Name: Samantha Barnett
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 2
Teaching Strategy Activity
Title of Mini-Research eBook Lesson: Sorting By Sizes
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students
will put objects in order by size.
Materials and Equipment:
1. Have an example of
Mini-Research eBook activity to show students
2. Paint program with animals
and cages
3. Pencil & paper (to make
notes for lesson plan assessment and
reflections)
4. 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 sorting obejcts in order
by their sizes.
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 studied the
difference
in big and little things?"
2. "What is the biggest animal
you
can think of?"
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. Is the red pencil the
longest or is it the shortest?
2. Which candy bar
is
the smallest?
3. Which one of the children in
the
picture is the shortest?
4.
Can you put the coins in order from biggest to smallest?
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to help
a zookeeper put the missing animals back in their cages. They will have
to figure out which animals will fit in which cages.
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.) Uh oh! Some of the animals got out
at
the zoo! The zoo
keeper
fell asleep and the elephant, giraffe, lion, and parrot all got out of
their cages! We have to help put them back, but they wont fit in each
other's cages. There is one tall cage, one small cage, one medium cage,
and one big, wide cage. We have to find the right animals, and put them
in the right cages!
Lesson 2 Directions:
|
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: students
will put the object into order by size.
| Level 3 | Level 2 | Level 1 | |
| PLO: Students will put objects in order by size. | Student with teacher guidance is able to put objects into the proper order by size. | Student with teacher guidance is able to put a few things into the proper order by size. | Student is not able with teacher guidance to put the objects into order by size.. |
| 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 place all the objects in order by size in the activities and website games without teacher assistance. She easily labeled and ordered the animals that she drew with the paint program, even though she had a little trouble in the beginning with using the program. |
| 2 |
3 |
Student 2 was able to correctly
order the objects in each activity on his own. He had used the paint
program before, so he had no problem with drawing the animals and
putting them in order from tallest to shortest. |
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.)
With my eBook lesson used the
computer, various websites with educational games, and digital
pictures. The students were able to not only see, but use and maniplate
technology to enhance their learning. They did activities on the
different websites, such as placing the pumpkins in groups by size, as
well as on the paint program.
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.)
Both students correctly labeled and
ordered the animals from tallest to shortest. Neither student had any
difficulty with the website activities, and both were able to explain
their paint activities.
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.)
For this lesson, I would not use the paint program. One of
the students had quite a bit of difficulty. I would also go back
and replace "biggest to smallest" with either "widest to narrowest" or
"fattest to thinnest." The students had some difficulty with the
difference between biggest and tallest. For example, one site had a
horse and a cow, and asked which was biggest. The horse was taller, but
the cow was much wider, and this was a little confusing to the
students.
| Link to your Home Page |
Link to your
Email sambarnett@valdosta.edu |
Title &
Link of your Mini-Research eBook Sorting By Sizes! |