STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Madison Sams Grade: First Topic: Data & Statistics

Brief Lesson Description:
In this first-grade lesson, students explore data representation through a hands-on approach. This lesson will take two days, for a total of
one hour and 45 minutes. They begin by creating a "Snack Picture Graph" to represent their favorite snacks. The exploration phase involves
small group activities where students sort beads and create a bar graph collaboratively. Key concepts like graphing, sorting, and
representing data are explained, with vocabulary defined. The lesson accommodates diverse learners through a differentiation plan,
addressing disabilities, and language differences, and catering to gifted students. The next day, an extension activity will be completed to
encourage students to create individual surveys. Formative monitoring and a summative assessment project with a rubric assess student
understanding.
Specific Learning Outcomes:
Students will collect, organize, and represent data using tables, picture graphs, and object graphs.
Students will use basic vocabulary related to data representation.
Students will engage in collaborative activities to explore and communicate their understanding of data.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson has been thoughtfully designed with a commitment to employing culturally sustaining pedagogical strategies. The engagement
activity, centered around bead sorting and bar graph creation, prioritizes equal opportunity by allowing students to choose their own
sorting criteria and topics for extension surveys. This approach recognizes and values diverse student interests, promoting engagement and
relevance. The extension project further emphasizes cultural relevance by encouraging students to explore topics of personal interest,
fostering a classroom environment that respects and values individual perspectives.

The differentiation plan addresses the needs of students with disabilities, English Language Learners, and gifted learners, aligning with
research on providing individualized supports to ensure equitable access to the content. Materials are chosen to be culturally neutral and
inclusive, and the collaborative nature of the activities reflects research emphasizing the importance of community-oriented learning
environments. Inclusive language is consistently used to acknowledge diverse learning styles, preferences, and abilities, contributing to the
creation of an inclusive classroom culture. Overall, this lesson development process aligns with research and best practices that advocate
for inclusive, responsive, and culturally sustaining teaching strategies.

Narrative / Background Information

Prior Student Knowledge:
For a first-grade lesson focused on collecting, organizing, and representing various forms of data using tables, picture graphs, and object
graphs, students may have some prior knowledge and experiences related to basic counting, sorting, and categorization. Here are some
aspects of prior student knowledge:

Counting and Sorting:

 Students likely have basic counting skills and can sort objects based on simple attributes like color, shape, or size.
 They may have experience counting and organizing items into groups.
Questions:
 Can you tell me about a time when you had to count things?
 How do you usually count objects? Can you give an example?
 When do you sort things? What are some ways you like to sort items?
Everyday Graphs:
 Students may have encountered simple graphs or charts in their daily lives, such as weather charts, chore charts, or attendance
charts in the classroom.
 They might have discussed and interpreted basic visual representations of information.
Questions:
 Have you ever seen a graph or chart before? Where did you see it?
 Can you think of any examples of graphs or charts in your daily life?
 What kinds of information can a graph or chart help us understand?
Basic Vocabulary:
 Students may be familiar with some vocabulary related to data representation, such as "more," "less," "same," "count," and basic
color and shape names.
Hands-On Experiences:
 Students may have engaged in hands-on activities that involve grouping and categorizing objects, possibly in the context of play
or classroom activities.
Observational Skills:
 First-grade students often possess strong observational skills, allowing them to notice and describe differences and similarities
among objects.
Math VA SOL: Visual Arts VA SOL: NCTM Standard:
Standard 1.12 The student will 1.5 The student will identify skills needed Pre-K–2 Expectations: In pre-K through
a) collect, organize, and represent various to work collaboratively in a creative art grade 2 each and every student should–
forms of data using tables, picture graphs, community
and pose questions and gather data about
object graphs; themselves and their surroundings;
sort and classify objects according to their
attributes and organize data about the
objects;
represent data using concrete objects,
pictures, and graphs.
Specific Problem-Solving Strategy being used:

The specific problem-solving strategy employed in this lesson combines hands-on exploration, collaborative learning, and real-world
application to develop students' skills in understanding, organizing, and representing data. The lesson begins with an engaging "Snack
Picture Graph Adventure," where students collaboratively tackle the problem of visually representing their favorite snacks in a picture
graph. The Explore phase introduces a problem-solving challenge as students work in small groups to sort beads and create a bar graph
based on chosen criteria. Through collaborative discussion and decision-making, students develop problem-solving skills in organizing and
graphically representing data.

The Explain phase involves the teacher guiding students in understanding key concepts and vocabulary, providing the foundational
knowledge needed to solve the problem effectively. The Elaborate phase extends the problem-solving process by having students
independently create surveys in a real-world context, fostering critical thinking. Finally, the Evaluate phase assesses students' ability to
independently solve the problem of accurately creating a bar graph through a summative assessment project. This comprehensive
problem-solving strategy ensures students apply mathematical concepts in meaningful ways and develop critical skills for data
representation.
Possible Preconceptions/Misconceptions:
Before our lesson, some students might think that making things look nice in a picture graph means they're all the same. Others might
believe there's only one way to sort things, like only by size. Some students might not know how to show information correctly in a graph
or might only ask about one thing when collecting data.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

Snack Picture Graph Adventure

(15 minutes)
Objective:
Introduce the concept of collecting, organizing, and representing data using a picture graph.

Preparation:

Create a large chart paper with a simple picture graph template. Draw three columns for different snacks (Goldfish, pretzels, and Cheez its)
Prepare small cards with pictures or names of the three snacks and bring Goldfish, pretzels, and Cheez its to class for students to try. Each
child should receive three cups with each of the snack inside.
Introduction:
Begin by gathering the students on the carpet and explaining that today, they will be exploring their favorite snacks through a picture
graph.

Collecting and Organizing Data:

Allow the students to try each snack.

Ask each student to choose their favorite snack and place a sticky note with their name under the corresponding column on the chart
paper.
Creating the Picture Graph:

As a class, collaboratively create the picture graph by placing a simple picture or symbol next to each student's name in the designated
column.
Class Discussion:

Engage the students in a discussion about the picture graph.

Ask questions like, "Which snack has the most pictures?" "Which has the fewest?" "How many students chose apples, pretzels, or grapes?"

Conclude the activity by summarizing the main concepts:

A picture graph uses pictures or symbols to represent data.

Each picture in the graph represents a student's favorite snack.
The picture graph helps us see which snack is the most and least popular.
This interactive and visually engaging activity focuses solely on the picture graph component, allowing first-grade students to actively
participate in representing and analyzing data about their favorite snacks.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
Bead Sorting Groups!
(30 minutes)
Materials Needed:

 Assorted beads in different colors, shapes, and sizes

 Small containers or bowls for each group
 Markers
 Sticky notes
 Printed bar graph templates (one for each group)
 Probing or Clarifying Questions:

Introduction:
 How are beads different from each other?
 Can you think of a way to organize or sort these beads?

Activity Setup:
 Divide the class into small groups of four students each.
 Provide each group with a variety of beads and small containers or bowls, along with their graph paper

Bead Sorting:
 Instruct each group to sort the beads based on their color, shape, or size.
 Encourage discussion within the groups as they decide on the sorting criteria.

Bar Graph Creation:

 After sorting, give each group their paper to graph their data.
 Instruct them to create a bar graph to represent the number of beads in each category, they will need to label the type of beads
on the bottom of the graph.
 Each color or shape category will have its own bar on the graph, and they will need to label each category on their graph.

Probing Questions During the Activity:

 What criteria did your group use to sort the beads?
 How will you represent the sorted data on the bar graph?
 Can you predict which category will have the most beads? The fewest?
 Why did your group choose this particular way to represent the data?
Sharing and Reflection:

 Provide time for each group to share their bar graph with the class.
 Ask questions like, "What did you learn from other groups' graphs?" "Were there any surprises?"

Class Discussion:
 Facilitate a discussion on the different ways groups sorted and represented their data.
 Discuss the importance of clear communication and cooperation in group activities.

Conclude the activity by summarizing the key concepts:

 Sorting helps organize data into categories.
 A bar graph visually represents data using bars of different lengths.
 Group collaboration enhances the learning experience and allows for diverse representations.
 This exploration activity encourages students to work together, apply their sorting skills, and create a bar graph collaboratively,
fostering a deeper understanding of data representation.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Take the time to explain these concepts to the students before extending the concepts to ensure they understand what you are teaching.
(10 minutes)
Misconception: The tallest bar always represents the "best" or "most important" category.
 Addressing the Misconception: Discuss that the height of a bar simply represents the quantity or frequency of a category and
doesn't determine its value or importance. Encourage students to focus on interpreting the data rather than making judgments
about which category is "better."
Misconception: All categories on the bar graph must be the same size.
 Addressing the Misconception: Explain that the width of the bars doesn't affect the representation of data. Bars can be different
widths, as long as their heights accurately represent the quantity of the category. Reassure students that the key is the height of
the bar.
Misconception: Sorting criteria for the beads must be predetermined by the teacher.
 Addressing the Misconception: Encourage creativity by explaining that there are various ways to sort the beads, and students can
choose their own criteria. This promotes critical thinking and allows for diverse representations in the bar graphs.
Misconception: The number of beads in a category is determined by the length of the bar's whole line, not just the filled part.
 Addressing the Misconception: Reinforce that the length of the filled part of the bar (from the baseline to the top) represents the
number of items in that category. The empty space above the bar doesn't contribute to the quantity.

