Target Audience of the Lesson:
This lesson plan is targeted for fourth graders.
Big Idea of the Lesson:
Learning the different classifications of triangles while using the white board.
Overall Goal for the Lesson:
The goal for this lesson is for the students to use technology such as white board, email, and Microsoft drawing program as an aid for learning the different classifications of triangles.
Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/)
Geometry
Geometry involves relationships among shapes and their properties and offers ways to interpret our physical environment. Geometry allows the development of students’ reasoning skills.
ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/)
• Technology productivity tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
• Technology communications tools
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Schedule of activities:
For an interactive math lesson plan, have students use interactive white board again, but this time learning the different classifications of triangles. Have a triangle on the board that will stretch or shrink with a dragging arrow. Allow the students to make obtuse angles, acute angles, and different types of triangles such as scalene, equilateral, right, acute, and Isosceles. After the students have classified these, have them use tablets to email you their answers by drawing them in a microsoft drawing program on the computer. This will be done in groups of two or three.
Assesment:
To Asses the students, I will have a log sheet at the end of the lesson that will have each angle drawn on the paper. Students will have to label these triangles.
Adaptations:
To gear down the lesson plan, I will have this entire activity be a group activity, and I will take out the microsoft drawing. This can be a difficult concept.
To gear up the lesson plan, I will test the students through the microsoft drawing by having them draw and label these triangles by themselves.
Materials:
log sheet
whiteboard
email/microsoft drawing program
Wednesday, November 01, 2006
Wednesday, October 25, 2006
Alyssa's First Lesson Plan
Target Audience of the Lesson:
The target audience for this mathematics lesson is 3rd grade. It can easily be transferred to other grades and just includes working with excel on the computer.
Big Idea of the Lesson:
Students will learn how to work in groups and observe and record information on a date spreadsheet. They will also learn probability through this lesson through graphs and charts created on Microsoft Excel.
Overall Goal for the Lesson:
Students will be working in groups of about four. One group member will toss a coin in the air 25 times. The students will count how many times it is heads and how many times it is tails. They will then record this information on an excel sheet. The goal of this lesson is to find the probability that the coin with land on heads and the probability that it will land on tails. After they find that, the students will work together to create two graphs to show the data.
Indiana Content Standards Addressed:
3.1.15 Record the possible outcomes for a simple probability experiment.
3.1.13 Interpret data displayed in a circle graph and answer questions about the situation.
ISTE CNETS Student Standards Addressed:
-Students use technology tools to enhance learning, increase productivity, and promote creativity.
- Students use technology to locate, evaluate, and collect information from a variety of sources.
Student Objectives for the lesson:
Given a spreadsheet template, the students will insert the information into the blank boxes. Given a probability worksheet, the students will fill in the blanks and find out the probability of heads and tails.
Length of Lesson: 45 minutes
Schedule of Activities:
I will begin by dividing the students into groups of four and handing out a penny to each group. Next, I will explain that one person in the group is to toss the coin in the air and see whether it lands on heads or tails 25 times in a row. The students, as a group, will count how many times it landed on heads and how many times it landed on tails. I will then show the class how to open Microsoft Excel. I will tell them that in the first row, first column box they need to type out “Heads.” In the first row, second column box they need to type “Tails.” In the box below where they wrote “Heads,” they need to write the number of times it landed on heads. In the box below where they wrote “Tails,” they need to write the number of times it landed on heads. We will then highlight the four boxes and create a graph through Excel. I will then have them present to the rest of the class their findings. Last, as a group, they will find out the probability of the penny landing on heads and landing on tails.
How will these activities be assessed:
Students will fill out the probability worksheet which will ask specific questions and then have them calculate the probability. I will also have them print out a sheet of their spreadsheet and their graph to make sure they correctly completed them.
Adaptations:
Students with special needs will have a sheet with step-by-step instructions for working with Microsoft Excel. There will also be a teacher helping that group at all times. Lastly, the probability worksheet they will receive will be much more in-depth with clear instructions to come up with probability and a lot of fill-in-the-blank.
Materials Needed:
Probability worksheet for each person, four pencils for each group, a computer for each group with Microsoft Excel, a penny for each group
The target audience for this mathematics lesson is 3rd grade. It can easily be transferred to other grades and just includes working with excel on the computer.
