TEL Lesson Plan
Sports Research Report

Grade Level: Grade 4
Subject: Language Arts
Time Frame: 10 Lessons of varied amounts of time

Summary

Students will research and compile a written and oral report on a sport of their choosing from the Kids Infobits database. Plan this lesson to coordinate with a major sporting event (Olympics, World Series, Superbowl, etc.) if possible.

Databases/Other Resources

Kids InfoBits

Procedures

Teachers and information specialists will together help students create a research paper about a sport. Students will be asked to cite sources, review, edit, and create a final paper. Students will also be asked to create a poster and presentation about their report.

Steps

Steps for Teacher

Lesson 1: The teacher will begin the lesson by bringing in various exercise or sport related equipment (materials can be obtained from the PE department).  Tell the students you would like to demonstrate how to use each of these pieces of equipment and then start demonstrating and explaining wrongly.  (Use a baseball bat as a golf club, a frisbee as a target to toss a shuttlecock into, a basketball as a soccer ball etc)  When students begin to question your knowledge, explain to them that maybe you need their help. 

Take the students to the computer lab/library so that students can be introduced to the project and begin research.  The teacher will introduce the lesson by explaining that the librarian will help them choose and research a sport or game that they will write and present a report on and showing students the rubric that they will be graded on (explaining what needs to be included in their written and oral reports). 

 

Lesson 2: The teacher will teach students about writing research papers, taking basic ideas from articles and turning them into their own words and thoughts.  Refer to the 2nd reference article under Yoga.  Read the sentence aloud with the students, "When people exercise by doing yoga, their goal is to create balance in the body by increasing strength and flexibility."  Ask the students to reword the main idea from this sentence to form their own.  Ask them to share.  (Ex. Two goals of yoga are to increase strength and flexibility.)  Read aloud the first paragraph under 'Health Benefits.'  Ask the students to summarize the main ideas in this paragraph and share.  (Ex.  Yoga is good for many parts of the body.  It increases strength, flexibility, lung capacity, posture, and self-confidence.)  Explain to students that copying from someone else's work is called plagiarizing and is illegal.  Students can then be taken to the computer stations to begin their research.

 

Lesson 3, 4, and 5: The teacher will act as a guide for students learning answering questions and teaching mini-lessons as necessary.  

 

Lesson 6:  The teacher will organize students into groups of 4 or 5 students.  Students will then be asked to review each other's papers.  Students will be given stickie notes to write hearts and wishes on.  Students will be asked to give one 'heart' (something they liked about the paper) and one 'wish' (something they think needs to be changed); writing them on stickie notes and sticking them on the back of their peer's paper when they are through.  

Lesson 7:  The teacher will ask students to meet in peer review groups again to edit their paper looking for spelling errors, correct punctuation, paragraphs, and complete sentences.  The teacher will need to provide colored pencils for marking so that students can easily see changes that need to be made. 

 

Lesson 8:  The teacher will take students back to the computer stations in order to type their final paper.

 

Lesson 9: The teacher will assign students their homework, to put together a poster including a written copy of their report.  The teacher will also explain the checklist associated with this portion of their report.  Give students a few nights to create their posters.

 

Lesson 10:  Have students set up a display of their posters in the classroom, or library. Invite other classes, teachers, and parents to come view their sporting bonanza and learn about different sports.  

Steps for Librarian

Lesson 1: The librarian will meet the students at the computers and demonstrate how to connect to and use the Kids Infobits database.  By clicking on the 'Sports' icon and then choosing 'Types of Sports, Games and Recreations.' Select a more obscure sport to explain the 'Reference; Magazines; Newspapers; Maps, Flags and Seals; Charts and Graphs; Images' tabs.  Have students begin in the reference section to gain a basic understanding of their sport and then dive into the other articles that can give more specific information.

 

Lesson 2, 3, 4, and 5: The librarian will be available to help support student learning and research.  

 

Lesson 8:  The librarian will be available during their computer time in order to help with technical difficulties while students are typing their final drafts. 

 

Lesson 10:  The librarian will participate in the sport bonanza and celebrate students accomplishments, complimenting them on specific strengths seen in their work.

Steps for Student

Lesson 1: Students will choose and begin to research a sport or game.  Students should do some preliminary reading to gain understanding of their  topic.  They should have paper and pencil by their side to take a few notes on, including articles that they want to use in their paper.

