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| Version | User | Scope of changes |
|---|---|---|
| Mar 17 2009, 4:12 PM EDT (current) | Karenstets | 21 words added, 10 words deleted |
| Mar 15 2009, 11:38 PM EDT | Karenstets |
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This is a lesson plan I would use with my special educational support class which has three different gradesages/grades of students, but this lesson couldwould also be usedideal for a "true" multiage class where special education students would be fully integrated into the class. Another benefit of multiage classrooms!
![[Untitled]](http://image.wetpaint.com/image/1/tsfExJ8HgSdDg8dXufxdnA6944/GW297H141 "[Untitled]")
Multiage Lesson Plan
Author: Karen Stetski
Grade Level: Grades 4, 5, 6 Educational Support I
Overview: A multiage lesson using a Webquest to research information about Albert tourist attractions, summarize and write descriptive paragraphs, prepare and calculate a budget as part of planning a tour of Alberta for a group of students. It can be modified to meet a variety of learners and ages.
Purpose: The Webquest includes activities using technology which encourages creative thinking, problem-solving, descriptive writing, group work and collaboration, geography, math skills, development of research skills, and preparing and presenting information. Learning is scaffolded through the breakdown of various steps of the project, templates and the collaboration of group members.
Objectives:
1.) Students will research information from various sites on the internet.Internet.
2.) Students will problem solve and meet specific criteria of the assigned task.
3.) Students will learn to write descriptively about places they could visit.
4.) Students will work collaboratively in their group to review what they have researched and put together a tour and presentation.
5.) Students will plan and calculate daily costs and make a budget.5.) Students will expand on their knowledge of summarizing information.
6.) Students will expand on different styles of writing, what the purpose of this writing is and writing for a particular audience.
7.) Students will increase social skills and confidence in presenting their project as a group.
Resources:
Poster paper
Markers
Alberta Bound Webquest (click to view webquest)
Budget Worksheet/TemplateRubric
Activities:
1.) With students discuss any trips/holidays they have taken; How did they decide to visit a certain place and did they research where they were going? What made them decide to visit one place over another?
2.) Students and teacher share examples of travel brochures, booklets and maps. Read some of the descriptions of places. Ask them if the descriptions make the place sound interesting and unique and why this might be important. Give examples of boring descriptions versus exciting descriptions using a place the students are all familiar with in the school, for example, the library, or an upcoming dance.
3.) Discuss the reasons for planning and pre-planning activities and how this impacts the activity? Does it run smoother, is it more
enjoyable? Then discuss this aspect when planning any kind of trip, use field trips as examples, and talk about how we plan our field trips. Ask students how they have planned a vacation and what was important about the planning process. Is it better to plan ahead or not? What was the cost of attractions? How did they keep track of expenses?
4.) Explain the task and review the Alberta Bound WebQuest with the students. Review researching information and how to take “jot” notes (this is the term I use with students for when we want to write down possibly important information and we don’t need to write a full sentence, or worry too much about spelling, grammar etc. It is more important to get the information).
5.) Review the process of keeping track of expenses; recording the information in the chart and totaling up the days costs. Students with stronger math skills will be grouped with students who need more assistance with higher level math.
6.) For Educational Support I this would be an activity which would be done over a two- week period, again it can be modified to suit the different learning needs of the students depending on the students’ progress, skills and level of one-on-one assistance needed, for example planning a trip traveling across Canada instead of through one province and adding in different components to either make it more simple or challenging.
Follow-Up: After students have presented their work,work and done a self-evaluation, other groups will also have a chance to evaluate the work, give some constructive comments, ask questions and compare which attractions each group chose and why? Students can also evaluate their projects by asking if they would enjoy the planned trip, would it be a trip they would take and what would make it better or more effective.enjoyable. These are excellent ways to have the students reflect on what they have learned and also to learn from their classmates.
