Lesson Plan!

W301 Lesson Plan Template

Target Audience of the Lesson:
A sixth grade classroom made up of 20 students.

Big Idea of the Lesson:

Students need to learn about beginning searching on websites. By using a fun topic like the size of whales we will figure out how to use websites.



Overall Goal for the Lesson:

I want students to understand how useful websites can be for everyday life.



Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/)
6.4.5 Identify and draw two-dimensional shapes that are similar.6.7.4 Apply strategies and results from simpler problems to solve more complex problems.6.7.11 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/)
1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
Student Objectives for the lesson. (Given a condition, the students will, to what level).
Students will use the Internet to make comparisons regarding the size of whales.Students will investigate the differences in lengths and weights of whales.Students will be able to make comparisons of a known object to help in making an estimate of a very large object. Students will be able to answer questions on the information they gather.Students will be able to demonstrate how a spreadsheet helps them to make predictions, collect and summarize, data.
Students will be able to defend their choice of graph in solving a similar problem.
Length of Lesson: (minutes, number of class periods, or days or weeks needed).
1 class period for the demo.
1 class period for the extension.

Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)
Create interest by presenting a Web site on a visual projector of whale sounds, a video of a live killer whale. ·Students will take a pre-test to establish what they know about whales.1. Which whale is the largest?2. Which whale is the smallest?3. Which whale weighs the most?4. Where does the blue whale live?5. Are gray whales medium or large?6. What is the closest length for a gray whale?7. Which describes the length of the killer whale the best?8. Where does the killer whale live?9. Is a truck the same size as a whale?Step-By-Step Procedures: ·Students will be instructed to visit Web sites to provide information about the lengths and weights of the blue, gray, and killer whales, and the lengths of Ford and Chevrolet pick-up trucks. A worksheet will be provided to document the findings and calculations can be made into feet.1. How many pick-up trucks would you need to line up bumper to bumper to match the length of a blue whale?2. How much longer is a blue whale than a gray whale?3. Is the weight of three gray whales less than, greater than, or equal to the weight of one blue whale?Independent Practice: Draw a concept map for practice and to enhance retention by recording the comparison of the blue, gray, and killer whales by eight and length and then, the comparisons of a whale's length with a Ford and Chevrolet pick-up truck.Closure: Students will complete rubric for a peer assessment. The teacher will facilitate the assessment. Assessment Based On Objectives: Points for evaluation will be based on the categories of organization, mechanics, sources such as the concept map, and quality of information found during lesson.Adaptations












How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).
Students will asked to present their findings to the class.




Adaptations: How might the lesson need to be adapted for students with special needs?
For Students With Learning Disabilities: Students can complete a graph on paper by coloring in the information. Have a concept map drawn for students for them to complete information rather than having to draw the map. Students will work with partners during math and question activities.For Gifted Students: Students graph on paper the lengths of the whales. Insert information into a spreadsheet and convert the information into a graph.


Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups.
One computer for the demo.
Individual computers for each student for the extension.
A rubric for scoring their spreadsheets.
A teacher created spreadsheet to model the activity for students before their explorations.