Lesson Plan : Penguins are Cool!! WebQuest

Teacher Name:
 Mrs. Lachmann
Grade:
 Grade 1
Subject:
 Interdisciplinary

Topic:
 English Language Arts, Science and Technology (EDITED 13)
Content:
 Students will: Develop basic electronic literacy Read varied electronic print formats Write from electronic media Retrieve and share information via the Internet Work cooperatively to take turns using the computer Become more familiar with the computer keyboard Utilize a WebQuest application called Penguins are Cool!! By Linda Conn Outline: Species-Penguins Number different penguin species Different characteristics Habitat Warm vs. cold environments Open water and seacoast Distribution Various places penguins live Southern hemisphere Behavior Migration Food Predators
Goals:
 Students will read, write, listen and speak for information, understanding and social interaction. ELA 1-English Language Arts (Key 1.1, 1.2, 1.3, 1.4) ELA 4-English Language Arts (Key 4.1, 4.2, 4.3, 4.4) Students will gain an understanding and become proficient in identifying a species. MST 4- Science-The Living Environment (Key 2.1, 2.2, 2.3) Students gain experience collecting and sharing data and acquire specific knowledge. MST 2-Technology (Key 2.1, 2.2, 2.3)
Objectives:
 Given a WebQuest application Penguins are Cool!!, students will read, write, listen and speak for information and understanding, taking turns on the computer to read and answer questions with a partner in written form with at least 80% accuracy. Given a WebQuest application Penguins are Cool!!, students will collect data and share information on penguin species, habitat, distribution and behavior to perform all tasks and an experiment with at least 80% accuracy. Given a WebQuest application Penguins are Cool!!, students will access and identify information from electronic media in written form with at least 80% accuracy.
Materials:
 Websites: http://www.stemnet.nf.ca/CITE/penguins.htm http://warrensburg.k12.mo.us/webquest/penguins/index.htm http://geography.about.com http://teach-nology.com/web_tools/rubrics/teamwork/ Books: Non-Fiction World Atlas of Animal a Geographic Guide, by A. Minelli and E. Borella 10 Things I Know About Penguins, by Wax and Rowland In The Wild Penguins, by C. Robinson The Penguin Family Book, by Somme and Kalas Fiction Tacky the Penguin, by Helen Leister Supplementary Reading Books: Fiction Three Cheers for Tacky, by Helen Leister Penguin Pete’s New Friends, by M. Pfister The Penguins Are Coming! by R. Penney A Penguin Year, by S. Bonner Little Penguin’s Tale, by A. Wood Additional Materials: Bucket Cold water Petroleum jelly Winter gloves Rubber gloves Scissors String Hole punch Wire hangers Copies of penguin cutouts Coloring materials Computers Printers with paper Internet access Two sets of numbers 1-10 in a bag Writing mater
Introduction:
 Time Frame: 3-5 minutes The first three to five minutes after morning announcements, students will engage in an oral question and answer section. The following are questions including answers from yesterdays reading of Tacky the Penguin, by Helen Lester. Did Tacky the penguin live in a cold or warm environment? (cold, icy or snowy) Did Tacky live alone or with other penguins? (other penguins, friends, companions, or colony) Why was Tacky the odd penguin? Loud not quiet and polite like the others Marched different then the other penguins Not a graceful diver like the others, jumped in the water like a cannonball Did not sing in tune like the other penguins, sang out of tune and different songs then the other penguins Teacher says: “When the hunters came for the penguins Tacky stood alone against the hunters, while all the other penguins were hiding. Tacky used his horrible singing voice to scare the hunters away. This is when the other penguins realized that Tacky was a good penguin and joined in the horrible singing so the hunters would not return.” Teacher says: “We are now going to work with the computers to learn a lot more about real penguins.”
Development:
 Instructional Model: Cooperative Learning Time frame: 5 minutes The students will randomly select partners by choosing a number from one to ten from a bag and matching it to who has the same number. The students will find their partners for the week and quietly proceed to a computer. The teacher will have the following website already on each computer screen for students to click on. http://warrensburg.k12.mo.us/webquest/penguins/index.htm The teacher will demonstrate to students how to properly open the Penguins are Cool!! WebQuest section using the mouse by modeling the activity. Once all students have accessed the WebQuest application correctly, the teacher will read aloud the introduction, task and process to the students as they read silently along on the computer screen. The teacher will explain to the students that we will start with the first task and work in order to the last task.
Practice:
 Guided Practice: Time Frame: 30 minutes Students will start by clicking the mouse onto the first section labeled; How many different types of penguins are there? Students will continue through all six main tasks until they are completed over the next few days. The different teams of partners will work through the various tasks at their own speeds performing and answering questions the task request. During this time the teacher and aides or parents will be available to assist and answer any questions. Each team of partners is responsible for printing and writing their names on the worksheets for credit. Supplementary Practice: If time permits students can enhance their knowledge of the penguin species by reading or looking at the following selection of books at the reading center. I encourage all students to share information with each other. Non-Fiction World Atlas of Animal a Geographic Guide, by A. Minelli and E. Borella 10 Things I Know About Penguins, by Wax and Rowland In The Wild Penguins, by C. Robinson The Penguin Family Book, by Somme and Kalas Fiction Three Cheers for Tacky, by Helen Leister Penguin Pete’s New Friends, by M. Pfister The Penguins Are Coming! by R. Penney A Penguin Year, by S. Bonner
Accommodations:
 Least Complex: Students that have issues working in teams or problems using computer text will be given copies of the worksheets from the Penguins are Cool!! WebQuest application. These students may conduct the research to answer the questions using the classroom dictionary, encyclopedia, and reference books. This accommodates students that need to physically put their hands on direct information when learning about the different species of penguins, habitat, distribution and behavior. Most Complex: Students that need to go beyond the scope of the Penguins are Cool!! WebQuest application can explore penguins characteristics, habitat, distribution and behavior more in depth on the two following website links. http://www.stemnet.nf.ca/CITE/penguins.htm http://geography.about.com
Checking For Understanding:
 The teacher will check for understanding by: Collecting the worksheets and reviewing the students’ answers Reading journal responses Monitoring team progress Students’ responses to questions and share sections
Closure:
 Time Frame: 5 minutes Share Section: Students will share the information that they wrote about in their reflective journals with each other in the classroom orally about two things they learned about penguins, one thing they liked about working on the computer and one thing they did not like about working on the computer.
Evaluation:
 The teacher will formally evaluate each student’s progress from his or her worksheets. The teacher will formally evaluate the students’ teamwork through a teamwork rubric. http://teach-nology.com/web_tools/rubrics/teamwork/ The teacher will informally evaluate the students’ knowledge through the oral share section listed under closure.
Teacher Reflections:
 Teacher reflections: To be completed after the lesson is presented. What went well and why? What did not work and why? Did the students seem enthusiastic about what they were learning? Were the students able to efficiently collect and share data? What should be done differently next time?

Create New Lesson Plan Lesson Plan Center


Popular Areas: Bloom's Taxonomy Verbs | Lesson Planning Blocks | Lesson Forms Pack | Lesson Writing | Teacher Forum Chat