History
Anticipatory Set
Start by discussing the civil war as is presented in the
classroom History book. What information does this provide? Can you
understand the emotions involved in war?
Objective
Students will be better able to understand the setting and
emotions involved in the Civil War. Through use of literature and
computer resources, students will be able to get a more in-depth view of
History.
Input
1. Students will have some prior History knowledge from a
previous lesson.
2. Students will be finished, or in the
process of finishing, a previously assigned historical fiction book
involving the civil war.
3. A discussion form will be
used to get the students involved and sharing the different thoughts they
have regarding the events and emotions of the civil war.
Modeling
A computer program containing different state and war facts will
be demonstrated for the class. Students will then be asked to use the
program to expand their knowledge of the Civil War and the
emotions/environment surrounding it.
Check for Understanding
Their participation will be noted throughout the discussion. An
actual grade will be given on the written assignment that follows the
lesson.
Guided Practice
The teacher will discuss his/her own opinions on the emotions and
events of the Civil War. He/she will also demonstrate proper searches on
the computer program and then explain how to use each on the
assignment.
Independent Practice
Each student will be required to write a letter as if they were
living in the time of the civil war. Their work will be evaluated on the
use of their resources, accuracy of facts and emotions, and how well it is
written.
Closure
States
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Anticipatory Set
Interest students by asking them to daydream of a place where they
would like to be. Guide their dreaming with questions...
-What is the weather like?
-Are there many people there?
-Is it busy?
-What is the landscape like?
Ask a few students about their place. Give a clue
about where your dreamplace is. Lead to a question about that
state.
Objective
To teach the facts about states and provide the students with an
appreciation for the wide variety that can be found among the different
states of our nation. The students will be able to recite facts about the
states discussed and compare and contrast those states. Students will be
able to use computer resources to compare and contrast other
states.
Input
A. Task Analysis-
1.The students will need to have some state knowledge.
2.They will need to: think of their own interests and waht type
of place they are most comfortable in and listen to other interesting
features about other states.
B. Thinking levels-
The students will gain knowledge about states and be able to
better understand the variety of states that make up our nation.
C. Method of Presentation-
The majority of the lesson will be based on classroom discussion
about personal interests, experiences, and knowledge about the states.
The basic facts about two states will also be presented with posters.
Modeling
-Disscussion about likes and dislikes.
-Presentation of facts.
-Discussion about differences.
-A computer program will be demonstrated for their use on their
independent assignement.
Checking for Understanding
Since it will be mainly discussion, questions and answers will be
used through the lesson. When facts are being presented students will be
asked about the facts they know and asked questions periodically.
Guided Practice
A worksheet will be provided that students can fill out and answer
while the facts are discussed in class.
Independent Practice
The last question on the worksheet provides a take home question
that involves a personal interest search and research about the state of
their dreams. The students will need to use the demonstrated computer
program for their research.
Closure
Share more information about your dream and why it is your dream
place. Encourage the students to think more about their dream.
Planets
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Anticipatory Set
Start by discussing space. What kinds of things do you associate
with space? What do you already know about the planets? Use a model to
spark interest and show the order of the planets.
Objective
Students will be able to find more in-depth information about the
planets through using the computer. They will be able to find which
planets have rings, moons, how far they are from the sun and how large
they are. They will be able to take this information and compare and
contrast the different planets based on this information.
Input
1. Students will need to have a concept of size, distance, and a
basic idea of space.
2. Activities will involve my space/planet model, a database on
space, and a computer lab. The lab provides many computers so each
student can do their own searches.
3. Discussion will start with concepts and then students will
be allowed to explore the computer and find new information.
Modeling
How to use the database to find information will be demonstrated
for the whole class.
Check for Understanding
A specific search will be required of the students so I will be
able to evaluate whether they are able to properly use the database. They
will be evaluated on this ability when they finish their independent
assignment.
Guided Practice
(the specific search)
Independent Practice
Each student will be given a planet to find specific information
about, using other sources. They will also be required to use the
database to compare and contrast their planet with other planets.
Closure
Math
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Anticipatory Set
Begin a discussion about a few mathematical concepts. Discuss some
of the every day situations in which those concepts can be used.
Objective
Students will increase their mental math speed through the use of a
computer math maze game. Students will also have a concept of how math
relates to everyday life.
Input
1. Students will need some math knowledge.
2. Activities will involve discussion, a verbal mental math game,
and a computer with a math game program.
3. Discussion about math and it's importance will start the class
and lead into a verbal game and eventually the use of a computer math
game.
Modeling
Different mathematical concepts will be explained along with
directions for using the computer program.
Check for Understanding
The verbal game will demonstrate the level at which the students
understand the mathematical concepts.
Guided Practice
(the game)
Independent Practice
Students will have a worksheet with similar problems on it that
will be evaluated for a grade.
Fish and Mammals
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Anticipatory Set
Interest the students by bringing in some fish in a fish tank and a
mammal such as a hamster. Ask the students what the noticeable differecnes
are between the animals. Ask the students to review the characteristics
of mammals.
Objective
The students will be able to identify several characteristics of a
fish and how it differs from a mammal.
Input
Task Analysis
1. Students should realize at the beginning of the lesson that
animals are classified according to their characteristics. They will
already know what characteristics classify a mammal from a previous
lesson.
2. Students will be able to identify a fish and know why it is
considered a fish.
3. Students will fisrt be able to identify the physical
characteristics of a fish and know some unobservable common
characteristics of a fish.
Thinking levels
1. The students will know the common characteristics of a
fish.
2. The students will understand why an animal is characterized as
a fish.
3. The students will be able to label the parts of a fish and
understand what each part does. (gills,fins, etc)
Method of Presentation
1. The students will first examine the animals.
2. The students will use a database in a computer lab. They will
observe the differentiating characteristics listed on the database. They
will especially notice that a whale and a dolphin are not considered fish
according to the characteristics on the database.
Modeling
The students will learn from a class discussion and interaction
with the computer and database.
Checking for Understanding
The instructor will have the students make their own list of
characteristics of a fish and name some specific fish on the
computer.
Guided Practice
The instructor will go around to make sure the students' lists are
accurate.
Independent Practice
Students will be given a characteristic worksheet that they will
have to finish at home for a grade.
Closure