Big Idea of the Lesson:
Students will learn how to work in groups and observe and record information on a date spreadsheet. They will also learn probability through this lesson through graphs and charts created on Microsoft Excel.
Overall Goal for the Lesson:
Students will be working in groups of about four. One group member will toss a coin in the air 25 times. The students will count how many times it is heads and how many times it is tails. They will then record this information on an excel sheet. The goal of this lesson is to find the probability that the coin with land on heads and the probability that it will land on tails. After they find that, the students will work together to create two graphs to show the data.
Indiana Content Standards Addressed:
3.1.15 Record the possible outcomes for a simple probability experiment.
3.1.13 Interpret data displayed in a circle graph and answer questions about the situation.
ISTE CNETS Student Standards Addressed:
-Students use technology tools to enhance learning, increase productivity, and promote creativity.
- Students use technology to locate, evaluate, and collect information from a variety of sources.
Student Objectives for the lesson:
Given a spreadsheet template, the students will insert the information into the blank boxes. Given a probability worksheet, the students will fill in the blanks and find out the probability of heads and tails.
Length of Lesson: 45 minutes
Schedule of Activities:
I will begin by dividing the students into groups of four and handing out a penny to each group. Next, I will explain that one person in the group is to toss the coin in the air and see whether it lands on heads or tails 25 times in a row. The students, as a group, will count how many times it landed on heads and how many times it landed on tails. I will then show the class how to open Microsoft Excel. I will tell them that in the first row, first column box they need to type out “Heads.” In the first row, second column box they need to type “Tails.” In the box below where they wrote “Heads,” they need to write the number of times it landed on heads. In the box below where they wrote “Tails,” they need to write the number of times it landed on heads. We will then highlight the four boxes and create a graph through Excel. I will then have them present to the rest of the class their findings. Last, as a group, they will find out the probability of the penny landing on heads and landing on tails.
How will these activities be assessed:
Students will fill out the probability worksheet which will ask specific questions and then have them calculate the probability. I will also have them print out a sheet of their spreadsheet and their graph to make sure they correctly completed them.
Adaptations:
Students with special needs will have a sheet with step-by-step instructions for working with Microsoft Excel. There will also be a teacher helping that group at all times. Lastly, the probability worksheet they will receive will be much more in-depth with clear instructions to come up with probability and a lot of fill-in-the-blank.
Materials Needed:
Probability worksheet for each person, four pencils for each group, a computer for each group with Microsoft Excel, a penny for each group
Ashley O's 1st lesson plan
Target Audience
The target audience for this lesson is a 6th grade science class. All types of learners should find this lesson fun and exciting because of the technology used.
Big Idea of the Lesson
The big idea of the lesson is for students to learn more about animals that live in the ocean, specificially whales. The students will use available resources such as the internet, books, magazines, etc. to find out information about whales. Once they become "experts" on the topic of whales, I would then set up "distance learning" experience where the students would have the opportunity to talk to a real marine biologist. The professional could then answer any questions the students might have about whales or marine life in general. They could also tell the marine biologist any interesting facts that they discovered while doing their research.
Overall Goal of the Lesson
This lesson should provide students with the opportunity to use different resources to gather information. It will help students learn how to look up information and record their own data. The "distance learning" experience will give students the opportunity talk to a professional and see the work involved in his or her profession. The "distance learning" experience will also help the students learn how to pose questions properly so as to get the information they intended.
Indiana Content Standards
6.1.5 Identify places where scientists work, including offices, classrooms, laboratories, farms, factories, and natural field settings ranging from space to the ocean floor.
6.1.7 Explain that technology is essential to science for such purposes as access to outer space and other remote locations, sample collection and treatment, measurement, data collection and storage, computation, and communication of information.
