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Index 1.
Magnificent Measurement 2.
Money 3.
Tangrams 4.
Rain Forest 5.
Car
Trip Magnificent
Measurement
Author:
Alice Holste, Randi Longmeyer, Ann O’Malley Introduction: This
lesson has been prepared for students in the third or fourth grade.
The lesson could be adapted for younger or older children depending on
where students are in the school curriculum.
It is assumed that students have some math background.
Students will explore all aspects of measurement and some time will also
be integrated in the lesson. Multicultural
is not covered in depth in this lesson but one activity has student’s explore
how in the 1800’s they measured trees.
NE
Standards: 4.3
Measurement 4.3.1
By the end of fourth grade, students will estimate, measure, and solve problems
using metric units for linear measure, area, mass/weight, and capacity. 4.3.2 By the
end of fourth grade, students will estimate, measure, and solve problems using
standard units for linear measure, area, mass/weight, and capacity. Objectives:
Students
will demonstrate the following skills: ¨
Integrate
technology with mathematical learning ¨
Develop
an understanding of the wide variety of concepts that measurement covers Materials: Number
of computers for each student or for group of students URL:
http://www.kn.pacbell.com/wired/fil/pages/huntmathho.html Math notebooks Pencils Procedures:
Springboard
(Anticipatory Set) Remind
students of what they have previously learned about measurement.
Ask them to think of ways that they could explore measurement outside of
the classroom. Inform students that
they are going to go to the computer lab for the math hour.
This may be a good time to review correct behavior in the computer lab.
Teacher: 1.
Upon entering the computer lab assign students to the correct seats.
Seating can be done at individual computers or in a group.
2.
Right the following URL on the board:
http://www.kn.pacbell.com/wired/fil/pages/huntmathho.html.
The teacher also may wish to have the site typed into the computers ahead
of time for the students. Bernie
Dodge who is the developer of Web Quest provides this site. 3.
Read the introduction with the students. It
is time for the magnificent world of measurement! Could you imagine a world with
out measurement? There is no better place to find out about the magnificent
world of measurement than the World Wide Web. The world of measurement is
waiting with fun games and interesting facts! So get ready for a magnificent
time. A look below will reveal a list of questions about the topic of this page.
In order to find the answers you will have to perform a treasure hunt by looking
through the following Internet sites. After you have discovered the magnificent
world of measurement don't forget the major question of all-THE BIG QUESTION.
Have FUN! 4.
Allow students to begin
on the web quest. It should be
self-explanatory. 5.
Walk throughout the
computer lab observing students and making sure student are staying on task
throughout the math period. 6.
Wait until all students have finished lesson. Student:
1.
Go to the computer lab and sit in the correct seating arrangement as
assigned by the teacher. 2.
Go to the correct URL that the teacher has posted on the board. 3.
Listen as the introduction is read aloud by classmates and teacher. 4.
Begin work on the scavenger hunt. Student will be required to write
correct answers in math notebooks. 5.
Wait until all classmates have finished the scavenger hunt. Closure:
Students
will have finished the scavenger hunt. Upon
completing the scavenger hunt children will go to the answer page of the URL.
The class will go over the correct answers as a class.
After the teacher has collected the math notebooks the students will
close down the computers and the class will return to the regular classroom. Assessment: Students
will be assessed on how they worked through the scavenger hunt either as a group
or individually. Assessment will take place during the class discussion when
the students are going over the correct answers.
The students could also be assessed on behavior that was performed while
in the computer lab. Explanation:
This
particular was chosen to give the students the opportunity to gain more
knowledge on the subject of measurement. Nebraska
state standards require that student learn measurement.
In order, for a teacher to meet these standards in math measurement is
needed. One way to have students
review measurement and gain new knowledge on measurement is to have them learn
through technology. The scavenger hunt provides a unique opportunity for students
to gain their new knowledge through a different avenue rather than in regular
classroom setting.
Money
Author:
Alice
Holste, Ann O’Malley, Randi Longmeyer Grade:
3rd
& 4th NE
Standards: 4.1
Numeration/Number Sense 4.1.5 By the
end of fourth grade, students will make change and count out in amounts up to
$20.00. Objectives:
Students
will demonstrate the following skills: Make change
and count money amounts up to $20.00 Materials: Computer Lab Instruction
sheets Computer Lab
Rules Procedures:
Springboard
(Anticipatory Set) Make rules
for computer lab and explain what will be happening in SMART today Once at the
computer lab begin with fun money problem on Internet. Teacher:
1.