 

Lesson 2: Students will participate in teacher -directed lesson about summarizing, then begin to write their paper.

 

Lesson 3, 4, and 5: Students will research and write their papers. 

 

Lesson 6: Students will peer review each other's first drafts in groups.  Students will need to read their peer's paper and include one 'heart' and one 'wish' for each.  Hearts and wishes should be written on sticky notes and placed on the back of their papers.  Students will then use their time to write a revised version.

 

Lesson 7: Students will peer review each other's revisions for editing errors in groups.  Each student in the group will use a different colored pencil to make changes in spelling, punctuation, paragraphs, and complete sentences.

 

Lesson 8: Students will return to the computer stations to type their final draft.

 

Lesson 9: Students will gather materials at school that they will need to complete their posters at home.

 

Lesson 10: Students will stand by their posters and present to teachers, peers, and parents as they come by to learn about their sport.  

Related Activities

Invite guest speakers to come teach students about a particular sport that they enjoy. (Often different teachers in a school will participate in various sports.)  

Content Standards

Grade 4:

Standard 3-Writing

 

Grade 4:

Standard 4-Research

Learning Expectations/Grade Level Expectations

GLE 0401.3.1 Write for a variety of purposes and to a variety of audiences.

GLE 0401.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.

GLE 0401.4.1 Conduct research to access and present information.

GLE 0401.4.3 Present research results in a written report.

Performance Indicators State

SPI 0401.3.1 Identify the purpose for writing (to inform)

SPI 0401.4.1 Select appropriate resources from which to gather information on a given topic.

Assessment

Rubric for Written Paper

Explanation of what the sport is

3.  Paper contains more than one paragraph explaining what the sport is.

2.  Paper contains one paragraph about what the sport is.

1.  Paper does not give a complete thought/paragraph explaining what the sport is.

 

Who plays the sport and where

3.  Paper contains a paragraph explaining where the sport originated, and who played it.

2.  Paper contains incomplete information about where the sport originated and who played it.

1.  Paper has incomplete information about who played the sport and where.

 

When is the sport played (season and why)

3.  Paper contains a paragraph explaining the season you would play the sport in, and why the season would effect play. 

2.  Paper contains information about when the game is played but no reason why the season effects play.

1.  Paper has incomplete information about when the sport is played.

 

Why would someone want to play the sport

3.  Paper contains a paragraph explaining the benefits of playing the sport and the skills necessary for the game.

2.  Paper contains a few sentences about the benefits of the sport or the skills necessary for the game.

1.  Paper has incomplete information about the benefits of the sport or the skills necessary for the game.

 

How is the sport played

3.  Paper contains a paragraph or more on how to play or the rules of the game, is well-thought out, and constructed.

2.  Paper contains a few sentences on how to play the game.  Very brief and incomplete.

1.  Paper does not have a complete thought about how the sport is played.

 

Interesting points learned

3.  Paper contains more than one paragraph listing facts, interesting points about the sport, or explanation of equipment used.

2.  Paper contains a paragraph with facts, interesting points, or explanation of equipment used.

1.  Paper does not have or has an incomplete paragraph with facts, interesting points, or explanation of equipment used.

 

Paper is free of typos and grammatical errors

3.  Paper contains few errors and is readable and understandable.

2.  Paper contains some errors but is still readable and understandable.

1.  Paper contains many errors and loses understanding. 

 

Sources are cited

3.  Contains 3 or more articles cited, including name of article, author, and publication information.

2.  Contains less than three articles cited, includes name of article, author, and publication information.

1.  Articles cited are incomplete, missing name of article, author and/or publication information.

 

Presentation and Poster Checklist

1.  Poster contains a clear headline, name of sport

2. Copy of written report attached to poster

3.  Picture of sport or player

4.  Organized poster

5.  Used creativity in creating poster

6.  Demonstrates a knowledge of sport 

ISTE Computer Literacy and Usage Standards

1. Creativity and Innovation 

Students demonstrate creative thinking, construct knowledge,  and develop innovative products and processes using technology. Students: 

 

b. create original works as a means of personal or group expression.

 

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

 

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

 

 


AASL Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge.

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

1.3.1 Respect copyright/intellectual property rights of creators and producers.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1.2 Organize knowledge so that it is useful.

2.1.4 Use technology and other information tools to analyze and organize information.

2.1.6 Use the writing process, media and visual literacy skills to create products that express new understandings.