Lesson Plan Guide

Teacher Candidate:

Oriana Brown

Date:

04/04/15___

Grade and Topic:

1st grade

Length of Lesson:

Mentor Teacher:

Tanya Hill

School:

60 minutes

Kate Bond Elementary

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

Represent and interpret data

LESSON OBJECTIVE:
Given information about the favorite foods of classmates, students will be able to graph and interpret the
results based on four categories: pizza, hotdogs, tacos, and burgers.
STANDARDS ADDRESSED:

CCSS.Math.Content.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the
total number of data points, how many in each category, and how many more or less are in one category
than in another.
ISTE Standards for Students: Research in Information Fluency. Students apply digital tools to
gather, evaluate, and use information..

MATERIALS:
Think sheet, pencils, laptop computer, Internet Explorer, and Microsoft Excel
BACKGROUND and RATIONALE:

Our school is having a picnic to celebrate Earth Day Wednesday April 22, 2015. The PTA is
sponsoring this event and wants to know what first graders like to eat. The top two results will be the
food choices at the picnic. The key concepts for this lesson are: organizing data into four groups,
making a legend, and comparing and contrast numerical values to prove their evidence.
Academic and technical vocabularies that students will learn are: data, legend, compare, contrast,
Microsoft Excel Spreadsheet, graph, and measure. Students can already count and write their numbers
to 100. Students have mastered greater than, less than and equal to before this lesson was presented to
them. Students will use this prior knowledge and apply it when learning about bar graphs. I will
incorporate bar graphs into our Social Studies lesson when we discuss populations. In Science, we can
use bar graphs to record the lengths of our feet and hands. My English Language Learners will be paired
with bilingual English to Spanish students and allowed additional time to complete the assignment. My students
with intellectual disabilities will also participate in this class project.

PROCEDURES AND TIMELINE:

Introduction: I will ask the students if they have ever had a pet before. They will tell me about the pets
that they have at home. We will take a survey by show of hands. The next thing I will discuss is keeping
a record. I will put categories of pets on the board: dogs, cats, fish and turtles. They would count up

with the amount of students with each kind of pet. I will make a bar graph on the board. I will explain
that a group is also called a category and put a color box next to each animal. I would tell the students
that legends can be colors or symbols that help interpret bar graph information. I would show my
students the Think Sheet and Student Spreadsheet samples.

I will tell them that we are about to use data or information in order to pick our schools food to be
served at the Earth Day celebration on Wednesday April 22, 2015. I will tell that the PTA needs there
help with figuring out what our first graders like to eat. Students will be excited to participate in this
educational and fun activity!

Procedures: After describing my problem statement, I would say, Todays I can statement is: I can
identify and create a bar graph of our favorite food.
I will distribute a Think Sheet to every student. We would brainstorm about our favorite foods and place each
food item in a 2) I will explain that each student will ask each other what their favorite food. I would model how
to do this with a student. I will show them how to record their information on their Think Sheet. I will walk over
to Jose and ask, What is your favorite food? He will respond, My favorite food is pizza.
I will show the class how I recorded his response by putting a tally mark in the pizza category. I will explain that
this is how you collect data and show them the Pizza Total box. I will ask them why they think it is important
to record data, and they will tell me that it is used to learn new things and to get information. I will tell them that
is important to be able to figure how information because students must able to know about their grades, money,
weather, their body, and populations. I will tell them how bar graphs help us to organize data in order to compare
and contrast results. I will tell them that legends are symbols or colors that graphs represent. This will help us
make better great student decisions and be smarter adults.
1. I will tell the student how to make a spreadsheet in Microsoft Excel.
Open and hold the mouse and highlight line 2 of the spreadsheet page.
2. Push Merge and Center and type What is your favorite food?
3. On Column A, row three type: Pizza and put the tally total.
4. Do this for Column A and Column B rows 4, 5 and 6.
5. Highlight information box.
6. Click Insert, Bar Graph, 2D.
7. Bar graph will show.
8. Find a cell and go to Clip Art.
9. Put pizza in the search box.
10. Choose a picture.
11. To make it smaller, you must put the arrow on the picture, right click.
12. Put arrow on the down button and it will get smaller.
13. Do this for the other pictures you want to put on your spreadsheet.
14. When you are finished, go to File, Save As.
15. Type your name and Save.
Differentiated Instruction: English Language Learners will be paired with students who bilingual in Spanish
and English. I will also speak Spanish as needed throughout the lesson and allow additional time to complete the
assignment.
Students with Intellectual Disabilities: I will work closely with our wonderful Special Education teacher. I will
have these students participate by pointing to pictures of their favorite food selections. They will rank their
favorite food by putting pizza, taco, hotdog, or burger in order by first, second, third, and fourth. They can write a
sentence about why they like that particular food.
Technology: I have a laptop cart in my room that holds 24 computers. I currently have 18 students. Each student
has an assigned computer and a card that has their username and password on it.

