Spring 2014

Sem I-ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Students name: Brittany Foss
Cooperating teacher, grade, and school: Mrs. Mozingo, Clymore Elementary School.
Date and time lesson is to be presented: March 16th at 9:00 until 10:00.
Date written plan is submitted to the practicum teacher: March 9 th.

TITLE OF LESSON: Rainbow Bowling, as a part of the play workshop.

CONTEXT OF LESSON:
My Rainbow Bowling activity is appropriate for Mrs. Mozingos class at this time because they are
learning about St. Patricks Day a few days before our group comes and they are familiar with more/less
concepts up to ten. They also have been working on addition up to 10 for 3 weeks before our workshop
group presents. I havent had a chance to observe the childrens interest/readiness level for this activity
except for the what the teacher has shared with me. I know that the children will be ready for my rainbow
bowling station because of where they are in the curriculum sequence. Mrs. Mozingo has told me that all of
the kids will be ready for a play activity that involves the more/less concept and some of her higher level
students will be ready for addition up to ten being involved in my play activity. I know that Kindergarteners
love active learning and using physical objects to help them understand concepts. Bowling will provide them
with both active participation and physical manipulation in reviewing math concepts. From lowest to
highest for ability groups the colors are as follows: red, yellow, green, blue, purple, and pink. I have a
sheet with the names of the students in each ability group.

OBJECTIVES AND ASSESSMENT

Developmental Objectives Assessment

1. The students will roll the ball correctly
in order to knock down the pins.
2. The students will be able to correctly
answer more/less or addition questions up
to the number 10 after they bowl.
I will observe how the child releases the ball towards the pins and record
any language the child uses in reference to rolling the ball. I will measure
the childs success in using the ball by noting if they are rolling the ball
on the ground (instead of bouncing) and if they are aiming it towards the
pins (a straight roll instead of to the left or right). I will record this
information on the attached data collection instrument.
I will observe if the child is able to answer the questions I ask them after
bowling based off of their ability grouping (the lower groups will be
asked more/less questions while the higher groups will be asked
addition questions). I will also note any language they use in reference to
how many pins there are, how many are knocked down, how many are
standing, etc. If necessary, I will help the child with the
more/less/addition problem if they answer wrong the first time. I will
record this information on the attached data collection instrument.

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COLLECTION OF ASSESSMENT DATA

Name of Observer:
Name of Station: Rainbow Bowling

Student Name: Obj. 1 (rolling the Obj. 2 (correctly Behavioral Indication

ball correctly in order answering more/less (roll ball vs. bounce,
to knock down the or addition questions aim for pins, answer
pins.) up to the number 10 questions
after they bowl.) correctly) /Notes.

(This was completed

by an observer for
each individual
student in the
classroom. This was
filled out in order to
determine if each
student had met the
objective laid out at
the beginning of the
lesson plan).

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS

(Preschool)

(1) Math SOL- Number and Number Sense (Focus: Whole number concepts)
K.1: The student, given two sets, each containing 10 or fewer concrete objects will identify and
describe one set as having more, fewer, or the same number of member as the other set, using the
concept of one-to-one correspondence.
(2) Math SOL- Computer and Estimation (focus: Whole number operations)
K.6: The student will model adding and subtracting whole numbers, using up to 10 concrete objects.

MATERIALS NEEDED

Laminated station title and instruction cards- I will type and print the station title and instruction,
Autumn or Lauren will laminate
Name tags for each child- Mrs. Mozingo
List of children in the class color coded for ability group- Mrs. Mozingo
Bouncy ball (for the bowling ball)- Brittany, but the ball is in Mrs. Mozingos classroom
(1/2) Whiteboards and markers- Brittany, but the whiteboard and marker are in Mrs. Mozingos
classroom
10 pins- Brittany
green Duct Tape- either myself or Autumn as we are both using tape for our stations
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Camera- either Stephanie or myself

