University of West Alabama

Teacher: Ms. Tekeshia Whitt

Date: November 16, 2018

Subject area/course/grade level: Mathematics

Materials: Chrome Books and pencils

Standards (State and ISTE Standards for Students): CCSS.MATH.CONTENT.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 

Objectives: The students will:Recognize that data can be organized in different ways.Explain that each type of graph is most appropriate for certain types of data.

Differentiation Strategies The use of technology, the I do, We do, You do frame work, Independent practices pages, and journal work.

ENGAGEMENT:The students will review the Essential Question.Essential Question:: What are some ways data can be organized?

The students will re-watch the videos from the individual lesson plan.Activity 1: The students will watch the following video:

Reading and Adding Tally Markshttps://www.youtube.com/watch?v=qP6lADOtEF8

Bar Graphs for 2nd Grade Kids - Create your own Graphhttps://www.youtube.com/watch?v=oYXmY5axC2I

The students will continue to discuss new information that they learned from the video and place the information on their KWL chart.

EXPLORATION:

The students will:Complete a Tally and Bar graph Hard Quiz from the Brain Pop Jr. Tally and Bar Graph Videoindividually using individual Chrome Books, to see increase their scores or enhance accuracy of skill based knowledge.

Approved January, 2013

https://jr.brainpop.com/math/data/tallychartsandbargraphs/hardquiz/

AssessmentThe students will discuss new information that they learned from the quiz and place the information on their KWL chart.EXPLANATION:

Activity 1:  The students will review the Word It Out word cloud they created, to focus on their vocabulary terms.  They will discuss the meaning of each term through turn and talk sessions.  They will review the graphic organizer they have completed to compute their discussion answers. 

Approved January, 2013

https://worditout.com/word-cloud/create

Graphic Organizer of Events

Approved January, 2013

AssessmentThe students will continue to add new information to the following high-order thinking questions and they will use a graphic organizer to compute their discussion answers. 

*How can you decide if you can use a bar graph to represent your data you collected? *What are the different parts to a bar graph and why is it important to know these parts? Explain your response.* How can you interpret the data you collected?

ELABORATION:Activity 1:*Explain the importance of knowing how to read a compute information accurately on a graph.*The students will view a Storyboard I created to talk about Simple Survey’s and Great Graphs.

Group Activity:

Approved January, 2013

The students will create a Storyboard project in small group instruction using their Chrome Books. The learners will be placed in teams of five.

AssessmentEach team will complete a Storyboard presentation.EVALUATION:An evaluation of each team will be completed using the following rubric:

cte.sfasu.edu/wp-content/uploads/2012/01/group_projects.doc

References:Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013