STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Grace Kopf Grade: First Grade Topic: Probability

Brief Lesson Description: The student will have to know how to read and interpret data in tables, picture graphs, and object graphs while
knowing how to use certain vocabulary when looking at the graphs. This lesson plan is going to happen over a two-to-three-day time
period.

Specific Learning Outcomes: The student will learn and understand how to read certain graphs and learn certain vocabulary words.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson plan will allow students to work in small groups and some full class discussion. The students will be able to work in their small
groups to figure out how to read the data in the different graphs and figure out which vocabulary word fits best with the graphs. When the
students work in small groups, they will be able to choose a certain part that they “play” in the small group discussion. This allows the
students to choose what they feel most comfortable with and allows them to put in the work they know that they will need to put in.

Narrative / Background Information

Prior Student Knowledge:
Prior to instruction the students will need to know what graphs are, what graphs look like, and how graphs work.

Math VA SOL: VisualArts VA SOL: NCTM Standard:

Probability Creative Process Pre-K-2 Expectations: In pre-K through grade
1.12 The student will 1.1 2 each and every student should: represent
b.) read and interpret data displayed in The student will apply creative thinking to data using concrete objects, pictures and
tables, picture graphs, and object graphs, artmaking graphs.
using the vocabulary more, less, fewer, a.) Experiment with materials
greater than, less than, and equal to.

Specific Problem Solving Strategy being used:

The specific problem-solving strategy that the students will be using is chance. For example, what is the chance that students will pick dogs
over cats? This problem-solving strategy will also get the students to understand what probability is.

Possible Preconceptions/Misconceptions:
Some possible preconceptions/misconceptions could be that the students get the different types of graphs mixed up, for example, a
student might confuse a table graph and picture graph. Another misconception might be how to read certain data when it is placed on the
different graphs since sometimes it might look different. Another misconception might be the meaning of the vocabulary words that the
students will be using and learning in this lesson plan. The last misconception might be using the greater, less, and equal symbol in the right
places will comparing the data from the graphs.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
At the beginning of the lesson the teacher will show the class the different types of graphs that will be shown on the smart board in front of
the classroom. The teacher will then ask the students “What do you think this is?” and “What is this showing?” The teacher will then allow
time for the students to answer the questions. Then the teacher will ask the students some question to determine the student’s prior
knowledge.
 What are graphs?
 What do graphs show?
 Do you need data to complete graphs?
 How do you make a graph?
Once the teacher has asked the students those questions, he/she will then direct the student’s attention to the front of the room where a
video will be played about graphs. https://www.youtube.com/watch?v=O7VZaoJeY6U
After the video is played the teacher will then go through the questions that are listed above and ask students if their answers were similar
or different than the ones in the video. Then the teacher will ask the students if they learned something new from the video or if something
stood out to them. Then as a whole class the teacher and students will discuss different graphs such as table, picture and object graphs and
how all three can be used to show data that is represented. After the discussion the teacher will then tell the students that they will be
creating their own graphs by using data that will be given to them. The teacher will then handout different worksheet examples that show
the different types of graphs that the students are able to use so they have an idea of what their graphs should look like. Reminder these
are just examples!
Table graph:

Picture graphs:

Object graphs:

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

The students will be placed into their groups of four, and the materials that they will be using will be sitting in front of them. The materials
that the students will be using is a big blank sheet of construction paper, colored pencils or markers, and a sheet with the question on it
that says out of these three animals which one do you like the best? The three animals on the sheet will be a dog, cat, and monkey. The
group of students will then mark which animal they like the best. Once each student has marked which animal, they like the best they will
then lay out their construction paper flat, grab their colored pencils or markers and being making their graphs. The group of students will be
able to choose what type of graph they want to use rather it is a table, picture or object graph. If the group decided to choose the object
graph, they will raise their hands and the teacher will give them puff balls to place on their graphs. Once the group of students have chosen
which graph, they will be using they will then be able to start making their graphs. When the students are making their graphs it should be
fun, colorful, and unique in its own way. When the students are making their graphs, they need to make sure that they are showing the
data in the graph, so others are able to see the data represented. After each group has completed making their graphs, they will then raise
their hands and the teacher will come over to look at the graph that they have made. Once the teacher has checked the graphs the students
will then be able to hang their graphs at the front of the classroom. After all of the graphs have been hung up the students will be able to go
up to the front of the classroom and look at the different graphs that each group has made.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Once the students have looked at all of the graphs that are hanging up in the front of the classroom they will then return into their small
groups. One student from the group will be in charge of going back up to the front of the classroom and writing down the data from each
graph. The rest of the students in the group will be creating one big graph so they are able to write down all of the data that the other
student is bringing back to them. Once the student comes back with all of the data that they have collected from the other graphs, the
group will then make one big graph to show all of the data from the whole class. During this each group will be assigned the type of graph
they will be making. For example, one group will be making a picture graph, so for each student who said that they liked dogs the best they
will draw that certain amount of animal. If one group is making an object graph, they will use puff balls to show the amount of the certain
animals. Then if another group is making a table graph, they will draw out a table graph to show the certain number of students who liked a
certain animal the best. Once each group is done making the big graph, they will answer the following questions.
 Which animal is liked the best in the class?
 Which animal is liked the least in the class?
 Was there an animal that was not chosen?
 Where any of the graphs the same?
Once the students have answered these questions the teacher will be able to start talking about the vocabulary the students will be using to
compare the data in the graphs. After the vocabulary has been talked about the group of students will then use the vocabulary to compare
the data that is displayed in the graphs. For example, one group might write down more students liked dogs than cats. Or more students
liked monkeys less than cats. This way the students are able to compare the different data given to them from each graph, and the students
are able to see which animal was liked best, least, or if one of the animals was not chosen. Once the students have done the two parts
above, they will get into the “chance” part of this lesson. The students will start off by counting the total number of data that they have
collected. Then the students will look at how many students chose either dogs, cats or monkeys. Then in their groups they will use the data
that is represented to find the chance of them picking out one of the animals listed above. For example, if all of the data was in a jar, what
would be the chance that the group of students would pull out a card that said dog? What would be the chance for the group of students to
pull out a card that said cat? This way the students are able to see the probability of choosing the different types of animals. For the
students who have high-incidence disabilities they will be able to choose what they want the graph to look like and create their own if they
want to. These students will also be able to decide if they want to pull out the card from the jar to see what has been chosen. For ELL
students they will be given a sheet in their native language describing this activity and also get a list of vocabulary word in their native
language as well. For gifted learners, they will be able to take the graphs to the next step, rather that is making a different type of graph
that has not been talked about or creating their own type of graph.

