Overview

The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Jessica Lee and Savannah Spaulding Date:11/25/2016

Cooperating Teacher: Mrs. Lohrmeyer Grade:4th
School District: Pullman School District School: Franklin Elementary
University Supervisor: Lori White
Unit/Subject: Climate Change/Mathematics
Instructional Plan Title/Focus: Graph It!

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops
students conceptual understanding of overall content goals. This is sometimes also called a
rationale and includes a what, why, how general statement (see also Central Focus in
edTPA)

Additionally, explain where in a unit this lesson would be taught. What lesson topic came
prior to this one (yesterday) and what related lesson will come after this one (tomorrow)?

In this lesson, students will be using the data they have collected over a period of twelve
days. The students will be calculating the averages of the high and low temperatures that they
have recorded over these twelve days and then using this information to create visual graphs
that represent this data. This will allow them to understand why putting data into graphs is
important and how it can help them to see an overview of information. The students will be
working in their table groups to develop two graphs or charts that will accurately and
efficiently display the data they need. This lesson will take place 34 th in a set of 37. This will
be their final activity using their weather journals.

b. State/National Learning Standards:

1.3-ESS2-1.
Represent data in tables and graphical displays to describe typical weather conditions
expected during a particular season.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:

1. SWBAT: Create their own graphs that display the data they have collected from their
weather journals.

Aligned standard: 1.3-ESS2-1.

 Represent data in tables and graphical displays to describe typical weather conditions
expected during a particular season.

d. Previous Learning Experiences:

Students will have already been taught how to find the average of two digit numbers and
have an understanding of what it takes to create a graph. Students will be reminded of what
types of graphs there are so they can recall the different graphs they have learned.

e. Planning for Student Learning Needs

Students with special needs:

Brandon, a student with autism: Will be able to work with a smaller number of people in his
group, this will help him to be less overwhelmed which could leave to over stimulation and
frustration.
Lily, a student with ADHD: Will be sat at a back table while working on finding the averages,
this reduces distractions around them and she can spread her work out because students with
ADHD have difficulty when they cant see all their work at once.
Sarah, a student with sight problems: Students will all have instruction on the carpet to be
able to understand what is being taught and Sarah will be in the front row closest to the
board. She will also be sat at the front of the classroom in case she forgets her glasses.

ELL Students:
Samuel, a student whose native language is Spanish, and is better at reading English than
writing will have their instructions in English and can give their explanation of how they got
the average in their native language.
De-wo whose native language is Japanese, and is better at writing and speaking in English
then reading will be able to have the directions for the assignment in their native language,
but he should write his explanation in English.

Gifted Students:
Zoe, a student who excels in math will have the option to help her classmates find their
averages when she is finished.
Noelle, a student who is a fast-paced worker can find the percentages of times it rained and
create a circle graph using the data she finds.

f. Assessment Strategies:

Content/Language Objectives Assessment Strategies

SWBAT: Create their own graphs that display Formative: The graphs they will be creating and
the data they have collected from their weather the discussion they will be having on these
journals. afterwards.
g. Student Voice:

Student-based evidence to Description of how students

K-12 students will be able
to:
Explain student learning
targets and what is
required to meet them
(including why they are
important to learn).
be collected (things
produced by students:
journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
The graph they have created
with their group
will reflect on their
learning.
The gallery walk to see
what their classmates have
created

Monitor their own
learning progress toward
the learning targets using
the tools provided
(checklists, rubrics, etc.).
Averages of the high and
low temperatures of each
day
The students will
understand whether or not
they made mistakes by
monitoring and checking
their averages

Explain how to access
resources and additional
support when needed
(and how/why those
resources will help
them).
Whether or not the student Examples of the charts that
chooses the correct graph to will be posted around the
correspond to their data room for students to look at
for ideas

h. Grouping of Students for Instruction:

- Whole group discussion Where the teacher reminds the students of the different types of
charts they could use and from there they will be given the groups they are going to work
with.
- Students will be broken into table groups to find the averages of their weather journals and
choose and create their graph based off of the data they have collected.
- After their graphs are completed, students will do a gallery walk to view other tables
creations.
- Final whole group discussion on patterns they noticed and things they saw during the
gallery walk.
Section 2: Instruction and Engaging Students in Learning

a. Introduction:

Okay students, you have spent a lot of time and effort on your weather journals and making
sure that we record the highs and lows for each day, as well as whether or not it rained. You
have worked really hard on them, and they look amazing! But now, we are going to use the
data we collect and become mathematicians and meteorologists!

b. Questions:

How did you decide which graphs to use? (Apply)

What approach are you taking to figure out your average number for the high and low
temperatures? (Analyze)
What are some patterns you notice about the high and low temperatures of the days?
(Understand)
Why did you choose the graphs you did? (Understand)
Do you think that using a different graph would completely change the way your data
looks? (Evaluate)
c. Learning Activities:

Learning Steps and Activities Supporting Theories/Principles

(Why are you doing what you are doing?)
After students have collected the final day Piagets Scheme, Schemes, Schema
of data for their weather journal, they will
then transition back into their table groups,
where they will be instructed on what to do
next. Teacher will say introduction and tell
students that they can use whatever
resources they need in order to make the
graph that will represent their data.
Teacher will remind students of the many Ausabal & Mayers Advance Organizers
different kinds of graphs and charts,
including scatterplots, line graphs, bar
graphs and others. After activating this prior
knowledge, students will be able to choose
which type of graph they want to represent
their data.
Students will then begin working in groups Constructivism Learners construct their
to create their graphs and find the averages own knowledge
of the high and low temperatures. The
students will have to bargain and debate Vygotskys Importance of Language
between themselves which graphs they
think will work best and figure out that
information on their own.
After the students have completed their Vygotskys Importance of Language
graphs, they will do a gallery walk around
the room to see each others graphs that Constructivism Social interactions are
they created. Afterwards, there will be a important in the knowledge construction
discussion on what they saw while they process
were walking around the room and what
they noticed and liked about what their
peers did.

d. Closure:

Thank you, students, for spending a lot of time and effort on your graphs. They look
incredible, and I will hang them in the halls for all of the school to see the work you have
been doing to collect data about our weather and climate. I am very proud of your effort in
this topic, but now, we are going to move on to our next assignment for now.

e. Independent Practice:

Students will be able to showcase their graphs and they can explain them to other
students who are not in their class. Students will also be encouraged to keep a weather
journal of their own at home with their families.
f. Instructional Materials, Resources, and Technology:

Please see Day 14 Materials for any other materials or resources used.

15 pieces of thick, white construction paper

Rulers for each table group