LESSON PLANNING TEMPLATE

Name Sammie DeLeon Grade level Preschool Observation: 1 2 3 4

Long-term specific goal(s) for LESSON: - Develop number sense. - Develop an understanding of food groups. 1. Title of Research Lesson: What are we Having for Lunch Today? 2. Short-term specific goal(s) for lesson: - Identify the different food selections of their plates. - Have children be able to count how many of their peers have fruits, vegetables, and main entrees. - Make comparisons of data by reading a graph. 3. Standards addressed: 6.B.ECd Informally solve simple mathematical problems presented in a meaningful context. 6.D.ECb Describe comparisons with appropriate vocabulary, such as more, less, greater than, fewer, equal to, or same as. Danielson: - 2D. Managing student behavior - 4C. Engaging students in learning 4. Background of the Lesson: Students all have experiences with food. o Experiences may vary, but all students have had experiences with food. All students receive school meals at First School. o Students are able to make decisions about what food selections you do or do not want to eat. Students have background knowledge on fruits, vegetables, and meat.

5. Lesson Procedure Time Activities

(Divide this into sections. Sections might include: Set-up, Introduction, Teacher-guided instruction, Individual Practice, Group Work, Sharing Ideas, Summary, etc.)

page 1 Dialogue
(Teachers Questions; Anticipated Student Responses)

Environment
(Materials, Strategies, Adaptations)

Comments

11:25am11:30am

Dismissal to lunch o Table is set up by Miss Baker o Students wash hands then sit at their tables Lunch o Distribute food selections o Sing the Prayer Song o Introduce activity Mrs. Pinkham, Miss Baker, and I will be assigned Teachers help record the childrens findings Teacher Dialogue Today we are going to be careful investigators. What kinds of foods do our friends eat? Look at your plate. Do you see fruits, veggies, and the entre? Anticipated Student Response Children exclaiming what they have on their plates I have everything, I have fruits, I have veggies, I have the entre Teacher Dialogue - ______ Youre going to help count how many people have veggies on their plate. - ______ Youre going to help count how many people have fruits on their plate. - ______ Youre going to help count how many people have the entre on their plate.

- Move from group time to lunch.

11:30am11:45am

Materials - Food (lunch selections), plates, spoons, napkins, cups

(Next day) 9:30am9:40am

Group time: Representing Knowledge o Create a graph with students Students will post on graph depending on what they had to eat. o Make comparisons between the group What did we eat the most of? What did we eat the least (littlest) of)

Teacher Dialogue Who remembers what we did at lunch yesterday? ASR - We ate lunch. - We had ___, ____, and ____. - We counted our food. Teacher Dialogue If you ate ______, come stick your paper on the board. Now that we our graph, lets look at what we have come out with. What is the longest line we see? ASR: Respond with: Fruits, veggies, or entre Teacher Dialogue What is the shortest line we see? ASR: Respond with: Fruits, veggies, or entre Teacher Dialogue What we made is a graph. The graph helped us see what we ate the most and the least of. Tells us information about what kinds of foods we like.

Materials - White board, post it notes, dry erase board, circle on carpet (group circle)

6. Evaluation:
(How will you know whether or not you have achieved your short-term specific goals?) Students correctly collect data students will work together at tables to count up the certain food selections. Students will participate in the comparisons discussions. Students will apply numbers in an everyday context by counting the number selections present at their table. Students will express number sense by comparing larger and smaller numbers (on graph).

7. Post Lesson Reflection:

Talk about the goals of your lesson, how did your lesson meet those goals? What did the childrens responses to this lesson tell you about whether your goals were met? What would you change about this lesson and why would those changes improve it? Looking back at my lesson, I see the goals were all reached, including standards. The students responded well to my activity. o The participated, discussed, and were engaged. o They were able to follow the investigation and participate in the investigation. I would try to have students to the actual recording by themselves. Color coat the post its to match the food selections. I may do this lesson during breakfast. o Same students, and I can do the graphing the same day. I would probably represent it in a different way the next time to give them more experience with representing data and information. I think the materials were pretty well organized. It helped me transition more smoothly and go through the lesson easily. Working cooperatively and discussing with the teachers in my room helped me to better work with the students because I had support from my other students.

How did your organization and materials affect the success of the lesson?

What were some challenges with this lesson? What surprised you?

Doing it between two days made it difficult to account for students who were not there the next day. Lunches ran late between delivery and serving students, we were at a time crunch so that students can eat and so that I can complete the lesson. During my lesson, I was short of help because Mrs. Pinkham had to address an issue at the school, but I was still able to carry out the lesson.

Additional comments?

I was excited to see the students interested in the topic. o The students wanted to redo the activity the following days.