Author -
Mariette Baker mcdermid
Category - Lesson Plans, Science, Agriculture
Lesson Plan Duration - 1 month(s)
Grade Level - K-2
Category - Lesson Plans, Science, Agriculture
Lesson Plan Duration - 1 month(s)
Grade Level - K-2
Lesson Plan Description
This is an inquiry unit that integrates technology while teaching students about bread around the world. How is bread made and how does it affect the lives of people throughout the world?
Primary Learning Objective(s):
Science Sub-Questions:
Social Studies Sub-Questions:
Health Sub-Questions:
- What are the ingredients needed to make bread?
- How is wheat grown?
- How is it harvested?
- How does it become flour?
- How does a baker made bread?
- What kinds of machines does a bakery use?
- What do different grains look like that are used to make bread?
Social Studies Sub-Questions:
- What kinds of bread do people in other places in the world eat?
- Are their certain types of bread eaten on special occasions (Christmas, Easter)?
- What are the similarities and differences between bakeries throughout the world?
- Who invented bread?
- How has bread changed through the ages?
- How and why do we export wheat?
Health Sub-Questions:
- What does it mean to have a wheat allergy?
- What are the safety rules for being around farm machinery?
- Why is bread a major part of the food guide?
Additional Learning Objective(s):
ELA Sub-Questions:
Math Sub-Questions:
Technology Sub-Questions:
- What does the ‘staff of life’ mean?
- How do you write a photo-essay?
- What are the components to an effective slide show presentation?
- What is the structure of writing a recipe?
- How do you give an effective oral presentation?
Math Sub-Questions:
- How do you run a cash register?
- How do you count change back to a customer?
- What is needed to be put on a bread label and why?
- How do you calculate amounts needed in a recipe to double/triple a batch?
Technology Sub-Questions:
- How do you create a web page?
- How do you create a powerpoint presentation?
- How do you use kidspiration?
- How do you use a digital camera and then transfer the pictures to a computer effectively?
Procedures/Activities:
Materials/Equipment:
Most materials needs are included.
http://reynolds.nesd.ca/core/bread/breadfinalunit_pbl_may.htm
Problem-Based Learning Unit Resources
Unit title: Bread, Bread …. Everywhere
Grade Level: 2
Content area: ELA, Social Studies, Science, Health, Math
Number of Students: 25
Hardware | ||
| Item | Number available | |
| Internet ready computers in classroom | 2 | |
| Non-internet computers in classroom | 0 | |
| Internet ready computers in other locations; lab, library, other classrooms | 45 | |
| Non-internet computers in other locations | 0 | |
| Students with home computer access | 40% | |
| AlphaSmart or other portable keyboard devices | 0 | |
| Personal Digital Assistants (PDA) | 0 | |
| Digital Camera | 3 | |
| Scanner | 1 | |
| Printer | 12 | |
| Other (Multi-media Projector) | 1 | |
| Interactive White Board | 1 | |
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Software | ||
| Inspiration (Kidspiration) | Site | |
| Encarta | None | |
| PowerPoint | Site | |
| Word | Site | |
| Excel | Site | |
| KidPix | Site | |
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| Author |
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| Guest Speakers/Experts |
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| Golden Grain Bakery Tour | 7525700 | |
| Wheat Pool Elevator Tour |
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Web Resources
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Assessment Guidelines:
Several rubrics are included with the lessons
Storyboard- multimedia : Farming Accordian Book
Teacher Name: Mrs. Baker-McDermid
Student Name: ________________________________________
| CATEGORY | 4 | 3 | 2 | 1 |
| Content | All content is in the students' own words and is accurate. | Almost all content is in the students' own words and is accurate. | At least half of the content is in the students' own words and is accurate. | Less than half of the content is in the students' own words and/or is accurate. |
| Spelling & Grammar | No spelling or grammatical mistakes in the accordion book. | No spelling or grammatical mistakes in the accordion book with little text. | One spelling or grammatical error in the accordion book. | Several spelling and/or grammatical errors in the accordion book. |
| Use of Time | Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders. | Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders. | Used time well (as shown by observation by teacher and documentation of progress in journal), but required adult reminders on one or more occasions to do so. | Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several adult reminders to do so. |
| Required Elements | Accordion book included at least 10 answers to questions as well as a few additional elements. | Accordion book included 8-9 questions and answers. | Accordion book included 6-7 questions and answers. | Accordion book included 5 or less questions and answers. |
| Appearance | Accordion book looks very attractive and neat. | Accordion book looks somewhat attractive and mostly neat in appearance. | Accordion book looks satisfactory and is a little sloppy. | Accordion book is unsatisfactory in appearance and very sloppy. |
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Images | Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. | Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. | An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. | Little or no attempt to use images to create an appropriate atmosphere/tone. |
