Title: Space Jam

By:
- Norah Alshammari
- Karlie Denson
- Natalie Peele
Grade: Second Grade
Overall Goal:
By the end of this lesson, students will be able to understand how to establish and
maintain healthy and rewarding relationships with diverse individuals and groups through
different means including social media. Students will start to talk about relationships through a
board game on last 10 minutes that ecompasses mathematics and healthy cyber relationships.
The teacher will breaks the lesson down by first teaching students about the relationship
between addition and subtraction; students will be able to describe the different strategies that
can be used, and explain why they used them. By the end of the lesson students will begin to
feel more comfortable adding or subtracting three-digit numbers. First 10 minutes one will be a
review day of the addition and subtraction, followed by an introduction to and conversation about
internet safety. Second 10 minutes should be interactive with the students and heavily discussion
based to ensure that all students feel comfortable and are familiar with what is and is not safe
online. Finally, the last 10 minutes, we will do a review of both the math and the internet safety
through the “Space Jam” board game. The game is simple, and there is an instructional video at
the bottom of the page if you have questions about how to play. Split the class into groups of
roughly 4 to play the game. The goal of the board game is to assess their knowledge on both
addition/subtraction and how to use the internet safely, so walk around and monitor them as they
play the game and be there to answer questions and foster discussion.

This game is assess the student ability solving math problems and understand the intent
healthy relationship and communication. The student will solve some math problems during the
game as well as answering some questions about internet relationship and communication and
learn some facts. We want the student to understand how they can make healthy relationship in
the internet. Moreover, we want to teach the student how they should respond to others in
appropriate way.

There is a relationship between internet healthy communication and relationship and

addition and subtraction in math since both have some rules that important to follow. We try to
mix learning with a fun Board Game (Space Jam) to help the students understand math and
digital communication and relationship, and feel more comfortable with these rules. By the end of
the lesson the student should become able to solve math problems. In addition, they will able to
establish healthy relationship in the internet as well as communicate respectfully and
appropriately.
Standards Learning Objective Assessment

2.CA.4: Add and ● Objective 1: ● Students will be self-

subtract within 1000, Students will assessing while playing the
using models or be able to board game. They will solve
drawings and identify the some equations from the
strategies based on difference math cards in the board
place value, properties between game by solving different
of operations, and/or addition and adding and subtraction
the relationship subtraction problems by use different
between addition and by using ways, like timeline. Also,
subtraction; describe models and they be able to explain their
the strategy and drawing reasoning.
explain the reasoning strategies. ● The students will assessing
By by solve some problems
used. Understand that
in adding or answering from adding or subtracting
subtracting three-digit the math three-digit numbers
numbers, one adds or equation through the game.
subtracts hundreds and from the ● The student will assess
hundreds, tens and cards in the by solving some adding
tens, ones and ones, game. and subtraction problems
and that sometimes it is ● Objective 2: on the board and explain
necessary to compose Students will their answers.
or decompose tens or be able to
hundreds. solve problem
by adding or
subtracting
three-digit
numbers by
solving three
digits
numbers
from the
cards in the
game.
 ● Relationship Skills ● Objective 1: ● Students will assessing
The ability to establish and Students will though the game by
maintain healthy and understand answering some questions
rewarding relationships the about the right way that they
with diverse individuals appropriate should communicate with
and way to others in the social media. In
groups. The ability to communicate addition, the student will
communicate clearly, listen with others in learn some facts about the
well, cooperate with the social appropriate way to
others, resis media. communicate with others in
● https://d1e2bohyu2u2w9.cl ● Objective 2: the internet.
oudfront.net/education/site Student will ● Students will be given some
s/default/files/casel_k- become able scenario in the game and
2_2017.pdf to know how assessing the way that the
● https://www.commonsense they can react to the scenario. Also,
.org/education/digital- create healthy the student will us QR code
citizenship/relationships- relationship through the game to learn
and-communication the the more about the healthy
internet. relationship in the internet.
● The students will assess by
making discussion about the
appropriate way to
communicate with others in
the internet. As well as
telling how they can making
healthy relationship in the
internet.

Key Terms & Definitions:

● Addition: the action of adding something to something else.
● Subtraction: the action of taking a number away from another number.
● Digit: a number 0-9, can be put together to create bigger numbers. For example, 2 digit
numbers (ex: 35), 3 digit numbers (ex: 100), etc
● Internet: A place not able to be touched physically, that holds information and ways of
communicating. Accessible through computers and other smart devices.
● Relationship: the way in which two or more concepts, objects, or people are connected,
or the state of being connected.

Lesson Introduction (Hook, Grabber):

 To get the students excited about learning how to add and subtract with 3 digit numbers,
use the base 10 counting blocks so that students can have an interactive way to see how
different numbers work with each other. Start by putting a few practice problems on the board
and showing them how 10 10’s replace one 100. The teacher will play this video to help the
students understand how they can adding three digit numbers
https://www.youtube.com/watch?v=DhHNWAV6cCg
When we make sure that everyone is comfortable with addition so that you can move on to
subtraction. Do the same thing with subtraction, the teacher will play this video to help the
students understand how they can subtract three digit numbers
https://www.youtube.com/watch?v=knYCaNEbv7c .
After the student become familiar with addition and subtraction we will show the student a video
to make them understand communication and healthy relationship in the internet
https://www.commonsense.org/education/lesson/sending-email-k-2 . We want the student to
understand how they can make healthy relationship in the internet. Moreover, we want to teach
the student how they should respond to others in appropriate way.

