Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Maddie Stang
Date Subject/ Topic/ Theme graphing data chapter 9 Grade ____5_________
I. Objectives
How does this lesson connect to the unit plan?
It connects graphing to the real world and why people use graphing in the real world.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
● Work with a team of people to collect data C,Ap X X
● Graph data
● Explain to each other why graphing data is important to the real world Ap,R X
● Write out their thinking about collecting data and the steps needed to do so Ap X
●
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and
interpret coordinate values of points in context of the situation.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite How to graph ordered pairs on a coordinate plane. Know how to work with the other people at their
knowledge and skills. table because we have been working with them up to this point on group work in every other lesson as
well.
Pre-assessment (for learning):
Asking if they have ever graph data before or if they have just graph ordered pairs given to them.
Formative (for learning):
Outline assessment Their homework and the data collection project.
activities Formative (as learning):
(applicable to this lesson) Key to their homework problems and how to collect data.
Summative (of learning):
Have them explain to their partner why graphing data is helpful in the real world.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection They are able to choose which modify strategies
What barriers might this They are able to work on their part of collecting data they want
lesson present? homework problems as a group or to do be the stop watch person
independently they are able to
choose.
record the times put the ice in
the cup they got to choose what
What will it take –
part of the experiment they did.
neurodevelopmentally,
Provide options for sustaining Provide options for language, Provide options for expression and
experientially, effort and persistence- optimize mathematical expressions, and communication- increase medium
emotionally, etc., for your challenge, collaboration, mastery- symbols- clarify & connect of expression
students to do this lesson? oriented feedback language
They had the opportunity to talk
with their tables to solve the
problems if they wanted to gain
deeper understanding of the
content.
1-19-13
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Go over the answers in a whole
class.
Materials-what materials Paper cup, ice, thermometer, graph paper, textbook, and the doc cam, they can do extra math work on
(books, handouts, etc) do the laptops once they finish, they will have baskets with all the materials they need to do the data
you need for this lesson reserch.
and are they ready to
use?
How will your classroom They will be in table groups and that is who they will do the data collection with.
be set up for this lesson?
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
3-5 Motivation Talk about data and how to collect data. ask what Students give examples most likely in science that
mins (opening/ data they have collected before if any. they have collected data.
introduction/
engagement)
Explain how they are going to collect data as a
table group of how cold water gets with ice in it.
have them collect the data as a group.
explain the questions I want them to answer as a Students will be working together to collect the
20-25 group. data then answer the questions as a table.
mins Go over the answers to those questions as a whole
class once they are done. Participate in the class discussion about the
Talk a little bit about other subject they have had to questions in the textbook and how to answer them.
Development
collect data in. for example they did a big project in
(the largest
science that required a lot of data collecting. Look
component or
at that project to see how it connects to graphing
main body of
and the data they are collecting now compared to
the lesson)
the data they collected in science what is the
difference.
Do another example question as a class pg 547 1-3
Closure
(conclusion,
culmination, Tell your table why it is important to collect and
wrap-up) graph data in your life. why might someone graph Discus with their table then work independently on
10 their data their homework.
mins
1-19-13
Homework
pg 548 5 and 6
pg 549 1 and 2
requires some writing about the math work that
they did and the thinking behind the work that they
did in their heads.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
1-19-13
