TEC Lesson Plan
Contributor Information
Name:Carol Mutert
email address: carol_mutert@places.pinellas.k12.fl.us
School: Azalea Elementary
Date: May, 2000
Standards
Stand(s):
Standard(s) and Benchmarks(s):
Language Arts
L.A.A.2.2.1 The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.
L.A.A.2.2.5 The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test and performing an authentic task.
L.A.A.2.2.6. The student recognizes the difference between fact and opinion presented in a text.
L.A.A.2.2.7. The student recognizes the use of comparison and contrast in a text.
L.A.A.2.2.8. The student selects and uses a variety of appropriate reference materials, including multiple representation of information such as maps, charts, and photos to gather information for research projects.
L.A.B.1.2.3. The student produces final documents that have benefited for: correct spelling; correct use of punctuation, including comas in series, dates and address, and beginning and ending quotation marks; correct capitalization of proper nouns; correct paragraph indentation; correct usage of subject/verb agreement, verb and noun forms, and sentence structure; and correct formatting according to instructions.
Technology
T.1.2.1 Basic operations and concepts; (1)Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.
T.2.2.3 2. Social, ethical and human issues; (3)Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.
T.3.2.5.3. Technology productivity tools; (5)Use technology tools (e.g. multimedia authoring presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication and publishing activities to create knowledge products for audiences inside and outside the classroom.
T.5.2.7.5. Technology research tools; (7)Use telecommunications and online resources e.g. e-mail, online discussions, Web environments) for individual and collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
T.5.2.9.5. Technology research tools; (9)Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Lesson Plan
Title: The Missing' Gator of Gumbo Linbo, by Jean Craighead George
Technology Resources Requirements:
Subject Area(s): reading, writing, science, social studies, technology
Grade Level: 4th and 5th
Approximately Time Required: four to five weeks
Gain attention:
There are two issues that are very important in today's world. One it the Florida everglades. This is an important part of the Florida's environment and future. There are many things that are being done in today's society that are harming the Everglades. Most of these things people are not aware of.
The other issue is the homeless population. The homeless population is an ever growing due to many different types of reasons.
This unit will use the book, The Missing Gator of Gumbo Limbo, to address and discuss the two issues stated above. The unit will start off using the video, Florida Everglades. The students will watch each sections and write notes about facts that the video states. After the video the students will share their notes and make charts about important facts about the Everglades. The class will then do an affinity chart on; who is homeless, why they are homeless, where they live. Then the students will be introduced the book, The Missing Gator of Gumbo Limbo.
Tasks:
The students will read a chapter every other day in a small group guided reading setting or as a total class setting. After each chapter there will be an activity or an activity sheet to complete.
Each student will have a folder. In this folder the following items that are done at the end of each chapter will be kept. They will add to different items at the end of different chapters, so it is very important that all work is kept in their individual folders. At the end of reading of each chapter there will be a total class discussion on new words and/or information that has been added to their folders.
Chapter One:
The students will start a journal on each of the main characters stated in Chap. One. They will add on to this journal after each chapter in the book as seen necessary. Also in the back of this journal will be a vocabulary section. The students will add words that are new to them as they read each chapter. The teacher will also have a vocabulary chart in the front of the room to add words on that the students feel are new to everyone in the class. (Main characters, Liza K. Dajun, Travis, James James, Priscilla, Caruso, Liza K's mom)
Chapter Two:
The students will list the names of the different plants, animals and landforms found in the Everglades that are mention in Chap. two. (e.g.: Solution Pit, Sinkholes, limestone, bedrock, wax myrtle, water oak, spackleberry, lacy moss, Venus'-hair fern, aquifer, egrets, alligators, anhinga, snapping turtles,) The students are to list new facts about each character in the journal they started in chap. one and add any new vocabulary words discovered.
Chapter Three:
Students will continue to add to their character journal, their vocabulary list and their list of science items(plants, animals and landforms)They will also start listing any problems in the book and any solutions that occur in the book.
Chapter Four:
Students will continue to add to their character journal, their vocabulary list, problems and solution list and their list of science items(plants, animals and landforms) They will also look through chap. four and come up with 5 right there type of questions to ask the class.
Chapter Five:
Students will continue to add to their character journal, their vocabulary list and their list of science items(plants, animals and landforms) Teacher will show Power Point presentation to show different problems and solutions. Plug-in for Powerpoint can be found here.
Chapter Six:
:Students will continue to add to their character journal, their vocabulary list and their list of science items(plants, animals and landforms) They will also complete the activity sheet for chapter six.
Chapter Seven:
Students will continue to add to their character journal, their vocabulary list and their list of science items(plants, animals and landforms) They will also complete the activity sheet for chapter seven.
Chapter Eight:
Students will continue to add to their character journal, their vocabulary list and their list of science items(plants, animals and landforms) They will also complete the activity sheet for chapter eight.
Chapter Nine:
Students will continue to add to their character journal, their vocabulary list and their list of science items(plants, animals and landforms) They will also complete the activity sheet for chapter nine. Then in small group each student will be assigned a character to do a Venn diagram. The Venn diagram will show how they were at the beginning of the book , how they are at the end of the book and anything that stayed the same for them throughout the book.
End of the book:
The students will choose one plant, animal and land form from their folder to do a research project on HyperStudio. Teacher will show an example of a HyperStudio presentation.(This HyperStudio presentation will show their research on all three items listed) They will use the CDs listed in these plans as well as websites listed below and any other resource available to them. Also each student, individually, will locate on the websites five facts about the homeless.
Interactions:
The students will read and work individually, with partners, and small group. There will also be whole class discussion and readings. Students will have a variety of choices on how to do their HyperStudio project. Each student must complete a plan on 5"x8" index cards first before working on the software. Each student will be responsible to keep their individual folders up to date and complete.
Tools:
Strategy information:
Kagan Structures for small group work , find at http://www.kagancooplearn.com/
Workshops: Reading /Language Arts and Writing workshops, Quality tools, Classroom Learning Systems, CLS cadre workshops
Video: Florida Everglades
Books: Encyclopedias, Florida text book, Library books on Florida (student choice),
CDs: Apple Works; HyperStudio; Ocean Life, Western pacific; Ecoventures,Fl State university and FL dept. of Environmental Protection, Groliers Electronic Encyclopedia.
Teacher resources:
Pinellas County guide, Florida Unit, Pegasus teacher guide.
Web sites about Everglades:
http://www.everglades.national-park.com/
Web sites about Homeless:
http://www.earthsystems.org/ways/
Assessments:
The students folders will be graded using the , Missing Gator of Gumbo Limbo Folder Rubric,
The students HyperStudio project will be graded using the HyperStudio Presentation Rubric
The students five facts on the homeless will be graded with the total class input, if the fact is a true fact or not. 5 out of 5 is an "A", 4 out of 5 is a "B", 3 out 5 is a "C". Less than 3 true facts will mean the students needs to go back to the computer and find more facts.
A weighted average will determine the final grade.