Spring 2014 Sem I-ECED372

LESSON PLAN OUTLINE JMU Elementary Education Program Eleanor Klement Mrs. Truslow, Kindergarten, Clymore Elementary April 3rd, 2014, 9:00 AM 10:00 AM March 27th, 2014

TITLE OF LESSON Subtraction Ants on Logs CONTEXT OF LESSON This activity is appropriate for the children at this time because they are learning about spring, weather, plants and it is currently springtime outside as well. Talking about types of insects that they may see on a hike in springtime ties along with that. Kindergarteners developmentally learn through visual play and playing hands on. This activity allows them to use their hands to subtract or use their hands to pick up ants to count aloud. They can visually use the M&Ms or raisins to count as well. Subtraction using whole numbers under ten is appropriate with the math kindergarten pacing guide. After talking to Mrs. Truslow, the children are interested in insect/ insect body parts. Also, simple subtraction fits into her curriculum sequence right now. OBJECTIVES AND ASSESSMENT Developmental Objectives 1. The students will spread peanut butter accurately in the middle of the celery stick without my help.

Assessment Observer will look for the child using their fine motor skills to scoop peanut butter with a knife, put peanut butter in the middle of the stick, and spread it through the whole log. If child struggles and asks for help, then I will give them verbal help. For example, Turn the knife downwards and scrap the celery stick so that is completely covered in peanut butter and you cannot see green in the middle of the celery stick. If the child still is unable and asks for me to do it and I spread it out, then the child did not meet the objective. Observer will record whether or not the student needed my help physically. Observers will listen for mathematical language as the student solves the problem (I know if I take away one from three, then I have two. So taking one from four makes me have three.). If the child is not expressive, I will say, Tell me how to solve this and/or Would using your fingers help solve this? Observer will record whether or not the student used any method to solve the problem, even if it is not the correct answer.

2. The students will solve simple subtraction problem using any method (take away, etc.).

COLLECTION OF ASSESSMENT DATA- Attached on the back. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool) - Mathematics SOL: Computation and Estimation Focus: Whole Number Operations K.6 The student will model adding and subtracting whole numbers, using up to 10 concrete objects. - Visual Art SOL: Visual Communication and Production K.11 The student will use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and three-dimensional works of art.

Page 1

Spring 2014 Sem I-ECED372

MATERIALS NEEDED Celery stalk Peanut butter jar Big bag of M&Ms Regular bag of raisins Small bag of marshmallows Paper plates Napkins Plastic knives Wet wipes Instruction card Subtraction cards Hand sanitizer Box I will be bring all of these materials expect for paper plates. Sarah Miller will bring those. PROCEDURE Engagement and introduction of the lesson- I will introduce Ants on Logs by asking if the students saw any insects on their hike from the previous session with Stephanie. The children will respond with either yes or no, and describe some insects if any. I will say, Well today we are going to make our own Ants on Logs that we could see on a hike. But first lets look at the instruction card. I will pull out the instruction card and walk them through it. First, spread. Spread the peanut butter on your celery stick using your knife. Second, solve. Pick up a card from the M&Ms pile or raisins pile and solve the subtraction problem. Use any way you would like to solve it. Third, place on plate. After solving your problem, whatever is your answer is how many M&Ms or raisins you will place on your plate. Last, decorate. After everyone has had 3 turns, you may decorate your logs with your collected ants. Implementation of the lesson- I will ask the students to stick out their hands and I will pump hand sanitizer in their hand. I will ask them to rub their hands together before we start. I will pull out a paper plate with a prepared cut celery stick on it for every student. I will then place a jar of peanut butter with knifes in it and ask them to take turns scooping out peanut butter and spreading it in the middle of the log. I will say, Be careful with your knife as you spread it out evenly. After students are done spreading, I will pull the plates closer to me, take the peanut butter jar away, and slide the two piles of cards forward to them. I will say, You all will take turns picking one card from either pile. Use any method you would like to solve the problem. You could use your fingers if you would like to even. After you solve the problem, you will be able to take the number of M&Ms or raisins that you answered with. For example, if you drew a card from the raisin pile and the answer was two, then you will pick two raisins from the bag and place them on your plate. (I will model this process as I talk by picking up a card, solving the problem using my fingers, and picking up the amount of ants that was the answer to my problem.) Then you will wait as your friends go and listen carefully because they may need your help. The students then will start individually taking their turns, and picking up a card, and placing their ants on their plate. I will praise them when they get answers correct by saying, Good job so-n-so! I liked how you used your fingers to solve the problem. Your log is going to be decorated with a lot of ants! Closure- After three turns, the eight minutes allotted for each session will be coming to a close, and I will explain to the children that since they have done their three turns they may decorate their logs. I will say, Now that you solved your problems, your logs are ready to have ants all over the middle of them. Go ahead and place your ants in whatever order you would like. When you are done, we will place them in a bag to go home. When you are home, you can tell your family what you found on your hike. Clean-up- After bagging the logs into the students individual bag that has their name on it, I will use a wet wipe on the table. I will put their bags in a box and tell them Mrs. Truslow will hand them out at snack time. I will grab new plates with celery on them and the peanut butter jar that I have set behind me and put them on the table. Lexi De Haven will call out, Class! Class! The kids will then know to switch to the next table and I will direct them as well. Page 2