Vocabulary:
 More
 Less
 Fewer
 Greater than ->
 Less than - <
 Equal to - =

ELABORATE: Applications and Extensions:

For elaborate, I would have the students, independently, fill out a blank graph worksheet using the data that they have collected from
within their groups to make their own graphs, and to show their own work. This way each student knows how to make their own graphs
and apply the data that they have gathered into the graph. Each student will be able to make their graphs the way that want to, as long as it
is colorful and that others are able to see and understand the data displayed in the graph.
Then the teacher would ask the students:
 What have you learned from your graph?
 Was it easy to apply the data to the graph?
 Did you struggle with applying data to the graph?
 What was most confusing about the graph?

EVALUATE:

Formative Monitoring (Questioning / Discussion):

The students will be completing an exit ticket. Each student will be writing down information that they have learned from this lesson, and
questions that they might still have.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

The students will be writing a short report on the different types of graphs used in this lesson, and the data that was represented. This
report should be a well written paragraph or even a little bit longer. In this report the students should hit the key topics that were learned in
this lesson plan.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders): Student with high-incidence disabilities will
be able to choose what they want the graph to look like and create their own if they want to, that way it is made the way that
they want it.
 ELL: For ELL students they will be given a sheet in their native language describing this activity and also get a list of vocabulary
 word in their native language as well.
Gifted learners: For gifted learners, they will be able to take the graphs to the next step, rather that is making a different type of graph that
has not been talked about or creating their own type of graph. Also, if these students feel comfortable, they will be able to take this
standard to the next step.


Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
The teacher will evaluate if the students understand that graphs show data and how to apply data to the graphs. The teacher will also
evaluate the students to see if they understand the vocabulary when it is being used compare different graphs.
 Where might/did learners struggle in the lesson?
The learners might struggle with how to compare the graphs and reading and interrupting the data from the graphs. Knowing that
learners might struggle with how to compare the graphs and reading and interrupting data from graphs the students will be given
extra help and other resources that they are able to use to make sure they get the full understanding.
 How can the lesson be strengthened for improved student learning?
I believe that this lesson can be strengthened for improved student learning by possibly allowing the students to pick the data that
they want to interpret. Also, maybe finding an activity that would fit well in this lesson plan.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
I do not believe that this lesson reflected culturally sustaining pedagogies, but it can be enhanced by allowing the students to come up
with their own idea for the data for the graphs, rather it is where students are from, or the students favorite type of food based on
what they eat at home.

Possible Points A range 10-9 B range 8-7 C range 6-5 D range 4-3 F range 2-0
Exit slip The student The student The student The student The student did
wrote down all wrote down hardly started writing not write
of the some information down their anything down.
information information that they have thoughts and
that they have that they have learned and did questions but
learned from learned and not write down did not finish
this lesson and wrote down any questions them.
wrote down all some questions they still have.
questions they they still have.
still have.
Short report The student The student The student The student The student
took the time took most of took some time hardly wrote wrote down
and talked the time to talk to talk about anything down. uncomplete
about the about the the different It was not well sentences. It
different types different types types of graphs written. was not well
of graphs and of graphs and and the written at all.
the vocabulary the vocabulary vocabulary that
that was used. that was used. was used. It
It was also very It was also fairly was also well
well written. well written. written but
needed some
work.
https://www.math-aids.com/Graph_Paper/
https://www.teachstarter.com/au/teaching-resource/blank-graph-template/
https://thetablebar.blogspot.com/2017/05/horizontal-bar-graph-kids.html
https://www.pinterest.ca/pin/473159504584905732/