Lesson Plan

Name

Marissa Mizuno

Lesson Title

Skittles Graphing Lab

Grade Level

Subject Area/Content
Standard

Nevada Academic Content Standards for Science:

1.1
The student will construct appropriate charts, graphs, and
tables to display data.
1.2
The student will use charts, graphs, tables, and maps to
identify trends.
1.4
The student will accurately record and use information
obtained while conducting investigations.
1.8
The student will identify the control(s) and dependent and
independent variables in an investigation.
Language Development Standards:
1.11
The student will work collaboratively during investigations.
1.13
The student will present results and data to class.
1.15
The student will critique explanations and evidence presented
by peers.

Materials

Laboratory sheet, fun-sized bags of Skittles, science notebook, pencil,

colored pencils, calculator, desktop computer, laptop computers,
SmartBoard, projector, document camera, internet

Target Audience

Classes are comprised of general education students, integrated special

needs students, students with emotional disturbance, and students who
have been identified as English Language Learners.

Goals, Objectives, and Learning Outcomes

General Goals:
1. Students will follow all laboratory safety rules and expectations.
2. Students will use the scientific method to complete an experimental procedure.
3. Students will improve collaborative and communication skills with peers.
4. Students will demonstrate critical thinking and problem solving by addressing the stated problem.
Performance-Based Objectives:
1. Students will be able to apply scientific inquiry concepts to solve an experimental problem.
2. Students will be able to solve a problem through experimentation and observation.
3. Students will be able to write a laboratory report that follows the required scientific method format
4. Students will accurately record data and create an appropriate graph displaying their results.
Learning Outcomes:
As a result of this lesson, students will interpret data through graphic representations, develop quantitative
observation skills, and improve verbal communication skills.
Introduction
The introduction sets the stage for the lesson. It links old and new learning and presents an outline of
activities and expectations of student work and behavior.
1. Yesterday we discussed the basic format of a graph. Today we will apply that knowledge by using
our lab data to create our own graphs.
2. The key vocabulary terms we will discuss today are x-axis, y-axis, independent variable, and
dependent variable.
SDAIE STRATEGY: Introducing vocabulary is an example of metacognitive development
because it allows students to become familiar with key concepts of the unit (Hill, 2003, p. 28).
Procedures
Direct Instruction/Guided/Group/Independent Practice: Instruction and learning strategies meet the
objectives through various research-based strategies that engage students in the learning. Strategies may
include teacher demonstration, instructions, or student self-discovery. Students may process or apply new
vocabulary, read, write, use graphic organizers, or take notes. Teacher will observe guided/independent
practice to gauge student understanding and concept mastery. Instruction may need to be adapted to meet
individual needs.
Direct Instruction/Content Presentation (10 minutes):
Teacher will present a PowerPoint presentation that details each section of the laboratory activity.
SDAIE STRATEGY: This is an example of modeling because the teacher will provide a thorough
explanation of lab procedures and expectations (Hill, 2003, p. 10).
1. Teacher will state the objective of the lab.
2. Teacher will state the essential questions of the lab. The essential questions become the problem of
the lab.
3. Teacher will review each step of the scientific method with students. Students will need to state the
problem, gather information/research, form a hypothesis, perform the experiment, record results,
analyze data, and state the conclusion.
SDAIE STRATEGY: This is an example of bridging. Students have previously learned about
the scientific method and will apply that knowledge as they complete the lab activity (Hill,

4.
5.
6.
7.
8.
9.

2003, p. 12).
Teacher will state the problem(s) of the lab.
Teacher will give students time to write their answers to the research questions on their lab sheet.
Teacher will give students time to formulate a hypothesis on their lab sheet.
Teacher will discuss the required lab materials.
Teacher will briefly review the procedure of the lab.
Teacher will model how to create a bar graph by using the document camera. Students will then be
shown an example of a completed bar graph with all required components.
SDAIE STRATEGY: This is an example of modeling because the teacher will demonstrate
each step in creating a graph and an example of a completed graph will be presented to the
class (Hill, 2003, p. 10).