PROCEDURE

Preparation of learning environment: I will set up the station by setting up the 10

rainbow pins in a triangle (as pictured below). I will tape the green tape to the floor so the kids know what
line they have to stand behind. I will then place the ball by the green line. I will place the whiteboards and
markers off to the side. I will also place the list that has the childrens name and what groups their in
somewhere in my station area so I can reference it during the workshop. This list will also explain which
groups are the lower (red, yellow, and green) achieving math students and will thus be doing the more/less
activity after bowling and which groups are the higher (blue, purple, and pink) achieving math students
and will thus be doing the addition activity after bowling.
Engagement and introduction of the lesson: I will introduce the activity to the

children by asking them if they have ever seen a rainbow before. What colors were in it? After hearing their
answers, I will explain that a rainbow is something that we think about when we hear the word St.
Patricks day so we are going to play rainbow bowling. I will then explain that the game is called this
because there are so many different colored bowling pins, just like the rainbows they have seen before. I will
then explain how the game works by reading the instruction sheet.
Me: Okay boys and girls today were going to go rainbow bowling! Has everyone
seen or gone bowling before? (if they havent I would explain the point of bowling is
to roll the ball on the ground and knock over the most pins or water bottles in this
case that you can). Everyone is going to stand behind the green tape in a line. Can you
do that for me now? (they will stand in line). While you are in line I want you to be
paying attention to your friend who is bowling. Keep your hands to your self and stay
in your line order! The first person to go will roll the ball and knock over their pins.
Then were going to sort the pins by those that got knocked over and the pins that
stayed standing. After that (more/less- we will count pins in each group and see which
group has more pins in it, the pins who got knocked down or the pins who stayed
standing! I gave you a whiteboard after you bowled so you can write an (m) on your
whiteboard if you think you knocked over more pins than stayed standing, and (l) if
you think you knocked over less pins than stayed standing, or an (=) if you think they
are equal.) (addition- we will count how many pins you knocked down. Then, Ill ask
you how many you would have knocked down if you add to that number!) *If after all
the students have gone the verbal addition is too easy I will explain how to write an
addition problem on the whiteboard like I explained in the implementation of the
lesson*. *If they knock over all 10 pins I will not ask them to add because they have
only learned how to add up to 10* Then after you have your turn you will go to the
back of the line so your friends can have a turn too!
Talking about St. Patricks day will be building upon their previous knowledge because
the class will have been learning about it for 2 days before we come in. Taking turns

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will also build on their previous experience because they have been practicing that in
school all year.
Implementation of the lesson: I will implement this activity by first explaining the
rules. You must stand behind the green line and roll the ball (not bounce it) to try and knock over as many
rainbow pins as you can. For the red, yellow, and green ability groups I will have them sort the pins by how
many are knocked down and how many are standing so there are two groups of pins. I will have them count
the first group (how many are standing) have them count the second group (how many have fallen down)
with one to one correspondence. (Counting that each group has 1, each group has 2, etc.) I will then ask them
which group has more pins in it. Then I will ask them If that group has more pins in it then did you knock
more pins down or did more pins stay standing? If they are confused I will remind them which group
represents which pins (if they were knocked over or left standing). The student who just bowled will be
given a whiteboard so they can either write (m) on the board for more, (l) for less, or (=) for equal. Then the
student who bowled will get back in line. I will set up the pins back into a triangle and the next kid will go.
For the blue, purple, and pink ability groups I will have them follow the bowling rules for knocking over the
pins and then I will have them count how many pins they knocked down. I will then ask them If you
knocked down 6 pins then how many pins would you have knocked down if you knocked over 3 more pins?
They can either knock down 3 more pins or count out loud, use finger, etc. After all of the kids have bowled
once and verbally been asked about this addition problem I could make it a little bit more difficult by using
whiteboards if it was an easy process for them. I would give them an example by bowling myself and then
showing that I knocked down 7 and telling them to write 7 on their whiteboard. I could then ask how many
would I have knocked down if I knocked down 3 more than 7? I would then show them to write down +3 on
their whiteboards. I would ask if anybody knows what 7+3 is and a child would respond with 10 (or I would
help scaffold them to this answer). I would then show the students that that means we would write =10 in
order to have the full phrase 7+3=10 on the whiteboard. The kids would then continue in their line and after
each bowl all of the kids would write on their whiteboards with the amount of pins they knocked down, + a
number I give them, and the total number of pins from the equation. After their turn the kid will get to the
back of the line and I will set the pins back up into a triangle for the next kid to go.
Closure: I will transition my student to the next activity by having a timer on the
smart board, once it goes off I will tell the kids to put their hands on their heads. Then either myself or
another group member will turn off the lights and say class, class and they will reply with yes, yes then
the person at the lights will tell groups which station to move to. About two minutes before the transition I
will have the kids sit down in a circle and I will help them understand why they did what they did today.
(more/less- we counted the pins in each group to see if you knocked over more or less pins than the ones who
stayed standing) (addition- we counted how many pins you knocked over and added to that to get a new
number total) (I will know the transition is about to happen because of the timer on the wall)
Clean-up