Arrange girls in computer lab 2.
Have them start the Internet connection 3.
Have them follow the directions given on the instruction sheet to the web
site http://teacher.scholastic.com/max/icecream/index.htm and they have to
complete the puzzler 4.
Next they will go and learn about dollar bills at http://pbs.org.wgbh/nova/moolah/anatomy.html 5.
Had out sheets so that they can answer questions while reviewing this
site 6.
Explain to them that they are going to run their own lemonade stand at
http://www.coolmath4kids.com. 7.
Stress the importance of them reading the directions and watching the
weather Student:
1.
Complete puzzler at correct web site 2.
Complete questions on the dollar bill 3.
Have them run their own business from the lemonade stand Closure:
After
completing the lemonade stand visit with each girl on their results and what
they could have done differently and then hold class discussion on what could
have been done differently. Assessment:
Look at the
completion of puzzler, money review, and results of lemonade stand. Explanation: This
particular was chosen to give the students the opportunity to gain more
knowledge on the subject of money. Nebraska
state standards require that student learn about money.
In order, for a teacher to meet these standards in math money is needed.
One way to have students review measurement and gain new knowledge on
money is to have them learn through technology.
The Internet provides a unique opportunity for students to gain their new
knowledge through a different avenue rather than in regular classroom setting.
Tangrams
Author:
Alice
Holste, Ann O’Malley, Randi Longmeyer Grade:
3rd
& 4th NE
Standards: 4.4
Geometry/Spatial Concepts Objectives: Students
will demonstrate the following skills: Design
Tangram objects Arrange
Tangrams according to patterns Participate
in the reading of Grandfather Tang Identify
patterns Develop
spatial skills Materials: Tangram
sets for all students Computers
for all students Lab
sheets Story
Grandfather Tang Procedures:
Springboard
(Anticipatory Set): Ask
students if they know what Tangrams are. Explain
the history of Tangrams to the students. Teacher: 1.
Pass out the tangram packets and explain how they need to handle them
properly 2.
Explain how during the reading of the story they are going to create the
animals found in the story. 3.
Begin reading the story 4.
Allow time for students to form the patterns. 5.
After the story is completed ask students to give comments about the
story. 7.
Pick up classroom and hand out computer lab sheets.
READ them aloud in the classroom so students are prepared.
Review computer lab rules. 8.
Once in computer lab students are to follow instructional sheets.
9.
The first site that they will visit is http://mathforum.com/alejandre/frisbie/student.jam.html
10.
The second site will help them create more tangrams
http://www.mathsyear2000.org/games/Tangram/index.html Student: 1.
Create tangrams according to the story that they are listening too
2.
Will read a loud the computer lab worksheets and will review the computer
lab rules 3.
Once in the computer lab will be allowed to go at own pace through the
lab sheet Closure:
Students
will hand in lab sheets and line up at door. Assessment:
Students
will be given classroom time to explore tangrams and will be assessed by how
they can use the shapes to create animals.
How they participate during the reading of the story and during computer
lab time will be evaluated. Explanation: This
particular was chosen to give the students the opportunity to gain more
knowledge on the subject of geometry. Nebraska
state standards require that student learn geometry.
In order, for a teacher to meet these standards in math geometry is
needed. One way to have students
explore different forms of geometry is through tangrams and using technology.
The Internet provides a unique opportunity for students to gain their new
knowledge through a different avenue rather than in regular classroom setting.
Road Trip Across Nebraska
Author:
Randi
Longmeyer, Ann O’Malley, and Alice Holste Introduction:
Students
imagine that they will road trip across Nebraska with 2 friends. They will start
at your school and map out the route that will give students best gas mileage to
visit the 6 towns of their choice and to find out the most interesting
information about Nebraska. Students will “spend a night” in each of the
chosen towns. The Great Plains have never been this fun! Content Areas and Grade LevelStandards:
Integrated
disciplines:
social
studies, math, science, and technology Objectives
Materials/Technologies:
Procedures: Springboard:
Students will view the slide
show that introduces the Road Trip that they will take. Students will work with
1 or 2 other people to complete this assignment (preferably either all male or
all female because of the “spending a night in a hotel” section of the
assignment) What
teacher is to do:
Teacher will show the slide show
for students. Teacher will assign groups for students to work with during the
road trip. Teacher will let the students chose the 6 cities that they want to
visit. (Two groups cannot visit the same 6 cities.) The teacher will direct
students to www.randilongmeyer.tripod.com/quest.htm
and students will follow the directions on the web site. The teacher will then
help students use the maps to plot the 6 cities and decide on the most direct
route. The teacher will then help students where needed because all of the
information needed is on the web site. What
students are to do: 1.
choose a group 2.
choose 6 cities to visit 3.
plot cities on map and decide the most logical order to visit them to
make the shortest route 4.
go to www.mapquest.com to make map 5.
record information in your journal as you do each item listed on the web
page 6.
