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Lesson Plan

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LESSON PLAN

Topic/Subject/Grade:
Object graphs- 1st Grade
Primary SOL(Standard of Learning):
VA-SOL.MA.1.18
STANDARD: The student will investigate, identify, and describe various forms of data collection in his/her world (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream), using tables, picture graphs, and object graphs.

Other Related SOLs- SOL 1.15
Objective:
Using a manipulative proved by the teacher the students will be able to accurately place 3 out of the 4 colored t-shirts on a graph using the data provided on the smartboard.

Materials/Equipment:
SmartBoard, The Great Graph Contest by Loreen Leedy, colored pipe cleaners, Gummy Bear Graph bag, Sticker Graph Bag, Manipulative Bag- Filled with beans, dry noodles, skittles, and stars, cutout t-shirts, graph for t-shirts
Literature:
The Great Graphing Contest by Loreen Leedy
Leedy, Loreen , (2005). The Great Graph Contest. 1st ed. United States: Holiday House.

LESSON PROCEDURES
Pre Assessment: I will have a picture of different graphs on the board and ask the students what they all have in common to assess whether or not students can identify them as graphs.
Set:
As the students walk into the classroom they will each have a colored pipe cleaner on their. In addition to the pipe cleaners the student’s desks will be arranged into four groups. Each group will have a bucket in the middle of the group of desks. The container will have everything the students will need for the math lesson. This will spark interest in the student’s imagination and keep them on their toes throughout instruction.

Lesson:
 Teacher instruction/Modeling: The instructional portion of the lesson is going to consist mostly of reading The Great Graph Contest by Loreen Leedy. I am going to do a read think aloud using this book to help model what thinking should be taking place while making a graph. The books starts out with Gonk making a graph about which friends like or dislike mud. He takes down each answer using mud as a mark beside yes or no. After reading this portion of the book I will tell the students that graphs help is to discover new things about the world around us. I will tell them that by asking a question we can collect data and graph it to help us understand the answers we get to our questions we ask. The book goes on with Gonk and Beezy competing to see who can make the best graph. As the book continues it show how the two of them sort and graph different things such as rocks, animal feet, and where their friends live in nature. The book will show the class that anything can be taken and put into a graph as long as there is a way to sort them. * Guided student practice/Formative assessment:
Guided practice incorporates multiple manipulatives because the best way to understand graphing is by practicing and doing many different things with it. By the end of the guided practice the students will have made at least five graphs, everything the student needs will be in the bucket at the middle of their group of desks. Each graphing activity will have a laminated graph with it so that the students can trade around their group once they have made the graph for one. Since there are five graphing manipulatives there will be five desks per group each student will complete one manipulative and pass it to the next person when they have finished. Each student should be able to get to most if not all of the manipulatives. Before the class starts working on the manipulatives in their bucket we will do a graph as a group so the class knows and has an idea of what is to be done. Each student will pull out their pipe cleaner that was on their desk when they walked in to class. I will call out each color and ask for a raise of hands as I call out the color pipe cleaner. I will record the data on the board and then use that data to make a graph. The graph will be simple with the title being "Pipe Cleaner Colors" and the vertical labeled "Amount of Pipe Cleaners" and the horizontal labeled "Color of Pipe Cleaner." As I graph the information I will explain why each piece of data goes and why it belongs there. I will ask for students to ask any question they have before sending them to work in groups on the five manipulatives. Below is an explanation of each manipulative in the bucket. While the students are working on the manipulatives listed below I will be walking around to answer any question from the students. The students will be allowed to talk quietly to each other if they have a question about the task in front of them.
Noodle Graph:
For this manipulative I have provided a bag of colored noodles. There are green, yellow, and red noodles. The student will write how many of each color they have and then using that information they will graph it on the laminated graph provided in the bag.
Star Graph:
In this bag there will be a variety of colored stars with a circle graph. The students will color this circle graph depending on the colors of the stars in their bag. The circle graph will have 12 slices with a star in each slice. The student will sort their stars and then color the a star on the circle graph to represent each star in their bag according to color.
Skittles Graph:
There are five different color skittles in the bag for the students to sort. After the student has sorted the skittles in to colors she will graph them on the graph provided in the bag with the skittles. The graph provided is a simple five column graph.
Gummy Bear Graph:
Each student in this manipulative will be asked to guess how many of each color there are in the bag. The student will then graph the gummy bears to find the answer to the guess they made. This will provided the students with an example that graphs can answer questions or tell us something about a the world that we did not know.
Sticker Die and Graph:
This manipulative is made specifically for the kinesthetic learner. The student will role the die 7 times total as they role the die it will land on a certain sticker. Each sticker has a label (smile, car, alien, ladybug, dog, and basketball) the sheets of stickers are labeled the same way. The student will pick a sticker from the correct sheet of stickers and place in on the graph provided. After rolling and doing this 7 times the student will evaluate to see which sticker was rolled the most and circle the label name of the sticker. Resources: http://www.uen.org/Lessonplan/preview.cgi?LPid=18799 Citation: Utah LessonPlans (2007). Just Graph It!. [ONLINE] Available at: http://www.uen.org/Lessonplan/preview.cgi?LPid=18799. [Last Accessed 24 Oct. 2012].

