Teacher Education Lesson Plan: GROUNDHOG DAY

Teacher: Jessica Moran Date: 02/02/17 (Thursday)

Title of Lesson: Tally Ho! Cooperating Teacher: Alissa Easter

Core Components
Big Idea from Unit: Gathering data by counting and tallying to develop the understanding of
things that go together.
Subject, Content Area, or Topic: Math: Probability and Statistics/ Science - Shadows
Student Population: Title I: EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How can I count by using tally marks?
How can I gather data?
How can I organize data?
How can I describe data?
How can I identify and describe sources of light that can produce shadows?
How can I match objects with the shadows they create?
Learning Objectives
SW use problem solving, mathematical communication, mathematical reasoning,
connections, and representations to:
Use counting and tallying to gather data on categories identified by the teacher and/or
student (e.g. favorites, number of days of various types of weather during a given month,
types of pets, types of shoes).
TW guide the student in how to gather information using tallying, and how to organize and
discuss their data.
Virginia Essential Knowledge and Skills (SOL)
SOL K.13/ MA K.6.1: The student will gather data by counting and tallying.
SOL Sci. K.8: The student will investigate and understand that shadows occur when light is
blocked by an object. Key concepts include:
a) Shadows occur in nature when sunlight is blocked by an object
b) Shadows can be produced by blocking artificial light sources
VBO Science/SS: K.7.1 Describe how shadows occur.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean
Board, Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.
Materials/Resources
Computer, Promethean Board, Groundhog with/without shadow, Groundhog T-Chart, colors,
glue, scissors
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
 Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
5 Engage/Explore/Anticipatory Set-
Video: Happy Groundhog Day! Meet the Future Star of Groundhog Day 2!
(YouTube, Brave Wilderness, 4:16)
1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
I can gather data by counting and tallying.
 2-3 Explain/Instructional Input or Procedure
TTW explain that today we will be tallying each others responses and collecting
data, just like they did yesterday with pizza toppings. TTW ask SS to TTP about
tally marks what is something they have learned about tallies? TTW ask a
couple of students to share.
3-4 Explain/ Modeling-
TTW model the picture of the groundhog that does and does not have a shadow.
TTW tell SS that they are going to vote who thinks it will see its shadow, and
Amanee who thinks it wont? TTW model how to cut out and glue the groundhog to
the T-Chart, and emphasize that this is how they will show their data.
TTW be conscious of using and encouraging SS to use vocabulary like tally,
chart, data, survey.
1-2 *Check for Understanding-
TSW tell a partner how they will collect data.
4-5 Extend/Guided Practice-
TTW help SS choose a groundhog with or without a shadow, and glue it to the T-
Chart.
TTW help struggling SS place their groundhog on the chart.
4 Extend/Independent Practice-
TTSW count each response, and make the correct amount of tally marks on the
T-Chart.-Struggling SS will work alongside the TT or TTA to make their tally
marks.
ongoing Evaluate/Assessment
TTW record anecdotal notes to design flex group remediation with TT and TTA.
Summative: Tallying Formative Friday, February 3rd, 2017; Summative
Friday, February 10th, 2017.
3 *Closure
TTW say a number, and TSW practice making the correct amount of tally marks
on a dry erase board.

Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
Partner sharing, reciprocal teaching, assistance and guidance for struggling students as
needed, work with TT and TTA.
Classroom Management Issues (optional)
Use PBIS for transition from carpet to tables.
Assign squares to Ian, , Toriyah, and Myia.
Separate Joseph,Toriyah, and Jermichael so they focus.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature