LESSON PLANNING FORM

Name ________________ Grade level ________ Observation: 1 2 3 4

Long-term goal: Students will gain the ability to make tally graphs and sort materials. Students will also learn how to work in large groups to solve problems. Students will learn how to work in groups and communicate with partners. 1. Title of Research Lesson: What color is your bookbag? 2. Lesson Goal: Students will be able to recognize different types of bags. Students will also be able to categorize the bags into different colors, sizes, and themes. Students will develop observational skills, work on numbers, letters, and shapes. 3. Standards addressed: 5.C.EC Communicate information with others (Language Arts) 32.B.ECb Begin to share materials and experiences and take turns (Social and Emotional Development) 4. Background of the Lesson: Every student brings a book bag to school and is familiar with their purpose. We want students to take a closer look at their bags and investigate their differences.

5. Lesson Procedure Time Activities

(Divide this into sections. Sections might include: Set-up, Introduction, Teacher-guided instruction, Individual Practice, Group Work, Sharing Ideas, Summary, etc.)

page _________ Dialogue

(Teachers Questions; Anticipated Student Responses)

Environment
(Materials, Strategies, Adaptations)

Comments

Introduction Book bags Students bring their bags to the carpet area. Okay, after you wash your hands grab your bag and go sit at your carpet spot I want everyone to take some time to look at their backpack closely. What are some things you notice about it? Color? Shape? Size? T: Can someone, who wants to share, raise their hand and tell us what you found out about your bag? S: red, blue, big, small, round, square, hello kitty, flowers, dora, cars, princess etc. Teacher-Guided After students share their thoughts begin a chart describing size, shape, color, and themes. Q: Someone tell me something about their bag A: red, blue, big, small etc (Continue this until all four I am going to make something that is called themes have been named) a Web, not a spider web, but a chart that has all our ideas on it Big piece of paper, markers, book bags Q: Are we going home? A: No, we are going to do a fun activity with all your backpacks!

Once the chart is filled, move onto sorting bags into color. That was great! Today, we will focus on one part of our bags. Lets do color! I will say a color and whoever has that color on their bag raise their hand Q: Who has a red bag? A: I do! T: Okay, go put your bag on the red square. Q: Who has a blue bag? A: I do! T: Put your bag on the blue triangle (This continues until everyone has put their bag on a color/shape) Students will then be able to count the bags on the colors and mark it on the tally graph. Now were going to make something called a Tally Graph. A tally is a line that represents a number. One tally= one book bag T: Who wants to help me mark the tallies? A: Me! Me! I do! I do! (Choose student at your discretion) T: Who wants to be the counter helper? You will help us count the bags at each spot. A: Me! I do! (Choose student based on carpet etiquette) Paper, markers, bags, carpet

The counter helper will pick up the bags from each color and help count how many are at each spot. After counting the bags, the tallies will be marked on the graph. Conclusion After completing the graph go over how many colors are there. Great job, everyone! It looks like there are _# people that have red bags Q: How many people have blue? A: 4, 5, 3 (Continuing asking this question until all colors are done) After reviewing the colors on the graph, review what the students learned such as tally graphs/marks. Part Two Students bring their bags to the carpet area. Okay, after you wash your hands grab your bag and go sit at your carpet spot Review colors and shapes with the students. Q: What color is this? A: Blue, red, purple Q: What shape is this? A: Circle, square, triangle (This continues until colors and shapes are covered) Color flashcards, color posterboard Q: Does anyone remember what this is called? A: Tally, line

Q: Do you remember last week when we looked at all the different colors of our backpacks? A: Yes Review the tally graph with the students and Q: What is this called? (point at how many students had a certain colored the graph) bag. A: A line, a tally Q: How many people have a pink bag? (Count as a whole group) Explain to students that this time they will investigate each others bags and describe it for everyone. Demonstrate how to observe your partners bag by modeling with a student. Pair students up. Have them observe their partners bag. Give up to two minutes. This time we are going to do something a little different. I am going to pair you all up and you are going to look at your partners bag and then tell us something about it. Can you tell me something about your partners bag? A: red, big princess (continue with this until all student have had a chance to contribute) Q: Julius, can you tell me something about your partner? A: blue bag, red bag, big, small etc(cont. until all pairs are completed) Backpacks Graphs from last lesson

6. Evaluation:
(How will you know whether or not you have achieved your goals? What did the childrens responses to this lesson tell you about whether your goals were met?)

I will know if the goal has been reached if students were able to verbalize their thoughts with the class and contribute to making the graph. Additionally, goals will be met if students are able to recognize the color of their bag and put it in the proper location. Goals will also be met if, at the end, students are able to remember how many people had what color and remember the graphs we used. 7. Post Lesson Reflection:
One thing I would change about this lesson is how students were chosen to present their answer. Instead of just calling names, I would use an object such as a beanbag, to give to students to allow them to talk. You would only be allowed to talk if and only if you have the beanbag in your hand. This will improve the lesson by making sure everyones voice is heard and showing how important it is to take turns while talking. This improvement could be used in other lessons as well.

What would you change about this lesson and why would those changes improve it?

How did your organization and materials affect the success of the lesson? What were some challenges with this lesson? What surprised you?

The organization and materials affected the success of this lesson to a great extent. The main component of the lesson was organized into webs and graphs, which gave students a visual representation of what they were learning. The web was used to record students ideas and thoughts, which exposed them to a new concept as well as allowing their ideas to be displayed. The tally graph gave students a new way to record information using some form of math. One challenge of this lesson was order. Although it was great that the students were excited and participating, they eventually started to shout over each other when describing their book bags. They started off the lesson pretty calm, answering question when their name was called or when they raised their hands, but it soon turned a little chaotic. It actually surprised me that they students were as engaged as they were. I expected them to want to talk about things that belonged to them, but I did not think that it would spark up so much interest finding out what others had in as well as their own. This encouraged me to eventually add to this lesson, using similar strategies for another topic.

Additional comments?