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Name: Stacy Crook
Mentor Teacher's Signature & Date
TopicQuest Lesson Plan
Title of Lesson: Everything Spring!
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.
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 find out information
about Spring.
List 2 or more
questions that introduce students
to your TopicQuest that establish a
connection to students' prior knowledge by asking them:
1. "Can you tell
me something
that you know about Spring?"
2. "What's your favorite thing to do
when Spring comes along?"
Today we are going
to learn about Spring
by visiting websites on the Internet and we will do a fun activity.
I have made a special Web
page for your
class. We are going to go on an adventure through Spring! We are
going to start off having fun playing a game with a bear where we help
him capture some frogs. We are also going to read a story about a
flower called a Tulip, look at the life cycle of a butterfly, and look
at a list of things that we can do to help our save our planet.
Not only that, but we're also going
to take a trip with an acorn named Pierre to an Oak tree! Finally, our
trip will teach us what Spring is all about!
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.) After we visit
several websites about Spring then you will pretend to be a tour guide
for
a group of our friends from Antarctica, the coldest place on the
planet! You will write them two or more sentences about what you
learned
and then you will draw them a picture to tell them some interesting
things about Spring.
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. Besides shade, what are two
other things for which trees are helpful?
2. Before a butterfly
becomes a butterfly, how many stages are in its life cycle?
3. What are two ways that you can help
protect the Earth?
Practice and feedback related to the
PLO
Read mission project to students. Explain to students that they
are going to be
tour guides
for their class and find out information about Spring. 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 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.]
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"Tour
Guides Needed"
Our
friends from Antarctica are so curious
to know about Spring, and I want them to know everything that you
know. I want you
write down exactly what you want them to know about Spring and draw a
picture
telling what you think. They probably don't know much about
butterflies so you can go back to this
website and tell them how many stages are in a butterflies life
cycle.Today, we are going to welcome our friends from the large, cold continent of Antarctica. You see boys and girls, they don't get to experience Spring the way that you and I do. Since you did such an amazing job learning about Spring, I'm going to let you lead them on a story-telling tour. Just for today... you're going to be Spring Tour Guides! How Exciting! |
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<> <>1)
You will be named Tour Guides for the day!
<><>2) Go back to this link and write down one sentence about what you want them to know about Spring. (Teacher can help explain the website) <><>3) You will also write about something that Pierre told you. <><> 4) Finally, you will write about how many stages there are in butterflies life cycle. <> 5)
You are now free to draw anything "Spring" and label your drawing.
6)
You will take home activity pack for parents/guardians to view
Spring experience. (Need not be returned as homework)
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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.
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
| Performance Levels |
Indicators |
| 0 |
Student is not able to use the computer with teacher guidance to do research on the Internet for topic information. |
| 1 |
Student is able to use computer with a great amount of teacher guidance to do research on the Internet for topic information. |
| 2 |
Student is able to use computer with some teacher guidance to do research on the Internet for topic information. |
| 3 |
Student is able to use computer with little teacher guidance to do research on the Internet for topic information. |
| Student | Performance
Level |
Describe the Students' Evidence that Illustrate their Achieved Use of Technology Performance Level |
| MW |
3 |
MW had completed TopicQuest as a guinea prior to the observation so he had a fair amount of knowledge prior to the activity. He was able to use the mouse and used my direction to move the picture to the center of the screen. |
| CG |
3 |
CG seemed to have an understanding of computers upon sitting in front of the screen. He asked the most questions between the four students and seemed really interested in the recycling page. He won the first frog game. |
| FB |
3 |
FB was able to control the mouse
with the least ease of the four but not so bad that she would deserve a
three because I didn't have to assist her once. |
| FP |
3 |
FP was able to control the mouse
very easily. She controlled the mouse throughout the "Join
Pierre" website and didn't need any assisstance. She won the
second frog game. |
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
| Performance Levels |
Indicators |
| 0 |
Student is not able with teacher guidance to listen to information to gain knowledge. |
| 1 |
Student with teacher guidance is able to listen to information to gain little knowledge. |
| 2 |
Student with teacher guidance is able to listen to information to gain some knowledge. |
| 3 |
Student with teacher guidance is able to listen to information to gain much knowledge. |
| Student | Performance
Level |
Describe the Students' Evidence that Illustrate their Achieved Language Arts Performance Level |
| MW |
3 |
Was able to repeat back
information to create story and drew picture after viewing my
example. Handwriting wasn't as nice as usual. |
| CG |
3 |
Was able to repeat back
information to create story and drew picture with a little frustration
after viewing my example. |
| FB |
3 |
Handwritting and pictures were
written with little assisstance. Words sounded out on own. |
| FP |
3 |
Picure and story were completed
on own. Words sounded out with FB. |
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. The
"special student" in my class is completely blind in one eye and
partially blind in another. He has battled cancer and has an
inoperable brain tumor. All of these things and he is only five
years old. He needs things to be darker in color and larger in
print for him to see.
