Skyler Bardon

Spring 2017
Instructor Virginia Padilla-Vigil
Semester 3 Formal Lesson Plan
Title: Collecting and Displaying Data
Grade Level: 3rd
Subject Area: Mathematics, Science
Time Needed: Approximately 2 hours (can be broken up into multiple sessions)
NM Common Core Standards Addressed:
Mathematics (3. MD.B.3): Draw a scaled picture graph and a scaled bar graph to represent a data set
with several categories. Solve one- and two-step how many more and how many less problems
using information presented in scaled bar graphs.
Science (Benchmark I, Grade 3, Standard 4): Collect data in an investigation and analyze those data.

Objectives:
Objective(s) What students will learn I can statement
Students will collect and organize Students will learn to collect and I can collect data and organize it
data on a topic of their choice. organize data. in a chart.
Students will create a picture Students will learn to create a I can create a picture graph to
graph to display collected data. picture graph to display different display data.
types of collected data.
Students will create a bar graph to Students will learn to create a bar I can create a bar graph to
display collected data. graph to display different types of display data.
data.

Essential Question:
How can we collect data and visually organize/present that data?
Lesson Summary: Following a Stepping Stones lesson on picture graphs, students will, in small groups, come
up with a generalized survey to conduct on the playground. Students will then use the data that they
collect to create a picture graph and a bar graph. They will also use mathematical operations to answer
questions about the data.
Resources:
Promethean board
survey handouts
pencils
poster paper
markers
Procedures:
Introduction
1. Begin by reviewing the Stepping Stones lessons 7.10 and 7.11 with students. Review a few of the
problems from both lessons to refresh their memories of the key material and pertinent vocabulary
already addressed (survey, data, bar graph, and picture graph). Ask questions like:
What are surveys?
Why do people conduct surveys?
What do surveys tell us?
What is data?
What does data tell us?
What are some ways we can organize data?
What is a bar graph?
What does a bar graph tell us?
What is a picture graph?
What does a picture graph tell us?
What do the pictures on a picture graph represent? How?
Direct Instruction (I Do)
2. Tell students that they are going to be conducting surveys and gathering data, or information. Then,
they will use that data to create their own bar graphs and picture graphs.
3. Show students the teacher example of the survey handout. Tell them that, in groups, they will be
coming up with topics for their own surveys, as well as different choices for people to pick from. For
example, the topic could be Favorite Colors, and the choices could be red, blue, green, and purple.
4. Ask students to aid you in completing a survey on the board about the class favorite colors.
5. Assign a color to each corner of the room, and prompt students to group themselves according to
which color they like the most.
6. One at a time, have students sit down as you model making tally marks to record results on the survey
sheet on the board.
7. Tell students that, once they finish collecting their own data, each group will use their data to work
together to create a poster. Each poster should contain the following:
a chart displaying their data
a bar graph displaying their data
a picture graph displaying their data
3 questions about their data, mirroring those used in class and in Stepping Stones
Answers to their questions
8. Ask students to aid you in completing your own poster on the board.
Guided Practice (We Do)
9. Have students use what they learned in their previous Stepping Stones lessons on bar graphs and
picture graphs to help complete the poster. Allow students to come up to the board to fill in each chart
or graph step-by-step. Ask guiding questions like:
How can we count how many total people I surveyed?
If 1 symbol represents 2 people, how many symbols would we draw to represent red votes?
If 1 whole symbol represents 2 people, what does symbol represent?
10. Have students work through multiple questions about the data on the board. Be sure to emphasize
comparative language (more, less, and, or). These questions should mirror those used in Stepping
Stones, and relate directly to the graphs and charts the class just completed. Questions could be:
How many more people like green than purple?
How many less people like blue than red?
How many people like green or red?
11. Sort students into ability groups of 3-4.
12. Hand out blank survey sheets (1 for each group) and poster paper (1 sheet for each group).
 Independent Practice (You Do)
13. Give students approximately 10 minutes to come up with their survey topics and answer choices. Offer
guidance to individual groups as needed.
14. Allow students to go onto the playground to conduct their surveys. This should take no more than 20
minutes.
15. Prompt students to work in their groups to complete their posters.
16. Check in on groups periodically to give students opportunities to clarify anything they may be unclear
about and to provide guidance as needed. Tell students that, if they are struggling with any part of the
assignment, it would be a good idea to look at their Stepping Stones workbooks to see how they did
similar problems in the past.
Closure
17. Once students have finished their posters, allow them to share their topics and results with the rest of
the class. Encourage them to share any difficulties they had when completing their posters, as well as
how they overcame those obstacles.
18. After everyone is finished presenting, guide students in a group discussion about the material covered
and the activities completed. Ask questions like:
What are some strategies we used to collect data or information?
Are there multiple strategies we can use to display data? Can you give me some examples?
What are some similarities between charts, bar graphs, and picture graphs?
What are some differences between charts, bar graphs, and picture graphs?
Assessment: Students will be assessed on their ability to work cooperatively with their groups, as well as to
complete their handouts, surveys, and posters.

1 2 3
Participation/Cooperation Student showed little or Student cooperated Student cooperated
(Individual) no effort to work with with group, but did not with group and
group. participate in participated in
completing the given completing each given
tasks. task.
Survey Creation/Data Students needed much Survey topic was Survey topic was
Collection help deciding on a decided upon with little decided upon with little
(Group) survey topic, and they or no help from or no help from
did not survey the instructor, but students instructor, and students
correct amount of surveyed too few surveyed the correct
people. people. amount of people.
Picture Graph Picture graph was not Picture graph was Picture graph was
(Group) completed. completed, but was not completed with
accurate. accuracy.
Bar Graph Bar graph was not Bar graph was Bar graph was
(Group) completed. completed, but was not completed with
accurate. accuracy.
Math Problems No problems were Problems completed All 3 problems were
(Group) completed, problems were done so completed with
were not accurately accurately, but not all accuracy.
completed, or the problems were
problems completed completed.
were not done so
accurately.
Adaptations for English Learners or Students with Special Needs: Specific examples of each step of the
activity will be provided to all students, allowing them to see exactly what is expected of them (as
detailed in the direct instruction portion of this lesson plan). English learners and students with special
needs will be given printed copies of those examples to help guide them through each step of the
assignment.
Differentiation:
Most groups will be required to survey 25 people. The highest ability groups will be required to survey
more people (40), and the lower ability groups will be required to survey less people (20).
Most groups will be required to use pictures on their graphs that each represent 2 people. The highest
ability groups will be required to use pictures that represent more than 2 (it is up to them) people.
The highest ability groups will be required to add to their posters at least 3 mathematical questions
about the data they collected, as well as the answers to those questions and the work to show how
they came to those conclusions.
Lesson Reflection:

My lesson was based on two previously taught lessons derived from Stepping Stones on pictographs

and bar graphs. I decided to do a lesson that included both math and science topics, because I am not

incredibly comfortable teaching science and thought that including science topics in a math lesson would help

me to test the waters. In my Science Methods course, we often discussed the importance of integrating

different subjects to create engaging lessons for students, so I felt this was a great opportunity to do just that.

My lesson required students to, in groups, come up with ideas for generalized surveys they could conduct on

the playground. Students thought of questioning topics, conducted their surveys, and later used the data they

collected to create pictographs, bar graphs, and answer mathematical questions requiring them to use learned

skills such as adding, subtracting, multiplying, and identifying fractions.

