Lesson Planning Form For Accessible Instruction - Calvin College Education Program

Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Maddie Stang
Date Subject/ Topic/ Theme graphing data chapter 9 Grade ____5_________
I. Objectives
How does this lesson connect to the unit plan?
It connects graphing to the real world and why people use graphing in the real world.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
● Work with a team of people to collect data C,Ap X X
● Graph data
● Explain to each other why graphing data is important to the real world Ap,R X
●
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and
interpret coordinate values of points in context of the situation.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite How to graph ordered pairs on a coordinate plane.
knowledge and skills.
Pre-assessment (for learning):

Asking if they have ever graph data before or if they have just graph ordered pairs given to them.
Formative (for learning):
Outline assessment Their homework and the data collection project.
activities Formative (as learning):
(applicable to this lesson) Key to their homework problems and how to collect data.
Summative (of learning):
Have them explain to their partner why graphing data is helpful in the real world.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection To collect their own their data modify strategies
The answers to the problems they as a table group. Understand why graphing data is
What barriers might this did independently as a class. important to do in the real world.
lesson present?
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
What will it take – challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
neurodevelopmentally,
Talk with each other about
experientially,
graphing in the real world.
emotionally, etc., for your
students to do this lesson?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Go over the answers in a whole Time to talk about graphing as a
class. whole and the important part of
graphing in the real world. they
will be able to work as a group
to collect data of the water.
1-19-13
Materials-what materials Paper cup, ice, thermometer, graph paper, text boo, and the ddoc cam.
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom They will be in table groups and that is who they will do the data collection with.
be set up for this lesson?
III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
3-5 Motivation Talk about data and how to collect data. ask what Students give examples most likely in science that
mins (opening/ data they have collected before if any. they have collected data.
introduction/
engagement)
Explain how they are going to collect data as a

table group of how cold water gets with ice in it.
have them collect the data as a group.
explain the questions I want them to answer as a Students will be working together to collect the
20-25 group. data then answer the questions as a table.
mins Development Go over the answers to those questions as a whole
(the largest class once they are done. Participate in the class discussion about the
component or questions in the textbook and how to answer them.
main body of Do another example questions as a class pg 547 1-3
the lesson)
Closure
(conclusion, Tell your table why it is important to collect and
culmination, graph data in your life. why might someone graph Discus with their table then work independently on
10 wrap-up) their data their homework.
mins
Homework
pg 548 5 and 6
pg 549 1 and 2
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
1-19-13
1-19-13

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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Maddie Stang

Date Subject/ Topic/ Theme graphing data chapter 9 Grade 5_____

II. Before you start

Pre-assessment (for learning):

III. The Plan

Explain how they are going to collect data as a

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