| Economy | The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. | The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. | The story seems to need more editing. It is noticeably too long or too short in more than one section. | The story needs extensive editing. It is too long or too short to be interesting. |
| Grammar | Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. | Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. | Grammar and usage were typically correct but errors detracted from story. | Repeated errors in grammar and usage distracted greatly from the story. |
| Text | The text matches the pictures well and shows the progression of how the flour mill works. | The text mostly matches with the pictures and basically shows how a flour mill operates. | There were a few errors made with the text when relating it to the pictures. | There are several errors in the telling of the story with text and images. |
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Rough Draft | Rough draft brought on due date. Student shares with peers and extensively edits based on peer feedback. | Rough draft brought on due date. Student shares with peers and peer makes edits. | Provides feedback and/or edits for peers, but own rough draft was not ready for editing. | Rough draft not ready for editing and did not participate in reviewing draft of peer. |
| Attractiveness | Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. | Makes good use of font, color, graphics, effects, etc. to enhance to presentation. | Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. | Use of font, color, graphics, effects etc. but these often distract from the presentation content. |
| Requirements | All requirements are met and exceeded. | All requirements are met. | One requirement was not completely met. | More than one requirement was not completely met. |
| Content | Covers topic in-depth with details and examples. Subject knowledge is excellent. | Includes essential knowledge about the topic. Subject knowledge appears to be good. | Includes essential information about the topic but there are 1-2 factual errors. | Content is minimal OR there are several factual errors. |
| Mechanics | No misspellings or grammatical errors. | Three or fewer misspellings and/or mechanical errors. | Four misspellings and/or grammatical errors. | More than 4 errors in spelling or grammar. |
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Dates | An accurate, complete date has been included for each event. | An accurate, complete date has been included for almost every event. | An accurate date has been included for almost every event. | Dates are inaccurate and/or missing for several events. |
| Time Use | Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. | Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. | Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work. | Student did not use classroom time to work on the project and/or was highly disruptive. |
| Preparation | The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline. | The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning to design the timeline. | The student had notes about most (~75%) of the events and dates s/he wished to include on the timeline before beginning to design the timeline. | The student had not prepared adequate notes before beginning to design the timeline. |
| Spelling and Capitalization | Spelling and capitalization were checked by another student and are correct throughout. | Spelling and capitalization were checked by another student and were mostly correct . | Spelling and capitalization were mostly correct, but were not checked by another student. | There were many spelling and capitalization errors. |
| Content/Facts | Facts were accurate for all events reported on the timeline. | Facts were accurate for almost all events reported on the timeline. | Facts were accurate for most (~75%) of the events reported on the timeline. | Facts were often inaccurate for events reported on the timeline. |
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| CATEGORY | 4 | 3 | 2 | 1 |
| 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 - Originality | Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. | One or two of the graphics used on the poster reflect student creativity in their creation and/or display. | The graphics are made by the student, but are based on the designs or ideas of others. | No graphics made by the student are included. |
| Knowledge Gained | Student can accurately answer all questions related to facts in the poster and processes used to create the poster. | Student can accurately answer most questions related to facts in the poster and processes used to create the poster. | Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. | Student appears to have insufficient knowledge about the facts or processes used in the poster. |
| Attractiveness | The poster is exceptionally attractive in terms of design, layout, and neatness. | The poster is attractive in terms of design, layout and neatness. | The poster is acceptably attractive though it may be a bit messy. | The poster is distractingly messy or very poorly designed. It is not attractive. |
| Grammar | There are no grammatical mistakes on the poster. | There is 1 grammatical mistake on the poster. | There are 2 grammatical mistakes on the poster. | There are more than 2 grammatical mistakes on the poster. |
| 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. |
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