Group Practice/Learning Activities (30 minutes):

Students will follow the procedures as outlined on their lab sheet.
1. Students will answer research questions on their lab sheet.
2. Students will form a hypothesis.
3. Students will complete data table by counting the number of Skittles of each color and converting
those numbers into percentages.
4. Students will create a bar graph using the information from their data table.
5. Students will use a laptop to visit http://nces.ed.gov/nceskids/createagraph/ and create a computer
version of their bar graph.
TECHNOLOGY/WEB-BASED TOOL: This user-friendly website allows students to create
charts and graphs one step at a time.
6. Students will answer analysis and conclusion prompts in their science notebook.
SDAIE STRATEGY: This is an example of metacognitive development because students will
be able to reflect upon their learning (Hill, 2003, p. 28).
Differentiation, Accommodations, and 1/3 Plus Model
General Differentiation Strategies: Instruction may be differentiated to meet the diverse learning needs
of each student.
1. Teacher will check for student understanding.
2. Students will be redirected as needed on an individual basis.
Students may work in small groups.
SDAIE STRATEGY: Cooperative/collaborative learning is an example of metacognitive
development (Hill, 2003, p. 29).
3. Teacher will review and reteach misconceptions as needed.
4. Extra time may be provided on an individual basis.
English Language Learners
1. Students will be paired with a student who speaks their primary language.
2. Students may be provided with notes and material in primary language.
3. Students will have access to examples of completed graphs.
4. Students will be provided with a graph that is already set up with all required titles and labels.
Top 1/3 students:
1. In addition to the general lab procedures, students will create a new type of graph by visiting
http://nces.ed.gov/nceskids/createagraph/.
TECHNOLOGY/WEB-BASED TOOL: This user-friendly website allows students to create
charts and graphs one step at a time.
2. Students will compare the new chart to their bar graph by answering the following questions.

A. Which chart provides the best way to report the results?

B. Which chart allows you to easily compare your data?
C. Which chart is more visually appealing?
3. Students will then write a paragraph defending the chart that they like best. Students must provide
evidence to support their reasoning.
Middle 1/3 students:
1. Students may require the entire class period to complete each section of the lab.
2. Students may be paired with higher level students.
SDAIE STRATEGY: Peer tutoring is an example of metacognitive development (Hill, 2003, p.
28-29).
3. Students may require additional teacher guidance and instruction.
4. Students will have access to examples of completed graphs.
Bottom 1/3 students:
1. Students may require additional class time to complete each section of the lab.
2. Students may be paired with higher level students.
SDAIE STRATEGY: Peer tutoring is an example of metacognitive development (Hill, 2003, p.
28-29).
3. Students may require one-on-one focused attention from the teacher.
4. Students will have access to examples of completed graphs.
5. Students will be provided with a graph that is already set up with all required titles and labels.
Assessment and Evaluation
Students may be formatively and/or summatively assessed.
1. Walk around and check for understanding on an individual basis.
2. Ask questions aloud.
3. Students will have an opportunity to reflect upon their experience in the conclusion section of their
laboratory report.
4. Laboratory reports will be graded by peers with a provided rubric.
SDAIE STRATEGY: Providing a rubric is an example of modeling because it provides
students with clear expectations (Hill, 2003, p. 10-11)
Homework
Homework provides students with practice, reinforcement, and allows them to apply concepts and skills
learned.
1. Students will complete the analysis and conclusion sections of the Skittles Graphing Lab at home.
Closure
This is the most important part of the lesson. Students should explain what they learned. The closure
serves as a check to determine if the days objective was met and may include oral recitation, quiz, ticketout-the-door, review game, etc.
1. Discuss your results with the students at your table.
SDAIE STRATEGY: Cooperative/collaborative learning is an example of metacognitive

development (Hill, 2003, p. 29).

A. What was the total number of Skittles in your bag?
B. How many of each Skittle color did you find in your bag?
C. Was your hypothesis correct? Why or why not?
2. Check with a partner to ensure that you have correctly graphed your data.

