WVSU LESSON PLAN FORMAT (Updated 1/13)

Student Candidate: Debbie Snedegar

Date: May-2-2014
School: Poca Elementary School
Grade: 3
rd
Grade
Unit Topic: Stranded book by Jeff Probst
Lesson Topic: Plan your own vacation
Lesson 3
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will explore a vacation spot, investigation distance from their home school,
researching the weather and finding activities in the location.
2. Students will create a PowerPoint Presentation
3. Students will use the internet to gather information on several given websites.

WV CSOS

21C.O.3-4-1.LS.1 Student identifies information needed to solve a problem or complete an
assignment, conducts a search and prioritizes various sources based on credibility and relevance,
retrieves relevant information from a variety of media sources, and uses this information to
create an effective presentation.

21C.O.3-4.1.LS.3 Student cognizant of audience and purpose, articulates thoughts and ideas
accurately and effectively through oral, written or multimedia communications.


NATIONAL STANDARDS
NT.K-12.5 TECHNOLOGY RESEARCH TOOLS Students use technology to locate, evaluate
and collect information from a variety of sources. Students use technology tools to process data
and report results. Students evaluate and select new information resources and technological
innovations based on the appropriateness for specific tasks.

NT.K-12.3 TECHNOLOGY PRODUCTIVITY TOOLS Students use technology tools to
enhance learning, increase productivity, and promote creativity. Students use productivity tools
to collaborate in constructing technology-enhanced models, prepare publications, and produce
other creative works


MANAGEMENT FRAMEWORK
Overall Time 60 minutes
Time Frame 5 minute introduction
10 minute presentation (Flip Lesson)
40 minute Teacher directed activity
5 minute closure


STRATEGIES Teacher/student discussion, discovery learning

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Students will have access to visuals. PowerPoint will be paused to show one step at a time.
Teacher/student individual help if needed.


PROCEDURES: Introduction: Teacher will talk to the class about this project and advise all
students that we will need to work one slide at a time and stay together.

PROCEDURES:


1. Students will name their projects, vacation.yourname and save their work after each
slide.
2. Students will decide which city they would like to travel too after studying the different
regions throughout the U.S. If they are unsure, they can visit
www.nationalgeographic.com/vacationplanning
3. Students will go to www.mapquest.com to calculate the distance between their
destination and their school. Students will also record the time it takes to travel by
vehicle.
4. Students will go to www.weather.com to find out the weather during their trip.
5. Students will plan what activities they will participate in on vacation.
6. Students will make a list of what they will need to take on the trip.
7. Lastly, the students will put all their information together in a PowerPoint to show their
class over the vacation they have been planning.
8. Step by step instructions are provided on the flip lesson for creating this presentation.


PROCEDURES: Closure
Students will save their work. Once project is complete, students will print and submit for
grading.

ASSESSMENT: Diagnostic- I questioned the students at the beginning of the lesson if they had
an idea of a location they would choose for their project.
ASSESSMENT: Formative- I walked around as students were working on their slides to help
with any problems they had.
ASSESSMENT: Summative- Once project was completed, I graded their projects to the rubric
on Webquest.


MATERIALS Computers, Smart Board, PowerPoint, Internet Access, Printer

EXTENDED ACTIVITIES
If Student Finishes Early After PowerPoint is printed, students can research another location.
If Lesson Finishes Early Students will share their project with the class.
If Technology Fails Students can choose a vacation spot. Use an Atlas to calculate distance.

POST-TEACHING
1. Reflections Planning

This lesson was chosen because my cooperating teacher thought that since I had to do a
technology lesson, we could tie it in with the book but also take care of their techsteps
requirement of PowerPoint. The actual techsteps lesson had students plan a field trip, but we
decided that we would have them plan a vacation and choose somewhere they wanted to go
within the United States. When planning, I created two PowerPoint presentations. First one
was to be an example of what theirs would look like with six slides completed. The second
presentation was a step by step instructional demonstration of what they needed to do. This
is my flip lesson.

2. Implementation

The plan was to get one of the laptop carts so we could do this lesson in their own
classroom. I would have the flip lesson showing on the smart board. This did not happen
since the school was preparing for the Westest. We had to use the technology room. I
was able to show them the lesson on the overhead. We were in the technology room and
only got three slides completed in this hour. Having 24 students all learning powerpoint,
how to save files, attach pictures, look at websites for information was much more
difficult than I had ever thought. Some caught on quickly while others needed individual
help. Ms. Ragle and I went student to student assisting them with each step. We only
worked on one slide at a time and once all students were finished with that slide, we
would then go to the next slide. The class did not get the project completed in this 60
minute session. We will complete the lesson once computers are available after Westest
has been given.
3. Clarity of presentation

I believe the presentation was clear but had to be paused after each step to allow students
to complete each step and not get confused.


4. Attention to individual differences

With screen shots on the presentation, visuals were available for those that needed
to see what to do. There was also audio to explain each step. The help that Ms.
Ragle and I provided walking student to student was helpful for them all.


Data Based Decision Making