Title – State Parks Online

By – Jennifer Trotter

Primary Subject – Computers / Internet

Secondary Subjects – Social Studies, Language Arts

Grade Level – 2-3

State Standards Addressed:

ELA: Researching
2-6.1 Generate how and why questions about a topic of interest.

2-6.3 Create categories to classify information.

2-6.4

Use the Internet with the aid of a teacher.

Lesson Objective:

Following a demonstration, students will be able to use the Internet to research a specific state park.

Materials/Equipment:

Student copies of research guide

Technology Integration:

This lesson is focused on Internet research. The teacher will introduce the website using the Promethean Board. Students will then use the school’s computer lab, or if available, the mobile lab and laptops, to find information about South Carolina or (your state) state parks.

Accommodations for Diverse Learners:

This lesson uses visual, auditory, and tactile learning. Students will listen to instructions, see the website demonstrated on their own screens and use the keyboard and mouse to navigate the Internet.

Correlation to the IEP:

The lesson will be presented in a variety of formats. Directions will be given orally, as well as in written form. Students will have a research guide with leading questions and space to record answers.

Procedure Set:

• Attention Getter:
  
  “How many of you have ever visited a state park? Have you been to Table Rock? Devil’s Fork? Or maybe Caesar’s Head? Tell us about your experience at the park.”

  The teacher will lead a discussion of state parks and what they have to offer to visitors. Discussion should bring to the forefront the importance of our parks to our state’s economy and the recreational activities we enjoy. The teacher will record student observations on a KWL chart on the Promethean Board.

  “Imagine that you have been hired to create a brochure for a state park like Table Rock. What kinds of information do you think you would need to include?” Again, record student responses on a brainstorming page (ProBoard). Today, we are going to use the Internet to find this kind of information. Later, we will use it to create a brochure that we will display in the hallway for Write Night.”

• Explanation:
  
  Vocabulary: web browser, Internet address, link

  Using the Internet can be a great thing, but only if we know what we are doing. I will demonstrate how we will use the Internet here on the ProBoard. (This entire lesson will be done on the ProBoard. Students will move to the computer lab following the lesson to do their own research.)

  First, we must use a web browser to connect to the Internet. Our web browser is called Internet Explorer. When we go to the computer lab, you will see a blue “e” with the words “Internet Explorer.” You will double click on the “e” to access the Internet. Watch as (student’s name) does that now on the ProBoard.

  Second, we must type in the Internet address of the website we need. The Internet address usually begins with www (world wide web). We will be using the address
  
  www.southcarolinaparks.com
  
  . Look at the ProBoard. I will show you where to type this information.

  We can also use the “Favorites” button to find our website. I have already typed in the address on each of the computers in the lab and I saved it under the “Favorites” box. Watch as (student’s name) clicks on “Favorites” and then chooses South Carolina Parks.

  Third, we must use the mouse to click on the information that we need. As you can see, there is lots of information to look at on this website. What are some of the things you notice? Allow students to respond. To find out about each specific park, we need to use the “Park Finder” link. A link takes us to another page with more information about our topic. Who would like to come up and click on the “Park Finder” link?

  Fourth, we must locate the park name we need. Let’s choose a park we are familiar with, such as Table Rock. (Student’s name), please click on the “Table Rock” link. What do you think we will find with this link?

  Note from LessonPlansPage.com:
  
  The research guide was not included because it must be custom made by the teacher for whatever state park you choose to explore and for whatever information you want them to include in the brochure. You may choose to omit the research guide, but the information in the next paragraph should give you enough clues to enable you to construct your own simple guide.
  

  Finally, we will use the tabs to find information that will help us fill in our research guides. Look now at the sheet I gave you. Did you notice that the boxes on your paper have the same titles as the tabs on this page? In each box, you will write down the information you think is most important. For example, let’s see what types of activities there are at Table Rock. (Student’s name), click on the “Activities” link and tell us what activities are available. As you find information about your park, you will take notes in the boxes on your research guide. This information will help you to create a brochure later on.

  Now, let’s take a few minutes to choose a state park for you to research. Let’s go back to the map on the Park Finder page. Raise your hand if you see a park you would like to learn more about. (The teacher may also opt for assigning parks.) Please write the name of your park in the top box of your research guide.

• Closure:
  
  Let’s review some of the new terms we used today.

  What is a web browser?

  (It connects us to the Internet. Ours is called Internet Explorer.)
  

  How do we start it?
  

  (Double click on it.)
  

  Where do we type the Internet address? Look at your Research Guide. Do you see the address you will need?
  

  (Make sure students can locate the address.)
  

  When the South Carolina Parks page opens, what should we do next?
  

  (Allow a student to demonstrate on the ProBoard. They should navigate to the Park Finder page.)
  

  What is a link?
  

  (A word or phrase you click on to go to a web page with more information about that topic.)

  Now we are ready to move to the computer lab. We will be walking around to help you with each step of the research. I will be using the ProBoard in the lab to show you again what to do. It will be very important for you to listen carefully and to follow directions. Bring along your Research Guide and a pencil.

Guided Practice:

The teacher will guide students through using the web browser and navigating the website. The ProBoard will be used, both in the classroom and in the computer lab, to show students how to complete each step of the process.

Independent Practice:

Students will use the South Carolina Parks website to find information about the park of their choice. They will record information on the Research Guide.

Assessment:

Students will be assessed informally based upon their ability to follow directions and successfully navigate the website. They will be formally assessed using the Research Guide. Students must complete 90% of the sheet (no more than one box blank) to be considered successful.

Enrichment/Early Finishers:

Those who complete the assignment early may navigate the website to find pictures of their parks, or to look up additional information that could be included in the brochure.

Directions:

Use each box below to help you find important information about your state park. Write the information in the box so that you can use it later.