WebQuest Lesson Plan
Content
KEERAN SCHOOL OF EDUCATION LESSON PLAN
Teacher: School: Subject area: Ages of students: Grade level: Total number of students: Title of Lesson Plan: Title of Unit:
Marisa Caudill Kentucky Christian University Reading 7-8 years old 2nd 20
ID: Date of Observation: District: Type of classroom # of IEP # of 504 # of GSSP # of ELL
119205
The Magic School Bus and the Butterfly Bunch WebQuest
ACTIONS
Goals, Objectives, & Essential Questions A. Broad Goal: Learning about Butterflies B. Objectives: 1. Students will complete the questions given, using complete sentences, detailed thought, and correct spelling, with 90% accuracy. 2. Students will research and label the parts on an insect on the worksheet given with 90% accuracy. 3. Students will watch a “Butterfly” video and complete a Butterfly Life Cycle mobile with given materials with 90% accuracy. 4. Students will create and write a story of changes within their lives since birth using three examples and using complete sentences, with 85% accuracy. 5. Students will view and become familiar with two given maps and complete the given map in their journal with 90% accuracy. 6. Students will learn about the monarch butterfly and complete the given coloring sheet following the directions with 90% accuracy.
C. Essential Questions: 1. What is required for answering the questions correctly and completely? 2. What are the parts of an insect? 3. What is the Butterfly Life Cycle? 4. What are examples of changes in the students’ lives since birth? 5. Where is North America? 6. What does the Monarch Butterfly look like? Student Assessment:
Objective Number
Type of Assessment
Description of Assessment
Depth of Knowledge
Adaptations and/or Accommodations
1 2 3 4 5 6
formative formative formative formative formative formative
Journal 1,2,3 Questions Insect Labeling 1,2 Life Cycle Mobile Life Changes Story Map Coloring Sheet 1,2,3 1,2 1,2 1,2
none none none none none none
Connections A. Primary Lesson Standards: Kentucky Learner Goals & Academic Expectations: 1.1 1.2 1.3 1.4 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. Students make sense of the variety of materials they read. Students make sense of the various things they observe. Students make sense of the various messages to which they listen.
Program of Studies: EL-P-DIU-U-4 Students will understand that different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitate the reader’s ability to make meaning of the text. EL-P-IT-U-1 Students will understand that interpretations of text involve linking information within and across parts of a text and determining importance of the information presented. EL-P-RRT-U-2 Students will understand that references from texts provide evidence of applying ideas and making text-to-self, text-to-text, and text-to-world connections.
Core Content for Assessment: RD-EP-2.0.7 Students will make inferences or draw conclusions based on what is read. DOK 3 RD-EP-3.0.4 Students will identify main ideas or details that support them. DOK 3 RD-EP-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).
B. Other Disciplinary Standards: Kentucky Learner Goals and Academic Expectations2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other.
4.3 Students individually demonstrate consistent, responsive and caring behavior. 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations Program of StudiesT-P-SESI-U-1 Students will understand that responsible and ethical use of technology is necessary to ensure safety T-P-SESI-S-S2 Students will use safe behavior when using technology SC-P-UD-U-2 Students will understand that plants and animals have features that help them live in different environments SS-P-G-U-1 Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help to locate places, recognize patterns and identify geographic features EL-P-WC-U-4 Students will understand that writing can be used to make meaning of one’s own experience, as well as of other information/ ideas. Core Content for AssessmentSC-EP-3.4.3 Students will describe the basic structures and related functions of plants and animals that contribute to growth, reproduction and survival. Each plant or animal has observable structures that serve different functions in growth, survival and reproduction. For example, humans have distinct body structures for walking, holding, seeing and talking. These observable structures should be explored to sort, classify, compare and describe organisms. DOK 2 SS-EP-4.1.1 Students will use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community.