2. Explain what you would add to this lesson plan to accommodate your special student? The font would increase in size and I would change the colored pages back to black and white and bold print the majority of the pages.
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.
The students were given the opportunity
to view six different websites to learn about spring. The lesson
was titiled "Everything Spring." The four students I worked with
seemed to thoroughly enjoy some of the sites more than others. I
lost the students' interest in the website titled "Join Pierre" because
it was too long.
b. Describe what your
students did (evidence) as a result of your TopicQuest learning
activities that
implemented a variety of instructional strategies.
The students each wrote three sentences
with my assistance. I first asked the students what each thought
happened during spring. Each responded with a variation of
"During Spring flowers bloom." It was the easiest sentence for
the students to sound out on his/her own. The second sentence
written was about the butterfly life cycle page. The children
remembered that there were five stages in the life cycle so each
student sounded out the sentence and wrote it down. The third
sentence was left up to each individual student. I told the
students that there were a lot of frogs during the springtime and we
even played a game in the first link. The sentences varied from
"Frogs are Green", "Frogs are green and they can jump" etc.
2. a. Comment on your teaching of how your TopicQuest lesson encouraged students' development of critical thinking and problem solving.
I allowed the students the opportunity
to control the mouse the entire time. If the students encountered
a problem, I walked the students through the
problem.
b. Describe what your
students did (evidence) to show how
your TopicQuest lesson engaged them in critical
thinking and problem solving.
For example, the link wouldn't be
centered in the page so the students would have to use the mouse to
drag the picture either down, up, left, or right. They were able
to complete the task with some coaching.
3. Examine and describe your
teaching of this TopicQuest lesson.
I didn't enjoy this lesson. I am
not going to school to become a technology teacher, I am going to
school to teach elementary aged children. I know how to operate a
computer for its basic functions but I don't think that I will
ever use TopicQuest ever again. The students didn't seem to mind
doing the activity because it pulled them away from P.E. but they
didn't seem very interested and it was too long.
4. Give at least on suggestion that
would lead to improving your teaching practices and student
achievement.
If I had to do it all over again I
wouldn't use all of the websites. The students are only five years old
and didn't retain any of the information because each of their brains
were on overload. I would use a maximum of 3 websites for the
same group of students that were observed.
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| The four students that were
chosen to do the TopicQuest drew these pictures for his or her tour
guide. Each student drew a picture of a tree, which was
represented in the "Join Pierre" link. Each student drew a
picture of a butterfly, which was represented in the "Butterflies"
link. Each student drew a picture of a caterpillar which was also
represented in the "Butterflies" link. The students were also
given the opportunity to have free drawing of anything spring and FP
drew a flower, FB drew a frog, MW drew the sun, and CG drew a frog. |
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| Each student was asked to write
a short story about what they learned about Spring. In Mrs.
Holbrook's class, she starts the sentence for them, helping them with
spelling and allows the students to complete the sentence
themselves. For example, I would ask what happened in Spring, and
the students would answer "In Spring flowers bloom." They then wrote
the sentence. I then asked them to remember how many stages
butterflies had in their life cycles and the students responded with
the correct number of five. I then allowed the students to
describe how they feel about frogs; and this is why the final sentences
differ from each other. |
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