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Tornadoes Hitting the Charts

Kateri Spencer EDU 300

Mathematics Lesson Plan Utilizing the BWD Model
Ohio State Standards
Grade 3
Licensure Area: Early Childhood Education and Special Intervention
Date: May 7, 2016
Topic and Social Studies Standard: Tornadoes: Daily life is influenced by the agriculture,
industry, and natural resources in different communities.

1. Objectives: (BWD: Desired Result)

 The students will be able to make graphs with correct scaling.
 The students will be able to solve two step problems of addition and subtraction
by interpreting their graph’s data.
 The students will be able to effectively use their rulers to make appropriate
units.
2. Context Standard:
Mathematics Standard 3.MD 3 Grade 3: Represent and Interpret Data. Draw a
scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one-and two-step problems.
3. Motivation:
Students will be shown a graph of tornado occurrences and will be asked a few
questions about how the graph is read and what certain aspects of the graph
represent.
4. Instructional Materials:
 Completed Graph visual of Tornado data
 Graph Paper
 Rulers
 Pencils
 Colored Pencils
 Loose Leaf
 Prepared data charts
5. Procedure: (Learning Plan: BWD)
 Students will be shown a prepared bar graph of tornado occurrences in the
United States.
 The students will be asked to identify what each axis represents along with the
totals of each bar.
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 The students will be given data, graph paper, rulers, pencils, and colored pencils.
 The students will be asked to create a graph with set axes of one through ten on
the x and y.
 The students will then graph their tornado data they were given in a bar graph.
 The students will color their bar graph.
 The students will be put into groups and talk about their data.
 The students will be given a short handout with four questions concerning their
graphs.
 The teacher will collect all of the graphs and look at the accuracy of the unit on
their scale, and see if the graph correlates with the data passed out in the
beginning of class. The teachers will also grade the handout as a homework
grade.
6. Classroom Discussion:
The students will compare their results to see how bar graphs, when utilizing the
correct units, will always look the same. The teacher will discuss with the
students the rise and fall of the graph and the correlation of data.
7. Academic Vocabulary:
 Bar graph, unit, axis, correlation, compare, interpret, addition, subtraction, scale
8. Assessment: [BWD: Assessment Evidence]
The students will be expected to understand the academic vocabulary of bar
graphs such as units and axis in the classroom discussion and will be assessed by
teacher observation of student discussion, performance on the designed bar
graph, and answers on the student’s handout.
Value Added:
 The bar graph of tornados:
http://www.kktv.com/blogs/talkweather/43831942.html (Hard copy can be found
in the Teacher resource section).
 Glossary math terms can be found in the student resources section.
 Universal Design Model:
o For students with an Emotional Behavior Disorder, make sure goals are
clear and motivation is present in a reward as an end result.
o A student with a physical disability, such as loss of leg use, may be placed
in front of the class so they can maneuver in, out, and around the
classroom easier.
o A student that is completely blind may be given braille instructions, and
graph paper.