6.2.7 Locate information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.
ISTE NETS Student Standards
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity
Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Schedule of Activities
I would begin this lesson by first introducing the topic of marine life. I would give the students some facts about marine animals and also lead a discussion to find out what the students already know about the topic. I would then give the students a full week to conduct research and become "experts" on the topic of whales. During the week's time, students would have the option of going to the library to do their research through books, go to the computer lab to look up information on the internet, or stay in the classroom to browse through provided magazines and other informational resources. The following week, I would set up a "conference" time where the students could talk to a real marine biologist via Distance Learning. During this "conference" time, the students would be allowed to ask questions to further their investigation about whales and marine life. After the Distance Learning experience, the students would be given a couple of days to write a well researched report including all of the information they had learned.
Assessment
The final assessment for this activity would be the students' written reports. I could also assess students based on the types of questions they pose to the marine biologist during the Distance Learning experience.
Adaptations
If I were to assess a student with a learning disability, I might request that they give me an oral presentation instead of a written report. By assessing the student in a different way, I think I would relieve the student from the anxiety of having to physically write a report, yet the student would still be held responsible for the material. I think I would also be sure to pair the student with a disabiltiy with one of his or her peers that is advanced with technology and researching.
Materials
For this activity, I would need the following materials:
Computer/Internet
Magazines
Books
Distance Learning program
The target audience for this lesson is a 6th grade science class. All types of learners should find this lesson fun and exciting because of the technology used.
Big Idea of the Lesson
The big idea of the lesson is for students to learn more about animals that live in the ocean, specificially whales. The students will use available resources such as the internet, books, magazines, etc. to find out information about whales. Once they become "experts" on the topic of whales, I would then set up "distance learning" experience where the students would have the opportunity to talk to a real marine biologist. The professional could then answer any questions the students might have about whales or marine life in general. They could also tell the marine biologist any interesting facts that they discovered while doing their research.
Overall Goal of the Lesson
This lesson should provide students with the opportunity to use different resources to gather information. It will help students learn how to look up information and record their own data. The "distance learning" experience will give students the opportunity talk to a professional and see the work involved in his or her profession. The "distance learning" experience will also help the students learn how to pose questions properly so as to get the information they intended.
Indiana Content Standards
6.1.5 Identify places where scientists work, including offices, classrooms, laboratories, farms, factories, and natural field settings ranging from space to the ocean floor.
6.1.7 Explain that technology is essential to science for such purposes as access to outer space and other remote locations, sample collection and treatment, measurement, data collection and storage, computation, and communication of information.
6.2.7 Locate information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.
ISTE NETS Student Standards
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity
Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Schedule of Activities
I would begin this lesson by first introducing the topic of marine life. I would give the students some facts about marine animals and also lead a discussion to find out what the students already know about the topic. I would then give the students a full week to conduct research and become "experts" on the topic of whales. During the week's time, students would have the option of going to the library to do their research through books, go to the computer lab to look up information on the internet, or stay in the classroom to browse through provided magazines and other informational resources. The following week, I would set up a "conference" time where the students could talk to a real marine biologist via Distance Learning. During this "conference" time, the students would be allowed to ask questions to further their investigation about whales and marine life. After the Distance Learning experience, the students would be given a couple of days to write a well researched report including all of the information they had learned.
Assessment
The final assessment for this activity would be the students' written reports. I could also assess students based on the types of questions they pose to the marine biologist during the Distance Learning experience.
Adaptations
If I were to assess a student with a learning disability, I might request that they give me an oral presentation instead of a written report. By assessing the student in a different way, I think I would relieve the student from the anxiety of having to physically write a report, yet the student would still be held responsible for the material. I think I would also be sure to pair the student with a disabiltiy with one of his or her peers that is advanced with technology and researching.
Materials
For this activity, I would need the following materials:
Computer/Internet
Magazines
Books
Distance Learning program
Lesson Plan Activities
My activity for this lesson will consist of the students exploring about the eye using search engines such as Google along with online virtual museums. Students will be asked to use a search engine to find one interesting fact about the eye that they did not previously know. These interesting facts will be shared with the class before the exploration activity begins. Then, students will be split into three groups. Each group will be assigned a website that leads the students to an online virtual museum. The students will spend the majority of the class using their computers to learn about the function of the eye and also find some interesting facts about heredity and how eye color is determined. Students will explore the following websites:
http://www.exploratorium.edu/learning_studio/cow_eye/index.html
(I'm having some trouble finding other websites so if anyone has any suggestions I would appriciate it!)
http://www.exploratorium.edu/learning_studio/cow_eye/index.html
(I'm having some trouble finding other websites so if anyone has any suggestions I would appriciate it!)
