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Lesson Plan 1
Writing a Friendly Letter – 5th Grade
Writing –
SOL 5.8 (The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain.)
SOL 5.9 (The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure.)
Objectives: The students will use the writing process to write a friendly letter to their favorite Disney celebrity and will use Microsoft Word to type their final copy.
Materials:
· Computer with projector
· Dictionaries
· Thesaurus
· Highlighters
· Computers with Microsoft Word and internet access
Description of class diversity:
· 7 female, 8 male
· 1 504 plan, 9 Title 1 Reading
· 1 Native American, 5 African American, 9 White
· >80% low socio-economic (free or reduced lunch)
The majority of the students in this class are from families in low socio-economic households. They may not have the equipment at home to be able to use a computer for educational purposes. This lesson will connect a real life skill with the fun and excitement of using a computer.
Technology inclusion: Word Processing (Microsoft Word), Internet research, YouTube
Procedure:
1. Anticipatory Set – Students will view “Click, Clack, Moo: Cows that Type” on YouTube (http://www.youtube.com/watch?v=z_kBLJIYEiI)
2. Direct Instruction – the teacher will review the steps of the writing process and demonstrate writing a friendly letter.
3. Guided Practice – The students will select their favorite Disney Channel celebrity and search for their fan club address on the internet. They will then begin working through the writing process and plan their friendly letter. The students will draft their own friendly letter and use highlighter, thesaurus and dictionaries to edit and revise their letters with a partner.
4. Independent Practice – The students will take their revised letters into the computer lab and type their letter using Microsoft Word.
Evaluation/ Assessment: The student’s final copy of their letter will serve as their evaluation using the first seven categories of the 5th Grade Friendly Letter rubric found at http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1469448&
Risk Analysis: This lesson will likely take at least 4 – 5 30 minute writing blocks. Being that the students have not used word processing on a regular basis this may take them extra time. There may be issues with work not being saved properly, computers not functioning, students being absent on computer lab days, students could be distracted ___________________________________________________________________
Lesson Plan 2
5th Grade Science – The Rock Cycle
Science –
SOL 5.7 -
Objectives: The students will create a group PowerPoint presentation about the Rock Cycle.
Materials:
· Computer with projector
· Student computers with access to the internet and Microsoft PowerPoint
Description of class diversity:
· 7 female, 8 male
· 1 504 plan, 9 Title 1 Reading
· 1 Native American, 5 African American, 9 White
· >80% low socio-economic (free or reduced lunch)
The majority of the students in this class are from families in low socio-economic households. They may not have the equipment at home to be able to use a computer for educational purposes. This lesson will connect a real life skill with the fun and excitement of using a computer.
Technology inclusion: Presentation Software (Microsoft PowerPoint), Internet research, YouTube
Procedure:
1. Anticipatory Set – Students will view “Mr. Lee – Rock Cycle Rap” on YouTube (http://www.youtube.com/watch?v=rkGVE6wNAzo)
2. Direct Instruction – the teacher will introduce the rock cycle and important related vocabulary.
3. Guided Practice – The students will go into the computer lab for a guided lesson on the presentation software, PowerPoint. The teacher will give step by step directions to guide students on creating a three slide PowerPoint presentation about themselves. This will help them have a basic understanding of how to use the presentation software. It will also help the teacher preassess where students are in their abilities to use the software and computer.
4. Independent Practice – The students will be divided into groups of three students. Each student in the group will be responsible for researching one of the three types of rocks so that their group covers all three types of rocks. They will then put their information into three slides that include how the rock type is formed and 2 examples. When each student has completed his or her portion of the assignment the teacher will then help them combine their slides into one presentation.
Evaluation/ Assessment: The evaluation of the project will come from both the teacher and group members. Each student will evaluate their group members and themselves using a checklist (attached) Each section will be worth 25 of the 100 possible points. The remaining 25 points will be given by the teacher using the same checklist.
Risk Analysis: This lesson will take at least 4 – 5 45 minute science blocks. One block will be used for the guided practice using PowerPoint. Some students may require extra time if they are unfamiliar with computer use. There may be glitches in the computers or software that creates delays as well absenteeism with some students. There is also the possibility that a student gets incorrect information from their research if they are not gleaning their information from accredited websites.__________________________________________________________________
Lesson Plan 3
Bar Graphs – 3rd grade
Mathematics – Common Core Standards 3.MD.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Objectives: The students will collect data via their survey polls in ThinkQuest and then use the data to create a bar graph.