Spring 2014 Sem I-ECED372

DIFFERENTIATION If students are in the lower learning abilities, I will give them a deck of cards that do not have problems with whole numbers above ten. If students are in the higher/ highest learning abilities or need additional challenge, I will give them a deck of card that has numbers up to fifteen which will be more challenging. I will support the learning of children who struggle with the first objective by verbally explaining how to scoop, place, and spread the peanut butter on the celery stick. If necessary, I will do it physically for them. The fine motor skill objective then can be assessed by the students ability to place M&Ms or raisins on the log. I will support the learning of children, who struggle with objective two, by recommending them to ask a friend to help them, to use M&Ms or raisins as objects to take away from, or to use their fingers to subtract. If there are children with physical impairments, such as not being able to reach out far enough to grab items, I will have them sit next to me. I will then bring material to them and as close to them as possible or even hand them material as they ask for it. If there are ESL students, I will support them by using simple English words and also modeling actions over and over again. I also know students may understand him better than I can, and will ask his or her peers to help them as well. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? If a child does not want to get their hands sticky because of the peanut butter, I will offer gloves for them to use so that objective two is met. If the child does not want to do anything with the peanut butter, I will spread the peanut butter on for them, and objective two will be met by whether or not the child can place the M&Ms on the log. If there is a drill bell at any time during the activity, I will tell the children to line up or do the appropriate instruction specific to the type of drill. I will also assure them that I will give them the ingredients to make their own Ants on Logs at home in a to-go home bag. If child does not like either raisins or M&Ms, I will offer marshmallows in the place of their ants. If child does not like marshmallows, then they will not have to decorate the log and can eat the celery stick and peanut butter alone. If child needs to go to bathroom at any time during activity, I will ask them if they can hold it. If they cannot then I will, depending on the timing, make them at least solve one problem, and put peanut butter on the stick or place ants on the log to serve as objective one. If child has an object or food from the previous lessons and is distracted by it, I will ask them nicely to place it under their chair, and tell them You may have so-n-so after we finish making our ants on logs. The bags with the ants in them may spill over, if that happens, I will pick up the spilled ants and encourage the students not to help, but to keep doing the problems. Then I replace the bags with new ants from the original packaging they came in.

A COPY OF THE DATA COLLECTION INSTRUMENT MUST BE ATTACHED TO THIS DOCUMENT

Page 3

Spring 2014 Sem I-ECED372

DATA COLLECTION SHEET Name _________________________________ Cooking Workshop: Mrs. Truslows class April 3, 2014

Lesson Objectives

Objective #1: The students will spread peanut butter accurately in the middle of the celery stick without my help.

Objective #2: The students will solve simple subtraction problem using any method (take away, etc.).

Behavioral Indicators

Observer will look for the child using their fine motor skills to scoop peanut butter with a knife, put peanut butter in the middle of the stick, and spread it through the whole log. If child struggles and asks for help, then I will give them verbal help. For example, Turn the knife downwards and scrap the celery stick so that is completely covered in peanut butter and you cannot see green in the middle of the celery stick. If the child still is unable and asks for me to do it and I spread it out, then the child did not meet the objective. Observer will record whether or not the student needed my help physically.

Observers will listen for mathematical language as the student solves the problem (I know if I take away one from three, then I have two. So taking one from four makes me have three.). If the child is not expressive, I will say, Tell me how to solve this and/or Would using your fingers help solve this? Observer will record whether or not the student used any method to solve the problem, even if it is not the correct answer.