Vocabulary: Graphing, sorting, representing, bar graph

Graphing:
 Definition: Graphing is the process of visually representing data through the use of graphs or charts. Graphs help organize and
present information in a way that is easy to understand.
 Example: In our activity, graphing involves creating a visual representation, specifically a bar graph, to show the number of beads
in different categories.
Sorting:
 Definition: Sorting is the act of arranging items based on specific criteria or characteristics. It involves grouping similar items
together, making it easier to analyze and understand the data.
 Example: In our activity, sorting refers to organizing the beads into groups based on different criteria such as color, shape, or size.
Representing Data:
 Definition: Representing data involves expressing information in a meaningful and organized way, often through visual means like
graphs or charts. It aims to convey patterns, relationships, or trends in the data.
 Example: In our activity, representing data includes creating a bar graph to visually depict the number of beads in each sorted
category.
Bar Graph:
 Definition: A bar graph is a visual representation of data using rectangular bars of different lengths to represent quantities or
values. Each bar corresponds to a specific category, and the height of the bar indicates the quantity or frequency.
 Example: In our activity, each color or shape category of beads will have its own bar on the graph, and the length of the bar will
represent the number of beads in that category.

ELABORATE: Applications and Extensions:

(30 Minutes)
Teacher's Actions:

Introduction to Extension Activity:

 Introduce the extension activity by explaining that they will take their understanding of graphing to a new level.
Extension Activity: "Create Your Own Survey":
  Instruct students to think about a topic they are interested in (e.g., favorite animals, hobbies, seasons).
 Provide each student with a blank sheet of paper and markers.
Creating Survey Questions:
 Ask students to come up with one survey question with three options related to their chosen topic.
Collecting Data:
 Have students walk around the classroom, surveying their classmates and recording responses. They will need to decide how they
will record their responses
 Remind them to ask politely and respect others' responses.
Sorting and Graphing:
 Once data is collected, guide students in sorting and organizing the information.
 Encourage the use of different graph types such as bar graphs, pictographs, or even simple pie charts.
Presenting Findings:
 Provide an opportunity for each student to present their findings to the class.
 Encourage them to explain their graph, discuss any interesting trends, and answer questions from classmates.
Students' Actions:

Engaging in Extension Activity:

 Students brainstorm and select a topic of interest for their own survey.
 They generate creative survey questions related to their chosen topic.
Surveying Peers:
 Students move around the classroom, surveying their peers and recording responses.
 They practice social skills and respect while collecting data.
Sorting and Creating Graphs:

 Students use the collected data to sort and create different types of graphs.
 They decide which graph type would best represent their data and apply what they learned from the initial activity.
Presenting to the Class:
 Each student takes turns presenting their findings to the class.
 They explain their chosen graph, discuss any patterns, and respond to questions from classmates.
Addressing Special Needs Learners:
 Visual Supports: Provide visual supports such as templates or visual cues to assist learners with processing information and
creating graphs.
 Modified Tasks: Tailor the complexity of the survey questions or the graphing task based on individual needs.
 Collaborative Pairs: Pair students with special needs with a peer buddy to facilitate collaboration and support during the
extension activity.
Taking It Up a Notch:
 To take it up a notch, challenge advanced learners by encouraging them to create more complex graphs or analyze their data
using additional mathematical concepts (such as finding the sum or difference of two categories).

Plan for Remediation:

 For students who may need additional support, offer simplified survey templates, provide step-by-step guidance during data
collection, and ensure that they understand the fundamental concepts before progressing to graph creation.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

During the Activity:

 The teacher will circulate among groups during the bead sorting and bar graph activity.
 Ask probing questions related to the key concepts (sorting criteria, graphing, representation) to assess students' understanding in
real-time.
 Provide immediate feedback to guide students in making corrections or improvements.
Class Discussions:
 Engage the whole class in discussions at various points during the activity.
 Use open-ended questions to encourage students to explain their thinking and reasoning.
 Monitor class discussions for evidence of comprehension and the ability to apply graphing concepts.
Summative Assessment (Project):

Project Overview:

The summative assessment will be a final project where students create an individual bar graph based on a topic of their choice.
Students will use the knowledge gained from the bead sorting activity and extension project to design and present their graph.

Rubric for Summative Assessment:

 Criteria Exemplary (4) Proficient (3) Basic (2) Limited (1)

Graph Accuracy Graph is accurate, labels Minor errors in the Several errors impacting Graph is inaccurate with
are clear, and all graph, labels, or accuracy and multiple errors.
components are completeness. completeness.
included.
Sorting and Data Student demonstrates Criteria and data Criteria or data Sorting criteria and data
Collection thoughtful sorting collection are sound but collection are limited in collection are unclear or
criteria and thorough may lack depth. depth or understanding. insufficient.
data collection.
Presentation Skills Confidently presents Presents findings with Presentation lacks Student struggles to
findings, uses some confidence, confidence or uses present findings clearly.
appropriate language, language use is limited language.
and responds well to adequate.
questions.
Creativity Graph is creative, Graph is visually Limited creativity in the Lacks creativity, and
visually appealing, and appealing with some presentation. presentation is basic.
goes beyond basic creative elements.
requirements.

Assessment Approach:
 The teacher distinguishes between formative and summative assessment by using formative monitoring to guide instruction
during the activity.
 The summative assessment serves as a final evaluation of students' understanding and application of graphing concepts learned
throughout the lesson.
Student Products and Grading:
 Student products include the final individual bar graph and a brief oral presentation of their findings.
 Grading will be based on the rubric criteria, with an emphasis on accuracy, understanding of sorting criteria, effective data
collection, presentation skills, and creativity.
 The teacher will provide constructive feedback on both the formative and summative assessments to support ongoing learning.
By using a rubric for the summative assessment, the teacher can provide detailed feedback and evaluate students' performance across
multiple criteria. This comprehensive approach ensures that students' understanding of graphing concepts is assessed at various stages,
allowing for targeted feedback and opportunities for improvement.
Plan for differentiation: (Be sure to specifically address the following learners)

Students with High-Incidence Disabilities (e.g., autism, ADHD, mild learning disorders):

Visual Supports:
 Provide visual aids such as step-by-step instructions, charts, and visual schedules to support students with ADHD or learning
disorders.
 Use color-coded materials to assist students in organizing and understanding information.
Sensory Considerations:
 Offer fidget tools or stress balls for students who may benefit from tactile stimulation.
 Provide a quiet space for students who may need breaks or sensory regulation.
Clear Instructions and Routine:
 Deliver clear and concise instructions, breaking down complex tasks into manageable steps.
 Establish a predictable routine to provide structure, which can be reassuring for students with autism.
Flexible Grouping:
 Consider individual or smaller group settings for students who may benefit from more personalized attention.
 Allow flexibility in grouping to accommodate different learning styles and preferences.

English Language Learners (ELL):

Language Support:
 Use visual aids, graphics, and images to support understanding, especially for students with limited English proficiency.
 Encourage the use of bilingual dictionaries or peer support for translation when necessary.
Vocabulary Preview:
 Pre-teach key vocabulary words related to the lesson to enhance comprehension.
  Provide glossaries or translated versions of instructions and materials when applicable.
Pairing with English-Proficient Peers:
 Pair ELL students with English-proficient peers during group activities to facilitate language acquisition through interaction.
 Encourage collaborative work to build language skills in context.
Multilingual Materials:
 Provide materials in multiple languages, when possible, to accommodate diverse language backgrounds.
 Celebrate linguistic diversity within the class and incorporate students' home languages into discussions when relevant.
Gifted Learners:

Differentiated Content:
 Offer more complex data sets or additional sorting criteria for gifted learners to challenge their analytical skills.
 Provide opportunities for independent exploration of more advanced graphing techniques.
Extensions:
 Encourage gifted learners to create additional types of graphs beyond the basic bar graph, such as line graphs or comparative
graphs.
 Allow them to delve into real-world applications of data representation, connecting the lesson to other subjects like science or
social studies.
Individualized Projects:
 Allow gifted learners to choose a more advanced or personalized project related to data representation.
 Provide resources for further exploration of mathematical concepts related to graphs.

