______________________________
Mentor Teacher's Signature & Date
Topic Mini-Research
Lesson Plan
Name:
Shaina Gauthier
School/Mentor Teacher: Parker Mathis/Mrs. Blevins
Grade Level: K
Subject Areas: Language
Arts and Technology
Integration
Date Taught:
Total Duration of Lesson: About
45 minutes
Title of Lesson: Hop on the
Alphabet Train
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: K
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: K
Comprehension
ELAKR6: The student gains meaning from orally 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 an example of mini-research real world activity to show students
2. Scissors
3. Crayons and/ color pencils (variety of colors enough for all
students)
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
5. Modification of a lesson developed by Dr. Diane L. Judd
6. String (enough for all students)
7. one hole, hole punch
8. Cardstock paper(enough for all students)
9. Mask outlines (to accomodate special needs students)
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 Topic Mini-Research
Web page included with this lesson
plan.
- Topic Mini-Research Web page
Title: Hop on the Alpabet Train &
URL: http://www.valdosta.edu/~smgauthier/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 the alphabet
List 2 or more
questions that introduce students
to your Topic Mini-Research that establish a
connection to students' prior knowledge by asking them:
1. "Do you know all the letters in the
alphabet?"
2. "What is an animal that would be at
the zoo?"
Today we are going
to learn about the alphabet and zoo animals
by visiting websites on the Internet and we will do an interesting
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 the aphabet we will learn how to make
an animal mask.
Check for understanding
Have students explore and discuss
the information in each of your four linked topic websites. Ask
students guiding
questions about the important concepts in each of the visited
websites. List at least one question for each of your four
linked topic websites.
1. Can you say your ABC's?
2. What letter does the
word elephant start with?
3. Who can tell me the third
letter in the alphabet?
4. Can you find the alphabet in
the haunted house?
Practice and feedback related to the
PLO
Read the real-world activity to students. Explain to students
that
they
are going to pretend they are
on a train exploring the zoo.
Tell
the
students that the information that they will need to complete
their real-world project is listed and connected in the
real-world
activity.
Visit website for information for real-world project. Discuss the
information in the linked website in
the real-world 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 on their animal mask
for the mission project.
While
students are completing real-world project, teacher
will observe students and give assistance when needed.]
Topic
Mini-Research Activity
Come on
class! Lets use our
imagination and hop on
the alphabet train. It is time to explore all the letters in the
alphabet at the
zoo. Here we will see many
different kinds of animals and learn what letter they start
with. Can you name some animals you will see? After a long day of
learning the alphabet we will end our adventure by making animal masks!
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Steps to Complete Real World
Activities
1.
After learning about the different animals at the zoo
on the Animal Planet web site go pick out an animal mask.
2. Look at animals that you would see at the zoo.
3. Pick out and color the animal mask provided.
4. Cut around the animal mask the best you can.
5. Cut holes for the eyes.
6. Attach
string or elastic to sides of mask
7. Have the students draw the letter that the animal starts with
real big on
the mask with a crayon. Have them go around the classroom
pretending to be the animal and have them ask other students about
their mask. They will say what the animal is and what letter it
starts with.
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Estimated Time for Step Two:
35 minutes
Step Three
Closure:
After students have completed their train adventure, have
students discuss their products and
tell about some information they found on the linking topic
websites.
Tell students that your Topic Mini-Research 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 real-world
activity 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:
Links
for Accommodations for Special Students
1. After completing the contextual factors for your class, 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.") Describe
your student and his or her needs.
*Serveral students may not
be able to pick an animal off the web site to create a mask.
These students work slower, and have a hard time paying attention then
others and may not have time to pick an animal and print it out. It
would be best to have it ready for them.
2. Explain what you would add to
this
lesson
plan to accommodate your special student? Explain
what you would add to this lesson to accommodate your special student.
*Make serveral copies
of different outlines of animals from
the web site. This will save time for students who are slower with
other activites.
*********
To here for lesson
plan
evaluation. Below information will be evaluated after teaching
your lesson.
**********
Assessment the
Primary Learning Outcomes (PLOs)
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.
(QCC- Technology
Integration- Research- K10)
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.
(GPS- English/Language Arts- Comprehension-
ELAKR6)
Rubric
for
Evaluation of
Technology
Integration & English/Language Arts PLOs
|
Level
3 |
Level
2 |
Level
1 |
Technology
Integration
(QCC- Technology
Integration-K10)
|
Student is able to use
computer with little teacher guidance to do research on the Internet
for topic information. |
Student is able to use
computer with some teacher guidance to do research on the Internet for
topic information. |
Student is not able to use the
computer with teacher guidance to do research on the Internet for topic
information. |
English/
Language Arts
(GPS- English/Language Arts-
ELAKR6)
|
Student with teacher
guidance is able to listen to information to gain much knowledge. |
Student with teacher
guidance is able to listen to information to gain some knowledge. |
Student is not able with teacher
guidance to listen to information to gain knowledge. |
Evaluation of Students
| Student |
Performance
Level |
Descriptions
of Students' Evidence that Illustrate the Achieved Performance Level of
their Technology PLO
(* To receive full credit description must include minimum
of two sentences and a detailed example of the students' evidence.)
|
1
|
3
|
The student was very
knowledge with computer, and was able to research on the internet with
little teacher guidance. The student was able to nagivate all the
websites and communicate well with the teacher about information found.
|
2
|
3
|
The student was able to
gain most knowledge of the information with teacher guidance.
After discussing the information with the teacher the student was able
to retain the information provided by the websites.
|
|
|
Descriptions
of Students' Evidence that Illustrate the Achieved Performance Level of
their Language Arts PLO
(* To receive full credit description must include minimum
of two sentences and a detailed example of the students' evidence.)
|
1
|
|
|
2
|
|
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Comments & Reflections:
1.
The student was interested in the pictures on the website. The
teacher expained the pictures in a way that interested the
student. She was able to navigate the website and found it
enjoyable. She gained knowledge by interacting with educational
website.
2. After the student researched
the website she created a mask. The student was also able to
answer questions asked by me
3. This lesson could be made more
advance for the higher level students. It did capture the
students attention, but seemed like a review for the student I taught.
Topic Mini-Research
Scanned
Pictures & Comments
by M.D. Parker Mathis
Elementary School, Kindergarten
|
Place
Student's Scanned Picture Here |
1. The students project is an
animal mask. This is an animal seen at the zoo. The student
learned about zoo animals and what letter they start with. This
mask is a lion, and the student wrote a capital "L" and and lower case
"l" on the mask.
2. The student
enjoyed making the mask, and wants to keep it. She talked about
the sounds the websites made of the different animals and she seemed to
enjoy the alphabet song.
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1. Write two or more sentences
describing student's project.
2. Write two or more
sentences of student's comments about his/her Topic Mini-Research
project.
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