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Brief Overview of Unit (two-to-four sentences): This unit should take 5 sessions (30-45
minute per session) to complete. This unit is to be implemented after students have
learned what nonfiction books are and after students have learned about the life cycles of
different animals and their environments. After learning basic features of animals, students
have opportunity to implement basic knowledge of animals into a class research project.
Students will compare facts about different types of bears and their environments.
Throughout this unit, students will collect facts on different types of bears and record their
facts. After students have collected their facts, students will write one fact they learned
about bears on the All About Bears flipchart.
Teacher To Teacher:
If computers are not available for each student to use at the same time, this lesson
can be modified to use as a center where students rotate through using the
computers that are available or this lesson could be completed whole class.
Students who are researching the same bear can be grouped together into groups
of five students. Students can be grouped by those students who have a higher
reading level with those students who need more support with reading. The higher
leveled student could read text that is not recorded on the PebbleGo website.
The teacher will need to provide support to navigate students to the PebbleGo
website and how to use information found.
Procedures/Daily Activities
Day 1
Have the students sit in front of the Promethean board and remind the students
what a nonfiction text is. Once the students have defined that nonfiction text is
fact or true information, tell them that since we have been learning about animals
life cycles and habitats, we will create a class research project on bears and the
characteristics of bears.
Tell the students that we will collect facts using information we find on the
computer and write our own fact about a specific bear. The different bears we will
learn about are black bears, giant pandas, grizzly bears, and polar bears. They will
work in a group with other students to collect information on a bear the teacher
selects for them. We will learn about each bears body, habitat, food, life cycle,
and any other fun facts.
To begin our project, we will need to learn how to use the information on the
computer to learn facts about our bear. Let the students know that sometimes,
people will use the computer to find out information that they do not know much
about. We will use the website PebbleGo, which can read us the information it has
written on the page.
Go to the PebbleGo website that has the information on bears. It is listed under
Mammals Bears link. Select Black Bears and show the students that there
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is a speaker next to the text on the page. If you click on the speaker, it will read
the information to you. Demonstrate this for the class.
Have the students think about a fact they learned about black bears from that text
that was read. Have them share their information with a partner. Let them know
you will call on a student when are ready to share a fact. Once students have
shared a fact, discuss how they read information for a bear on the website, selected
a fact from the text, and identified a specific fact.
Show the students that at the bottom of the page there are different tabs for each
characteristic of bears (body, habitat, food, life cycle, and fun facts.) Tell the
students that there is usually a speaker next to the words on the page you are
reading. Explain how they will use this information as you explore the information
on black bears with the whole class. Have different students come up and
manipulate the website themselves so they can get practice and have a better
understanding of what they will do for the project.
Let the students know that whenever there is a word that is purple that means they
can click on it and it will tell them what that word means.
Show the students where it says Cite This Article on the left side of the screen in
a purple oval. Select this and explain to the students that when we cite
information, it lets the reader know that we are borrowing someone elses facts
they found. Since we are using facts from other sources, we need to cite the
website PebbleGo so our readers know where we found our information.
Tell the students that today we were exploring how to use the website PebbleGo to
collect information. Tomorrow they will begin to collect their own information on
their bear and write two facts they learned.
Day 2
Remind students that yesterday we learned how to use the website PebbleGo.
Today we will be going to the computer lab to explore information for our class
research project and we will be recording the information on a Fact Sheet.
In the computer lab, assign groups of 5 so students know who they will be
working with to complete their assignment. Put one student who has a higher
reading level in every group. Have the students who are in the same group, sit at
computers that are next to each other so they can communicate about the different
facts they found on that bear while their working throughout the lesson.
Have the students log-in to the computers using their computer number. Once the
computers have loaded, walk them through the step by step progress of how to
access the website PebbleGo and information on bears.
Have the students sit in front of the Promethean board again so you can model
how to complete the Fact Sheet. First write the name of the animal (black bear,
giant panda, grizzly bear, or polar bear) you are researching. Then, write the name
of the website where you will find out all your information. After, they will need to
write the citation of the article, which is under the Cite This Article information
so we know where our information came from.
Check for understanding: Ask students to give you a thumps up, if they know
what they need to do on their computer to find information. Clarify any questions
the students may have.
Assign groups a specific bear to research with their group. Before they go to the
computers to begin their research, have the students decide in their group who will
research what characteristic (body, habitat, food, life cycle, fun facts) of the bear.
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Each student should research a different characteristic than someone else in their
group.
Once the students have decided what part they will research, they can go back to
their computer with a Fact Sheet and begin their research.
Circulate the room and provide support for students when needed to make sure
they are able to successfully conducting the research.
When students have completed, collect their Fact Sheet. If students finish earlier
than others, have him/her provide support to someone else in their group. If no
one needs help, have them explore information on different animals on the
PebbleGo website to receive more practice with research.
When all students have completed, have the students come back together whole
group and let them know that tomorrow we will be writing their facts and
illustrating detailed pictures of their facts on the Promethean board.
Day 3
Remind students that yesterday they completed research on bears and recorded
two facts they found. Tell the students that today we will begin organizing our
research into a class project on the computer. Today we will record the black bear
and giant panda facts we learned.
Have the students read the facts to you so you can add them to the All About
Bears flipchart on the Promethean board.