DIFFERENTIATION

I plan to meet the needs of all students the Mrs. Mozingos classroom. The 6 groups will be grouped
by the teacher so they are grouped from lowest to highest in general ability for math and literacy. I have
differentiated instruction planned for the groups after they bowl. As I mentioned before the red, yellow, and
green groups will be dealing with more/less and the blue, purple, and pink groups will be dealing with
addition. That way each student feels challenged, but not discouraged by feeling like something is too hard
for them. If any students in the lower groups need an additional challenge I would ask them addition
questions and see if that was a better fit for them. If any students in the addition group need more of a
challenge I will have them write out their addition problems after looking the rainbow pins. If any child is
struggling I will attempt to help them answer the question without giving away. For ex: for more or less I
could help them take away the pairs from the two groups to see which group has pins left in it and thus has
more. If a child is struggling in the addition group, I could help them for example by adding 3 to their
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knocked over 6 pins and then asking them how many they now have in total. After asking Mrs. Mozingo I
learned that there is one student who may need more direction than the others because he has a process delay.
She recommended to let the other kids go first so he can see what they are doing and then model his behavior
after that. I can help support him by giving him some extra direction. There are no ESL students in the
classroom. Mrs. Mozingo said there are some students in the class who dont work well together and she will
make sure they are not in the same group.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Preparation of learning environment: A water bottle pin could spill over so I will bring extra bags of
rice in case that occurs. The ball could also be gone from the classroom but Autumn said that the gym
teacher is friendly and I could ask him for a ball from the gym.

Engagement and introduction of the lesson: The students could talk about the rainbow for too long, to
keep this from happening I will look at the timer on the wall and make sure it doesnt happen for more than a
minute. If the kids have never seen bowling before I will roll the bowl for them and knock down the pins to
clear up any confusion on how to play. (I explained in the beginning that I will ask the students if they have
ever bowled before by asking if they know how to play.)

Implementation of the lesson: If any child is throwing the ball or bouncing it instead of roll/ not aiming for
the pins on purpose I will give them a warning if they do it again they can no longer bowl. Another child will
bowl for them and then the student who cant bowl will still answer the math questions. As I mentioned
before, I have plans in place if the math is too hard/too easy for some students. If the students arent
behaving in line I can use techniques such as I like how ___ is standing quietly and waiting for their turn, or
telling the student to stop/ separating the students who are talking. I do not foresee ending early because I
can have the kids continue bowling until the 2-minute warning for us to start our discussion. I also mentioned
earlier the plan I have in place if they dont know how to answer the question and need some help.

Closure: The kids may not want to stop bowling I would make sure that I was the one holding the ball and
pins are far away so they are not a distraction to the kids. If the kids are unsure how to answer what they
learned through the lesson, I would remind them what we just did We knocked over pins and then counted
how many were in each group... remember howetc.). The kids may be confused about which group to
move to so we are going to tell our station specifically you are going with Miss McDaniel at the shamrock
finding station right over there and we would watch and ensure theyre going to the right person. We will
also be holding up our station title during the transition in order for the students to know where to go. If my
kids are confused about where that is still, I would point them in the right direction. (Do you see that paper
with a shamrock on it? Walk over to the lady holding that up to play your next game!)

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