Direct Instruction

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Direct Instruction Lesson Plan (10 pts) Lesson Background:

Your Name: Jeff Rost Subject: (circle one) Language Arts Grade Level: (circle one) K 1 2 3 4 5 6 Social Studies Mathematics Science

Lesson Title: Bar Graphs Materials Needed: Paper, pencils, bar graph examples, graph paper, class lists Prerequisite Skills: Students will need to have understanding of graphing basics, such as x and y axes, labels, and navigating graph paper. A B C D Lesson Objective: After choosing what data to collect and graph, the fourth grade student will collect data from classmates, and will create a bar graph to represent their data (examples are kinds of pets, hair color, favorite type of music, etc) with no more than one error within the graph. --------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide objectives: (What are students going to learn?) Time: 5 mins Today, we are going to learn about Students will collect class data and create a bar graph depicting their data Students will decipher between simple and complex bar graphs Students will analyze their bar graph to understand grouping and classification within their classroom 2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 15 mins I will begin the class by reviewing different types of graphs that we have learned about thus far (line, circle graph, pictograph). I will then introduce pictures of bar graphs, and will display them with the overhead projector or the ELMO. I will tell the students that they are going to be deciding on what data to collect within the class. I will explain that students can choose from examples I have written on the board, or they can choose their own. I will have the following examples written on the board: types of pets, hair color, favorite type of music, favorite type of food, and favorite school subject. I will explain that I want students to pick a polling category, then they will be given time to ask their classmates the answer to their question. I will explain that they will then need to compile their data into a bar graph. After having explained the task to the students, I will complete a bar graph on the white board. I will explain that I have polled all the teachers in the building for their favorite type of ice cream, and I will display my list on the projector. With the list visible, I will construct a bar graph, modeling for students how to label the axes, draw and shade the bars, label the bars, and compile all data.

3. Provide guided practice: (Guided practice with the teacher) Time: 10 mins To ensure students understand what I am asking of them, I will create a class bar graph on the white board. I will ask students what they want to be when they grow up. I will have the students compile the data on a sheet of notebook paper, and once everyone has shared, I will ask for volunteers to read me how students answered. Once all answers have been shared, recorded, and tallied on the white board, I will ask the class to assist me in grouping and compiling the data. I will create a bar graph on the white board, ensuring that I label the axes, as well as the bars.

4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?) Time: 2 mins I will monitor student work during our guided practice and will provide assistance to students who are struggling before or during independent practice to ensure student understanding. 5: Provide extended practice and transfer: (Independent practice of the skill) Time: 15 mins I will explain to students that it is now time for them to decide on their research question and poll the class. I will reiterate to students that they can choose their own question to ask their classmates, or they can use one of mine from the board (types of pets, hair color, favorite type of music, favorite type of food, and favorite school subject). I will provide students with a list of their classmates names for them to write their answers next to in order to ensure they ask everyone and to expedite the process. I will explain to students that once they have recorded their data, they must compile a bar graph to represent their findings. I will be monitoring student progress during this time and I will be available for assistance as needed. I will ensure students stay on task, and will answer any questions as needed. 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) You MUST include rubric, checklist or assessment document. Time: 5 mins I will ask for three volunteers to display their projects on the ELMO or the overhead projector. As a class, we will review the students bar graphs, including their labeling of the bars, labeling of the axes, etc. I will ask students to write a paragraph summarizing their findings and anything that surprised them during the process. Then, I will ask students to turn in their bar graphs as well as their data sheets for me to review. During the next class period, I will return their work with a completed rubric for them to understand their grade. That rubric is below.

Bar Graph

Name: ______________________________

All students are represented in data collection and bar graph creation Data is appropriately tallied and grouped Bar graph is labeled correctly o Axes are labeled o Bars are labeled Summary includes their findings and anything that surprised them

7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? During modeling, guided practice and independent practice, I will monitor student progress to ensure student understanding of the task. Where necessary, I will provide students with assistance, which may include creating a question to poll the class with, compiling the data, and creating the bar graph. When needed, I will provide additional examples and guided practice for

students who would benefit from it. This is a hands-on activity, so students with ADD/ADHD can benefit from the physical nature of this lesson. b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). For students with high ability and/or who grasp the concept quickly, I will ask that when they are finished they convert their bar graph to a different type of graph we have already learned about (line graph, circle graph, pictograph). Finally, in their summaries, I will ask them to include what similarities they see in the two and which one they think best represents the data. TOTAL LESSON TIME:_50 mins_____ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): I was excited to write this lesson on bar graphs because I am currently in Elementary Math Methods and I wanted to begin writing lessons for that content. I began to peruse grade level texts that I have acquired, listed below, to understand the content students are learning in fourth grade. Once I decided on bar graphs, I found the examples of bar graphs from the internet (sites listed below) to show the class. After the class has completed their bar graphs, I would like to display them outside of our classroom for other students and faculty to observe. This would serve the purpose of educating others on our classroom environment and would allow the students to have pride in their displayed work. Zeman, A. and Kelly, K. (97). Everything You Need to Know About Math. http://www.google.com/imgres?q=elementary+bar+graph&um=1&hl=en&safe=active&sa=N&b iw=1280&bih=827&tbm=isch&tbnid=k_LvL9P2De6jxM:&imgrefurl=http://wellstone.spps.org/ Math_Matem_ticas.html&docid=coPFg4IPZ7lTtM&imgurl=http://wellstone.spps.org/uploads/1 02606graph2.gif&w=450&h=377&ei=Ymr7T-PWJ6j10gGD95zrBg&zoom=1 http://www.google.com/imgres?q=elementary+bar+graph&um=1&hl=en&safe=active&sa=N&b iw=1280&bih=827&tbm=isch&tbnid=sW0_LpUi2ffDlM:&imgrefurl=http://studyzone.org/testp rep/math4/d/bargraph4l.cfm&docid=Y6d0TUw_laTPcM&imgurl=http://studyzone.org/testprep/ math4/d/bargra1.gif&w=386&h=290&ei=Ymr7TPWJ6j10gGD95zrBg&zoom=1&iact=hc&vpx=189&vpy=152&dur=375&hovh=195&hovw=25 9&tx=164&ty=127&sig=100914301358388215914&page=1&tbnh=145&tbnw=193&start=0&n dsp=20&ved=1t:429,r:0,s:0,i:75