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# Jillian Goltz

Format
Objective

Skill: Graphing
Activities
Students will review the concept of graphing in order to understand what
has less or more.

## Formative & Summative

Assessment

starting to make the graph as a class. Then, students will come up to place
a colored feather on the graph. This will show if they understand how a
graph works (i.e. start from the bottom and work your way up).
Summative Students will complete two worksheets. One will be
graphing the large graph completed as a class. The other has questions
pertaining to the graph.

Materials/Standards
Materials
Turkey with detachable colored feathers 5 green, 4 red, 7 blue
Large graph to attach feathers to
Worksheets (for graphing and questions)
Green, red, and blue crayons
Standards (PA Core Standards)
CC.2.4.K.A.4: Classify objects and count the number of objects
in each category.
CC.2.1.K.A.2: Apply one-to-one correspondence to count the
number of objects.
CC.2.1.K.A.3: Apply the concept of magnitude to compare
numbers and quantities.
Anticipatory Set
Students already have prior knowledge of graphing from previous
lessons. This lesson will reinforce the concept. Also, Thanksgiving
and turkeys are a topic that the class will be covering throughout the
week, so the use of a turkey and its feathers for graphing is a way to
keep the content consistent with the curriculum.

Procedures

Each student will come up to the turkey and choose whichever colored
feather he or she wants. They will place the feather on the large graph in
the corresponding color square. The large graph will have three columns
of squares for red, green, and blue feathers. From this, the students will
have a visual of how many feathers the turkey has and how many of each
color there are. Together, the teacher and class will discuss the graph and
what it tells us.
Then, the teacher will hand out a worksheet that will be done as a class.
Students will use crayons to model the graph that was created as a class.
From this, students will answer the questions on the next sheet about the
amounts of feathers, which color has more, and which color has less.
Students will be given options and will circle an answer. (worksheets
attached)

Closure
We will review what a graph is and what it tells us. We will relate it back
to other things we can graph at home or in school.
Differentiation

## Below Level Using colored text to guide students

Above Level Students will not receive the options to choose from on
the second part of the worksheet. Students will come up with the answer
on their own.
ELL Using the colored text, as well as providing the words in their
native language.

Reflection
After doing this lesson, I definitely feel like I should have challenged the kids more.
They had already learned graphs, but I did not know to what extent. They actually told me that
the graph we were doing was a vertical graph as opposed to a horizontal graph. They knew
to start the graph at the bottom and then work their way up. Regardless, this lesson was good
review of what they already knew and showed me that they retained the information that they
learned and can apply it!
I didnt change too much while I taught the lesson. The only things I made different were
I did not have each student come up to place a feather on the graph. I could see that taking
forever, so I did a few and then had children raise their hands to help with more. When we did
the worksheet, I did not have the question, How many feathers all together? but since they
completed the questions so fast and with ease, I asked it and we had a short discussion on that,
which was actually pretty interesting.
I asked the students how many feathers did the turkey have. There were 16. One child
said, 10. When asked why, he said, I just think so. One child said 16 because he counted
the feathers. Another child said, 19 because he added the pluses, or something along those
lines. I regret not expanding on that because I thought it was rather interesting. After I got my
answers, we counted all the feathers on the graph and found that there were 16. I could tell the
child who guessed it was rather proud of himself! Another kid said, Guess what I was gonna
guess?? 16! I liked listening to how these kids think. For you and I, graphing is easy, but for
these children, it is still something they are learning because it is very new to them.

Name: ______________________________

Green Feathers

Blue Feathers

Red Feathers

## 1.) How many blue feathers are there?

7 or 5
2.) How many green feathers are there?
5 or 4
3.) How many red feathers are there?
5 or 4
4.) Which color has the most feathers?
Blue or Red
5.) Which color has the least feathers?
Blue or Red