KEERAN SCHOOL OF EDUCATION LESSON PLAN

Teacher: Stephanie Prather ID: 170107

School: Date of May 3, 2010

Observation:
Subject Technology (with science, District:
area: reading, writing, math,
social studies, and art)
Ages of Type of Traditional, integrated
students: classroom
Grade level: 2nd # of IEP
# of 504
Total # of GSSP
number
of students: # of ELL
Title of The Magic School Bus: In The Arctic (Webquest)
Lesson
Plan:
Title of Unit: Exploring useful technology through Webquest activities

ACTIONS

Goals, Objectives, & Essential Questions

A. Broad Goal:
Students will read the book The Magic School Bus: In the Arctic, explore
web resources dealing with the Arctic, and complete various activities in a
special journal for each day.
B. Objectives:
1. Given online resources to explore various topics, students will be able
to answer journal questions with 100% accuracy.
2. Given mathematical word problems, students will be able to write the
correct formula and solve eight out of ten problems correctly.
3. Given a map, students will be able to correctly identify the bodies of
water and the land masses in the Arctic.
4. Given grade-appropriate material, students will be able to read with
fluency 90% of the time.
5. Given writing prompts, students will be able to write in complete
sentences for a variety of purposes with 95% accuracy
C. Essential Questions:
1. Do I make use of the information I have found on the internet?
2. Can I put words into mathematical equations to find the answer?
3. What bodies of water and land masses are found in the Arctic?
4. Do I read with fluency?
5. Can I write in complete sentences about various topics for various
purposes?
Student Assessment:
Procedure Objective Type of Description of Depth of Adaptations
Number Number Assessment Assessment Knowledge and/or
Accommodations
3, 6, 9, 1 Formative Students will 1, 2
12, 15 record
answers to
the questions
about their
research in
their journals.
3, 6 2 Formative Given a word 2, 3
problem, the
students will
write
mathematical
equations to
solve for the
answer.
3 3 After looking 1
at a map of
the Arctic,
students will
color the land
masses of
the Arctic one
color and the
bodies of
water in the
Arctic another
color.
1, 4, 7, 4 Students will 2
10, 14 self-check
their reading.
6, 9, 12, 5 Given a 2, 3
15 prompt,
students will
write their
answers in
complete
sentences
16 All Summative Students will 1, 2, 3, 4
turn in the
Journals they
have
completed to
be assessed
Connections

A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations:

1.16 Students use computers and other kinds of technology to collect, organize, and
communicate information and ideas.

Program of Studies:
T-P-RIPSI-S-R: Students will use teacher-directed Internet sources as a resource for
information

Core Content for Assessment:

According to 404 KAR 3:303, the Program of Studies outlines the minimum content
standards for all students across grade levels and content areas. Although this content
is not tested in the Commonwealth Accountability Testing System, it is required
instruction in order for the course to meet the guidelines of 404 KAR 3:303.

B. National Standards:
NT.K-12.5: Students use technology to locate, evaluate,and collect information from a
variety of sources

C. Other Disciplinary Standards:

Kentucky Learner Goals & Academic Expectations:

2.1 Students understand scientific ways of thinking and working and use those
methods to solve real-life problems.
2.4 Students use the concept of scale and scientific models to explain the
organization and functioning of living and nonliving things and predict other
characteristics that might be observed.
2.16 Students observe, analyze, and interpret human behaviors, social groupings, and
institutions to better understand people and the relationships among individuals and
among groups.
2.19 Students recognize and understand the relationship between people and
geography and apply their knowledge in real-life situations.
1.2 Students make sense of the variety of materials they read.
1.11 Students write using appropriate forms, conventions, and styles to communicate
ideas and information to different audiences for different purposes.
2.8 Students understand various mathematical procedures and use them
appropriately and accurately.
1.13 Students make sense of ideas and communicate ideas with the visual arts.

Program of Studies
Science
SC-P-I-S-2: Students will observe, document and explain how organisms depend on
their environments
SC-P-UD-S-1: Students will describe the basic needs of organisms and explain how
these survival needs can be met only in certain environments
SC-P-UD-S-3: Students will investigate adaptations that enable animals and plants to
grow, reproduce and survive (e.g., movements, body coverings, method of reproduction)
SC-P-I-S-4: Students will describe how changes in an environment might affect plants’
and animals’ ability to survive
Social Studies
SS-P-G-S-1: Students will develop an understanding of patterns on the Earth’s surface
using a variety of geographic tools (e.g., maps, globes, charts, graphs):
a) locate and describe familiar places at school and the community
create maps that identify the relative location of familiar places and objects (e.g., school,
neighborhood) identify major landforms (e.g., continents, mountain ranges) and major
bodies of water (e.g., oceans, rivers)
Reading
EL-P-FF-S-3: Students will read grade-appropriate material – orally and silently - with
accuracy and fluency
Writing
EL-P-WC-S-7: Students will communicate understanding of ideas or events
EL-P-WC-S-3: Students will write for a variety of authentic purposes and audiences:
o communicate about personal experiences
o communicate through authentic literary forms to make meaning about the
human condition
o communicate through authentic transactive purposes for writing (e.g. informing,
describing, explaining)
o communicate reflectively
o recognize and address needs of intended audience
o adjust the writing style (formal, informal) for intended audience
EL-P-WS-S-1: Students will use complete and correct sentences of various structures
and lengths (e.g. simple, compound) to enhance meaning throughout a piece of writing;
apply unconventional sentence structures to achieve intended effect on audience
Math
MA-P-NPO-S-NO4: Students will explore and solve two-digit addition and subtraction
problems through the use of manipulatives.
Arts and Humanities
AH-P-PCA-S-VA2: Students will create new and experience artworks designed to fulfill
a variety of specific purposes