Mariah

Landen

Haley

Page 4

Spring 2014 Sem I-ECED372

Byanka

Adrienne (Addie)

Michaela

McKenzie

Blake

Eriberto

Isiah

Lori

Rhiannon

Page 5

Spring 2014 Sem I-ECED372

Riley

Sammy

Nate

Lacie

Savannah

Will

Brent

Page 6

Spring 2014 Sem I-ECED372

Lesson Plan Reflection A. How did your actual lesson differ from your plans? Describe the changes you made & explain why you made them. Be thorough & specific in your description. (3 pts) My actual lesson differed from my plans in that I thought I would have the plates with the celery already ready for the students before they sat down. Instead, as the children transitioned over to my table I had to ask them questions about hikes, insects, and ants as I pulled out the celery and put it on their plates. I did this because otherwise I would have not have time to do the lesson if I prepared the plates and had a intro conversations with the students separately. I also had planned for each student to take turns individually and have had three turns to solve subtraction problems. My actual lesson allotted for three turns each for four out of the six groups. Two groups had individuals get to maybe two turns and some with one turn because those groups had a harder time with the subtraction problems. Since I was shooting for three turns, I forgot I needed to stop them to decorate their logs. That then led to some students just dumping the contents in the bag and not preparing their ants on logs. The groups that got to three turns, I knew I could stop them to decorate their logs and it was not rushed. B. Evaluate the impact of the lesson based on your plan for assessing learning and the individual data you collected on each objective. Cite multiple examples of student behavior & language that document your conclusions. (8 pts) The impact of the lesson allowed observers to assess children on whether or not they could use fine motor skills in placing peanut butter in the middle of the log, and if children could use any method to solve simple subtraction problems. C. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to present this lesson again. (2 pts) Kindergarteners engage in learning through hands-on play. I could have done a better job of presenting the M&Ms and raisins as manipulatives to solve the subtraction problems. One child did this in the later groups with no prompting and after that I began to suggest using the hands on technique of using the ants to solve the problem in front of them, and the students enjoyed it and had an easier time solving too. D. If you were the teacher in this classroom, what follow-up experiences would you plan? (Develop your answer based on the data that was collected and your observations during the lesson.) (2 pts) Some children read the card wrong and would say look at a 7-3 card, Seven and a three, take away. Looking at a 5-4 card, a child said, Five take away four is one. Follow-up experiences I would plan would include how to read and say aloud a subtraction problem, what a - and a + mean and how to read them as take away and add. I would also repeatedly ask subtraction problems with whole numbers up to ten, but then start asking questions using whole numbers up to fifteen. E1. Share something you learned about young children as a result of planning and conducting the activity. Relate this new knowledge to principles of child development or appropriate curriculum from your ELED 308 and ECED 372 courses. (2 pts) Young children are aware of themselves from their environment of peers, adults, or school in general. In ELED 308, we learned as Vygotsky and Piaget suggest childrens microsystem dictate how children learn and progress in their self-awareness. During this activity, children who were taking longer than their other peers took, would rush through their problems and not think about their problems just so they did not look like they were slow again. Children, who were solving the problems quickly, would blurt answers out proudly as the other peer struggled with their problem. I learned that their confidence would grow or diminish depending on how well their peers did. Page 7

Spring 2014 Sem I-ECED372

E2. Share something you learned about teaching as a result of planning and conducting this activity. Describe how you will apply this new knowledge to upcoming opportunities for developing learning experiences for children. (6 pts) There will always be something you did not plan for and that is okay because the things you did not plan for are teachable moments to your children or to yourself. I learned I can make the most out of mistakes. I will apply this to upcoming opportunities by continually practicing teachable moments. Instead of writing off or ignoring what children say or do that is not in the right context of what is being taught; I will use it to further the lesson in the right direction. E3. Share something you learned about yourself as a result of planning & conducting this activity? (2 pts) I like kindergarten more than I though. I decided I wanted to teach older children as I began practicum. After the cooking workshop, I now can say I would enjoy teaching kindergarten. I never really have given a lesson in my kindergarten practicum, so it was a great opportunity to see that I can handle younger children. I enjoyed learning about the children as they blurted out anything and everything, and then being able to ask them more and relate it to the lesson. I also learned I was quicker on my feet than I thought. I can react well to things students do or say that were not expected. For example, a child licked her peanut butter off the knife and placed it back in the jar, and I quickly removed it from the jar and gave her a new knife. I did not make a big deal about it and kept going with the lesson without the other children knowing what happened.

Page 8