Lesson+Analysis+&+Assessment


 * Lesson Analysis & Assessment**

**PART 1: Lesson Analysis**
__Content Area/Topic__: Social Studies

__Title of Lesson__ (hyperlinked): [|Happy 100th Birthday, Airplane!]

__Intended Audience__: 5-6 grades

__My GPS for which I would adapt this lesson__:

group verbal interactions.
 ===**Give a summary of the strengths (2+), weaknesses (2+), and the changes (2+) you would make to tailor this to your class.**===
 * ==**The lesson...**== || ==**Indicators**== || ==**Your Review Comments**== ||
 * Works toward appropriate goals. || * Content and technology standards are mentioned.
 * Standards seem appropriate to grade level and content area.
 * Objectives align with standards.
 * Tasks focus clearly on obtaining the objectives. || In this lesson plan, I didn't really feel that the content are standards were mentioned. I understood that it was meant for social studies research and possible Internet searching type of lesson, but I don't understand how this lesson could be for language arts like it is saying its for. ||
 * Requires the use of higher order thinking skills and "new" literacy's. || * Students are asked to do more than memorize or understand.
 * Media, visual, communicative, technological, mathematical, and/or other nontraditional literacies are addressed. || I believe that this lesson is intended for more than just memorization because the students are going to have to actually read a lot of the content from each of the given webpages to find the answers to the questions. So, therefore they are learning more than what is required. The lesson also states that students will have to have prior knowledge for internet researching to find the answers to the questions, which is why this lesson is intended for older students. ||
 * Integrates the learning goals. || * Communication
 * Production
 * Critical Thinking
 * Creativity
 * Content
 * Problem-solving
 * Inquiry/research || I think this lesson integrates subject area content, inquiry/ research and production. This lesson, however, is not very creative and the only communication used here is the explanation of the lesson from the teacher to the students... This is not very challenging so I dont think critical thinking applies here. ||
 * Includes a variety of resources. || * Students have choices of materials at different levels.
 * Materials are available in a variety of modes (e.g., graphics, sound, text, video) and media (e.g., books, films, photos, computer). || The students dont have a choice in which websites they are going to get the answers to their questions, they have already been given the websites so they dont have a choice of materials. ||
 * Engages all students actively in authentic tasks. || * Students have roles/tasks to perform throughout the lesson.
 * Connections are made between the task and real life.
 * Students must actively search for answers to essential questions. || The students role in this lesson is to find the answers to the question that the teacher gives and then provide the teacher with their answers on a worksheet. I think that this lesson also allows students to practice the real life skill of following directions and internet researching, everyone needs to know how to do this. And, students are defiantly having to research for the answers to the questions given. ||
 * Uses technology effectively, efficiently, and as a learning tool. || * The technology makes the task more authentic.
 * The technology makes the task easier to accomplish.
 * The technology helps the students learn faster than without it.
 * The technology is secondary to the content and goals. || This lesson would be SUPER boring if the Internet was not being used. I dont think students would be able to find some of the answers to given questions without the internet. Since the Internet provides the students with and abundance of information about the Airplane and the Wright Brother's, this daunting task is make easier. ||
 * Addresses the needs of a variety of students, including ELLs (English Language Learners) and students with physical or other challenges. || * All students can access task instructions.
 * All students can access task materials and resources.
 * Students have different ways to accomplish the same objectives. || If a student is blind and not able to see the computer screen, then this students will need to be assisted by someone who can see. I believe students could find the answers to some of the questions by using an encyclopedia, but not all of them. ||
 * Includes appropriate assessments. || * Assessment is aligned to the standards and objectives.
 * Assessments are fair for all students and not based on one ability (e.g., writing).
 * Assessments allow students to show what they know/can do rather than what they cannot. || The assessment for this lesson is to grade the answer that the students found from the Internet research. I also think something should be said for how the students go about finding the answers on each website such as, "did they use the webpage effectively?" or " did the students manage their time well or use the Internet browsers effectively?" ||

__Strengths__: I think this lesson had some great potential to introduce internet research to students. I also think that this would be something I could use in my classroom as far as finding a topic and having several webpages laid out for the students to use in assisting them in finding the answers to my questions. I think students enjoy reading something from the internet rather than from a boring encyclopedia. This activity would be effective as center work or homework.

__Weaknesses__: This activity isn't really a full lesson. The teacher isn't really showing the students where she came up with the websites from a search engine. I guess a lesson on search engines could come before or after this lesson. I also think this is in some for "busy work" for students and that not every student is going to be able to do this activity at once unless they are in a computer lab.

__Changes__: I would definitely elaborate more on how I got the websites for them to look up their answers from. I would probably have them type a certain subject into the search engine (like Google) and have them find which webpage I need and then go from there. I could also use this for younger grades and have them work in pairs at computer and help each other find the answers.

**PART 2: Assessment**
Self-assessment and reflection provide students opportunities to assess their own progress, thinking, and learning and reflect on methods for improvement. || Use throughout the project either orally, through conferences, or in written form. || Checklist ||
 * Assessment #1**
 * **Assessment Method** || **Purpose** || **When Used** || **Instrument (**include written, attached, or hyperlinked on this page**)** ||
 * //** [|Self-Assessment and Reflection] :**// ||

Goody Gumdrops
 * Assessment #2**
 * **Assessment Method** || **Purpose** || **When Used** || **Instrument (**include written, attached, or hyperlinked on this page**)** ||
 * //you type here.// ||  ||   ||   ||