Materials:
• student computers with Internet access
• student access to ThinkQuest
• graph paper
• markers/crayons/colored pencils
• bar graph worksheet (http://www.superteacherworksheets.com/graphing/bar-graph-simple-2.pdf)
Mathematics – Common Core Standards 3.MD.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Objectives: The students will collect data via their survey polls in ThinkQuest and then use the data to create a bar graph.
Materials:
• student computers with Internet access
• student access to ThinkQuest
• graph paper
• markers/crayons/colored pencils
• bar graph worksheet (http://www.superteacherworksheets.com/graphing/bar-graph-simple-2.pdf)
Description of class diversity:
• 7 female, 8 male
• 1 504 plan, 9 Title 1 Reading
• 1 Native American, 5 African American, 9 White
• >80% low socio-economic (free or reduced lunch)
The majority of the students in this class are from families in low socio-economic households. They may not have the equipment at home to be able to use a computer for educational purposes. This lesson will connect a real life skill with the fun and excitement of using a computer. Many students in this group enjoy hands on learning, the teacher could stand up and lecture about making bar graphs, but this will do even more by meeting several learning styles. The video will help with the visual and auditory learners; the modeling will help with auditory and visual learners as well. The guided activity and the independent activity will both reach the need for hands on learning. Having a variety of activities will allow the lesson to reach the various learning styles.
• 7 female, 8 male
• 1 504 plan, 9 Title 1 Reading
• 1 Native American, 5 African American, 9 White
• >80% low socio-economic (free or reduced lunch)
The majority of the students in this class are from families in low socio-economic households. They may not have the equipment at home to be able to use a computer for educational purposes. This lesson will connect a real life skill with the fun and excitement of using a computer. Many students in this group enjoy hands on learning, the teacher could stand up and lecture about making bar graphs, but this will do even more by meeting several learning styles. The video will help with the visual and auditory learners; the modeling will help with auditory and visual learners as well. The guided activity and the independent activity will both reach the need for hands on learning. Having a variety of activities will allow the lesson to reach the various learning styles.
Technology inclusion: ThinkQuest (educational social networking site), Discovery Education (formally United Streaming)
Procedure:
1. Anticipatory Set – students will view "Learning to Use Graphs" on Discovery Education (http://player.discoveryeducation.com/index.cfm?guidAssetId=C75D8BCC-CA02-4AA9-AE11-3D437956CE71&blnFromSearch=1&productcode=US#)
2. Direct Instruction – the teacher will review the different types of graphs (I.e. Bar graphs, pictographs). He/she will model how to put information into each type of graph.
3. Guided Practice – students will use the Coins Bar Graph worksheet to practice making a bar graph.
4. Independent Practice – students will create a poll on their individual ThinkQuest page. They will then explore the ThinkQuest pages of their peers and cast their votes on other's polls. Once they have collected their data from their poll, they will use the data to create their own graph using graph paper and either crayons, markers or colored pencils.
1. Anticipatory Set – students will view "Learning to Use Graphs" on Discovery Education (http://player.discoveryeducation.com/index.cfm?guidAssetId=C75D8BCC-CA02-4AA9-AE11-3D437956CE71&blnFromSearch=1&productcode=US#)
2. Direct Instruction – the teacher will review the different types of graphs (I.e. Bar graphs, pictographs). He/she will model how to put information into each type of graph.
3. Guided Practice – students will use the Coins Bar Graph worksheet to practice making a bar graph.
4. Independent Practice – students will create a poll on their individual ThinkQuest page. They will then explore the ThinkQuest pages of their peers and cast their votes on other's polls. Once they have collected their data from their poll, they will use the data to create their own graph using graph paper and either crayons, markers or colored pencils.
Evaluation/ Assessment: The students' evaluation will be based on their graphs created from their ThinkQuest poll information.
Risk Analysis: student absenteeism can really affect this lesson. If a student is absent they will not be able to create their poll in time to have others give input for their data. There could also be an issue with internet connectivity. Students could also accidentally click the wrong selection and skew the results of the poll.______________________________________________________________
Lesson Plan 4
Properties of Matter – 5th Grade
Science – Science Content Standards
Physical Sciences
1. Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept:
a. Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties.
b. Students know all matter is made of atoms, which may combine to form molecules.
d. Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.
f. Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.
g. Students know properties of solid, liquid, and gaseous substances, such as sugar (C6HO6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).
