Lesson plans are plans that teachers develop to help students meet a specific learning goal (a.k.a objective). Lesson plans have different element
Lesson plans are plans that teachers develop to help students meet a specific learning goal (a.k.a objective). Lesson plans have different elements and are written using a variety of formats. Schools, teachers, districts, and states have different ideas of what a lesson plan might look like and what information it requires. As you become more experienced, you will develop your own style of lesson planning. For this course, I will show you a foundational sample for you to begin with. Later in the course, you will use this knowledge when developing your lesson plans for your MicroTeach experiences.
Take a look at this lesson plan on Education.com: Click here for the link to the lesson planLinks to an external site..
Click here for the lesson plan sample PDF if you can not access it through the website.
This is one example of how a lesson plan can be created and developed. Read through the entire lesson plan. What do you notice about each element/part/section as you read through it? Why do you think each one is necessary?
Download the attached document below. After reading the lesson plan, reflect on the FUNCTION of each element. Use the worksheet below to respond with your ideas of the function of each element by answering these 2 questions:
What is the function of this element in a lesson plan? Why is this element necessary in a lesson plan?
This assignment asks you to describe the function of each section of the lesson plan, NOT to provide a summary of the lesson plan.
Note: Please use and complete this document as is and upload it. Confirm that you are uploading your completed assignment and not a blank form.
Math + Love = Valentine's Day Bar Graph
Second Grade Math
What's more romantic than a bar graph on Valentine's Day? In this Valentine's Day lesson plan, students will use information from a data set to create their own tally charts and bar graphs and then analyze these graphs to answer questions.
Learning Objectives
Students will be able to identify the features of a bar graph and draw a bar graph to represent a data set.
Materials and preparation Key terms
Class set of the Graphing Valentines worksheet data One copy of the Picnic Bar Graph worksheet for tally marks projection tally chart Projector bar graph Chart paper graph title Class set of graph paper horizontal axis Class set of rulers or straight edges vertical axis
axes labels Markers scale
bar height The Ice Cream Bar Graph worksheet (optional) The Winter Sports: Practice Reading a Bar Graph worksheet (optional) The Blank Bar Graph worksheet (optional)
Attachments
Valentine Graph (PDF) Picnic Bar Graph (PDF) Ice Cream Bar Graph (PDF) Winter Sports: Practice Reading a Bar Graph (PDF) Blank Bar Graph (PDF)
Introduction (5 minutes)
Share with students that people across the world will be celebrating Valentine's Day this month, and one of the biggest Valentine's Day traditions is to give cards to people you care about. Explain to students that today they will learn about Mr. Mason's second graders who celebrated Valentine's Day in class by exchanging cards with one another. Tell students that we have information about the types of Valentine's Day cards that Mr. Mason's students exchanged, and we are going to use this information to create graphs and answer some questions.
Explicit Instruction/Teacher modeling (10 minutes)
Project the Graphing Valentines worksheet onto the board, and distribute one copy to each student. Refer students to the information in part 1, and explain that this is the information, or data, that we will use during this lesson. Read this information aloud.
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Draw students' attention to the tally chart. Review that a tally chart represents data using tally marks, which are a quick way of keeping track of numbers in groups of five. Tell students that to make a tally mark, draw one vertical line for the first four numbers and one diagonal line across the first four lines for the fifth number. Model for students how to fill in the first row (Heart Candies) using tally marks. Call on a student volunteer to come to the board to fill in the second row (Lollipops) using tally marks. Ask students to complete the remaining two rows independently and review answers as a class.
Guided Practice (10 minutes)
Tell students that they are going to use the information in the tally chart to create a bar graph. Review that a bar graph is a simple graph where the heights of each bar provide information. Project the Picnic Bar Graph worksheet onto the board. Refer students to the different features of this bar graph including: the graph title, which tells us the information we can find on the graph, the vertical axis, which goes from top to bottom, the horizontal axis, which goes along the bottom of the graph, the axes labels, which tell us what information is presented on each axis, the scale, which tells us how much or how many, and the bar height, which tell us the value of each bar. Write each of the features on a piece of chart paper titled: Bar Graph Features.
Independent working time (20 minutes)
Explain to students that they will make their own bar graph using the information from the Graphing Valentines worksheet. Prompt students to look at part 2 on the Graphing Valentines worksheet, and review the features of the graph. Tell students that they can refer to the Bar Graph Features anchor chart to help them. Tell students that when they have finished creating their bar graphs, they will answer the questions in part 3 of the Graphing Valentines worksheet. Remind students to use their tally chart and/or bar graph to help answer the questions.
Differentiation
Support:
Provide students with more examples of bar graphs during Guided Practice/Modeling (see optional worksheets).
Enrichment:
During Independent Work Time, distribute the Blank Bar Graph worksheet to students who can create their own bar graph from scratch. In this Valentine's Day lesson plan, introduce students to a third type of graph (such as a picture graph), and ask students to graph this information in a new visual representation.
Assessment (5 minutes)
Draw a bar graph on the board that is missing—or has mixed up—some of the bar graph features. For example, the horizontal and vertical axes are switched or the title does not match the information presented. Go over the Bar Graph Features anchor chart and ask students to give you a thumbs up if your bar graph has the information correct and a thumbs down if the information is incorrect. Ask students to help correct the errors in the bar graph.
Review and closing (5 minutes)
Tell students to think about what was easier to use to answer the questions: the tally chart or bar graph? Ask students to share their opinions and provide specific reasons why one chart was easier to look at
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