Lesson Plan
Target Audience:
4th Grade Science class
Big Idea:
Students will control variables to determine the effect on plant growth.
The student will:
collect information by observing and measuring
construct simple graphs, tables, maps and charts to organize, examine and evaluate information.
Overall Goal:
Students will be able to incorporate the use of computers.
Students will display data and observations of plant growth in Microsoft Excel and create a bar graph reflecting this data. The students will:
use a variety of input devices such as a mouse, keyboard, disk drive, etc.
produce documents at the keyboard, proofread and correct errors
use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources
publish information in a variety of media including, but not limited to, printed copy, monitor display, etc.
Standards:
4.1.5: Demonstarte how measuring insurments can be used to gather accurate information for making scientific comparisons of objects and events.
Schedule of Activities:
Directions:Students will make observations and record data on plant growth between two plants with one variable changed. This data will be displayed on a spreadsheet, then used to create a bar graph that shows the difference in plant height between the control and experimental plants.
In the Classroom:
Students will work in groups of three on an assigned plant growth investigation (Plants and Sunlight, Plants and Air, Plants and Water, Plants and Warmth). Discuss the variables for each experiment. Discuss variables, control and experimental.
During a five day period, students will make observations and record data using Data Sheets 1 - 5.
In the Lab:
Open Microsoft Excel.
Begin by typing the headings in row 1. Type "Plant Height" in cell B1, "Number of leaves" in cell D1, and "Observations" in cell F1. Place the cursor on the "1" of row 1 and click. This will highlight all of row 1. From the Formatting Toolbar select Font Size, 12. Then, click on the B to bold it.
Then go to Format, Column and AutoFit selection. This will allow more room to type observations.
Type plant identification labels for each heading. Type "Plant "A" in cells B3, D3, and F3. Type "Plant "B" in cells C3, E3, and G3. When the graph is created, these will be called the series.
Next, identify the days observations were made in Column A. In cell A4 type "Mon.," cell A5 type "Tues.," A6 "Wed.," A7 "Thurs.," A8 "Fri." Abbreviations are used to make the labels clearer in the graph.
You are now ready to record the data using Data Sheets 1 - 5. Begin with Monday (row 4) and fill in the plant height for plant A (cell B4) and plant B (cell C4). Then, fill in the number of leaves for plant A (cell D4) and plant B (cell E5). Lastly, fill in any observations for plant A (cell F4) and plant B (cell G4). Repeat these steps until all data is input. When finished, double check to make sure that the data is correct!
When all data is entered, click and hold the cursor on cell A3, then drag it until all cells from A3 to C3 are highlighted. Then, drag it down to row 8. When all cells selected are highlighted, release the mouse and go to the Menu Bar. Select Insert, Chart. Select Column, Clustered Column from the Gallery. Click Next, Next.
Under Chart title, choose a name for your experiment, i.e. "Plants and Sunlight," "Plants and Air," "Plants and Water," "Plants and Warmth." Name your Value (Y) axis as Height cm. Click Next. Make sure As object in: is selected. Click Finish.
Move your arrow over the numbers in the Y axis and double click. This will give you a screen that says Format Axis. Click on the Scale tab. On the Minimum box choose 0, Maximum 20, and Major unit 2. Click OK.
Next click the legend so there are black squares all around it and drag it to the upper right hand corner of the graph.
The graph will appear on the spreadsheet. Click on the graph and drag it downward so that the data on the spreadsheet can be seen. (The graph may also need to be stretched so the numbers on the Y axis can be seen clearly.)
Print a hard copy by selecting File on the Menu Bar, Page Setup, change paper orientation to landscape. Click OK. Go back to File on the Menu Bar and select Print, then OK.
Select File from the Menu Bar, then choose Save As. In the Save in box click on the arrow/delta and choose 3 1/2 Floppy (A) and in the File name box, type in the title of your spreadsheet. Click Save and take out your disk.
Assessment:
I will uise a Scoring Rubric--Spreadsheet to assess my students.