Core Content for Assessment

SC-EP-4.7.1: Students will describe the cause and effect relationships existing between
organisms and their environments.
SC-EP-3.4.3: Students will describe the basic structures and related functions of plants
and animals that contribute to growth, reproduction and survival.
SC-EP-4.7.1: Students will describe the cause and effect relationships existing between
organisms and their environments.
SS-EP-4.1.2: Students will use geographic tools to identify major landforms (e.g.,
continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural
resources on Earth’s surface and use relative location.
RD-EP-2.0.7: Students will make inferences or draw conclusions based on what is read.
WR-EP-1.1.2
In Personal Expressive Writing,
Students will communicate the significance of the writer’s experience by focusing on life
events or relationships.
Students will apply characteristics of the selected form (e.g., personal narrative, personal
memoir).
Students will create a point of view.
Students will use a suitable tone or appropriate voice.
WR-EP-2.4.2: In Personal Expressive/Literary Writing,
Students will develop sentences of various structures and lengths.
Students will develop complete and correct sentences.
Students will arrange poetic language in a meaningful order.
Students will use poetic line breaks effectively.
MA-EP-1.3.1: Students will analyze real-world problems to identify appropriate
representations using mathematical operations, and will apply operations to solve real-
world problems with the following constraints:
• add and subtract whole numbers with three digits or less;
• multiply whole numbers of 10 or less;
• add and subtract fractions with like denominators less than or equal to four and
• add and subtract decimals related to money.

D. Statement Connecting the Standards to Your Objectives:

The above standards relate to my objectives because the students will be
able to:
1. Make use of the information they find on the internet,
2. Put words into mathematical equations to find the answer,
3. Identify the bodies of water and land masses found in the Arctic,
4. Read with fluency,
5. Write in complete sentences about various topics for various purposes.

Context

1. Unit
a. Lessons 1-5 of 5 are included in the journal.
b. This unit is to be completed over the course of one week.
2. Students
a. The students will already have basic computer/technology skills so they
will be able to navigate the Webquest activity without any problems.
b. No known cultural boundaries will inhibit the students’ learning during
this activity.

Differentiation:
A. Accommodations:

Plan/Need Describe the type of plan for this student and the
Student specific needs that they need.
Identifier Accommodation Describe exactly how you are going to meet the
needs of this particular student.
Plan/Need

Accommodation Will be made as needed

 B. Individual Learning Styles:

Variations for: Description of Variation

Pictures, maps, and videos are all included in parts of this
Visual Learners
Webquest activity

The video included has sound. Also, the student may read
Auditory aloud to themselves or with others to better understand what
Learners he/she is reading.
Kinesthetic The students must navigate through the Webquest by visiting
Learners various websites.

C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

3, 6, 9, 12, 15, 16 1

3, 6, 9, 12, 15, 2
1, 4, 7, 10, 14

3, 6, 9, 12, 15, 16 3

16 4

Real-Life Connections:
This lesson helps the students practice navigating websites and using the
internet for practical purposes. This lesson is designed to give them a grasp on a
variety of topics and show them that there is much helpful information to be found
on the internet.

Resources
Cole, Joanna, and Bruce Degen. Scholastic's the Magic School Bus in the Arctic:
a Book about Heat. New York: Scholastic, 1998. Print.

The Magic School Bus: In the Arctic Webquest Activity

The Magic School Bus: In the Arctic Webquest Journal

*Additional sources cited in Webquest Activity*

Technology
The entire Webquest activity is web-based and necessitates the use of a
computer with internet access.
Procedures (90 minutes per day for one week- 7.5 hours total)

1. (10 min.) Read the first 5 pages of the book, The Magic School Bus: In
The Arctic.
2. (40 min.) Visit given websites to learn more about where exactly the
Arctic is located, what animals live in the Arctic, and what animals live in
the Arctic.
3. (40 min.) Complete the activities for Day 1 in your Journal.
4. (10 min.) Read the next 6 pages of The Magic School Bus: In The Arctic.
5. (40 min.) Visit the given website to learn more about cold-blooded
animals
6. (40 min.) Complete the activities for Day 2 in your Journal
7. (10 min.) Read the next 8 pages of The Magic School Bus: In The Arctic.
8. (40 min.) Visit the given websites dealing with insulation.
9. (40 min.) Complete the activities for Day 3 in your Journal dealing with
insulation.
10. (10 min.) Read the last 8 pages of The Magic School Bus: In The Arctic.
11. (40 min.) Visit the given websites explaining blubber, snow, and igloos
12. (40 min.) Complete the activities for Day 4 in your Journal.
13. (30 min.) Review the information you have recorded in your Journal
about the Arctic, Arctic animals, the temperature in the Arctic, Cold-
Blooded Animals, Insulation, Blubber, Snow and Igloos.
14. (20 min.) Spend some time on the given website.
15. (40 min.) Complete the activities for Day 5 in your Journal.
16. (10 min.) Turn in the Journals.