This lesson is differentiated to meet the needs of all students. Students will be
completing a laboratory activity. Each student will receive a fun-sized bag of Skittles. They will
create a hypothesis in order to predict the total number of Skittles and the number of Skittles of
each color in the bag. By following the scientific method, students will be able to prove or
disprove their hypothesis and answer the problem of the activity.
Lesson goals, objectives, and outcomes are emphasized in the plan and will ultimately
guide lesson implementation. The objectives will be posted on the board for students to write in
their planner. This ensures that students know what they will be doing that day. I will begin the
lesson by introducing content-specific vocabulary terms. These are words students must learn if
they are to understand the concepts that follow (Serdyukov & Hill, 2009, p. 244). English
Language Learners and students with special needs would benefit from hearing the correct
pronunciation of vocabulary terms. By introducing and defining these terms, students will also
become familiar with key concepts of the unit. Students should build on multiple sources of
information to learn words through repeated exposures (Echevarria, Vogt, & Short, 2004, p.
49). Students will be exposed through vocabulary in several ways including the classroom
word wall, my PowerPoint presentation, and their laboratory sheet.
Discussing all laboratory procedures will bridge old and new learning. I will review each
step of the scientific method. Students have previously learned about the scientific method and
will utilize that knowledge in order to create a properly formatted laboratory report. This will
support student comprehension because thematic instruction allows students to use language

they have already learned to address new tasks and solve new problems (Serdyukov & Hill,
2009, p. 84). It is important for teachers to explicitly point out connections between old and
new concepts because students may not automatically recognize those relationships (Echeverria
et al., 2004, p. 48-49).
I will also model the process of creating a bar graph for students. I will provide step-bystep instructions using the document camera so that students can gain a visual understanding.
This will not only help [students] construct new knowledge but also model real-life,
collaborative, problem-solving, situations (Serdyukov & Ryan, 2012, p. 278). Students will
also be able to view an example of a completed graph. Thus, students will have a clear
understanding of what is expected of them. They will know what an appropriate graph looks like
so that they are able to model all required components.
Instruction will also be differentiated to meet the needs of students of various academic
abilities. The top 1/3 students will have an additional assignment, the middle 1/3 students will
have additional teacher support, and the bottom 1/3 student will also receive labeled graphs that
they will be able to fill in in addition to more focused support from the teacher. By
differentiating instruction, the needs of lower level students will be met while higher level
students are still provided with a challenging academic atmosphere. In addition, English
Language Learners will be paired with a student who speaks their primary language, will be
provided with notes and materials in their primary language, will have access to examples of
completed graphs, and will also be provided with a graph that is already set up with all required
titles and labels.
Students will have an opportunity to utilize technology. Students will create a new bar
graph using a provided website. This technology will not only help students create new visual

representations of their data but will also support content acquisition, skill mastery, and concept
understanding (Shalaway, 2005, p. 139). Students will also have an opportunity to write an
analysis and conclusion. This serves as a form of alternative assessment in which the student
completes an assignment alone or with other students, often in a content area, and prepares a
summary or interpretation of the activity (Serdyukov & Hill, 2009, p. 83). An analysis will
allow students to identify and explain all obtained data, while the conclusion allows students to
reflect and summarize what they have learned as a result of the activity.

References
Echevarria, J., Vogt, M., & Short, D. J. (2004). Making content comprehensible for English
learners. Boston, MA: Pearson Education, Inc.
Hill, Robyn. (2003). Specially designed academic instruction in English and related strategies
[PowerPoint slides]. Retrieved from National University Language Development
Methods Blackboard: https://nu.blackboard.com.
Serdyukov, P., & Hill, R. A. (2009). Methodology for second language development: Revised
edition for National University. Boston: MA.
Serdyukov, P., & Ryan, M. (2012). The 5-minute lesson plan: A practitioners guide. Boston:
MA.
Shalaway, L. (2005). Learning to teach: The essential guide for all teachers. New York, NY:
Scholastic Inc.