Lesson Main:
First 10 minutes :
Introduce adding within 1000 to the students. The teacher will explains how they add and
subtract three digit numbers by providing different strategies such as using blocks and using time
line to find the right answers. The teacher will use the base 10 counting blocks so that students
can have an interactive way to see how different numbers work with each other. The teacher will
play this videos to help the students understand how they can adding and subtracting three digit
numbers. The teacher will provide more explanation and put some math problems on the board
and solve it by using different strategies. By the end of the class , the teacher will explains what is
healthy relationship in the internet and how they should communicate appropriately when they
use the internet by showing them short video. The teacher will explains the relationship between
internet communication and healthy relationship and adding and subtraction in math since both
have some roles that important to follow. The teacher will tell the student to practise what they
learned because she will ask them to do similar problem individually next class.

Second 10 minutes :
Review adding/subtracting and. The teacher will explains more information about internet
communication and healthy relationship by providing the risks and the benefits of not healthy
relationship in the internet, the appropriate way to communicate with others in the internet. The
teacher will use some examples to help the the right way to communicate with others in the
internet. After the that, the teacher will ask each student to solve adding or subtraction problem
on the board and provide logical and clear explanation for their answers.
Last 10 minutes :
There will be a review and discussion of what was learned the previous two days for the first 10
minutes. Then you will move onto introducing the fun aspect of the lesson with the game board
the students will be playing. The game should last no longer than an hour.
Game: Space Jam
https://www.youtube.com/watch?v=bL9OSutarLs (link to youtube video)

Background story(read to students): A group of astronauts decide once and for all that they are
sending a group to visit Mars! Everything is going great until...AHHH A METEOROID!!! The group
quickly act, jerking their spaceship in the other direction with too much force. Oh no, they are
now off the path to mars and don’t have any directions to get back that way. Only their team, you
guys, have a full view and can direct them to Mars. Help the astronauts safely make their way to
Mars through communicating directions the whole way through.

Instructions:
The instructions are pretty easy to follow for the second graders.

*The game instructions will be read aloud, after the background, to the students as a whole
before breaking them up and will be printed out for each group to refer back to, in space jam
folder.*

The game will require 4-5 players at a time to play the game. The students will all start at the
blue, start star. They will then roll dice to see who goes first; the student who rolls the largest
number will go first. This will be for them to decide to see their sense of number order. The
person who has the largest number goes first and then it will go clockwise on who goes next.
The person up rolls two dice and counts up the two numbers on the dice they rolled. If the
number is even, they will move two spaces up, if the number is odd, they will move one space up.
Once moved to their space, they will either land on a yellow, white, or blue star. The yellow star is
associated with a yellow card that has a math equation, addition within 1000. If they land on the
yellow star and get this card they will have to answer the equation correctly in order to stay on
that star. If they answer it incorrectly, they will move back one star/space. If the students lands on
a blue star, they will receive a blue card which will have fact or scenario regarding
communications and relationships. If the students land on a white star, this has a QR code
attached which will send them to a website online. The websites associated with the QR codes
are three different websites of videos regarding communications and relationships and a website
to play math games. The students will continue to play until the first person has made it to the
finish, or to Mars.

Teacher Role:
Walk around and observe the students and their progress through the game. Provide guidance
where needed for the students during the game. Make sure there are no conflicts between
students. Break up any conflicts in an unbiased way. Access how well the students know their
addition by seeing how far they have traveled through the board. Explain all instructions
thoroughly and effectively and make sure to answer any lingering questions.

Student Role:
Participate in the game to the best of their abilities. Make sure to cooperate fully with all
teammates and help out other classmates within your group if they need help. Listen to the
teacher’s directions and follow all of them thoroughly. Be engaged and focus on the videos and
don’t just go through the motions of the game.
This lesson will have a game board at the end as an assessment of what the students have
learned during the week. This board game will help students be able to test their math skills and
their relationship and communication skills.

Lesson Ending:

A discussion about what the students learned from the game, liked, disliked, and changes will be
discussed on the last day after all groups are finished with playing their games. This will be a 10-
15 minute discussion with the whole class and you will write some ideas on the board for
everyone to see. You will then give the students a worksheet to assess their knowledge of the
standards as homework. The worksheets are located in the folder labeled “math”, if needed
make more copies. A test is not necessary at such a young age, but a worksheet could be useful
to see where a student stands with the material. The worksheet would start out as homework and
then if the students needs help they would be allowed to ask their other classmates or teacher
the next day to help for the first 10-15 minutes of math. Those students who require more help will
meet with the teacher in a smaller group to iron out the problems that they face. This helps make
sure the class is able to move at the same pace, and that no child is stuck or left behind. Having a
discussion will solidify what they learned, and students tend to become more passionate when it
is a class discussion so it will help internalize the information they learned.

