Professional Documents
Culture Documents
Overview of Lesson
Description of Learners,
Learning Envrioment,
Intended Learning Goals,
and Lesson Content.
The learners for this lesson are fourth graders that are
participating in College Mentors for Kids (CMFK) here at
Purdue University. There are twenty students in the group
and buddies who are college mentors. We are going to pair
up a student and a college mentor as one. We assumed that
there are no special needs students and exceptional child.
The learning environment will take place in the classroom. It
needs to be big enought to set a three different stations
since we are doing station teaching. The students will be
working with Ipads to collect, assemble, and integrate the
information that is provided to them in the beginning of the
class into the specified charts and graphs. The class will take
place in a tyipical classroom environment in which students
will be able access the Internet to complete the tasks
Learning Objectives
Given a set of data, students will be able to
construct and interpret a bar graph without error.
Without assistance, students will be able to
construct and interpret a pie chart without error.
Given a website on iPads (technology),
students will be able to create a line graph with
collected data without error.
Given a set of data, students will be able to
determine which type of graph will best fit the data
provided without error.
Given a worksheet, students will be able to
answer questions based on the shown graph and get
90% out of 100% on the worksheet.
Materials
1. iPad
2. Computer with internet access
3. Poster board
4. Stickers (enough for three per student)
5. Printer paper
6. Rulers
7. Crayons
8. Example pie graph, bar graph, and line graph.
9. Discussion question worksheet(given to college
mentor)
10. Projector at the front of class
Procedure
16. After the students have completed their bar graph, have
them compare the bar graph and the pie graph. Ask them
what similarities they find and what differences they notice.
17. Have the students hold onto their bar graphs and rotate
to the next station, Nicholas station.
18. At Nicholas station, they will be learning about line
graphs. Explain to the students what a line graph is and why
the data that we collected at the beginning of class cannot
be put into a line graph. Explain that the data all has to be
related and affect each other.
19. After explaining what line graphs are, pull up the
temperatures for last week on the weather app on the ipad.
Have the students record all of the temperatures for each
day.
20. After the temperatures are recorded, pull up the website
that was used to make pie graphs,
http://nces.ed.gov/nceskids/createagraph/default.aspx , on
the projector in the front of the class.
21. Once the website is opened, select line graph. After
selecting line graph, go to the the data tab. Have the
students help you come up with an appropriate title to
describe the weekly temperature for last week.
22. Ask them what they think the x-axis should be labeled
and what they think the y-axis should be labeled. If they
answer it correctly or incorrectly, explain to them that the xaxis is always the category that you are measuring and the
y-axis is always the values of the categories that you are
measuring. Put the days of the week in the x-axis and the
temperatures (in farenheit) in the y-axis.
23. After the axis are labeled, enter in the data set. Have the
students read aloud the temperatures and the days of the
weeks while you enter them in the computer.
24. After all of the information is filled out, select the preview
tab. Point out how the data creates a trend and allows you to
calcula te an average weekly temperature because the data
is all related.
25. After the students learn about each one of the graphs,
have them pair up with their College Mentors For Kids buddy
to disscuss the activities that they did with the graphs.
26. Pass out the discussion question worksheet and have
them fill out the questions.
27. Give them 5 minutes to complete the worksheet. After
the worksheet is completed, have the students talk about
what they wrote for the discussion questions with their
College Mentors For Kids buddy.
28. Make sure the buddies(the college mentor) ask the
students why they were not able to use the data that was
collected at the beginning of class to make a line graph. Also
have them ask the students how pie graphs and line graphs
are different. They should ask them which graph they think is
the easiest to read/make and why. The teacher will prepare a
questions for buddy to ask.
29. Have the students turn in the paper graph that they made
and the discussion questions at the end of the day.
