more affective if the technology could have been used as a
supplement only, and not as a means to teaching in itself.
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.)
My students gained knowledge because
they could correctly identify objects that were taller/longer and
shorter than the other objects in the picture. Even when they
were confused and I modified the lesson using a piece of white paper to
cover up one of the three objects, they were able to get some
clarification. They correctly answered all of the game questions
and needed no assistance during the real-world activity.
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 that would enhance my
teaching would be to have found more resources besides just games and
video clips. Also, this lesson would have been more appropriate
and rich in learning if the technology had been an aid only and not the
teacher. I wish I could have had the students on the carpet, and
up and about the classroom to learn about objects that really exist
that are taller/longer and shorter and used the computer as an added
supplement to the teaching.
| Sarah's Home Page |
Email sadavis@valdosta.edu |
Title &
Link of your Mini-Research eBook Longer, Shorter, Taller! Mini-Research eBook |