Concordia University Lesson Plan (Long Form)

CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
Student Teacher: Chelsea Sherman Grade Level: 5th Date: 9-28-15
State Standard: LPS Computer Standards: 1.a, 2.d, 5.c; CCSS.ELA-LITERACY.W.5.2.A, 5.7
Subject: Writing/Technology
Name of Lesson: Research, Record, Repeat Period / Time: 45 minutes
I. Goal: Required Adaptations/Modifications:

Demonstrate how to research information in books and on websites,
as well as the best way to record the information being collected.
II. Objectives: Required Adaptations/Modifications:

During direct instruction, students will be able to fill out the note
taking worksheet provided to them with assistance from the
teacher.
After direct instruction, students will be able to find relevant
information in provided books that relate to their topic.
After direct instruction, students will be able to find relevant
information on a given website that relates to their topic.
III: Faith / Values Integration: Required Adaptations/Modifications:

Since we will being researching within the next few days, I will
talk to the students about giving credit where credit is due. It is
not right to copy someone else’s hard work and claim it as your
own. Even though the point of this project is not to check to see
if students can correctly cite a book or website, that does not
mean they can copy complete sentences into their paragraphs. It
is an important skill to be able to paraphrase and give credit to
who you got the information from.
IV. Integrated Technology: Required Adaptations/Modifications:

We will be using an iPad and AirPlay to project some websites
onto the screen in order to help the students understand how to
best research information on websites. We will also be looking at
the app EPIC! for the books.
V. Materials: Required Adaptations/Modifications:

iPad (mine)
Dinosaur group note taking sheet (25)
3 books (on iPad)
3 website urls
VI: Procedure: Required Adaptations/Modifications:
A. Set / Hook: (7 min) Introduce the terms paleontology

and archaeology to the students. Tell the students for
the next few days they will get to be these scientists to
help discover information about dinosaurs.
 Paleontologist: one who studies prehistoric life
forms by studying their fossils
 Archaeologist: one who studies prehistoric peoples
and their cultures by looking closely at their artifacts,
inscriptions, monuments, etc.
 Prehistory (prehistoric): all the time preceding
human existence and the invention of writing
B. Transition: As a paleontologist or an archaeologist, we

need to begin to search for relevant information that will
help us find the details we need.
C. Main Lesson:
 (5 min) Move to new seating arrangements so you can
sit by your partners. Introduce topic (specific dinosaur
group: horned dinosaurs) and pass out the note taking
sheet to all students.
 Explain that we are going to be using several sources of Several students will need assistance
books and websites to find information about horned filling out the note taking sheets. These
dinosaurs. We will use that info to fill in our note are the students that I will make an
taking sheet to help us write our paragraphs later in
intentional effort to check on
the week.
periodically and give assistance to
 (15 min) Go through 3 books on iPad while filling out
where needed or keep them on track.
sheet
~First book: What Are Dinosaurs? By Bobbie
Kalman
-Some books we can look at just to get
a better understanding of the topic
-Don’t need to take notes on this one,
but it is still important that we are
gaining knowledge to help us overall
~Second book: Horned Dinosaurs by Don
Lessem
-time periods
-what they eat
-bony beak
-where their fossils were found
~Third book: Triceratops by Charles Lennie
-when it lived
-how big its horns were
-size of skull
-neck frill
-size of dino
-beak’s job and food

-where were fossils found
-extra facts
~Helpful tips when searching through books:
~Use pictures to help you get a better
sense of what the words are saying
~If you do not know what a certain
word means, look it up, or use context
clues to figure it out
 (15 min) Go through 4 websites on iPad while filling
out sheet
~First website: Torosaurus
-herbivore
-major fossil finds
-skull size
-“bird-hipped” dino
-strong beak, breaks branches
-legs and posture
~Second website: Protoceratops
-meaning of its name
-time period
-diet and size
-who ate them?
-where did they live?
~Third website: Youtube – Utahceratops and
Kosmoceratops
-diet
-size
-types of horns
-Kosmo- 15 horns
-where they were found (southern
Utah)
~Helpful tips when searching through
websites:
~do not get distracted by all the ads
and extra info that pop up
~If you are confused about where to
go or how this website can be helpful
to you, simply ask a teacher
D. Transition: This sheet will help you fill out your own note
taking sheet, so keep it in your writing folder with your rubric.
E. Conclusion: (3 min) Tomorrow we will get started with

research. I will explain that they will get their note sheets and start
researching with either books or websites.
VII. Assessment: Required Adaptations/Modifications:

By giving the students a worksheet to fill out while I am giving

the examples of how they should best research and take notes, I
can assess their understanding of how to take notes. I will also
ask for their input, rather than simply filling out the information
on my own. They will be identifying facts and telling me where to
write things by the end. If they can successfully do that, then I
know they can be successful on their own.
VIII. Assignment: Required Adaptations/Modifications:

none
IX. Self-Evaluation: X. Coop’s Comments:

One drawback to using my iPad and AirPlay to display the digital -good introduction of vocab, comparing
books and websites for this lesson was that I was not able to paleontologist and archaeologist
display the notes sheet for the students. I would have liked to -love that you are practicing the
write down the facts that we were learning so the students could organizer as a large group before they
have copied them. But it would not have been realistic to switch do it independently
AirPlay on and off again and again. This is a time where an old- -great use of technology with the iPad
school overhead projector would've been great! and EPIC app–was able to wander
because of the technology; having the
It was good to be able to walk around and make sure students webpages and YouTube video ready
were staying on task, though, since I was able to use my iPad for -good explanation of:
everything. I was kind of disappointed at how many of the -digital book vs. webpage
students were not following along. I expected those students to -not officially citing but still need to
be more distracted but I had to stop and walk them through recognize we where we go the info
more of it than I thought I would have to. -how to do a YouTube video and how
it's different with large group
I over planned for this lesson majorly. Which is a good thing, but -taking notes vs. writing sentences
it's hard to not have as much time as I would like to teach the -like how you went over the way to find
students everything they need to know to be successful. I made info and pictures, how to title
sure to stress the fact that even though we aren't spending a lot webpages, and what to put in notes
of time on each source, they would need to spend more time -good job talking about how they will
investigating each source. take more time on each source than you
are doing in large group
-maybe consider doing notes on chart
paper or board

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CONCORDIA UNIVERSITY LESSON PLAN (Long Form)

Student Teacher: Chelsea Sherman Grade Level: 5th Date: 9-28-15

Name of Lesson: Research, Record, Repeat Period / Time: 45 minutes

I. Goal: Required Adaptations/Modifications:

II. Objectives: Required Adaptations/Modifications:

III: Faith / Values Integration: Required Adaptations/Modifications:

IV. Integrated Technology: Required Adaptations/Modifications:

V. Materials: Required Adaptations/Modifications:

VI: Procedure: Required Adaptations/Modifications:

A. Set / Hook: (7 min) Introduce the terms paleontology

B. Transition: As a paleontologist or an archaeologist, we

-beak’s job and food

E. Conclusion: (3 min) Tomorrow we will get started with

VII. Assessment: Required Adaptations/Modifications:

By giving the students a worksheet to fill out while I am giving

VIII. Assignment: Required Adaptations/Modifications:

IX. Self-Evaluation: X. Coop’s Comments:

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