Missouri Pre-Service Teacher Assessment (MoPTA) Missouri State Lesson Plan Form*

*based on Eric Jensens Teaching with the Brain in Mind 2nd Edition, Jensens 10 Minute Lesson Plan http://www.10minutelessonplans.com , and Arthur Costa and Robert J. Garmstons Cognitive Coaching - - revised: csfairbairn2013

Name _Paige Schildknecht________________________________ Date __10/6/13____________ Main Subject __Math_____________________________________Grade: __4th________ If MoPTA, Lesson # _3_____ Desired End Point Essential Question Why do we use bar graphs and what is their purpose? Describe the Evidence of Learning CAS and/or GLE Math, Data and Probability 1.A.4- collect data using observations, surveys and experiments 1.C.4- create tables or graphs to represent categorical and numerical data (including line plots) 2.A.4-describe important features of the data set Learning Goal/s and Objective/s What students will know and what the students will do appropriate for meeting curricular and student needs LG - Students will know that we collect data using observations, surveys, and experiments to create categorical and numerical graphs and will be able to describe important features of the data. LG- Students will know that probability is the number of ways an event happens over the number of ways all events can happen. OBJ The students will create a bar graph on Excel of 8 objects and will include title, labels, and key with 100% accuracy. OBJ- The students will answer the questions about probability on the computer with a partner upon completion of their graph scoring at least a 4 out of 5. Assessment Tools How student learning will be evaluated including a self-assessment OBJECTIVE ASSESSMENT IS ITEMS COLLECTED CRITERIA FOR MEASUREMENT ALIGNED TO Handout The students will answer the 2.A.4-describe important features of questions about probability on the the data set computer with a partner upon completion of their graph scoring at least a 4 out of 5. Excel Bar Graph Scoring Rubric 1.C.4- create tables or graphs to represent categorical and numerical data (including line plots) Teacher Content Knowledge What the teacher needs to know to instruct the lesson Teacher needs to know features of bar graphs. Labels, Title, Key, numerical data. Line plots can only be done using a numerical question. Prior Knowledge Needed Previous content being built upon and how prior knowledge will be determined Students will know how to use excel. Students will need to know why bar graphs are used and the important features of a bar graph. Students have been talking about differences and similarities between line plots and bar graphs.

FEEDBACK Teacher provides comment and returns to the student.

Teacher will return the rubric rubric to the students.

Resources and Materials Materials needed in the planning and instruction of the lesson Food resources For this lesson parents brought in M&Ms, craisins, popcorn, Cheerios, pretzles, peanuts, Cheez-its, and Reeses Pieces. Technology Technology incorporated into the lesson to enhance instruction and student learning Students will be in pairs using Excel on computers in the classroom. Key Academic Language Language needed for understanding and what students will do with language (words/phrases) to express understanding label, data, title, probability, bar graph, categories, fraction

Levels of Questioning Strategies DOK DOKLevel 2; Graph Separate Level 4; Analyze, Apply Concepts

Classroom Management and Safety Strategies Student behavior needs to help keep students on task and actively engaged CLassedy Class- Students provide call back saying yessedy yes. From 1 to 4, show me with your fingers how you are right now on being on task. Students are in pairs already preset by seating arrangement. They will be with their shoulder partner. Enrichment Activities for early finishers that extend students understanding and thinking http://www.ixl.com/math/grade-4 Students will go to this website, and work any part under probability and statistics.

BEFORE Preparation of Learners: Differentiation/Accommodations/Modifications Learner needs (including low and high), learning differences, cultural and language differences, etc. Students will be working in peer partners which will also work as a peer tutor for the lesson. Students will be working at computers together. The lesson is hands on and students are able to touch and see the data they are working with. Opening/Housekeeping - Optimal Environment Teacher approach to helping students achieve the learning objectives and meet their needs including seating arrangement, grouping criteria, lighting, music, supplies etc. The lights will be on and students will be on the carpet at first for a mini lesson. Then students return to their desks to work with their partner to create the graph. DURING Buy-In and Discovery of Prior Knowledge Engagement getting learners vested emotionally creating a positive social climate Frame the invitation to learn/set-up/background by activating prior knowledge and hooking the learners mentally Have a bag of goodies. (The bag the students will get when graphing). Start to get in the bag and reach for something. Stop and say, I wonder what I will grab out of the bag? Hmmm, how could I figure out the probability of picking a pretzel from the bag? How about an M&M? Learning strategy 1: Students will each have a bag of mixed items. Items include M&Ms, Reeses Pieces, popcorn. Cheerios, pretzels, Craisins, peanuts, and Cheez-its. They will then sort out on their desk and classify each item. The students will write their data down so they will have to look back when making their bar graph. Ask students how we could find out what we would most likely grab from the bag? What would we least likely grab from the bag? When students answer with count every item and then add all items together. Explain that is probability. Write on board and explain that probability = number of ways an event happened/number of ways all events can happen. New Content Explored Explore/Explain - Sequence of events of lesson elements and learning activities in order for students to acquire knowledge Students will explore their data (food) and separate by counting the number of each. Talk about how they will put this information in a bar graph. Model how to set up bar graph in Excel. Have students follow along with teacher to get started. Then students will input their own data. I will have little cards explaining how to make a bar graph in Excel. Content/Skill Processing Activities Elaboration - Deepen learning with active processing/practice with peers or teacher) Learning Strategy 2: Students will create a bar graph in Microsoft Excel using pictures as the bar. Students will be given the attached rubric for evaluation. Students will use pictures of the item to show in their bar graph. They will practice with their shoulder partner and will both come out with the same bar graph. Once students are finished with their bar graph, they will print it off for the teacher and answer questions. Assessment and Error Correction Evaluation - Trial-and-error time with feedback and more active processing/practice with peers or teacher Learning Strategy 3: Students will answer 3 questions after making the bar graph that relate back to data and probability. 1. . If you were to stick your hand in randomly, what would you most likely grab? Why? 2. If you were to stick your hand in randomly, what would you least likely grab? Why? 3. What could be done to maximize the outcome of grabbing an M&M? Why would that change the probability? AFTER Consolidation - Encoding and Transfer Memory Strengthening through real world connection to other content, processes, self and through rehearsing/incorporating/applying building on the learning to increase understanding 5 minutes to closing- Students will pair with another group-right next to them- and go over their graph and data and compare and contrast between the groups.

Closure What was learned and what is coming up next Students created their bar graph and answered questions about their data. Coming up next in math is creating and making your own line plot.

Highlight all that apply (addressing learning styles, multiple intelligences, and brain compatible strategies used) Kagan structure graphic organizer technology visuals manipulatives brainstorming/discussion game experiment Blocks strategy problem solving global awareness career seeds music/rhythm/rhyme writing drawing/artwork vocalizations multicultural link movement mnemonic device differentiations

For reflection, talk about a future plan to extend practice. PD Example: I will attend a conference by Eric Jensen on Oct. Book that talks about extra practice. Going to PD day on Tuesday November ..