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This WebQuest was created by Natalie Argenta for the Early Field Experience course at the University of Pittsburgh at Greensburg.

Creating Lesson Plans Worksheet

Title: Grocery Shopping WebQuest with More and Less

Grade Level: Kindergarten / First Grade

Content Knowledge:

Skill: Students will practice counting, reading, and writing up to the number 9 while observing the prices of ingredients needed to make their recipe.

Content: Students will gain a better sense of more and less while observing the dollar price of goods so that they can produce their recipe at the lowest cost.

Rationale: Students should practice and understand the concept of more and less regarding the cost of their required ingredients in order to see where the comparison of a number comes into play for store-bought goods.

Standard: MANY…

CC.2.1.PREK.A.3 Compare numbers.

CC.2.4.K.A.4 Classify objects and count the number of objects in each category.

CC.2.1.K.A.3 Apply the concept of magnitude to compare numbers and quantities.

CC.2.2.K.A.1 Extend concepts of putting together and taking apart to add and subtract within 10.

CC.2.4.1.A.4 Represent and interpret data using tables/charts.

CC.2.4.2.A.3 Solve problems using coins and paper currency with appropriate symbols.

CC.1.4.K.C With prompting and support, generate ideas and details to convey information that

relates to the chosen topic.

1A.CS.01 Select and operate appropriate software to perform a variety of tasks, and recognize

that users have different needs and preferences for the technology they use.

Objectives: By the end of this lesson, students should understand the terms more and less. Students should be comparing single dollar prices of goods from two different retailers and provide the teacher with at least one store that has their ingredients for the LESS or cheapest price, and also one store where the ingredients are MORE.

Formative Assessment:

The formative assessment for this lesson will be an end product chart activity. This is the last page in the WebQuest booklet. Students may help one another through the WebQuest and technology aspects, but their answers and ingredient recipe must be chosen and done individually. Each student will be responsible for coming to a conclusion based on the websites they observed. The teacher can help students add up prices and tell them to compare the first numbers first, and then if need be, the second numbers. The students much answer the following two required questions accurately based on the prices they searched for:

1. Which store’s price is more?

2. Which store’s price is less?

Procedures/Events of Instruction:

1. Attention Getter & Advanced Organizer (5 minutes):

a. Ready Position: Teacher: “All set?!” Students: “You bet!”

b. Attention Getter: The teacher will ask questions to get students thinking about single dollar prices $1-9$. The teacher will ask how the students know which dollar amount is the most. The teacher will ask all of the “stimulate recall of prior knowledge” questions.

c. Kid-Friendly Objective: “Class, today we are going to work on a WebQuest where you will find the best grocery store to buy your ingredients for a dinner you’d want to cook for your family!” The teacher will continue to go over the agenda outline for the day. The teacher will give students a quick overview of all expectations. The teacher will hand out the packets which are the project. This project will take approximately at least two full class periods.

2. Stimulate recall of prior knowledge (5 minutes):

· The teacher will ask that volunteers raise their hand if they know the answer to the following review questions.

a. Question: “Do any of my students help their parents go grocery shopping?”

b. Question: “Have you ever had to follow a recipe while helping your parent cook?”

c. Question: “What do we think of when we hear the words less and more?”

d. Question: “Can one of my students please count to 9 out loud for the rest of the class?”

e. Question: “What kinds of food do we like?

f. Question: “When you go to the store, what foods does your family buy more or less of?”

g. Question: “Do you think grains or meat are more expensive?”

3. Presentation of Content (10 minutes): I DO

a. https://sites.google.com/pitt.edu/more-and-less-webquest/intro

b. The teacher will give all students the directions, rules, and expectations.

c. The teacher will ensure students that they are still around to re-explain directions through self-activity.

d. The teacher will also be walking around for help with spelling or writing down their verbal answers.

e. The teacher will distribute the packets that students will use to complete their individual booklets.

f. Students may talk, work, and help one another together.

g. However, each student must have their own individual recipe.

h. The final product performance questions must be done individually based upon their individual findings.

i. FOLLOW DIRECTIONS ON WEBQUEST IN PROCESS TAB.

4. Student involvement (30 minutes): WE DO

a. https://sites.google.com/pitt.edu/more-and-less-webquest/intro

b. Students can watch the required videos on the WebQuest’s “Intro” tab with a partner.

i. Page 2 of the packet.

ii. https://www.youtube.com/watch?v=8u9H6BDb2BM

iii. https://www.youtube.com/watch?v=qi7JB4Cm-64

c. Students have permission to ask a friend to help them guess the prices of their goods.

i. Page 3 of the packet.

d. Students will be encouraged to help one another with technology, reading, spelling, etc.

e. Share your findings with a peer.

f. FOLLOW DIRECTIONS DIRECTLY ON WEBQUEST IN PROCESS TAB.

5. Practice & Feedback (30 minutes): YOU DO

a. https://sites.google.com/pitt.edu/more-and-less-webquest/intro

b. Choose an individual recipe to cook for your family.

i. We are going to go shopping and pretend that we are about to cook dinner for our family, like Anna in the video! Students will review Food Network’s magazine “The Big, Fun Kids Cookbook”. Find a link to this directly on the WebQuest.

c. Copy your list of ingredients into the workbook. Page 2 of the packet.

d. Take an educated guess at how much each one of your ingredients might cost. Page 3

e. Go on the quest. Using two different stores, compare prices. Complete Page 4.

f. Find the answer to the formative assessment questions. The last questions are on page 4.

g. FOLLOW DIRECTIONS ON WEBQUEST IN PROCESS TAB.

