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Lesson Plan III: Predicting What Our Hermit Crabs Like to Eat Math: Predicting What Our Hermit

Crabs Like to Eat Date/Time to be Implemented: Thursday 4/3, 12:30 - 1:15 Students: Kindergarten at Lea School Anticipated Time: 45 minutes

Avery Finch

Goals and Objectives Students will be able to: draw on prior knowledge in order to make an informed prediction about a scientific question. conduct a survey of their peers and represent their findings in a histogram in order to record and communicate data in a clear and efficient way. write an evaluative sentence about their data in order to analyze and explain their findings. Standards PA Common Core Standards in Mathematics CC.2.4.1.A.4: Represent and interpret data using tables/charts. CC.2.1.K.A.3: Apply the concept of magnitude to compare numbers and quantities. PA State Standards in Mathematics 2.6.K.A: Gather data in response to questions posed to learners. 2.6.K.E: Draw conclusions about information shown on a graph or chart. 2.8.K.F: Describe data from classroom graphs and charts. Science and Engineering Practices (A Framework for K-12 Science Education) 1. Asking questions 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 8. Obtaining, evaluating, and communicating information Materials and Preparation ongoing class-generated hermit crab KWL chart What Scientists Do chart Hermit Crabs, by Tristan Boyer Binns What Has Ten Legs and Eats Corn Flakes?, by Ron Roy pencils and crayons at each table printed pictures of a head of lettuce, cucumber, apple, banana worksheet: Predicting What Our Hermit Crabs Like to Eat Classroom Arrangement and Management Arrangement: During the read-aloud and introduction of the lesson, students will be seated in a circle around the edge of the rug. They will return to their seats to write their names and dates on the top of their papers, then move about the room to poll their peers. Management: Students regularly sit in a circle on the rug for math, so I do not anticipate any major problems. Some students need to be reminded not to call out, so I will remind students of the norms at the start of the lesson and throughout as necessary. They have done other class

Lesson Plan III: Predicting What Our Hermit Crabs Like to Eat

Avery Finch

polls before, but asking the whole class to move around the room is still always a big undertaking. As such I will give students a few minutes to poll everyone at their table, then allow students to move to other tables only at my signal. If particular students get too rambunctious, those students will have to conduct their polls from their tables. Plan Launch Introduction: Reviewing KWL Chart and Science Methods (5 min.) Remind students of norms and expectations: raising hands to speak; being respectful of the space, materials, and each other; listening carefully to instructions. Review What Scientists Do chart: Step 1 is Question. Were going to think about a question on our KWL chart: What do hermit crabs like to eat? Ask students to recall what we have learned about hermit crab diet from books/videos. If necessary, look back at Hermit Crabs by Tristan Boyer Binns or What Has Ten Legs and Eats Corn Flakes? by Ron Roy. We know some of the foods hermit crabs like. Now lets do Step 2: Predict. What do we think our hermit crabs will like best? Modeling Histogram (8 min.) Introduce Predicting histogram sheet. Model writing name and date. Everyone is going to predict what food they think the hermit crabs will like best. Read heading aloud. Im going to think in my brain: Which food do I think the hermit crabs will like best? Read food items listed on the bottom of the chart: lettuce, cucumber, apple, banana. If I forget what the words on the bottom of the graph say, I can use my sounds to help me. Tape pictures of these foods to board for reference. I think they will like apples the best, so I will color in one box over apple. Model coloring in one box on graph. Model polling other students at my table (choose 4 students who are quiet but engaged and graph their responses). You will have a few minutes to poll everyone at your table. When I say, you will move to another table and sit with new people. You will poll everyone there, then wait for me to tell you to move again. Model adding a few more responses to graph. Once youve polled everyone, I will tell you when its time to write one sentence about your data. Model writing a sentence about the graph: 7 people think the hermit crabs will like lettuce best, or Cucumber has the least votes. Work and Explore Class Survey (20 min.) Paper Passer helps teacher pass out histograms and students go to their tables to write their names and dates. (If Paper Passer is not a Superstar, Star of the Week does it.) Students record their own responses to the survey, then poll everyone else at their table. Call class to attention. Tell students to move to different tables, mixing up the groups. (Plan these groups in advance based on current table placements and group dynamics.) For example: Jacolby, Lanaa, Destiny, and Quincy, move to Table 1. Baowendsom, Deborah, Ibrahim, and Aaniyah, move to Table 2. Etc. Repeat every few minutes until all students have polled everyone. Analyzing and Interpreting the Data (10 min.) Once all the groups have cycled through, call class to attention. Tell students to return to their desks and write a sentence about their data. Conference with students about their 2

Lesson Plan III: Predicting What Our Hermit Crabs Like to Eat

Avery Finch

sentences and underwrite. Wrap-Up When they finish, students should put their pencils and crayons away and put their heads down to show they are ready for snack. Collect papers and distribute snack while students are finishing. Assessment of Goals and Objectives Formal Assessment: Histogram Did students: conduct a survey of their peers and represent their findings in a histogram in order to record and communicate data in a clear and efficient way? write an evaluative sentence about their data in order to analyze and explain their findings? Informal Assessment: Teacher Observation Did students: draw on prior knowledge in order to make an informed prediction about a scientific question? record their own prediction on the graph? (Can they point out where they recorded their own prediction?) work together respectfully and productively? Anticipating Student Responses Most students will come to this activity with similar background knowledge about hermit crabs, much of it acquired through the books and videos to which they have been exposed in class up to this point. For this reason, all predictions are valid. Some students may insist that the crabs will prefer some food other than those listed on the graph. In that case I will tell them that we will only be testing those foods listed, so they should predict which they think the crabs will like best of those options. I will also tell them that we may have other opportunities to test different foods another time if they are interested. Accommodations For students who find the work too challenging: Most students seem comfortable with the idea of polling and graphing, but some may find it difficult to read the words on the bottom of the graph. I will remind students of strategies for decoding the words. I will also have a picture of each food on the board with its name written under it. Two students have difficulty identifying numbers, so although comparing the lengths of the bars on the graph should not be difficult, writing an evaluative statement may be. For these students I will provide sentence frames on the board: There are more ______ than _______. There are less _______ than _______. _______ has the most votes. ________ has the least votes. For students who find the work easy/finish early: Students who finish early may pair up to compare their data. They may also write another evaluative sentence about their findings, perhaps incorporating what their partner found.

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