Student Teaching Lesson Plan 6 Kindergarten Math Apple Unit

Transcription

1 Student Teaching Lesson Plan 6 Kindergarten Math Apple Unit MULTIPLE INTELLIGENCES KEY V Verbal-linguistic ANTICIPATORY SET: 5 min. (NVLI) The teacher will introduce the scale and talk about how we use scales. The teacher will show that both sides have to be balanced for the weight to be the same and the difference between heavy and light. - The teacher will put a rock in one side and ask if the side is heavy or light. o Students will raise hands and answer The teacher will line the apples up and show students the flash cards for size and read the words. L Logical-mathematical S Spacial N Naturalists B Bodily-kinesthetic M Musical I Interpersonal A Intrapersonal After each word the teacher will call on different students to place the apple of that size by the word OBJECTIVES/GLE S: The student demonstrates conceptual understanding of whole numbers to 20 by: [K] N-1 demonstrating 1-1 correspondence (M1.1.1) The student demonstrates understanding of measurable attributes by: [K] MEA-1 making comparisons between objects using concepts of big/little, long/short, large/small, more/less, same (M2.1.1) The student demonstrates an ability to classify and organize data by: [K] S&P-2 collecting and recording data with support (M6.1.1) The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating; or drawing or justifying conclusions) by: [K] S&P-3 describing information from real graphs or pictographs (M6.1.2) The student demonstrates a conceptual understanding of probability and counting techniques by [K] S&P-4 making simple predictions using events or repeated observations (M6.1.4) MATERIALS: - Scale - Flash cards for Small, Medium, and Big - Various river rocks - 3 Apples (1 small, 1 medium, 1 large) TIME NEEDED: - The lesson will take 25 min. in small group. There will be 4 groups divided by number sense level. The total time over a two day period will be 100 min. -

2 TEACHING: 2 min. (VLNI) - After introducing the scale and discussing size, the teacher will explain estimation. o The teacher will model the thinking process of looking at the small apple and the rocks and then making a guess of how many rocks it will take to balance the apple. The teacher will write her estimated number on the back of her worksheet. MODELING: 3 min. (VLNI) - The teacher will model putting the small apple on the scale and then counting rocks as she puts them on the opposite side of the scale. - When the scale is balanced the teacher will take out the rocks and recount them to double check her number. - She will then write the number on the worksheet and turn over her paper to look at her estimation. She will discuss that it does not have to be exact but if it is within 3 numbers it is a good estimation. CHECKING FOR UNDERSTANDING: 10min. (VNLI) - The teacher will give another student an opportunity to weigh the small apple. The group will count together in unison. - The group will estimate the weight of the medium apple and write their estimation on the back of their worksheet. - The next student will put rocks on the weight. When the weight is balanced the student will empty the rocks and the group will count in unison to double check the number. - The process will be repeated with the large rock. ANCHOR ACTIVITY: - Students may choose to work with the scale during a Work Session. Estimation will be reintroduced to the whole group next week. Students may choose to work on their estimation when they have a work session. INFORMAL ASSESSMENT: - The teacher will observe students as they estimate and count the rocks. INDEPENDENT PRACTICE: (ANL) - Students can do the work independently during a Work Session. CLOSURE: 5 min (VI) - The teacher will ask students how to estimate. - The teacher will review the flash cards for size. 2

3 ASSESSMENT: A Final Assessment will be taken from the closure as the teacher reviews the worksheets before sending home. DIFFERENTIATION: Students who are working on number 1-10 will use larger rocks to count less than 10. Students working on numbers above 20 will use smaller rocks to count. Below are examples of student work: This is one of my ELL students. His counting skills are good, but for number recognition and writing he needs lots of extra support. 3

4 This student is working on number recognition 10-20, has good counting skills, and is developing her writing skills. 4

5 This student has excellent writing skills and writing skills. Her number recognition is also strong. 5