Analyze Learners
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Audience:
The lesson plan is designed for a class of 22 second grade students, ages 7-8, at Daniel L. Perez Elementary School. The class consists of 12 female and 10 male students. There are 5 Chamorros, 10 Filipinos, 2 Pohnpeians, 3 Palauans, and 2 Chuukese students. There are 10 ESL students. 5 students have listed their first language as Tagalog. 1 student has listed their first language as Pohnpeian. 2 students have listed their first language as Palauan. 2 students have listed their first language as Chuukese.
Exceptionalities:
1 student has a visual impairment. 1 student has a hearing impairment and uses an assistive listening device.
Learning Styles:
35% are visual learners, 25% are auditory learners, and 40% are kinesthetic learners.
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State Objectives
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The following are the Common Core Standards for Mathematics this lesson will address:
Represent and solve problems involving addition and subtraction.
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
Add and subtract within 20.
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.
Represent and interpret data.
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.
Vocabulary Acquisition and Use:
Demonstrate understanding of word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
By the end of this lesson, students will be able to do the following:
Define “sodium.”
Locate the amounts of sugar, salt, and fat in three different cereals using the Nutrition Facts Label.
Compare breakfast cereals according to sugar, salt, and fat amounts.
- Create a bar graph using collected data.
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Select Methods, Media, and Materials
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Methods:
Cooperative Learning Groups
Materials:
Pre-Made Bar Graph Example
3 Brands of Cereal:
Froot Loops
Cheerios
Lucky Charms
Internet Access
Computer and Projector
Vocabulary Journals
Handout:
Create-A-Graph Materials
- At least 66 sheets of construction paper
- 12-inch rulers
- Washable markers
- Cereal pieces
- Glue
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Utilize Media, Materials, and Methods
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Prepare the Materials: A computer with Internet access and a projector will be set up at the teacher’s desk. With the assistance of one student, the How Much Fat, Salt, and Sugar worksheet will be passed around to every student.
Prepare the Environment: Desks are arranged in a Horseshoe/U-Shape to encourage group discussion and interaction. This arrangement will allow students to easily view the YouTube videos and play the Fuzz Bugs graphing game as a group.
Prepare the Learner:
Prior to this lesson, students will learn that grams and milligrams are units of measurement that can be used to measure the weight of an object. The words will already be written in their Vocabulary Journals for future reference.
Additionally, they are to be introduced to bar graphs, so that they will have an idea of what bar graphs look like before this lesson.
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Methods:
Cooperative Learning Groups: Students will be encouraged to participate in group discussion and activities.
Materials:
Pre-Made Bar Graph Example:
3 Brands of Cereal:
Froot Loops
Cheerios
Lucky Charms
Internet Access:
Computer and Projector:
Vocabulary Journals:
Handouts:
Create-A-Graph Materials:
Media:
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This game will be used to prepare students for the Create-A-Graph activity.
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Require Learner Participation
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Time
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Lesson
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Notes
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| 2 minutes |
Recognizing Bar Graphs |
Ask students if they remember what bar graphs look like. Hold up pre-made bar graph for students to see. |
| 5 minutes |
YouTube video: “Bar Graphs for 2nd Grade Kids - Create Your Own Bar Graph” |
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| 15 minutes |
Online game: “Fuzz Bugs: Creating and Interpreting a Bar Graph”: Students will be encouraged to work as a team and help each other to collectively tell the teacher where each “fuzz bug” belongs. |
Online game will be projected onto a screen or board for students to see.
After the game ends, inform students that they will be able to create their own bar graphs later. |
| 23 minutes |
Vocabulary Activity: Introduce students to the word “sodium” and help them relate the word to their cultural backgrounds. |
Write the word “sodium” on the board. Read the word aloud and sound it out.
Have students repeat the word.
Have students say, spell, and say the word.
Ask students if any of them have heard of the word before.
Explain that “sodium” is another word for “salt.”
Go around the room asking students to give examples of salty foods that are a part of their cultures. (Chamorro, Filipino, Pohnpeian, Palauan, Chuukese.)
Ask students if they would like to share the word for “sodium,” or “salt,” in their native languages.
Instruct students to copy the word “sodium” and its definition, “salt,” into their Vocabulary Journals. |
| 15 minutes |
Handout: “How Much Fat, Salt, and Sugar?” Nutrition Label Activity
Students will be asked to collectively locate the total grams of fat, salt, and sugar in Froot Loops and write their answers down on the blanks after saying them out loud.
Students will then be given time to fill out the rest of the worksheet. After 10 minutes, the teacher will go over the worksheet with students and check to see that everyone has the correct answers. |
3 boxes of cereal will be placed on desk for students to see.
Students will be asked if they recognize the three different cereals shown both on the desk and on the worksheet.
Hold up each cereal box and ask students if they like the cereal. (“Who likes Froot Loops?”)
Instruct students to look at the first Nutrition Facts Label shown on the worksheet.
Explain that the total grams of fat can be found in the red rectangle, the total grams of salt can be found in the blue rectangle, and the total grams of sugar can be found in the green rectangle. |
| 30 minutes |
Create-A-Graph Activity: Each student will use construction paper, a ruler, markers, glue, and cereal pieces to create three graphs to compare the fat, salt, and sugar content of three cereals. Students will be assisted as needed. |
Before students get started on their graphs, draw an example of a bar graph entitled “Fat” on the board. The vertical axis will show the number of grams, while the horizontal axis will show the names of the three different cereals.
Students will help fill out the example bar graph on the board by referring to their handouts and saying how many grams of fat are in the three cereals. |
| 10 minutes |
Graph Discussion: Students will take turns showing their graphs. Discuss the results. |
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| 5 minutes |
Physical Activity
YouTube video: “Breakfast Time”
This music video explains the importance of healthy eating. |
Before the video is started, students will be instructed to stand up, push their chairs in, and stretch.
While students stretch, explain the importance of physical activity.
Encourage students to make the healthy choice and dance once the minute-long video starts playing.
Sing and dance along with the video so that students feel more comfortable participating. |
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Evaluate & Revise
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Student Performance:
Did students actively participate in discussion while working on the “How Much Fat, Salt, and Sugar” worksheets?
The bar graphs will be graded using the “A Perfect Bar Graph” rubric.
Did students engage in critical thinking after working on their bar graphs?
Did students have a positive experience with this lesson?
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Graph has no title
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A title is provided
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Title includes one variable
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Title accurately describes graph data
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No labels appear
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Labeled incorrectly
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Labeled with y axis label
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Labeled correctly
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No labels appear
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Labeled incorrectly
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Labeled with y axis label
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Labeled correctly
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No data plotted correctly
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1-2 bars are correct
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3-4 bars are correct
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All 5 bars are correct
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No bars are filled in
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1-2 bars are filled in
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3-4 bars are filled in
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All 5 bars are filled in
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Media Effectiveness:
Were students interested in the “Bar Graphs for 2nd Grade Kids - Create Your Own Bar Graph” YouTube video?
Did students seem to be enjoying the “Fuzz Bugs: Creating and Interpreting a Bar Graph” game?
Did students recognize the three breakfast cereals?
Did students dance and sing along to the “Breakfast Time” YouTube Video?
Was your choice of media and materials a good one? How will you assess the effectiveness of these tools?
Is it possible that other technologies, media, and materials would have done a better job?
Instructor Performance:
Did the lesson meet the learning objectives?
Was the lesson completed in a timely manner?
Can this lesson be improved? How?
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Hi:
ReplyDeleteNicely done.
-j-