After students have “returned home”, each student will copy and paste
the rubric at the bottom of the web site to a word document and grade themselves
using the rubric. 7.
Each student needs a copy of each item for this assignment. Just because
this is group work, does not mean that all work is turned in as a group. Closure:
Students will present the information that they found to the rest of the class.
Each member of the group will talk as the group presents the information. Each
student must complete the rubric at the end of the web site. Assessment:
Students are graded using a
rubric very similar to the one that the students must complete. They are graded
on the presentation that each group will give to the class and each person is
graded individually for the amount of work and quality of work that each student
did. Explanation:
We choose this activity to
enhance the study of the state of Nebraska. Students are tired of sitting at
their desks listening to lists of facts. They need to explore and find things
that are interesting to them while learning the history of the state. We
recommend using this as a unit long assignment while students are working on the
normal lessons. This lesson was designed to accompany the unit, not be the main
section.
Introduction:
Rainforests
are becoming more and more extinct as you finish reading this sentence. Through
this treasure hunt, learn how you can help save the rainforest. Using the Web
allows you to discover tons more than you may have ever known possible. Below is
a list of questions about the rainforest. Surf the Internet links on this page
to find answers to the questions. To gain information for the big question, look
farther into the web pages than to just find the answers. Have fun and avoid a
mental head plant. Content
Area(s) and Grade Level- Standards-
Develop
a framework of yearlong and short-term goals for students. Select
science content and adapt and design curricula to meet the interests, knowledge,
understanding, abilities, and experiences of students. Select
teaching and assessment strategies that support the development of student
understanding and nurture a community of science learners. How
to use maps and other geographic representations, tools, and technologies to
acquire, process, and report information from a spatial perspective Integrated
disciplines-Science,
Technology and Social Studies Objectives-
The
students will integrate technology while studying the rainforest when they
follow the links that we have made available. Students
will learn about the rainforest through the activity Materials/Technologies A
computer for each student URL-
http://www.kn.pachbell.com/wired/fil/pagers/huntrainforeral1.html Procedures Springboard-
Remind students of what they have previously learned about the rainforest. Ask
them to think of ways that they could explore the rainforest outside the
classroom. Inform the students that they are going to go the computer lab for
the social study hour. This may be good time to review correct behavior in the
computer lab. What
teacher is to do
The
teacher will review with the students what they have previously learned about
the rainforest. The teacher will then explain to the students what they will be
doing today for the social studies hour. The teacher will give the students the
URL for them to begin the project. During this project the teacher will be
available for the students for any questions that may arise. This site is
provided by Bernie Dodge who is the developer of Web Quest provides this site.
What
students are to do-
The
students will go to the computer lab and sit in their assigned seats. The
students will type the URL so that the Hunt for Rainforest questions and
websites will be visible. The students will listen to any last minute questions
the teacher may give. The students will begin to work on the Treasure Hunt.
Students will write their answers to the questions on a sheet of paper. After
the students have completed the project they will wait patiently while others
finish before going back to the classroom. Closure-
Students
will have finished all of the treasure hunt. The students will listen for
further instructions to go to the answer page of the treasure hunt. The class
will go over the treasure hunt together and determine if they had the correct
answers. Assessment-Students
will be assessed on how they worked through the treasure hunt either as a group
or individually. Assessment will take place during the class discussion when the
students are going over the correct answers. The students could also be assessed
on behavior that was performed while in the computer lab. Explanation-
This
particular lesson was chosen to give the students an opportunity to gain more
knowledge on the subject of the rainforest. Nebraska state standards require
that students learn about other climates of the world. In order for a teacher to
meet these standards in social studies and science-study other areas such as a
rainforest is needed. One way to have the students to gain more knowledge about
rainforests is through technology. The treasure hunt provides a unique
opportunity for student to gain new knowledge through a different avenue rather
then a regular classroom setting. |
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