6. Review/Closure (30 minutes):

a. Some students may be working on the extra time bonus activity featured on WebQuest.

b. All students will compare and show their findings to at least 3 peers.

c. As an exit ticket, every student must go back and find their recipe. They must print out 2 copies. Turn one in with their

booklet, and one is for them to keep. They will get told to share with friends and family at home.

7. Preview of Next Lesson (10 minutes):

a. “Class, did we learn something today?”

b. “Does anybody want homework or more practice?!” J

c. “To finish our lesson, as an exit ticket, we need to print out our recipes.”

d. “Share your recipe and findings with at least 3 peers.”

e. “In our next lesson, we will be doing some arts and crafts to practice our more and less words. It will be the official review before our unit test. I will be here to guide my wonderful and smart Kindergarteners through the study guide procedures!”

Materials and Aids:

1. WebQuest

2. Internet

3. Computers

4. Websites and Resources from Teacher

5. Gaming Sites

6. Trade Books

7. Play Food

8. Empty Grocery Food Boxes

9. Empty Grocery Food Containers

10. Number stencils

11. Letter stencils

12. Teacher-Made Packet

13. https://sites.google.com/pitt.edu/more-and-less-webquest/intro

14. OTHER SOURCES: (Source URLs for images used in WebQuest.)

· Personal Bitmoji Images

· http://www.clker.com/clipart-foodthought-2.html

Adaptations:

1. The teacher is around for help with spelling and writing.

2. All directions and expectations will be read and announced clearly out loud to all students. Many times and at any time that the student asks.

3. The packet may be uploaded and presented on assisted technology devices.

4. The packet may get provided in the first language for ELL.

5. The packet can get edited in large fonts for struggling readers or low vision.

6. The lesson got scheduled out for 120 minutes. Two hours is an estimate, but we can spend more time on this indirect lesson project if need be. Accommodate Pace.

7. Students with anxiety may only be required to present findings to the teacher and one peer instead of three.

8. Students could carry tape recorders that repeat directions.

9. Struggling students may be permitted to use the same recipe so that they can work together.

10. Students may get assigned certain partners or particular groups and seats.

11. Extra support and structure during transitions, visuals, and verbal cues can get added.

12. Limit all and any distractions. (noise level, lightening, windows, visuals, sounds)

13. Extend the student’s responses by repeating their one-word answer back to them in a complete sentence.

14. Trade books and Scholastic magazines are available on the learning center tables.

Research-Based Best Practices:

· https://www.interventioncentral.org/

· SOURCE: https://www.interventioncentral.org/node/992122

· SOURCE: https://www.interventioncentral.org/academic-interventions/teaching-stratagies/instruction-stratagies

Numbered Heads Together:

Numbered heads can get implemented during whole-group instruction times in the classroom. I would do this in various lesson plans while we take the time to recall prior information, prior information from the day before, or assessment review and closure. The teacher taking the time to question the class at once as a whole is a key method that instructors can use to monitor student understanding. Put the kids into groups, and they can use their heads together and come up with the best answer to discuss. Make sure everybody in the group knows the answer and agrees on the answer they choose to provide. Teachers should ask students these questions with a variety of closed-response and open-response questions. Teachers must practice wait time during this strategy. Numbered Heads Together help to provide support and structure to effective teaching and student responding. The teacher must always give feedback. Feedback can be verifying the answer, elaborating the answer, or providing corrective feedback. It is important for this unit because we work together as a whole often in kindergarten!

Communicate Clearly with Students:

Communicating in full detail should get implemented at all times when in the classroom with students. Teachers should use eye contact and clear, simple language when communicating with students. When assigning directions, don’t make assignments too complex. Keep all expectations brief, and write them on the board or worksheet in addition to saying them aloud. Try having the kids repeat the directions back to the teacher before beginning the assignment or project. Always make sure that students are aware of their responsibilities. Posting a daily classroom schedule can help with this. Take the time to preview and discuss the outlined schedule with students. Academic and behavioral expectations will improve and get better for each activity planned for that day.

Enrichments: How could you make this lesson more in depth, novel, accelerated, or complex for higher achieving students?

1. Higher achieving students may be able to order prices with cents involved without assistance.

2. Higher achieving students may get asked to work with a struggling peer.

3. Higher achieving students may not need assistance with spelling or reading.

4. Higher achieving students may not need to access trade books or learning games to understand the material.

5. Higher achieving students may opt to work individually on the project packet.

6. Higher achieving students may be able to help grade or critique their peer formative assessment questions.

7. Higher achieving students may offer to present first and act as peer leaders.

8. Higher achieving students can work in partners or help a peer complete practice questions.

9. Higher achieving students could benefit from more complicated questions throughout the packet.

10. Higher achieving students may be able to follow stricter end product questions or even a rubric.

11. Higher achieving students may need less overall assistance and direction from the teacher.

12. Higher achieving students may integrate technology better and be able to find more resources or stores independently.

13. Higher achieving students may easily or more quickly make connections between the integrated material.

14. Trade books and Scholastic magazines are available on the learning center tables.