WR-E-1.2.0 Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by Developing logical, justified and suitable explanations Providing relevant elaboration Explaining related connections or reflections Applying idea development strategies appropriate for the form DOK 4 D. Statement Connecting the Standards to Your Objectives: The above standards relate to my objectives in that there are activities within the Webquest that directly connect reading with Science, Social Studies, and Writing. Students are required to complete a mobile about the Life Cycle of a Butterfly (Science), they are required to complete a writing assignment, and they will complete a map activity (Social Studies). Context 1. Unit a. 5 Lessons over a period of 5 days b.5 days/30-60 min per day depending on the activity. 2. Students a. Students must be able to read and understand directions. Students must also be able to use a computer and navigate the internet. b. Differentiation: A. Accommodations:
Student Identifier
Plan/Need
Describe the type of plan for this student and the specific needs that they need. particular student.
Accommodation Describe exactly how you are going to meet the needs of this Plan/Need Accommodation
B. Individual Learning Styles: Variations for: Description of Variation Learn by viewing and completing the WebQuest. They Visual Learners will also learn from the activities within the WebQuest as well. Auditory Learners Kinesthetic Learners Learn by listening to the video incorporated into the WebQuest. Learn by hands-on interaction of the WebQuest and the journal that goes along with the WebQuest.
C. Multiple Learning Levels: Procedure Step
1 2
Bloom’s Taxonomy
KN, CO KN, CO, AP
Depth of Knowledge
1 1, 2, 3 (depending on the activity)
Real-Life Connections: Text to Text connection. Students need to connect and understand what they read. Text to Self connection. Students are required to complete a writing assignment that connects themselves to the topic being studied. Resources 1.) The book- The Magic School Bus and the Butterfly Bunch 2.) Websites used within the WebQuest Technology 1.) Computer 2.) PowerPoint Presentation 3.) Internet Access Procedures 1. (15 min) Introduction to the WebQuest. (Day 1 only) Give out specific directions, step by step, go through direction for each day, be sure to include the directions for the journal as well. Explain to students how they will be evaluated at the end of the 5 day period. 2. (30-60 min) Time will depend on the day because some activities take longer than others. Students will be expected to quietly go to the computer, complete the task/s for the day and quietly return to his/her seat. IMPACT – Prepared after the lesson is taught Reflection/Analysis of Teaching and Learning REFINEMENT - Prepared after the lesson is taught. Lesson Extension/Follow-up
Teacher: School: Subject area: Ages of students: Grade level: Total number of students: Title of Lesson Plan: Title of Unit:
Marisa Caudill Kentucky Christian University Reading 7-8 years old 2nd 20
ID: Date of Observation: District: Type of classroom # of IEP # of 504 # of GSSP # of ELL
119205
The Magic School Bus and the Butterfly Bunch WebQuest
ACTIONS
Goals, Objectives, & Essential Questions A. Broad Goal: Learning about Butterflies B. Objectives: 1. Students will complete the questions given, using complete sentences, detailed thought, and correct spelling, with 90% accuracy. 2. Students will research and label the parts on an insect on the worksheet given with 90% accuracy. 3. Students will watch a “Butterfly” video and complete a Butterfly Life Cycle mobile with given materials with 90% accuracy. 4. Students will create and write a story of changes within their lives since birth using three examples and using complete sentences, with 85% accuracy. 5. Students will view and become familiar with two given maps and complete the given map in their journal with 90% accuracy. 6. Students will learn about the monarch butterfly and complete the given coloring sheet following the directions with 90% accuracy.
C. Essential Questions: 1. What is required for answering the questions correctly and completely? 2. What are the parts of an insect? 3. What is the Butterfly Life Cycle? 4. What are examples of changes in the students’ lives since birth? 5. Where is North America? 6. What does the Monarch Butterfly look like? Student Assessment:
Objective Number
Type of Assessment
Description of Assessment
Depth of Knowledge
Adaptations and/or Accommodations
1 2 3 4 5 6
formative formative formative formative formative formative
Journal 1,2,3 Questions Insect Labeling 1,2 Life Cycle Mobile Life Changes Story Map Coloring Sheet 1,2,3 1,2 1,2 1,2
none none none none none none
Connections A. Primary Lesson Standards: Kentucky Learner Goals & Academic Expectations: 1.1 1.2 1.3 1.4 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. Students make sense of the variety of materials they read. Students make sense of the various things they observe. Students make sense of the various messages to which they listen.
