Angela Preston-MortinsonJeffrey EnnettMarch 2007LESSON PLAN TITLE: Venn Diagram Animal FunCONTENT AREAS (What areas of mathematics does this lesson cover?): GraphsGRADE LEVEL: 1st- 2nd Grade MATERIALS NEEDED: Cutouts of animal pictures (magazines, photocopy), glue, cardstock paper, scissorsKEY CONCEPTS: Comparing, contrasting, observationEALR'S and GLE'S (Make the connections clear and specific) 2.3.Construct solutions by organizing the necessary information and using appropriate mathematical tools. 4.1.Gather information—read, listen, and observe to accessand extract mathematical information. 4.2. Organize and interpret information. 5.3. Relate mathematical concepts and procedures to real-life situations—understand the connections between mathematics and problem-solving skills used every day at work and at home. Learning Goals: (What do you expect students to learn and be able to do from this lesson.) I expect that they will have an initial understanding of Venn diagrams and increased ability to compare and contrast objects. This skill can be used to compare numerical data in the future. PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Preassessment (Do some activity to see what your students know.) Ask the students if they know what Venn diagrams are. Explain that Venn diagrams are a useful tool when wanting to view information graphically and were created by John Venn in the 1800s. Give a sample by comparing oranges and apples on the board. Ask if there are any questions.- Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) Assign each student a partner. Hand each student a picture of one animal (or if time allowed have each student choose an animal out of a magazine). Have them draw two circles (each circle will represent one animal) that overlap in the center. Ask them to look at and discuss how their animals are similar and how they differ. Instruct them to write the characteristics they have in common in the overlapping portion of the diagram and to list the characteristics they do not have in common in the outer portions of the circles.- Closure Once they have completed the assignment ask if anyone would like to share their findings (anything interesting, surprising, or questions that came up).Mention how they will continue to use graphs throughout their lives. Allow five toten minutes for students to journal in math journals about this activity.Accommodation Plan: Note how the following are accommodated in lesson (race/ ethnicity, language, gender, class) Each must include reference to Trentcosta text.1. race/ ethnicity- The students will be encouraged to think of how their own and other cultures compare information, noting how important characteristics are often subjective. They can feel free to write or illustrate any such knowledge and how they may feel when being judged (compared to others), we will leave room for discussion time.2. language- The teacher will ideally be bilingual, but will have accommodation for ELL students.3. gender- We will use gender neutral language when giving instruction, while assisting, and during discussion.4. class- We will not use words like poor to describe anything within theclassroom. Students of low SES will be treated equally as the instructors have done their work to heal past hurt and biases.POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs)I would listen in on each student during think pair share to see how they are understandingthe concept and how they may apply it to other objects or data. TEACHER REFLECTION (What went well, what would you do differently?) I would like for the students to choose what they compare and make a creation out of it within the classroom. This lesson can be used across the curriculum, i.e.- science, social
View Full Document
Unlocking...