Objectives: The students will use their textbook and knowledge of matter to create a Jeopardy review game using jeopardylabs.com
Materials:
• student computers with Internet access
• student science textbook
• paper & pencil
Materials:
• student computers with Internet access
• student science textbook
• paper & pencil
• Formatting guide (attached)
Description of class diversity:
• 7 female, 8 male
• 1 504 plan, 9 Title 1 Reading
• 1 Native American, 5 African American, 9 White
• >80% low socio-economic (free or reduced lunch)
The majority of the students in this class are from families in low socio-economic households. They may not have the equipment at home to be able to use a computer for educational purposes. This lesson will connect a real life skill with the fun and excitement of using a computer. Many students in this group enjoy hands on learning, the teacher could stand up and lecture about making bar graphs, but this will do even more by meeting several learning styles. The video will help with the visual and auditory learners; the modeling will help with auditory and visual learners as well. The guided activity and the independent activity will both reach the need for hands on learning. Having a variety of activities will allow the lesson to reach the various learning styles.
• 7 female, 8 male
• 1 504 plan, 9 Title 1 Reading
• 1 Native American, 5 African American, 9 White
• >80% low socio-economic (free or reduced lunch)
The majority of the students in this class are from families in low socio-economic households. They may not have the equipment at home to be able to use a computer for educational purposes. This lesson will connect a real life skill with the fun and excitement of using a computer. Many students in this group enjoy hands on learning, the teacher could stand up and lecture about making bar graphs, but this will do even more by meeting several learning styles. The video will help with the visual and auditory learners; the modeling will help with auditory and visual learners as well. The guided activity and the independent activity will both reach the need for hands on learning. Having a variety of activities will allow the lesson to reach the various learning styles.
Technology inclusion: Jeopardy Labs (www.jeopardylabs.com), YouTube video “States of Matter Song (http://www.youtube.com/watch?v=V9WYweBA6vA)
Procedure:
1. Anticipatory Set – students will view "States of Matter Song" on YouTube (http://www.youtube.com/watch?v=V9WYweBA6vA)
2. Direct Instruction – The teacher will review the states of matter and information about the makeup of matter and changes that can occur. He or she will also demonstrate how to create a Jeopardy game using jeopardylabs.com (example jeopardylabs.com/play/group-1-ruble-matter) which will be their final product and evaluation.
3. Guided Practice – students will work together, using their science textbooks, and will come up with five topics concerning matter. Each student will be assigned one topic.
4. Independent Practice – each student will take their topic and use the text to create questions and answers for their assigned topic. These answers will then be put into a Jeopardy review game that the class will play together. .
1. Anticipatory Set – students will view "States of Matter Song" on YouTube (http://www.youtube.com/watch?v=V9WYweBA6vA)
2. Direct Instruction – The teacher will review the states of matter and information about the makeup of matter and changes that can occur. He or she will also demonstrate how to create a Jeopardy game using jeopardylabs.com (example jeopardylabs.com/play/group-1-ruble-matter) which will be their final product and evaluation.
3. Guided Practice – students will work together, using their science textbooks, and will come up with five topics concerning matter. Each student will be assigned one topic.
4. Independent Practice – each student will take their topic and use the text to create questions and answers for their assigned topic. These answers will then be put into a Jeopardy review game that the class will play together. .
Evaluation/ Assessment: The students' evaluation will be based on their completed Jeopardy game and the accuracy of the questions and answers created by each student. An information sheet will be provided to assist students on the format for naming and saving their games.
Risk Analysis: student absenteeism can really affect this lesson. If a student is absent they will not be able to work with a group to create the questions and put them into the Jeopardy game. If students do not follow the directions for formatting and naming conventions they may lose their work and have to resubmit the form on jeopardylabs.com since the free version only gives one opportunity to save the link.
Formatting and Naming Instructions
Follow these instructions to create your questions, your password and title for your Jeopardy game then fill out the information and turn it in when your group has completed their game.
Remember Jeopardy is backwards – the answers are actually stated in a question format.
Ex: Q: These are the three states of matter. A: What are solids, liquids and gasses?
The password should be
Group#favcolor
Ex: group2red
When you name your game it should follow this format:
Group #__ - Homeroom Teacher Last Name – Matter
Ex: Group 2 – Ruble – Matter
When you have saved and submitted the game, bookmark the confirmation page then write down the link on the line below:
http://_________________________________________________________________
Group # __________
Names of group members: _______________________________________________
