BARBARA CHICK

EDU 220
LESSON PLAN – COOPERATIVE LEARNING
4/4/2022

Daily Lesson Plan

Teacher: Barbara Chick
Lesson
Date:4/4/2022
Subject: Math: Measurement and Data Grade: 2

Nmjjjjjjj
Graph it!
CCSS/CLGs/SC Assessment Limits/Standards: Agenda:
2.MD.D.10 Warm-up/Number Talks
Draw a picture graph and a bar graph (with single-unit scale) to Whole Group Lesson – Video and
represent a data set with up to four categories. Solve put- Smartboard Activity
together, take-apart, and compare problems using information Group Collaboration: Students will collect
presented in a bar graph. data
ISTE 1.3c Students curate information from digital resources Independent work: Students will create a
using a variety of tools and methods to create collections of bar graph
artifacts that demonstrate meaningful connections or Assessment: Students will fill out
conclusions. assessment in Google Classroom
Exit Ticket: Student will post exit ticket on
sticky note and post it to the door.
Lesson Objective:
Learning Objectives
Students Will:
 Draw a picture graph (with single unit scale) to represent a data set with up to four categories.
 Draw a bar graph (with single unit scale) to represent a data set with up to four categories. 

TIME INSTRUCTIONAL SEQUENCE FORMATIVE

ASSESSMENT
Note: A variety of
formative assessments
should be used at key
points throughout the
lesson.
Get started/Drill/Do Now:
2 Students will take out their whiteboards and markers and will write their
min numbers 1-20 for practice.
Engage/Motivation:
5
The teacher will show an educational song/video on graphing:
min
https://video.link/w/KXIOc
30 (I do)Whole Group Instruction:
min What is your favorite Ice cream?

Gather students to the carpet. Using chart paper, write “What is your favorite
Ice Cream?”
Next, ask students to list different flavors of ice cream (ie, vanilla, chocolate,
strawberry, Neapolitan) Write these down on the chart paper.
Next, ask students to raise their hand and vote on their favorite flavors. Record
their answers on the chart paper.
Next, using the smartboard, show students how to make a graph on “Create a
Graph.”
Explain: “The categories will need to be labeled on the X-axis.”
 Explain how the data that was collected will be placed in the correlating
categories. Then, Generate the graph.
Ask students: “What do you notice about the graph we created?” Allow time
for students to respond.

Next, instruct students to take out their clipboards and worksheets. They will
be surveying their peers about their interest.

(We do) Group Practice/Small Group Instruction: Small group

collaboration:
Students will take their clipboards, a pencil, and worksheet and survey
classmates around the room on different topics:
What is your favorite food?
5
What is your favorite color?
min
What is your favorite season?
What is your favorite school special?

Set a Timer. Students will have 5 minutes to survey their peers in the
classroom.
(You Do) Independent Practice:
Once students collect their data, they need to take out their IPADs and click on
the “Create a graph” icon on the Home Page.
https://nces.ed.gov/nceskids/graphing/classic/bar_pie_data.asp?ChartType=bar
Students will take the data they collected and compile it into the graph format.
Students will need to LABEL the graph “Our Favorite [topic they chose] “
10
The X-axis will be labeled with the categories they chose from
Min
The Y-axis will be the number of students in our class (Up to 21)

When their graph has been generated, students will send their final project to
the printer to be printed. “Select Print.”

Assessment:

Students will fill out the assessment on their google classroom:

 “How many students answered this question?”

10  “Which has the most?”

min
 “Which has the fewest?”

 “Are any the same?”

 “How many are in each category?”

2 Closing Activities/Summary:
 Exit Ticket: What did you notice about your graph? Write one fact about your
min
graph
Enrichment/Extension/Re-teaching/Accommodations:

For struggling students, the lesson will be broken down into 2 different
categories compared to multiple categories. The goal for this lesson is to
collect data and graph the data collected.

For student enrichment, students will determine the difference between the
most popular choice and the least popular choice. Students will then analyze
the data and determine if there are other trends.

Resources/Instructional Materials Needed:

Chart Paper
Markers
Smartboard
iPad
Google Classroom
Create a Graph App
Clipboard
Pencil
Paper

Notes:
 Position Paper:

There are five specific reasons why we need to allow technology in our schools. Engages students and creates
active learners, technology Encourages individual learning and growth. Technology facilitates peer
collaboration. Technology prepares students to function in the new and changing world. Lastly, technology in
the classroom engages teachers which makes them more successful in the classroom.

First, technology engages students as well as active learners. Since using technology, we have seen an increase
in student engagement in the classroom. The traditional paper and pencil are not interesting or exciting to young
learners. By allowing students to interact with a digital game or material, students become more interested in
learning content material. Children today have been born into a world of technology. They interact with one
another using technology, and it is common to have digital games in the home. By bringing technology into the
classroom, we will be able to enhance a child’s learning environment

Next, technology engages students and creates active learners. One example would be the way we utilize
technology in the classroom. Standard teaching would require only teaching the standard and leaving the
students to think black and white. With the use of technology students are able to interact with the text. One
example would be using ReadWorks.org for articles. Instead of using paper and pencil to interact with text,
students can use digital highlighters, save notes, and help rearrange elements of a text for better comprehension.

Technology facilitates peer collaboration by allowing student to interact with one another. The Covid-19
pandemic is the perfect example of this. Although schools were closed, students were still able to interact with
one another and their teachers through the use of Google Classroom, email, and video conferencing. Students
were able to continue to learn and collaborate with one another with the use of technology.

Technology prepares students to function in the new and changing world. At one point in time, jobs did not
heavily rely on technology to function. Today, we live in a digital world where we use technology to shop,
order food, keep track of business promotions, and even communicate with one another. By introducing
technology to students at a young age, we will not only be engaging them, but we will also be teaching them
how to function in the real world. Students can learn how to code to create video games, learn to communicate
through email, and also learn how to understand different software programs that will help them become
successful adults.

Lastly, technology in the classroom engages teachers which makes them more successful in the classroom.
Students with ADHD are not enticed by simple instruction. By allowing technology in the classroom, we have
welcomed more colorful and aesthetically pleasing material to keep students engaged. Students have also
become more accountable for their work. One example of this would be the ability of students to upload their
work to an online portfolio. This allows students to not only showcase their work but it also makes them
accountable for the work they have accomplished.

With the use of technology, our students will become successful functioning adults.
Student Sample: