Lesson Plan #3 (Thursday 3/21/2013)

Goals -To have students understand that when you present data, the type of data and your purpose for the presentation influence the type of graph you choose. Objectives -SWBAT know the definition of circle graphs and bar graphs. -SWBAT examine graphs to analyze different types of data and determine how each serves a specific purpose. -SWBAT choose appropriate graphs to represent different data. Standards (and Assessment Anchors, if applicable) -Math Standard 2.6.7.B. Organize and display data using an appropriate data display, such as circle graphs, histograms, line graphs, double bar graphs, and stem and-leaf plots, Venn diagrams, tables, and charts. -Scientific practice from PA state standards: Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Materials and preparation

Checklist of skills (for teacher) Math textbook: Prentice Hall Mathematics National Geographic website for scientific graphs Collection Poster/Markers Yellow Post-it Notes Laptop Smartboard Handouts of three colorful graphs involving hurricanes

Classroom arrangement and management issues Vartys classroom: -Classroom expectations will be made clear to students as I start the unit in both classes. This will not be too challenging, since I have been already teaching both classes (807 and 803/805) and have communicated to them multiple times about my expectations of them in the classroom. -Students will sit in groups of 4-5 based on their performance level and will be provided will all the necessary materials. -Students are to take notes on all examples completed on the board. -Popsicle stick method will be used to ensure participation from all students. -Slight adjustments may be made during instruction to monitor some chatter that goes on within groups. This may be particularly challenging with 803/805 since they are more easily distracted during lessons. Disruptions will be immediately addressed in class and through one-on-one conferences.

-A City Year staff member and my classroom mentor will help give PBS (Positive Behavior Support) tickets to those students who demonstrate exemplary behavior throughout the lesson. (Students can use the tickets to redeem passes for various activities throughout the school). -Think-Pair-Share will be modeled during the weeks leading up to the unit. Students will be expected to share with an assigned neighbor. Merediths classroom: - All materials are provided for them. - Classroom is arranged in rows with desk in set apart in pairs and students are in assigned seats to minimize conflict between them. They also have teams they can quickly form based on their seating. - The behavior expectations are the same as for my CM (students are working the entire class, need to ask permission to leave their seats, etc.). -Students are to take notes on all examples completed on the board. -PBS tickets are given to students who demonstrate exemplary behavior - A timer is used for transitions and work time to keep them on task. -My 802/806 class will be more challenging than the 801/ 806 class because there are 4 more students (32 as opposed 28), that class has been identified as a problem class, and that class has 11 ELL students. I plan on asking the ESOL teacher present in that class for suggestions on accommodations to make the article accessible to all my students (she is busy with access testing right now so she doesnt have time to talk). - I plan to model what the think-pair-share looks like in the weeks leading up to my takeover, and before the activity, since this is a new activity for them. Students will be expected to share with an assigned neighbor. - There are many students in both of my classrooms who have anger management issues and I need to be even more mindful of how I redirect them. Plan 1. Introduction (10 mins)

As the students walk in they follow the instructions posted on the smartboard (what materials to gather, what homework to have ready for grading, and the Do now they are to be working on). Activity #5: Students will participate in a data collection exercise involving a doublebar graph. Each student will be expected to make a contribution to the graph which will collect data about the number of hours of sleep boys receive versus the girls. Students write their names on post-it notes and place it above the appropriate number on the graph as they walk into class. As the activity is taking place, students are expected to self-correct their homework (answers will be displayed on the board). Low-level conversations will be allowed with neighbors as long as they are about the homework problems. The teacher will start the lesson by sharing with the class the objectives for that particular day (written on the board). Teacher will give a brief description of what students will be learning and doing on that particular day.

2. Instruction (40 mins)

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Have example 1 on page 457 on the smartboard with the the answer covered. Discuss this example as class. Then give students 6 minutes to answer the Quick Check on page 457 as a think-pair-share (discussing which graph works best). Teacher will elicit answers from the groups and come to a class consensus about the answers. Complete example 2, about hurricanes, on page 458 as a class (make sure answer is covered on smartboard). Then give students 6 minutes to complete the Quick Check independently in their notebooks. As students are working, teacher will walk around to determine if the class needs to review the question in depth as a class or just individually with certain students. If most students seem to understand it then they can individually be told to move on to the next task while the teacher and other adult address individual concerns. If more than 10 students are having trouble with the problem then the teacher will review it with the entire class. Students then complete the Check your understanding on page 457 of the math textbook. It has them make a graphic organizer for the different types of graphs they have learned about. Depending on time, post an example of what the graphic organizer should look like after the students have completed it so they can make sure they have all the important information. This could be completed at the beginning of the next class if there is not time.

3. Independent Practice & Wrap Up (40 minutes)

Teacher will review directions and expectations for the activity, and model how to do the activity with the entire class. Teacher will provide an exemplary response to give students an expectation of what theirs should look like. Teacher will pass out handouts that contain two sets of colorful graphs (one with a circle graph and another with a bar graph).

In pairs, students will think-pair-share (activity #7) about the different graphical representations of scientific data and explain what the graphs show and how the choice of graphs help organize and explain the data to the reader. They will fill out a handout with a few guiding questions which will be collected at the end of class (see classroom management section for think-pair-share expectations). The last 15 minutes of class will be spent discussing how various representations of data serve a different purpose and the choice of graphs that scientists pick provides insight to what they want to accomplish. Teacher will review with the entire class the purpose of the lesson and the main concepts covered. A final assessment will be done at the end of class which will have students create a circle graph and a histogram in pairs about the composition of the earths crust (assessment #5).

Anticipating students responses and your possible responses 1. What students are likely to be confused by or find difficult -Many of our male students will complain about having to do a graphic organizer because it isnt strictly math. We will encourage them to see it as another way to organize data so that we can make sense of everything we have learned. -Students will be confused about the difference between a line graph and a histogram. For this, it is important to emphasize that a line graph shows change over a period of time whereas a histogram emphasizes frequency (sometimes at different points in time but the change between the time periods is not the focus). What students are likely to find especially engaging -The data collection activity -Very rarely are the students encouraged to talk in class so the opportunity to talk with their classmates will be welcomed. -Many of our female students enjoy making their notes pretty, so the graphic organizer will be an opportunity to do that. What aspects of the lesson might present particular managerial challenges -Although students should be used to the think-pair-share strategy, we anticipate that those with behavioral problems might not take it seriously or complain about doing it. Our plan is to continue to remind them that it will improve their grades and they will continue to receive participation points for cooperating with the rules. PBS tickets will also be a big part of our management strategy to provide positive reinforcement for how they respond to directions in class.

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Assessment of the goals/objectives listed above Informal: -Student input for the examples during the instruction -Quick checks from textbook -teacher walking around the classroom during the think-pair-share Formal: - Check your understanding from textbook -Exit ticket -Homework: workbook page for lesson 9-9 Accommodations 1. Accommodations for students who may find the material too challenging: -The textbook has the students make a graphic organizer for various graphs they have learned about. This will be incredibly helpful for the students visually see how the graphs vary in purpose and form. -Much of our work is completed in pairs and there are opportunities built in for the teacher to review information as a class if needed.

2. Accommodations for students who may need greater challenge and/or finish early. -After the instructional period, students are able to move along at their own pace provided they are completely their work accurately. -Students may start their homework if they complete all their classwork (they are allowed to do this periodically).