Have some students pass out white boards and dry erase markers. Have the
students participate in an interactive writing activity to write these facts.
The first bear that is presented on the flipchart is black bears. The first question is
What do they look like? Have the student who researched a black bears body
share their fact to the class. As they share their fact, record the students sentences
with a digital recorder so that you can insert an audio file next to the text on the
flipchart. Anyone who views the chart will be able to listen to the text being read
to them instead.
As the teacher you should write the facts on the Promethean board and the
students will be working to write the facts on their white boards. In order to
complete an interactive writing activity, the teacher and student should be working
to sound out all words unless there are word wall words. A word wall word is
a word that the students should know how to spell quickly without sounding it
out. Any word wall words that are in the facts, have that student who
researched those facts come up to the Promethean board to write the word wall
words.
When you are finished writing the facts, have all students erase the facts from their
boards and move to the next page in the flipchart.
Ask the question that is at the top of the page. Have that student share his/her
research. Continue this process until all facts have been written about black bears
and giant pandas.
Once youre all finished, have the students clean up their white boards and dry
erase markers and remind the students that tomorrow we will continue to record
our facts on bears. We will complete our class project by writing the facts we
learned about grizzly bears and polar bears.
While the students are completing center work for the day, call them over to the
Promethean board one at a time to illustrate a detailed picture of their facts.
Day 4
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Remind the students that we will be recording our facts on our class project today.
We will write the grizzly bear and polar bear facts.
Continue the same process as Day 3.
Ask the students if they remember where they found the information about who
wrote the facts on the website, the Cite This Article. Have students show you
for each type of bear.
The teacher will model how to take the citation found on the website and type it
under the resources page of the flipchart.
Let the students know that we will view our class project tomorrow to see all of
the research and wonderful writing we did.
To prepare for Day 5: The teacher needs to insert all the audio files into the flipchart so it
is ready for the Day 5 lesson.
Day 5
The students and teachers will view the flipchart that was created and compare the
similarities and differences between all the bears we learned about.
Record information on the class Comparing Bears T-chart.
Once this has been completed, the teacher may print the class project flipchart and
put the pages into a binder to make a class book.
Students may take turns taking the book home to share with their families.
Student Assessment and Evaluation
Research
__/3 points
Writing
__/3 points
Presentation
__/3 points
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Student was able to
locate and record
data from website
with ease.
2
1
Student was able to
Student was able to
locate and record
locate and record
data from website
data from website
with ease with a little with much support.
support.
Student was able to
Student was able to
write most of the
write some of the
following: animal,
following: animal,
characteristic, or
characteristic, or
name of website.
name of website.
Student was able to
Student was able to
copy the citation of
copy the citation of
the article with a few the article with many
mistakes. Student
mistakes. Student did
wrote one fact about
not write one
their animal.
complete fact.
how to find new information will make them curious about other topics of interest to
them. Students love to learn new things and if they can be the ones in control of their
learning with teacher support, they will be engaged throughout the learning process. It
advances student learning because the students will just want to continue to learn more
about a variety of topics.
C. Reflection on Unit Lesson Plan
Your Learning about Information Literacy:
All of the information literacy components in my unit were new to me. I have
never used computers or the internet to conduct research with my class before. I have
used nonfiction books and the students would need to write a fact they learned after
reading the nonfiction book. I have used the Promethean board before for lessons;
however, I have never used it to the extent of creating a class flipchart with audio
recordings of the text. I have never used PebbleGo before. Taking 20 students to the
computer lab to have them all complete research and record their findings seems a bit
much. I am willing to try it and see if it works with the proper support. If directions to
the students are clear, I believe it would be successful. As I prepared this unit, I learned
that students need clear directions in order for them to succeed. The teacher needs to
know exactly what s/he is doing and the product should be shared with the students at the
beginning of the lesson so the students are aware of what the expectation is.
My philosophy of education is reflected in this lesson. I believe that all students
have the ability to learn. By giving all the students in my class the opportunity to try to
succeed at this assignment, they will build their own confidence. All students and teachers
can learn from one another as well. I create a welcoming environment where students can
come share their thoughts with respect of one another. I believe this is very important
because the students have all different types of learning styles. There are students who are
visual, auditory, or kinesthetic learners. Presenting the information in a variety of ways is
important for all the students in the class to understand and succeed. I also believe that
instruction should be developmentally appropriate for the students in my class. Creating a
lesson plan that used research that was being read to them was important because most
Kindergarten students do not know how to read. Also, creating the class project instead
of individual projects was great to help students understand the idea of researching before
they go more in depth.
Future Explorations:
Next time I may want to have students select their own animals within small
groups and try to complete a research activity in a small group instead of it being teacherdirected. I would also try to implement any kind of research activity to gets students
interested in a topic and to make it more engaging. I also may consider having students
complete the activity independently with the more practice they have with research.
I may also want to try to conduct this lesson if I have help from another teacher.
Many students may need me to provide support or explain something more clearly, so I
may possibly see if another teacher could come and help implement this lesson.
Annotated Citations:
Maryland State Department of Education. (2011). Using the State Curriculum:
Reading/ELA, Grade K. Retrieved from
http://mdk12.org/instruction/curriculum/index.html
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