Assessment Rubric:
Great Average Poor

Adding and Able to Answer the Not able to answer all Not able to answer
subtract 3 digit adding and subtract the math questions any of the math
numbers. questions in the board during the game. questions during the
game. Adds and subtract Student takes a few game. Student is
with ease, is able to use tries to get the right unable to add or
 different methods that we answer, uses the subtract even using
learned in class strategies in class to the methods we
comfortable when using answer all questions learned in class, does
trickier/bigger numbers. but doesn’t seem not understand how
Provide clear explanation confident. Not able to to add 3 digit
to their answers when explain their answers numbers. Not provide
they solve the problem on clearly. any explanation for
the board. their answers.

Understanding of Student answers all Student comes to the Student does not
internet safety questions correctly and right answers to display a knowledge
(relationships thoughtfully, draws internet safety of internet safety.
and information from class questions after slight They do not seem to
communication). into conversations with prompting from understand healthy
group. Clearly teacher or other relationships nor how
understands healthy players. Somewhat to communicate
relationships and online understands healthy online safely. Student
communication. Provide relationships and not able to provide
good discussion about online any information about
the appropriate way to communication. the appropriate way
communicate with others Student not provide to communicate with
in the internet. As well as good discussion others in the internet.
telling how they can about the appropriate As well as telling how
making healthy way to communicate they can making
relationship in the with others in the healthy relationship in
internet. internet. As well as the internet in the
telling how they can discussion.
making healthy
relationship in the
internet.

Using QR codes. Student can easily use Student has a good Student can’t figure
QR codes and access the idea on how to use out how to use QR
websites. The student the code-a-pillar, but codes.
successfully answer the is one or two off. The
questions in the codes. student not able to
answer all the
questions in the
coudes.

Effort and Was actively involved in Was moderately Student is distracted,

participation. the group. Student is involved in the group. does not seem to be
engaged in the game, Student is slightly engaged or to be
helps out other players, distracted while it is paying attention. Did
and communicates when other players’ turns, not participate or
they need help. The but is helpful when interact in the
student articipate or prompted. The discussion.
interact very well in the student did articipate
 discussion. or interact very well in
the discussion.

Resources / Artifacts:

QR links/Resources for lesson:

● http://www.adaptedmind.com/gradelist.php?grade=2
● https://www.commonsense.org/education/lesson/sending-email-k-2
● https://www.commonsense.org/education/lesson/my-online-community-k-2
● https://www.commonsense.org/education/lesson/show-respect-online-k-2

In addition, here is an infographic created for a Class Prep that could be useful in the
classroom:
● https://infograph.venngage.com/ps/QTNRLvW6lyY/5-tips-to-stay-safe-
online
● Adding three digit numbers https://www.youtube.com/watch?v=DhHNWAV6cCg
● Subtracting three digit numbers https://www.youtube.com/watch?v=knYCaNEbv7c

Game Board:
● https://www.youtube.com/watch?v=bL9OSutarLs

Differentiation:

This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners,
students with mobility challenges, students on the autism spectrum, students with emotional or
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You
should address

1. Differentiation for ability levels

● If the child is color blind and will not be able to tell which color star they land on they will
have their teammates to help them out.
● For the children who have learning disabilities, all the students will be given a sheet of
paper to work out the math problems and if they need extra help they can ask for it and I,
as the teacher, will provide guidance to figure out the problem.
 ● For the kids who have a reading disability, I will walk around and read the questions aloud
if needed and the websites from the QR codes are videos.

2. Differentiation for demographics

● As the teacher, I will make sure that this game is culturally equal. The game itself is
gender neutral and does not favor one over the other so both genders will want to play.
● The videos show a diverse classroom and keep the topic open to all cultures.
● This game does not demonstrate sexual identity since the age group is so young but is
neutral

3. Differentiation for languages

● For the students who do not speak english I will provide a laptop to translate the
statements for them
● I, as the teacher, will provide the instructions written out in any language my students
need it in and will put subtitles on the videos

4. Differentiation for access & resources

● Computers, Internet connection, and/or Wifi access
● The students can use the school computers to access all the QR codes
● The QR codes are the only thing that would need internet and the game is played in class
with access to school computers

Anticipated Difficulties:

Possible difficulties could be students learning at different paces or getting off topic when playing
the board game. Because there are so many factors, it could be slightly overwhelming since the
two topics covered in the board games are so different. We did our best to unite simple addition
and internet safety, however it was tricky to combine such different topics in a cohesive way. We
must also consider any learning obstacles such as language barriers, ability levels, and diversity.
We understand that all students learn differently and that it is our job to adjust and adapt in ways
that values each students and allows them to learn as efficiently as possible.

Resources:

● https://docs.google.com/document/d/142T7y0w3Uw_vBogVMpXmMUcM7BKaiznRAE
0xjpbRwmM/edit
● https://docs.google.com/document/d/1T4l2YYPVuK8uRjXnpWGIH6Ygh_1yEnrtLWBXs-
en_X8