Closure:

Closure: Students will discuss with their partner about todays lesson.
Group A green dots will turn to their partner and ask: What did you learn today?
Group B orange dots will turn to their partner and answer: I learned that..
Each group will take turns discussing what they have learned. Students will share and interpret their data to figure
out what to serve at the Earth Day Celebration. My class will present their data at the next scheduled PTA
meeting on April 8th at 6:00 p.m.

ASSESSMENT EVIDENCE:
I have provided a rubric below.
MODIFICATIONS:
Students who did master the objectives would do not the following:
He or she would review numbers on a number line.
I will review Microsoft Spreadsheets in Excel.
Redo the assignment with my assistance in a small group setting.

Students who mastered the objectives would do the following:

They would monitor their sight word test by graphing the number of correct sight words every week.
They could ask family members about their favorite food and make a Microsoft Spreadsheet in Excel at
home.
I will teach students how to change bar colors and font sizes.

Bar Graph: My Favorite Food Spreadsheet

Teacher Name: O Brown
Student Name:
CATEGORY
4

________________________________________ Score:
3
2

Neatness and
Attractiveness

Exceptionally
well designed,
neat, and
attractive.
Colors that go
well together
are used to
make the graph
more readable.
A ruler and
graph paper (or
graphing
computer
program) is
used.

Neat and
relatively
attractive. A
ruler and graph
paper (or
graphing
computer
program) is
used to make
the graph more
readable.

Lines are neatly

drawn but the
graph appears
quite plain.

Appears messy
and \\\"thrown
together\\\" in
a hurry. Lines
are visibly
crooked.

Units

All units are

described (in a
key or with
labels) and are
appropriately
sized for the
data set.

Most units are

described (in a
key or with
labels) and are
appropriately
sized for the
data set.

All units are

described (in a
key or with
labels) but are
not
appropriately
sized for the
data set.

Units are
neither
described NOR
appropriately
sized for the
data set.

Data Table

Data in the table

is well
organized,
accurate, and
easy to read.

Data in the table Data in the table

is organized,
is accurate and
accurate, and
easy to read.
easy to read.

Data in the table

is not accurate
and/or cannot
be read.

Type of Graph
Chosen

Graph fits the

data well and
makes it easy to
interpret.

Graph is
adequate and
does not distort
the data, but
interpretation of
the data is
somewhat
difficult.

Graph seriously
distorts the data
making
interpretation
almost
impossible.

Graph distorts
the data
somewhat and
interpretation of
the data is
somewhat
difficult.

Grficas : My Favorite Food Spreadsheet

Nombre del maestro/a: O Brown
Nombre del estudiante:
CATEGORY 4

______________________________________ Nota:_______
3
2
1

Orden y
Atractivo

Excepcionalmente
bien diseada,
ordenada y
atractiva. Colores
que combinan
bien son usados
para ayudar a la
legibilidad del
grfico. Se usa
una regla y papel
de grfica o un
programa de
graficado
computadorizado.

Ordenada y
relativamente
atractiva. Una
regla y papel de
grfica o un
programa de
graficado
computadorizado
son usados para
hacer la grfica
ms legible.

Las lneas
estn
dibujadas con
esmero, pero la
grfica
aparenta ser
bastante
sencilla.

Aparenta ser
desordenada y
diseada a
prisa. Las lneas estn
visiblemente
torcidas.

Unidades

Todas las
unidades son
descritas (en una
clave o con
etiquetas) y
tienen el tamao
apropiado para el
conjunto de datos.

La mayor parte
de las unidades
son descritas (en
una clave o con
etiquetas) y
tienen el
tamao
apropiado para el
conjunto de
datos.

Todas las
unidades son
descritas (en
una clave o con
etiquetas), pero
no son del
tamao
apropiado para
el conjunto de
datos.

Las unidades ni
describen ni son
del tamao
apropiado para
el conjunto de
datos.

Tabla de
Datos

Los datos en la
tabla estn bien
organizados, son
precisos y fciles
de leer.

Los datos en la
tabla estn
organizados, son
precisos y
fciles de leer.

Los datos en la
tabla son
precisos y
fciles de leer.

Los datos en la
tabla no son
precisos y/o no
se pueden leer.

Tipo de
Grfica
Escogida

La grfica
coincide bien con
los datos y es
fcil de
interpretar.

La grfica es
adecuada y no
tuerce los datos,
pero la
interpretacin
de los mismos es
algo difcil.

La grfica
tuerce algunos
de los datos y la
interpretacin
de los mismos
es algo difcil.

La grfica
tuerce
seriamente los
datos haciendo
la
interpretacin
casi imposible.

Works Cited
ALTEC at University of Kansas. (2008). RubiStar: Free tool to help teachers create quality rubrics , 4Teachers: Teach
With Technology. Retrieved at April 4, 2015, from the website temoa : Open Educational Resources (OER) Portal at
http://www.temoa.info/node/8266.