I believe my students did incredibly well with his lesson. They were challenged at times, but they knew

exactly what was expected of them and they definitely had a lot of fun conducting their interviews (all groups

were excited to tell me about their results when they came back from the playground, and many exceeded

expectations by surveying more people than required). My students certainly did meet my objectives, as they

were all able to complete their posters and actively participate in the post-activity discussion. In order to

manage my class during the discussion, I reminded them that they were to only speak when called on by

either myself or one of their classmates. I did have a few students yell out, but I was able to quiet them down
quickly by raising my fist. In our class, whenever a fist is raised by one of us, it means that we are being

proactive and taking control of the only thing we can control (ourselves). This always gets my students to quiet

down. Throughout the group work portions of my lesson, my students worked really well together for the

most part. I had grouped them carefully, trying to separate any students who had recurring issues with one

another. I do believe this deliberate planning had an effect on the quality of my lesson. I was notified at one

point that one of my students was not helping as much as the others. I sat with the group for a moment, and

we discussed what it means to be a member of a group and how important it is to participate, and it did not

seem to be an issue thereafter.

During my post-observation conference, both my cooperating teacher and my clinical supervisor had

nothing negative to say about my lesson. Some things they really liked about it were my decision to allow

students to choose what their surveys were going to be about, the depth of my questioning while using both

science and math terms to express ideas, and the real-world applications for math and science displayed to

students in my lesson. I was incredibly pleased to hear giving my students the opportunity to choose what

they asked their peers was acknowledged by my mentors. I believe that giving students choices is very

important, because it gives them a sense of autonomy and helps to keep them engaged.

The one suggestion I received was from my cooperating teacher. She said that I should have tried using

the timer on the Promethean board to show students how much time they had left to complete each stage of

the lesson. I will definitely incorporate this in my next lesson, because my students really do appreciate being

able to count minutes to keep themselves on track. I didnt have any issues with time or my students asking

about how much longer than had to work, but I know that giving them the tools to self-regulate is always a

positive thing. I am very glad that this lesson went as well as it did, because I now feel much more confident in

trying new things in my teaching. However, I do recognize that I always do need to be prepare for any given

lesson to fail, and it is important that I further be prepared to adjust my lessons to fit the immediate needs of

my students.
 Lesson Plan Rubric
Instructions: Complete this rubric under the Self Assess column using the code below: C, D, or N. Submit this completed rubric
with your Lesson Plan for Faculty Assessment.
C = Competent D = Developing N = Needs Improvement
LESSON PLAN DESCRIPTION OF EXPECTED PERFORMANCE
COMPONENTS Assessment:
Self Faculty
N. M. C. S.
Indicator(s) ___C___ ________ Developmentally appropriate.
___C___ ________ Aligns with objectives and assessment.

Objective(s)
___C___ ________ States what students will be able to do following the lesson.
___C___ ________ Gives conditions of the student performance.
___C___ ________ Spells out criteria for acceptable performance.
___C___ ________ Relates to N. M. C. S. Indicator.

Lesson Summary
___C___ ________ Tells in one or two sentences the major learning activities
involved in the lesson.

Resources
___C___ ________ Includes all resources needed to implement the lesson.

Procedure:
Readiness ___C___ ________ Activates prior knowledge, creates interest in the topic, connects
the lesson to previous lessons, and/or provides an appropriate
introduction. (Not needed for certain routine activities.)

Focus
___C___ ________ Describes learning events step-by-step.
___C___ ________ Scripts key communications including directions and questions.

Closure
___C___ ________ Wraps up the lesson by having students summarize, reinforces
the main points of the lesson, invites application of the new
information, brings attention back to objective, leaves class
wondering about a mystery, connects students to where they
were before and/or where they are going, moves students from
looking at details to the big picture, or invites students to
transfer new information or skill to a new situation. (Not
needed for certain routine activities.)

Assessment
___C___ ________ Collects and documents evidence of student progress toward
objective. (Formal assessment is not always needed.)

Enrichment
______ ________ Offers activities for extending or enriching the lesson.
(Optional)
Mechanics ___C___ ________ Spelling, punctuation, grammar, and so forth.