The following is what i would assess and how many points they would recieve
Headings
10 pts.
Labels
10 pts.
Days
10 pts.
Input data
30 pts.
Chart/Graph
.
Define axes
10 pts.
Define series
10 pts.
Define labels
10 pts.
Presentation
10 pts.
Total
100 pts.
Materials Needed:
Microsoft Excel, data sheets
4th Grade Science class
Big Idea:
Students will control variables to determine the effect on plant growth.
The student will:
collect information by observing and measuring
construct simple graphs, tables, maps and charts to organize, examine and evaluate information.
Overall Goal:
Students will be able to incorporate the use of computers.
Students will display data and observations of plant growth in Microsoft Excel and create a bar graph reflecting this data. The students will:
use a variety of input devices such as a mouse, keyboard, disk drive, etc.
produce documents at the keyboard, proofread and correct errors
use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources
publish information in a variety of media including, but not limited to, printed copy, monitor display, etc.
Standards:
4.1.5: Demonstarte how measuring insurments can be used to gather accurate information for making scientific comparisons of objects and events.
Schedule of Activities:
Directions:Students will make observations and record data on plant growth between two plants with one variable changed. This data will be displayed on a spreadsheet, then used to create a bar graph that shows the difference in plant height between the control and experimental plants.
In the Classroom:
Students will work in groups of three on an assigned plant growth investigation (Plants and Sunlight, Plants and Air, Plants and Water, Plants and Warmth). Discuss the variables for each experiment. Discuss variables, control and experimental.
During a five day period, students will make observations and record data using Data Sheets 1 - 5.
In the Lab:
Open Microsoft Excel.
Begin by typing the headings in row 1. Type "Plant Height" in cell B1, "Number of leaves" in cell D1, and "Observations" in cell F1. Place the cursor on the "1" of row 1 and click. This will highlight all of row 1. From the Formatting Toolbar select Font Size, 12. Then, click on the B to bold it.
Then go to Format, Column and AutoFit selection. This will allow more room to type observations.
Type plant identification labels for each heading. Type "Plant "A" in cells B3, D3, and F3. Type "Plant "B" in cells C3, E3, and G3. When the graph is created, these will be called the series.
Next, identify the days observations were made in Column A. In cell A4 type "Mon.," cell A5 type "Tues.," A6 "Wed.," A7 "Thurs.," A8 "Fri." Abbreviations are used to make the labels clearer in the graph.
You are now ready to record the data using Data Sheets 1 - 5. Begin with Monday (row 4) and fill in the plant height for plant A (cell B4) and plant B (cell C4). Then, fill in the number of leaves for plant A (cell D4) and plant B (cell E5). Lastly, fill in any observations for plant A (cell F4) and plant B (cell G4). Repeat these steps until all data is input. When finished, double check to make sure that the data is correct!
When all data is entered, click and hold the cursor on cell A3, then drag it until all cells from A3 to C3 are highlighted. Then, drag it down to row 8. When all cells selected are highlighted, release the mouse and go to the Menu Bar. Select Insert, Chart. Select Column, Clustered Column from the Gallery. Click Next, Next.
Under Chart title, choose a name for your experiment, i.e. "Plants and Sunlight," "Plants and Air," "Plants and Water," "Plants and Warmth." Name your Value (Y) axis as Height cm. Click Next. Make sure As object in: is selected. Click Finish.
Move your arrow over the numbers in the Y axis and double click. This will give you a screen that says Format Axis. Click on the Scale tab. On the Minimum box choose 0, Maximum 20, and Major unit 2. Click OK.
Next click the legend so there are black squares all around it and drag it to the upper right hand corner of the graph.
The graph will appear on the spreadsheet. Click on the graph and drag it downward so that the data on the spreadsheet can be seen. (The graph may also need to be stretched so the numbers on the Y axis can be seen clearly.)
Print a hard copy by selecting File on the Menu Bar, Page Setup, change paper orientation to landscape. Click OK. Go back to File on the Menu Bar and select Print, then OK.
Select File from the Menu Bar, then choose Save As. In the Save in box click on the arrow/delta and choose 3 1/2 Floppy (A) and in the File name box, type in the title of your spreadsheet. Click Save and take out your disk.