Assessment
In order to create a lesson plan, our group first looked at Indiana state standards. We
determined to focus on 4th grade since our group memebers had experience of teaching 4th
grade as a TIP expereience. Also, all of our group memebers liked the subject Math, therefore,
we decided to focus on Math. When we looked at 4th grade Math Indiana State Standards, two
standards caught our eyes. 4.DA.3: Interpret data displayed in a circle graph and 4.DA.1:
Formulate questions that can be addressed with data. Use observations, surveys, and
experiments to collect, represent, and interpret the data using tables (including frequency
tables), line plots, and bar graphs. After looking at standards, we figured out that there are three
different graphs we each need: Circle graph, Line graph and Bar graph. However, we figured
out that one teacher teaching all three different graphs at one time would be very difficult and
would complicate things for students because they might get confused when they learn three
different graphs at one time. Therefore, we decided to do Station Teaching(small group of
students rotate to different stations for instruction). Ui Jeong Lee, one of our team members,
thought of this teaching method since she had an experience of doing Station Teaching at her
TIP experience when teaching three different topics. She shared her experience about how
Station Teaching is a very effective teaching method. It is effective because station teaching
allows students to visit different stations during allotted time for a specific subject. It also allows
teachers to work with small groups of studetns and give more individual instructions and also
allows teachers more time to get personal connection with different learning levels of individual
students. Our lesson content is something that our group members came up with, and we did
not use any other websites to look for created lesson plans. Instead of getting ideas by looking
at created lesson plan, we tried to use our experiences from TIP experience and cooperate our
own understadnings into our lesson plan. Therefore, we feel how our lesson plan is very unique.
At the end of the procedure of our lesson plan, there is a time for assessment. Students will
have to complete a worksheet, which deals with three different graphs they have learned from
three different sections. In order to create this lesson plan, we had to look for websites and
found a professional worksheet that was created based on standards. Other than getting the
worksheet from the website, everything on the lesson plan is something we created. For
technology, we decided to incorporate iPads into the lesson plan. In order to create different
graphs, we had to make students collect some kind of data. Therefore, we decided to put the
collected data into iPads and let students carry the iPads to three different stations to create a
graph. Also, one of the stations: line graph station, we decided to let students make line graphs
on the computer. There is a computer simulation which allows students to create a line graph.
Therefore, students had to look up the collected data from the iPad and create line graphs on
the computer.
Journal Articles
1.
Brown, J. (2011, December 1). Science and Technology Educators' Enacted Curriculum: Areas
of Possible Collaboration for an Integrative STEM Approach in Public Schools. Technology and
Engineering Teacher, 30-34.
This article offers an insightful discussion about how there is a need for collaboration between
science and technology/engineering teachers and how they can partner with each other to form
stronger content. The article also offers suggestions on how these different teachers can create
and enhance partnerships by better utilizing the strengths of their disciplines by coming
together. Integrating between the STEM disciplines is an excellent way to strengthen and build
better content for a lesson plan. For this reason we were able to integrate some of the ideas of
this article into our lesson plan by collaborating technology and mathematics to create a more
interactive learning experience. The article describes effective ways of integrating between
STEM disciplines, and we were able to apply these and use technology effectively to better
engage our students in the standards for mathematics.
2.
Breiner, J. (2012, January 2). What Is STEM? A Discussion About Conceptions of STEM in
Education and Partnerships. School Science and Mathematics, 3-11.
The article What Is Stem? A Discussion About Conceptions of STEM in Education and
Partnerships discusses the main ideas behind what STEM teaching entails and attempts to
accomplish. The article mentions that conceptions of STEM often vary among person to
person, and for this reason attempts to develop a common ground among those involved with
STEM. The article aims to clearly define STEM and its goals in order to show how STEM will
influence and impact the lives of those that experience it. This journal article shaped our lesson
plan by helping us understand what STEM is and what it aims to achieve. The journal clearly
outlined what its pourposes were, and we were able to incorporate these strategies into our
lesson plan by integrating the main ideas and philosophies so that we could positively portray
STEM teaching.
Assessment Worksheet