Observation Three Lucky Charms Graph
Observation Three Lucky Charms Graph
Observation Three Lucky Charms Graph
1. Academic Standards- list the SOL and/or Common Core Standards that align with
the lesson
● Number and Number Sense
○ K.1 The student will
■ a) tell how many are in a given set of 20 or fewer objects by
counting orally
■ b) read, write, and represent numbers from 0 through 20.
○ K.2 The student, given no more than three sets, each set containing 10
or fewer concrete objects, will
■ a) compare and describe one set as having more, fewer, or the
same number of objects as the other set(s); and
● Probability and Statistics
○ K.11 The student will
■ a) collect, organize, and represent data
■ b) read and interpret data in object graphs, picture graphs, and
tables.
● Communication and Multimodal Literacies
○ K.1 The student will build oral communication skills.
■ a) Listen actively and speak using agreed-upon rules for
discussion.
■ h) Follow one- and two-step directions.
■ j) Work respectfully with others.
3. Instructional Design- explain how you will guide the learning event, including the
following components:
● Introduction/Motivational Device (how you will engage students and
set the behavioral expectations)
○ The teacher will begin the lesson by discussing behavioral
expectations. They will remind students that they should show
they are ready to learn by sitting up straight, raising their hand if
they have a question, talking when asked a question, and
focusing on the graphing activity
○ The teacher will then ask students what they remember about
Leprechauns and St. Patrick’s Day. They will discuss that the
students will be completing a fun and yummy activity.
● Subject Content/Topics (explanation of lesson goals and what students
will learn)
○ The goal of this lesson is for students to individually sort
different marshmallows from Lucky Charms cereal. They will
observe the different types of marshmallows that they have,
place each marshmallow on the graph under its correct category,
and participate in a group discussion about their graphs.
● Learning Activities/Procedures (explanation of teaching strategies and
outline of implementation; i.e., direct instruction, guided and/or
independent practice)
○ **This lesson will be a combination of individual work and whole
group discussion.
○ The lesson will begin with a review of graphs. The teacher will
point out the various types of marshmallows in the cereal and
the categories on the graph.
○ The teacher will then review some strategies of how to graph
their marshmallows. Some strategies to review are sorting all of
the marshmallows first or placing the marshmallows into their
categories as the students find them.
○ As the students are sorting their marshmallows, the teacher will
walk around the room to assess different student strategies and
answer any questions the students may have.
○ Once students have sorted their marshmallows on the graph, the
teacher will redirect the class to a whole group discussion. The
teacher will discuss that they will now be counting each category
to determine how much of each marshmallow each student was
given. The students will write the number of marshmallows in
each category on the graph.
○ At this time, students will be directed to take their
marshmallows off of the squares and color in as many
marshmallows that they had in each category.
○ The teacher will then review the vocabulary “least/most”. The
teacher will have students share which categories they had the
least and most of.
● Key Discussion Questions (various questions that foster subject
content and/or assess student learning)
○ What can graphs be used for and why are they useful?
○ How can we determine which categories have more or less by
looking at a graph?
● Closure (how will you wrap-up the lesson)
○ The teacher will end the lesson by discussing why graphs are
important. The teacher will ask students, “Why do we use
graphs?” “How can they help us?”. The teacher will allow
students to share their ideas.
○ Once students have participated in the class discussion, they will
be directed to eat their Lucky Charm mix if they would like.
6. Formative Assessment- how will you give students targeted feedback on their
learning and measure what you have taught them during the lesson
● Throughout the lesson, the teacher will conduct informal observations
of student participation and understanding
● The teacher will use written responses from Lucky Charmers
worksheet to assess understanding of written numerals, “more/less”
vocabulary, and overall graph comprehension.