RUNNING HEAD:  ASSURE Lesson Plan:  Postcards

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ASSURE Lesson Plan:

Postcards from the Wetlands

Rochelle Schneider

University of Phoenix

CMP 555

James Laub
Postcards from the Wetlands

ASSURE Model Lesson Plan

Brief Summary of Lesson: 

Students will

  • Design a wetlands postcard with graphic and text to send to State and Federal representatives demonstrating the importance of wetlands with 90% efficiency
  • Learn about the conservation of the wetlands by listening, reading, visiting a local National Park and writing about them with 90% efficiency
  • Draft, edit, proofread, revise, and publish a persuasive paragraph about the importance of the wetlands with 90% efficiency
  • Research and gather information from the Internet to create a persuasive paragraph with 90% efficiency
  • Demonstrate word processing skills using a rubric assessment

 

Analyze Learner

General Characteristics

Students involved in this lesson include 26 second graders who range in age from 8-9 years old.  They come from a homogenous ethnic background and gender population is 15 boys and 11 girls.  The reading levels range from average to below average reading ability according to DIBELS reading assessment.  The economic backgrounds of the families of these students are middle class to low socioeconomic status.

 

Entry Competencies

Prior Knowledge of students:

  • Basic knowledge of MS Word processing
  • Basic knowledge of keyboard
  • How to insert clip art and digital images
  • How to operate a digital camera

Learning Styles

Students will work in small cooperative groups to learn about the importance of Louisiana Wetlands creating a postcard with digital graphic or clip art and write persuasive letter to the State and Federal representatives.  Learning styles addressed with this lesson include:

  • Interpersonal Intelligence-students will work in small cooperative groups to collect data from bookmarked websites on Louisiana Wetlands and coastal erosion.
  • Verbal/Linguistic Intelligence- students will present information learned as a small group demonstrating an understanding of ecosystems and wildlife conservation writing a persuasive paragraph
  • Visual/Spatial Intelligence-students in small groups will create a postcard with digital pictures or clip art

 

State Objectives

Stated objectives of this lesson will include:

  1. Given background information about Louisiana Wetlands from bookmarked websites, streamed videos and fieldtrip to Jean Lafitte National Wildlife Park the student will collect data and digital images for creation of postcard.  Student’s graphics and digital images will be assessed with a designed rubric.
  2. Using Microsoft Word the student will write a persuasive letter of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end with 80% accuracy.
  3. Using a template created in Microsoft word students will create a postcard with digital images and or clipart depicting Louisiana wetland habitat.  Students will be assessed with a designed rubric.
  4. Using the student created postcard and persuasive letter, students in small groups will present postcard to class.  Presentation will be assessed on individual participation, neatness of postcard, and content of letter with a designed rubric.

 

Select Methods, Media, and Materials

The teacher will use whole group instruction as well as cooperative grouping to teach the lessons on Louisiana Wetlands, word processing, letter writing.

The teacher will utilize printed materials (textbooks and books from the classroom library and the media center), charts, overhead transparencies, Microsoft Word (both in the classroom and the multi-media computer lab), Internet, presentation equipment, whiteboard and digital camera. Streamed videos will be used to access prior knowledge of Louisiana wildlife, habitat, and ecosystems.

  • Reference materials used are Microsoft Encarta and Virtual Globe
  • The Internet will be used as a research and interactive tool for learning.
  • The teacher will utilize presentation software to present sites to the entire class. Websites used:

 

    • A postcard template created in MS Word will be used by students to create a group postcard to send to State and Federal representatives.
    • Scanner will be used to scan students’ illustrations for postcard.
    • Digital camera used to take pictures of Louisiana wildlife habitats on field trip to National park.
    • Color ink jet printers and cardstock will be used to print wetland postcards.

Utilize Materials.

Preview the Materials

The teacher will preview all videos, software, books, and Internet sites used in the lessons before introducing them to the students.