Program of Studies: EL-P-DIU-U-4 Students will understand that different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitate the reader’s ability to make meaning of the text. EL-P-IT-U-1 Students will understand that interpretations of text involve linking information within and across parts of a text and determining importance of the information presented. EL-P-RRT-U-2 Students will understand that references from texts provide evidence of applying ideas and making text-to-self, text-to-text, and text-to-world connections.
Core Content for Assessment: RD-EP-2.0.7 Students will make inferences or draw conclusions based on what is read. DOK 3 RD-EP-3.0.4 Students will identify main ideas or details that support them. DOK 3 RD-EP-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).
B. Other Disciplinary Standards: Kentucky Learner Goals and Academic Expectations2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other.
4.3 Students individually demonstrate consistent, responsive and caring behavior. 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations Program of StudiesT-P-SESI-U-1 Students will understand that responsible and ethical use of technology is necessary to ensure safety T-P-SESI-S-S2 Students will use safe behavior when using technology SC-P-UD-U-2 Students will understand that plants and animals have features that help them live in different environments SS-P-G-U-1 Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help to locate places, recognize patterns and identify geographic features EL-P-WC-U-4 Students will understand that writing can be used to make meaning of one’s own experience, as well as of other information/ ideas. Core Content for AssessmentSC-EP-3.4.3 Students will describe the basic structures and related functions of plants and animals that contribute to growth, reproduction and survival. Each plant or animal has observable structures that serve different functions in growth, survival and reproduction. For example, humans have distinct body structures for walking, holding, seeing and talking. These observable structures should be explored to sort, classify, compare and describe organisms. DOK 2 SS-EP-4.1.1 Students will use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community.
WR-E-1.2.0 Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by Developing logical, justified and suitable explanations Providing relevant elaboration Explaining related connections or reflections Applying idea development strategies appropriate for the form DOK 4 D. Statement Connecting the Standards to Your Objectives: The above standards relate to my objectives in that there are activities within the Webquest that directly connect reading with Science, Social Studies, and Writing. Students are required to complete a mobile about the Life Cycle of a Butterfly (Science), they are required to complete a writing assignment, and they will complete a map activity (Social Studies). Context 1. Unit a. 5 Lessons over a period of 5 days b.5 days/30-60 min per day depending on the activity. 2. Students a. Students must be able to read and understand directions. Students must also be able to use a computer and navigate the internet. b. Differentiation: A. Accommodations:
Student Identifier
Plan/Need
Describe the type of plan for this student and the specific needs that they need. particular student.
Accommodation Describe exactly how you are going to meet the needs of this Plan/Need Accommodation
B. Individual Learning Styles: Variations for: Description of Variation Learn by viewing and completing the WebQuest. They Visual Learners will also learn from the activities within the WebQuest as well. Auditory Learners Kinesthetic Learners Learn by listening to the video incorporated into the WebQuest. Learn by hands-on interaction of the WebQuest and the journal that goes along with the WebQuest.
C. Multiple Learning Levels: Procedure Step
1 2
Bloom’s Taxonomy
KN, CO KN, CO, AP
Depth of Knowledge
1 1, 2, 3 (depending on the activity)
Real-Life Connections: Text to Text connection. Students need to connect and understand what they read. Text to Self connection. Students are required to complete a writing assignment that connects themselves to the topic being studied. Resources 1.) The book- The Magic School Bus and the Butterfly Bunch 2.) Websites used within the WebQuest Technology 1.) Computer 2.) PowerPoint Presentation 3.) Internet Access Procedures 1. (15 min) Introduction to the WebQuest. (Day 1 only) Give out specific directions, step by step, go through direction for each day, be sure to include the directions for the journal as well. Explain to students how they will be evaluated at the end of the 5 day period. 2. (30-60 min) Time will depend on the day because some activities take longer than others. Students will be expected to quietly go to the computer, complete the task/s for the day and quietly return to his/her seat. IMPACT – Prepared after the lesson is taught Reflection/Analysis of Teaching and Learning REFINEMENT - Prepared after the lesson is taught. Lesson Extension/Follow-up
