Lesson Plan Template s27

Lesson Plan

Name: Haleigh LeShea Grade Level: Special Education Pre-K Estimated number of days lesson will cover: 1

Lesson Subject/Title: Graphing Gummy Bears

Performance Standards: The Work Sampling System III Mathematical Thinking c. Patterns, relationships, and functions Preschool – 4 1. Sorts objects into subgroups that vary by one or two attributes. b. Numbers and Operations Preschool – 4 1. Shows beginning understanding of number and quantity

Georgia’s Pre-K Program Content Standards Mathematical Development MD1. Children will begin to develop an understanding of numbers. c. Counts objects using one-to-one correspondence Related Kindergarten GPS: MKN1a d. Compares sets of objects using language Related Kindergarten GPS: MKN1e, MKN2a, MKN2b, MKN2c g. Associates numeral name with set of objects Related Kindergarten GPS: MKN1c

MD3. Children will sort and classify objects b. Sorts objects using one characteristic Related Kindergarten GPS: SKP1a, SKP1b, SKP2a Lesson Objectives (What students will know and/or do) : The student will be able to: 1. Sort objects into groups that vary by color 2. Count objects and say how many he/she has 3. Point to each object he/she counts and assign the appropriate number to it 4. Identify “more than, less than or same” when comparing groups

Enduring Understanding: Similar objects have differences that can be grouped, such as color.

Essential Questions: How can objects be different?

Time Procedures Differentiation Materials/Resources Assessment 1 min. I will ask the students to get out their pencil Pencil boxes, graphs, boxes. I will give the students the graphs bags of gummy bears and bags of gummy bears.

2-5 min. I will go through the color names on the Graphs graphs with the students, making sure they know where each color is.

5-10 I will have the students take out the gummy Once I see that the Graphs, gummy bears Informal min. bears one at a time. Together we will discuss student can graph the observation of where the gummy bears should go gummy bears on objective 1 depending on their color. his/her own, I will back away. I will continue to help students who struggle.

5-10 When the students have finished graphing For excelling students, Graphs, gummy bears, Informal min. the gummy bears, I will ask them to count I will make them write crayons observation of how many gummy bears are in each column. their own numbers. objectives 2 and 3 Time Procedures Differentiation Materials/Resources Assessment I will write the number of gummy bears Since they will finish under each color name and have the quickly, I will go ahead students trace over my numbers. and tell them to take the gummy bears off their graph and color in the spaces where the gummy bears were. Then later after I help the other students, I will still be able to ask the excelling students which color gummy bears they had the most and least of.

For students who cannot even trace, I will either hold their hand to help them write or just write the numbers for them and go through the numbers with them. 2-5 min. I will ask the students which color gummy For students who Graphs, gummy bears Informal bears they had the most of and which color don’t understand, I observation of gummy bears they had the least of. will ask, “What color objective 4 won? What color lost?” and then relate their answers to the concepts of “most” and “least.” 5-10min. The students will take the gummy bears off If the excelling Graphs, gummy bears, the graph and use their crayons to color in students have already crayons Time Procedures Differentiation Materials/Resources Assessment the corresponding spots on the graph. I will colored their graphs, I tell the students to take one gummy bear off will ask them to make at a time (take a gummy bear off, color the patterns with their spot, take another gummy bear off, color the gummy bears. spot, etc.).

2-5min. The students can eat their gummy bears! Gummy bears

Lesson Reflection

What worked well in your lesson? The students were able to draw upon their previous knowledge of the color songs when I went through the colors on the graph and related them back to the color songs. The students enjoyed working with gummy bears. Most students could not write their own numbers but could trace over my numbers.

What modifications did you make in your instruction for varying abilities of students based on your formative assessments?

For some students, I went through each gummy bear one-by-one to make sure they put the same colors together. For some students, I explained the process and let them go because they knew what to do.

What follow-up instruction related to your objectives is needed either for remediation or extension? The struggling students could practice grouping colored gold fish (remediation). The excelling students could make their own graph using colored gold fish and choosing their own colors for their graph; they could also use a different type of bar graph (extension). What would you still like to learn that might help you to better meet the diverse needs of your students?

How would I go through this lesson with children that cannot even really talk? We have two students in our class that do not talk and do not seem to understand much. Are they able to use computers? You might be able to use a simple graphing program with them on the computer. You may need to guide them saying red gummy bear to a red spot on the graph (graphs are pre-colored).