Addressing Students with IEPs and 504s:

Modified Tasks:
 Modify tasks based on individual accommodations outlined in the IEP or 504 plans.
 Provide additional support or adapted materials as needed.
Individualized Instruction:
 Tailor instruction to meet individual learning styles and preferences outlined in the IEP or 504 plans.
 Implement strategies that have been successful in addressing specific needs, such as visual supports or verbal cues.
Regular Check-Ins:
 Conduct regular check-ins with students to assess their understanding and provide additional support if necessary.
 Collaborate with special education staff to ensure consistent implementation of accommodations.
Integration with Other Subjects:
 Connect the graphing activity to other subjects by incorporating cross-curricular elements. For example, discuss the science
behind the data collected or explore the cultural significance of certain sorting criteria.
 Provide opportunities for students to showcase their strengths in various subject areas during the extension project.
Continued Plan for Differentiation: What specific activities will you have in place for each Tier of learning and why you chose them:
Tier 1 Tier 2 Tier 3
Advanced Sorting Challenges: Guided Sorting Practice: Individualized Sorting Tasks:

Activity: Provide advanced sorting Activity: Provide additional guided sorting Activity: Break down sorting tasks into
challenges for students who quickly grasp practice with smaller sets of objects. Offer smaller, more manageable steps for Tier 3
the basic concepts. For example, ask them clear criteria and encourage students to students. Offer individualized sorting tasks
to sort objects based on multiple criteria articulate their reasoning. with explicit guidance.
simultaneously (e.g., both color and Why: This targeted intervention supports Why: This targeted intervention breaks
shape). Tier 2 students in reinforcing sorting skills down the skill into manageable
Why: These challenges Tier 1 students to and ensures a strong foundation before components, allowing Tier 3 students to
apply their understanding in more complex progressing to graph creation. build confidence gradually.
scenarios, fostering critical thinking and
extending their learning. Scaffolded Graph Templates: Hands-On Manipulatives:

Extension Graphs: Activity: Supply scaffolded graph templates Activity: Introduce hands-on manipulatives
with partially filled categories. Students can like tangible objects or color-coded cards
Activity: Offer extension activities where complete the missing parts, providing for sorting and graphing. Provide one-on-
students can create additional types of additional support in graph creation. one support to ensure understanding.
graphs beyond the bar graph. This could Why: This scaffolding helps Tier 2 students Why: Hands-on manipulatives can provide
 include line graphs or pictographs. transition from sorting to graphing by concrete representations, supporting Tier 3
Why: This allows Tier 1 students to explore providing a structured framework and students in grasping abstract concepts and
more advanced representations, promoting reducing the cognitive load. making the learning experience more
a deeper understanding of data tangible.
visualization.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice?
I will evaluate my teaching by actively observing student engagement and comprehension, using formative assessments and questioning
techniques. Continuous monitoring during small group activities will help identify areas of difficulty or success. The effectiveness of
differentiation strategies will be assessed, ensuring diverse learner needs are met. The clarity of concepts during the explain phase and the
success of the summative assessment will provide insights into the overall lesson effectiveness. Post-lesson reflection will guide
adjustments for future implementations, fostering continuous improvement in my teaching practice.
 Where might/did learners struggle in the lesson?
Learners may struggle during the sorting and graphing activities, especially in understanding the connection between the two processes.
Students might face challenges in selecting appropriate sorting criteria or translating sorted data into a visual representation. Additionally,
some learners may find it challenging to articulate their reasoning during discussions. Struggles may also arise in the extension project as
students navigate creating their own surveys and graphs.
 How can the lesson be strengthened for improved student learning?
To strengthen the lesson, I can incorporate more explicit connections between sorting and graphing, emphasizing the relationship between
the two processes. Providing additional guided practice for sorting and offering more varied examples of sorting criteria could enhance
understanding. Additionally, incorporating more visual supports and step-by-step instructions may further support students who face
challenges. Furthermore, offering optional enrichment activities for advanced learners could add depth to the lesson.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
The lesson incorporates elements of culturally sustaining pedagogy, such as providing opportunities for individual expression in the
extension project and using inclusive language. However, enhancements can be made by ensuring that the examples used in the lesson
reflect the diverse cultural backgrounds of the students. Integrating cultural elements into the sorting and graphing activities can make the
lesson more relatable and inclusive. Additionally, inviting students to share personal experiences or cultural perspectives during discussions
could enrich the learning environment. Regularly assessing and adjusting materials to ensure cultural relevance will contribute to a more
culturally sustaining approach.