Prepare the Materials

The teacher will prepare transparencies needed to introduce the lesson.  The flip charts, markers, overhead projector pens and transparencies will be set up for use by teacher.

 Prepare the Environment
            The room will be rearranged so that the students will be in cooperative groups of 4 and no student has his or her back to the focal point of the room. Whenever presentations by the teacher or students are being made, everyone will be able to see without any problems or obstructions. In the multi-media lab, the computers are arranged so that everyone can see the projection devices at all times. Students will also create their postcards in the lab because all of the computers are equipped with color inkjet printers and scanner.
            The teacher will check to make sure that all equipment is working before scheduling students to use the equipment.

Prepare the Learner
            The teacher will prepare the learners by presenting an overview and objectives of the lesson. Each student will receive an outline of the activities that will take place throughout the learning process. Students will be given opportunities to ask questions about the lessons, the activities, their final projects, etc. Students will be oriented to the use of all technical equipment prior to use.

Provide the Learning Experience
            The teacher will ensure that everyone understands what is expected of them. Throughout the learning process, the teacher will be available for questions and guidance. The teacher will serve as a facilitator of learning, guiding students through every phase of the lesson and preparation of projects.

 

Required Learner Participation

            Large Group activities- Students will view streamed videos prior to field trip and discussions to establish prior knowledge.  Students will visit Jean Lafitte National Wildlife Park to experience the Louisiana ecosystem and wildlife.  Students will need to ask questions at anytime they don't understand a concept or task. Students will be encouraged to ask detailed questions about what is expected of them in their final projects. Students will be required to participate in all class discussions.

            Small Group activities- In cooperative groups of 4 to 5, students will create a postcard using digital images and or clip art of Louisiana wildlife.  Students will also create a persuasive letter to demonstrate the importance of Louisiana wetlands. 

            Students will need to utilize the Internet, books, videos, and electronic reference books about Louisiana wetlands and ecosystem to gather information for their projects. Each group will select a reporter, a recorder, a person responsible for gathering materials for the group, and a person to make sure that the group stays on task.  Students will also need to practice using the Microsoft Word because they will be required to utilize these applications to create their postcards. Students need to make sure that all members of the group participate in gathering information and creating the final project. The teacher will be observing the groups as well to evaluate their progress.

 

Evaluate and Revise

Assessment of student achievement:

            Rubrics will be designed to assess students’ letter writing, postcard design, presentations, and group work. 

CATEGORY

4

3

2

1

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Graphics -Clarity

Graphics are all in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.

Many graphics are not clear or are too small.

Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Required Elements for letter writing

The postcard includes all required elements of letter writing including additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Knowledge Gained

Student can accurately answer all questions related to facts in the letter and processes used to create the postcard.

Student can accurately answer most questions related to facts in the letter and processes used to create the postcard

Student can accurately answer about 75% of questions related to facts in the letter and processes used to create the postcard.

Student appears to have insufficient knowledge about the facts or processes used in the postcard.

Attractiveness

The postcard is exceptionally attractive in terms of design, layout, and neatness.

The postcard is attractive in terms of design, layout and neatness.

The postcard is acceptably attractive though it may be a bit messy.

The postcard is distractingly messy or very poorly designed. It is not attractive.

 

Evaluation of Media and Methods
            Teacher will conference with each group during the entire learning process to check on whether the media and methods are effective for all learners involved.
            Students will be given an opportunity to write notes to the teacher throughout the lesson if they are having problems or need any questions answered. There will be a "questions/comments" box placed on the teacher’s desk for students to place their comments or concerns into. The "questions/comments" box will be explained to students at the onset of the lesson.
            The teacher will also conduct class discussions for students to express their likes and dislikes of the projects or lessons. Adjustments will be made as the lesson progresses.

References

http://www.coastal.uno.edu/Reser.htm

http://www.americaswetland.com/custompage.cfm?pageid=28

http://jeanlafitte.areaparks.com/