Assessment:
I will uise a Scoring Rubric--Spreadsheet to assess my students.
The following is what i would assess and how many points they would recieve
Headings
10 pts.
Labels
10 pts.
Days
10 pts.
Input data
30 pts.
Chart/Graph
.
Define axes
10 pts.
Define series
10 pts.
Define labels
10 pts.
Presentation
10 pts.
Total
100 pts.
Materials Needed:
Microsoft Excel, data sheets
Lauren's Lesson Plan 1
Target Audience of the Lesson: 5th grade students
Big Idea of the Lesson: Students will discover the different regions of the United States and classify the states in these areas, defining how their land is used and the ways in which the use for them has changed.
Overall Goal for the Lesson: I want students to be able to learn about other states that make up our country and the specific things that each is known for. Through incorporating a fun activity in which the students have to research their state and also get a chance to do more hands-on work, I hope they will enjoy the project more. Also, using video cameras to share their project with the class is a new way for the students to become comfortable with using technology in class.
Objectives:
-Students will use the internet to research their chosen states
-Students will create a script for their newscast using the information collected
-Students will work together as a group to make sure all research is accurate
-Students will learn about other states in our country and their land uses
-Students will identify the agricultural regions and see how land use has changed over the years
Indiana Content Standards Addressed:
5.3.7. Describe the major ways that land was used by American Indians and colonists in each region and explain how land use changed in the past and continues to change.
5.3.8 Identify the major manufacturing and agricultural regions in colonial America and cite ways that agriculture and manufacturing have changed in the past and continue to change.
Time: The students will conduct their research, create and record their newscast, and present to the class within a three week period.
Schedule of Activities:
First, teachers will have the students form groups of 4 students. While the students are forming groups, the teacher will be assigning a state to each group. Next, students will fill out a form that asks who the group members are, what state they were assigned, and who is responsible for which tasks. The students will be given approximately 3 weeks to do all of their research using computers and books from the library and to also record their presentation as a newscast using video cameras. Each group will be required to type out a script that they will use during the newscast. The script will contain all of the information they have gathered that they wish to share with their classmates. Each group will record their newscast during their lunch period, one group every day of the week. Students will be given time to eat their lunch in class after they record their presentation. Finally, students will be asked to sign up for days they wish to share their project. Along with the video tape being shown with their presentation, the students will be asked to give a brief in-class presentation stating the most interesting facts they learned.
How will these activities be assessed?
Students will learn about the states that make up our country and what each is known for: It is helpful for the teacher that all of the presentations are videotaped because they can be watched as many times as it is necessary to hear all of the information that the students gathered.
Students worked well as a group: Throughout the research process, the teacher will be taking notes on which students are working well together and which are using their time wisely.
Creativity: The teacher will grade their presentation’s creativity based on how they chose to record their newscast.
**Each student will have the chance to fill out a brief rubric for each of their group members. This will count towards a portion of their final grade.
Adaptations: Students with special needs will be able to do most of the things in this lesson. One part they may have trouble with is the newscast, but even that, they will be sitting behind a table.
Technology standards:
-Examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions.
-Explore ways that the earth’s physical features have changed over time in the local region and beyond how these changes may be connected to one another.
-Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the like.
Materials Needed: A video camera, A video tape for each of the groups, useful/accurate collection of books on the different states, websites that are appropriate for the project and provide accurate information.
Big Idea of the Lesson: Students will discover the different regions of the United States and classify the states in these areas, defining how their land is used and the ways in which the use for them has changed.
Overall Goal for the Lesson: I want students to be able to learn about other states that make up our country and the specific things that each is known for. Through incorporating a fun activity in which the students have to research their state and also get a chance to do more hands-on work, I hope they will enjoy the project more. Also, using video cameras to share their project with the class is a new way for the students to become comfortable with using technology in class.
Objectives:
-Students will use the internet to research their chosen states
-Students will create a script for their newscast using the information collected
-Students will work together as a group to make sure all research is accurate
-Students will learn about other states in our country and their land uses
-Students will identify the agricultural regions and see how land use has changed over the years
Indiana Content Standards Addressed:
5.3.7. Describe the major ways that land was used by American Indians and colonists in each region and explain how land use changed in the past and continues to change.