* Independent practice/Formative assessment:
The students will use data from the board to make a graph. I will have a scenario on the board for the students. I will read the scenario aloud to them. The students will then have to graph the t-shirts by color according to how many times each color is used.

Scenario: Jenna just went on a big shopping trip and bought 15 new shirts. Can you help Jenna sort her shirts so she knows how many shirts she has in each color? Using the picture below as your data graph the shirts according to color. Hint: Find how many of each color was bought before graphing.

* Closure:
We will review why graphing is important and I will make sure that the students know that graphing is important to help organize and sort answers to questions. I will have a few of the students share their graph that they made from the t-shirt data given on the board for independent practice. We will talk about their graphs and make sure that each student understands how to make a graph and take data and put it on a graph.
Summative assessment:
Evaluation will be done throughout the lesson. I will evaluate the students as they work during guided practice and then again for independent practice. During the independent practice I will be sure to make it around to everyone to evaluate whether or not they understand the content of the lesson. The students will be asked to be able to graph 3 out of the 4 t-shirts colors correctly.
Classroom diversity:
Learning Styles (modalities / multiple intelligences)- Visual learners will benefit from this lesson while we read the book together as a class. The visual learner will be able to see what different types of graphs look like and also be taught through the book how to make a graph for many different types of data. With each graphing manipulative there will be a task card telling the student what they should do and in what order each thing should be done.
The auditory learner will benefit from this lesson when I read the literature book for instruction. The student will have a fun story to help them remember how to make graphs and why graphs are important. All instruction will be given through talking and also provided on paper for the students to look at and stay on task.
The kinesthetic learner will benefit from the story read to them in class and also being able to participate in the pipe cleaner activity. The manipulatives will be a great tool for the kinesthetic learner because they will be able to move around and work hands on with graphs while learning at the same time.
Gifted - The gifted student will be able to excel in this lesson because they will have multiple opportunities to be challenged to make graphs and use higher order thinking for making the graph. If there are multiple gifted students in the class I will make a group of six for them and have they come up with questions to answer before making each graph.
LEP - All of the manipulative in the lesson use pictures and very few words. Any student with English as a second language should be able to complete each activity and be able to learn from this lesson like the rest of the students. The book being read in class has many picture and as the teacher I can use those to explain words that a student with English as a second language might not understand.
LD, ED, ADD– Most of the activities in this lesson are hands on and allow the students to move around and learn at their own pace. The resource teacher will be in the classroom to help with any additional needs a student may have with learning disabilities.
Multicultural Connections- This lesson can be tied into a multicultural connection by saying no matter where in the world you are graphing is a universal thing and can be understood by all people in the world.

A. TEACHING COMPETENCIES:
1. General/professional knowledge: I will provide the students with the information they need in a professional and fun way. Through my lesson the students and other teachers will see that I have a basic knowledge of what ids being taught to the class. Graphing is a basic form of collecting data and will be taught in this lesson.
2. Content knowledge: Through the planning that has been put into this lesson content knowledge is important for a teacher to be able to provide hands on learning for the students. If the teacher does not know the content well it will be difficult to come up with way for the students to learn with hands on activities.
3. Technology and resources: The SmartBoard will be used for classroom graphing and data collection. By using the smartboard it allows the students to be able to see and learn how to make a graph and properly collect data.
4. Curriculum: Through extensive research and time spent looking at different ways to teach SOL 1.14 I believe that the curriculum provided in this lesson will be what helps the students to learn the material for graphing best.
5. Diversity: There is diversity spread all throughout this lesson. For example with the pipe cleaners, this can be tied into how each person my look different on the outside but either way they are no different than the rest of the people in the class. So just because Sue got a pink pipe cleaner and Jo got a blue one does not make them different as people. There are also different types of bugs in the book used for integrated learning this book shows that although bugs look different they can still make graphs just like some people are different are a different color than another person does not mean they cannot do anything the other person can.
6. Assessment: The students will be assessed throughout the entire lesson. During guided practice and independent practice I will be walking around the room evaluating and assessing what my students have learned. The students will turn in their independent practice for grading which will also assess what the students learned through the lesson and also help me to know what I need to re-teach if needed.
B. CONTENT COMPETENCY: 1. Teacher candidate demonstrates superior knowledge, understanding, and use of the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra to foster understanding and use of patterns, quantities, and special relationships that can represent phenomena, solve problems, and manage data.

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