Lesson Plan
Preservice Teacher(s): Ranim Sankari and Sasha Ishak Lesson #: One
Grade Level/Subject: 4th grade Date taught: 4/22/13
SECTION ONE: Identifying all standards and objectives-
PA Standards
S4.B.1.1.4: Describe how different parts of a living thing work together to provide what the organism needs (e.g., parts of plants: roots, stems, leaves).
S4.A.1.3.4: Explain what happens to a living organism when its food supply, access to water, shelter, or space is changed (e.g., it might die, migrate, change behavior, eat something else).
S4.B.2.1.1: Identify characteristics for plant and animal survival in different environments (e.g., wetland, tundra, desert, prairie, deep ocean, forest).
Learning objectives
Students will be able to make an informational brochure by using the template provided.
Students will be able to provide all the researched information on the brochure in an organized manner.
Students will be able to identify the key characteristics of the four animals provided.
SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson--
Assessment before instruction:
The teacher will introduce the different sea creatures that will be incorporated in the webquest (sea turtles, dolphins, whales, and jellyfish).
Assessment during instruction:
The teacher will introduce the webquest to the students and explain to them what their role is in the webquest project.
Assessment after instruction:
The teacher will grade the students based on the overall brochure by using the rubric provided on the evaluation page of the webquest.
SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out--
Time Frame: Two class days
Lesson Details:
The teacher will first introduce the four different kinds of sea animals that are presented in the webquest.
(sea turtles, dolphins, whales, and jellyfish)
The students will be assigned to sit on the floor in front of the classroom while the teacher is introducing the four different kinds of sea animals.
The teacher will be reading brief information about these four sea creatures that he/she previously researched.
The students will be assigned in four groups of four and they will each be provided a rented laptop. The teacher will also let each group know what mission they are going to do. The teacher will also let each student know which question they are responsible to research about in each mission.
Before beginning the project, the teacher will tell them the story of the webquest.
Example: "You are all marine biologists and are hired to make a brochure to put near the entrances of all beaches to inform people about the four different sea creatures".
After introducing the story of the project, the teacher will tell the students to begin working in their groups.
The teacher will walk around to make sure students are on task and are doing their research to the appropriate question they are assigned.
Students will continue to work and will be provided with help when needed.
The teacher will show the students the template of the brochure they need to follow on the overhead after they all finish their research.
Students will be given a blank white piece of paper to do their brochure after they have finished researching. They will be able to go get the art supplies they need placed on the shelf against the wall in the classroom.
After students finish their brochure, they will hand it in to the teacher and that is what they will be assessed on.
Transition:
Students will move from their desks to the floor to discuss the four different sea creatures with the teacher.
Students will go back to their desks and wait until they are assigned in their groups.
Students will move into four groups of four around the classroom and will each have a laptop.
Students will go back to their seats when they are assigned to do so.
Materials:
Laptops
Art supplies
Blank piece of paper
Grade Level/Subject: 4th grade Date taught: 4/22/13
SECTION ONE: Identifying all standards and objectives-
PA Standards
S4.B.1.1.4: Describe how different parts of a living thing work together to provide what the organism needs (e.g., parts of plants: roots, stems, leaves).
S4.A.1.3.4: Explain what happens to a living organism when its food supply, access to water, shelter, or space is changed (e.g., it might die, migrate, change behavior, eat something else).
S4.B.2.1.1: Identify characteristics for plant and animal survival in different environments (e.g., wetland, tundra, desert, prairie, deep ocean, forest).
Learning objectives
Students will be able to make an informational brochure by using the template provided.
Students will be able to provide all the researched information on the brochure in an organized manner.
Students will be able to identify the key characteristics of the four animals provided.
SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson--
Assessment before instruction:
The teacher will introduce the different sea creatures that will be incorporated in the webquest (sea turtles, dolphins, whales, and jellyfish).
Assessment during instruction:
The teacher will introduce the webquest to the students and explain to them what their role is in the webquest project.
Assessment after instruction:
The teacher will grade the students based on the overall brochure by using the rubric provided on the evaluation page of the webquest.
SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out--
Time Frame: Two class days
Lesson Details:
The teacher will first introduce the four different kinds of sea animals that are presented in the webquest.
(sea turtles, dolphins, whales, and jellyfish)
The students will be assigned to sit on the floor in front of the classroom while the teacher is introducing the four different kinds of sea animals.
The teacher will be reading brief information about these four sea creatures that he/she previously researched.
The students will be assigned in four groups of four and they will each be provided a rented laptop. The teacher will also let each group know what mission they are going to do. The teacher will also let each student know which question they are responsible to research about in each mission.
Before beginning the project, the teacher will tell them the story of the webquest.
Example: "You are all marine biologists and are hired to make a brochure to put near the entrances of all beaches to inform people about the four different sea creatures".
After introducing the story of the project, the teacher will tell the students to begin working in their groups.
The teacher will walk around to make sure students are on task and are doing their research to the appropriate question they are assigned.
Students will continue to work and will be provided with help when needed.
The teacher will show the students the template of the brochure they need to follow on the overhead after they all finish their research.
Students will be given a blank white piece of paper to do their brochure after they have finished researching. They will be able to go get the art supplies they need placed on the shelf against the wall in the classroom.
After students finish their brochure, they will hand it in to the teacher and that is what they will be assessed on.
Transition:
Students will move from their desks to the floor to discuss the four different sea creatures with the teacher.
Students will go back to their desks and wait until they are assigned in their groups.
Students will move into four groups of four around the classroom and will each have a laptop.
Students will go back to their seats when they are assigned to do so.
Materials:
Laptops
Art supplies
Blank piece of paper