5.3.8 Identify the major manufacturing and agricultural regions in colonial America and cite ways that agriculture and manufacturing have changed in the past and continue to change.
Time: The students will conduct their research, create and record their newscast, and present to the class within a three week period.
Schedule of Activities:
First, teachers will have the students form groups of 4 students. While the students are forming groups, the teacher will be assigning a state to each group. Next, students will fill out a form that asks who the group members are, what state they were assigned, and who is responsible for which tasks. The students will be given approximately 3 weeks to do all of their research using computers and books from the library and to also record their presentation as a newscast using video cameras. Each group will be required to type out a script that they will use during the newscast. The script will contain all of the information they have gathered that they wish to share with their classmates. Each group will record their newscast during their lunch period, one group every day of the week. Students will be given time to eat their lunch in class after they record their presentation. Finally, students will be asked to sign up for days they wish to share their project. Along with the video tape being shown with their presentation, the students will be asked to give a brief in-class presentation stating the most interesting facts they learned.
How will these activities be assessed?
Students will learn about the states that make up our country and what each is known for: It is helpful for the teacher that all of the presentations are videotaped because they can be watched as many times as it is necessary to hear all of the information that the students gathered.
Students worked well as a group: Throughout the research process, the teacher will be taking notes on which students are working well together and which are using their time wisely.
Creativity: The teacher will grade their presentation’s creativity based on how they chose to record their newscast.
**Each student will have the chance to fill out a brief rubric for each of their group members. This will count towards a portion of their final grade.
Adaptations: Students with special needs will be able to do most of the things in this lesson. One part they may have trouble with is the newscast, but even that, they will be sitting behind a table.
Technology standards:
-Examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions.
-Explore ways that the earth’s physical features have changed over time in the local region and beyond how these changes may be connected to one another.
-Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the like.
Materials Needed: A video camera, A video tape for each of the groups, useful/accurate collection of books on the different states, websites that are appropriate for the project and provide accurate information.
Tuesday, October 24, 2006
Lauren's Preliminary Lesson Plan
Target Audience of the Lesson: 5th grade students
Big Idea of the Lesson: Students will discover the different regions of the United States and classify the states in these areas, defining how their land is used and the ways in which the use for them has changed.
Overall Goal for the Lesson: I want students to be able to learn about other states that make up our country and the specific things that each is known for. Through incorporating a fun activity in which the students have to research their state and also get a chance to do more hands-on work, I hope they will enjoy the project more. Also, I want the students to be able to become familiar with working with videocameras and using technology to share their final project with the class.
Indiana Content Standards Addressed:
View Resource(s)
Describe the major ways that land was used by American Indians and colonists in each region and explain how land use changed in the past and continues to change.
5.3.8
View Resource(s)
Identify the major manufacturing and agricultural regions in colonial America and cite ways that agriculture and manufacturing have changed in the past and continue to change.
ISTE CNETS Student Standards Addressed:
examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions;
explore ways that the earth's physical features have changed over time in the local region and beyond and how these changes may be connected to one another;
describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the like;
Big Idea of the Lesson: Students will discover the different regions of the United States and classify the states in these areas, defining how their land is used and the ways in which the use for them has changed.
Overall Goal for the Lesson: I want students to be able to learn about other states that make up our country and the specific things that each is known for. Through incorporating a fun activity in which the students have to research their state and also get a chance to do more hands-on work, I hope they will enjoy the project more. Also, I want the students to be able to become familiar with working with videocameras and using technology to share their final project with the class.
Indiana Content Standards Addressed:
View Resource(s)
Describe the major ways that land was used by American Indians and colonists in each region and explain how land use changed in the past and continues to change.
5.3.8
View Resource(s)
Identify the major manufacturing and agricultural regions in colonial America and cite ways that agriculture and manufacturing have changed in the past and continue to change.
ISTE CNETS Student Standards Addressed:
examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions;
explore ways that the earth's physical features have changed over time in the local region and beyond and how these changes may be connected to one another;
describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the like;
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