Making Connections with Bar Graphs

ASSURE Model Instructional Lesson Plan

Lesson Title: Making Connections with Bar Graphs

Grade Level: 3rd Grade

Lesson Length: 60 minutes

Analyze Learners

Learners General Characteristics: This lesson is designed for a group of 15 3rd graders ranging from ages of 8-9 years old. There are 5 boys and 10 girls that include ethnicities of Filipino, Chamorro, Chuukese, American and Palawan. There is one student who has a difficult time interacting and communicating with others. According to the Individuals with Disabilities Education Act, this is a developmental disability called Autism. This can have a negative effect on a child’s education. With group work assigned in this activity, this can enhance the child’s ability to speak to peers comfortably and also make new relationships with others. Entry Characteristics: Students are familiar with the parts of the Nutrition Label. Students are familiar with solving and explaining addition, subtraction, multiplication, and division problems. Students have experience working cooperatively and productively with peers in small groups. Students are familiar with Google spreadsheets. Learning Styles: Visual: 45% Kinesthetic: 45% Auditory: 10%

State Objectives

Objective 1: Students will be able to collect and analyze data of fats, sugar, and sodium for three different cereals. Objective 2: Students will be able to read and construct a bar graph using Google Sheets. Objective 3: Students will be able to differentiate between which cereal has more nutritional value.

Select Methods, Media, , and Materials

Methods: Students will be placed in 3 groups of 5. Students will learn through active listening skills and demonstration. Materials: Nutrition Label Breakfast Cereals (Group 1: Fruit Loops, Lucky Charms, Honey Nut Cheerios. Group 2: Special K, Cookie Crisp, Captain Crunch. Group 3: Wheaties, Apple Jacks, Frosted Flakes) Computer, Scratch Paper, Pen, White Board Media: Internet, Computer, Google spreadsheets

Utilize Media, Materials, and Methods

Prepare the materials: There will be desktop computers available in classroom which will have access to the internet. Google spreadsheets will be opened and ready for students when they are done collecting data. Prepare the environment: The lesson will take place in the classroom. Desks will be arranged in groups of 5 so that it is easier for students to communicate with each other. Desktop computers will be on other side of classroom where students will be creating their bar graphs. Prepare the learners: The teacher will start off the lesson by asking everyone what their favorite cereal is.

Require Learner Participation

Introduction of Activity and Objectives Count off students from 1-5. When students have their number, have them get into their groups and chose group names. To start off the lesson, Teacher will ask each student what students favorite cereal is. Each team should obtain 3 different cereal nutrition labels. On a scratch sheet of paper, students will record the Sodium, Fat, and Sugar of each cereal nutrition label. Once they have gathered data, students will be able to use the desktop computers that are already set up for them to create a bar graph using Google spreadsheets. After they have made their graph, Students will examine their bar graphs and will be asked to share their results with the class as a group. (At the end of the presentation, students should be able to know which cereal is healthier among the 3) After students have presented data, one representative from each group will write all their cereals down on board. With all the cereals that were provided in each group, all students will need to be able to put cereals in chronological order from healthy to unhealthy. (This will show which group was listening during the presentations.)

Evaluate & Revise

1. Student performance Students were able to identify the salt, sugar, and fat of the three different cereals. Students were able to construct and read the bar graph. Students were able to put in chronological order the cereals from healthy to unhealthy. 2. Media Effectiveness Was the media used entertaining and engaging for students? Was the media used appropriate for the lesson? 3. Instructor Performance Was the lesson well organized and done smoothly? Were the objectives met? Were students engaged throughout lesson? Any improvements? CRITERIA 3 EXCELLENT 2 SATISFACTORY 1 POOR Title Title is accurate with information being graphed. Horizontal and Vertical Axis are labeled with appropriate title Title is somewhat related to information.Horizontal and Vertical Axis are not labeled. No Title Data Data is correctly displayed. Easy to comprehend.   Data is not clear and difficult to comprehend. Data is incorrectly displayed Graph There is 3 different graphs shown There is 2 different graphs shown There is 1 graph shown Bar Bars are evenly distributed and uses color. Some bars are evenly distributed but does not use any color. The bars are missing and does not relate to the data clearly.

Technological Education

The objective of the online educational game was to search for an appropriate game that can be utilize for educational purposes in a classroom.  Every individual in the class was grouped randomly. I got to be grouped with two other individuals. Both of my group members were Elementary Education majors. Although I am an Early Childhood major, it was not difficult for us to choose an online game because our majors are relatively similar.

As we were searching for our online game, we came to an agreement. The game we chose is called brain racer. We decided on this game because we felt like it was a challenging and motivating game for students to play. Edutopia (2008) states, “Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy.” With this online game, my group members agreed that we would use this game one day in our classroom as a tool for our students who may need additional practice in math so they will become better at it.

After we have chosen our game, we were told to create a rubric based on our standards. This was really challenging at first because my group members and I never had to create a rubric for a project. We were clueless as to what we should do to start. So, the first thing we did was look through examples on google and also examples of what Dr. Cyrus has provided on moodle from past students work. As my group and I searched through various examples of rubrics, we finalized what we were going to put on our rubric. According to Bookhard (2016), “The main purpose of rubrics is to assess performances.”  As we evaluated the online educational game, the total score was 11-18. This means that the game is very educational and appropriate for the class.

Other than email, another technology tool we used is whatsapp. Whatsapp is a free messaging app that can be downloaded to smartphones. Since my group members and I all have whatsapp, I decided to make a group chat so that we can communicate easier.  In addition, another technology tool we tried to use to present our project was prezi. However, we had to choose another technology tool because we had technical difficulties with prezi. So we ended up using a technology tool called keynote. Keynote is a presentation software app developed by Apple. This was my first time using this tool so it was a great experience to work with it. It was really simple and easy to navigate. With regular power point, you would usually have to control your slides on the computer. A cool thing about keynote is that you can control your slides through your iPhone. Keynote is a technology tool I would use in the future to deliver presentations.

Current and future educators should be aware of the different technology tools that are provided because technology is everywhere. Through this assignment, I have learned a couple of different technology tools which can help me in the future. Again, I highly recommend current and future teachers as well as parents to use our game brain racer. I believe that the online game can help students understand math in an easy and fun way.

References:

Membership. (n.d.). Retrieved March 09, 2016, from http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-They-Important¢.aspx

Why Integrate Technology into the Curriculum?: The Reasons Are Many. (2008). Retrieved March 09, 2016, from http://www.edutopia.org/technology-integration-introduction