______________________________
Mentor Teacher's Signature & Date
TopicQuest
Lesson Plan
Name: Stephanie Brown
School/Mentor Teacher: Berrien Primary School/
Mrs. Donna Morris
Grade Level: K
Subject Areas: Technology
Integration and Language Arts
Date Taught:
Total Duration of Lesson: About
45 minutes
Title of Lesson: Searching for
Symbols
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 example of your mission project to show students
2. Paper for drawing
3. Crayons
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
5. Modification of a lesson developed by Dr. Diane L. Judd
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 TopicQuest
Web page included with this lesson
plan.
- TopicQuest Web page
Title:
Searching for Symbols &
URL: http://www.valdosta.edu/~stephanb/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 US symbols .
List 2 or more
questions that introduce students
to your TopicQuest that establish a
connection to students' prior knowledge by asking them:
1. "Have
you ever studied or read a book about US symbols?"
2. "Do you know what a symbol
is?"
Today we are going
to learn about US symbols by
visiting websites on the Internet and we will do a fun 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 US symbols, then we will make our own
flags that represent(symbolize) our interests or traits .
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. What do the stars and
stripes on the flag stand for?
2. Where does the
President live?
3. Which country gave us the
Statue of Liberty?
Practice and feedback related to the
PLO
Read mission project to students. Explain to students that they
are going to be flag makers of a personal
flag that represents them.
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 (or dictate to teacher) 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.]
Mission
Activity
Mission Activity
We have learned about many symbols of the United States. We
discussed what the American flag stands for and what symbols are on
the flag.
Your task is to pretend that you are a flag maker hired to make a flag
that acts as a symbol for you. Your flag can have no more than
three symbols. The symbols will show things you are either
interested in or traits you possess. What will your flag look
like? What colors will it be? What symbols will be on the
flag?
Mission Activity Steps
1. In our lesson, we
discussed the different symbols of the United States. Now it is
your turn to make a symbol that represents you.
2. Click on the American Flag
Website and refresh your memory on the symbols that are on the flag and
what they stand for.
3. Use your imagination to decide what your flag will look like?
4. Draw a picture of what you would like your flag to look like.
5. Explain to me why you used the symbols on the flag.
6. Make the picture nice looking because it will be placed on the
Internet for your friends and family to view
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Estimated Time for Step Two:
35 minutes
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. (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:
1. In my Kindergarten
class, there is a boy that has a speech problem. The speech problem he
has is called an articulation disorder. He leaves out
certain sounds when he is speaking certain words. I believe that
he gets pulled out for speech therapy two times a week.
2. To help this boy, I will try my best
to speak clearly. I will be a model to him and the rest of the
students. Children will model what you do. I will make sure
to speak slowly also so that he can pick up on what I am saying.
Assessment the
Primary Learning Outcomes
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.
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.
Rubric
for
Evaluation of
Technology
Integration & English/Language Arts PLOs
|
Level
3 |
Level
2 |
Level
1 |
Technology
Integration
|
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
|
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. |
Student
Evaluations
Student
|
Performance
Level
|
Describe
the Student's Evidence that Illustrate the Performance Level of their
Use of Technology PLO
|
1
|
3
|
Student one
had no problem scrolling up and down with the mouse and double clicking
on my links.
|
2
|
3
|
I had to
help student two a couple of times on the correct way to click to get
links to open.
|
|
|
Describe the Student's Evidence that
Illustrate the Performance Level of their Language Arts PLO
|
1
|
2
|
Student one
had a few problems grasping the section on the American flag. I
explained the correlation between the stars on the flag and the number
of states, and he was unable to retain that information. Also,
student one needed much prodding to understand that the president, not
George Washington, lived in the White House.
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2
|
1
|
Student two
had problems with the mission project even though I repeated the
directions and had her to repeat the directions. The mission
project was to design a flag that represented things you liked.
She drew a stop sign and when I asked her why she said because it makes
people stop. Student two also had problems remembering how many
stars were on the flag and what they stood for. It took student
two awhile to understand who lived in the White House.
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Comments & Reflections:
1.
I first started off my lesson
by asking the students if they knew what s "symbol" was. Then I
asked if they could name any that they knew. We visited
websites that showed the revisions that have been made to the
flag since 1777, talked about the bald eagle and its characteristics,
and a website of alphabet facts about the White House. On the
flag page, we talked about the stars and stripes on the flag and
briefly discussed what they stood for. We also talked about the
alternating pattern that occurs with the stripes. On the bald
eagle page, we named what type of animal that the bald eagle was and
talked about its apperance. I let them in on two facts about the
bald eagle: the bird isn't really bald and is only found in North
America. I also said that our national bird was almost a turkey.
On the White House page, I picked out certain letters to talk about the
White House. We discovered thst the president has meetings in the
Oval Office. We also figured out that the president lives in the
White House and not George Washington.
2. My students could tell me
how many stars and stripes were on the American flag. They could
identify the type of animal that the bald eagle was. With
probing, the students were able to tell me that the President lived in
the White House.
3. I would not have placed so much
emphasis on the students knowing what the fifty stars and thirteen
stripes on the flag stood for. I should have only focused on the
president and what he does as the main focus for the White House
scetion. I should have known that that they would not remember
what office he held meetings in.
TopicQuest Scanned
Pictures & Comments
by (Give students' initials,
do not write their full names. Give school and grade level of
students.)
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1. J.J. said, " I drawed a book on
a bookshelf , a t.v., and a pillow. I like to read Thomas books,
watch Spiderman, and sleep."
2. If a book has no
bookshelf, it will fall off. I like to watch Batman, too.
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1. T.B. said, I drawed a stop
sign, a t.v., and a flower pillow. A stop sign make people
stop.
2. I like to watch
Barbie and Scooby Doo on t.v. I like to take naps.
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