Treasure Boxes
Michelle Garcia & Vanessa Silva
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| Assessment Plan |
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| Lesson Plan 1 |
| Lesson Plan 2 |
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5E Lesson Plan # 2
AUTHOR'S NAME: Michelle Garcia
TITLE OF THE LESSON: Treasure Graphs-Graphing Treasures
TECHNOLOGY LESSON (circle one): No
DATE OF LESSON: Week 3, Day 1
LENGTH OF LESSON: 30-45 minutes
NAME OF COURSE: Science
SOURCE OF THE LESSON: GEMS Guide-Treasure boxes
TEKS ADDRESSED:
112.4 (b) Knowledge and Skills - Science
1a – demonstrates safe practices during classroom and field investigations
3a – Scientific processes – making decisions using information
5a – Science concepts – classify and sequence organisms, objects, and events based on properties and patterns
2.11 ( Probability and Statistics
(A) construct picture graphs and bar-type graphs
(B) draw conclusions and answer questions based on picture and bar type graphs
CONCEPT STATEMENT: The students will be developing logical thinking skills and learning to record data:
PERFORMANCE OBJECTIVES: Students will make observations, record data
RESOURCES: 16 filled treasure boxes, 1 shoe from each student, 30 bread tags or another easily visible treasure, 1 sheet of 12”x18” construction paper, a 48”x108” piece of butcher paper for a large class graphing grid, 1 ruler/yardstick, 1 permanent marker, 34 small graphing grids, 32 student journals
SAFETY CONSIDERATIONS: Students should be reminded not to place “treasures” in their mouth
SUPLEMENTARY MATERIALS, HANDOUTS: none
Engagement |
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Time: 10 minutes |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Gather students in a group on the floor. Tell them they are going to uses their shoes for this activity |
“What are some ways to describe or characterize our shoes” |
Students may think they their shoes do not share too many characteristics |
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Exploration |
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Time: ________ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Lay the large graphing grid on the floor in the middle of the group. Tell students they are going to use this tool (a graphing grid) to help organize their shoes into groups by a particular attribute |
Which attribute (ex type of closure) will have the most/fewest shoes) |
Students may think that all shoes will be in the same category because they are all shoes. |
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Explanation |
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Time: ________ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Allow the children to lay their shoes out according to the attribute that they think their shoe is most similar to. |
Are there any other characteristics that can be added? Can the shoes have more than one attribute? If so, how do where do you think it would fit best? |
Students may think that they should include each category that their shoe fits in. |
When all the shoes are on the graph ask for observations |
Which row has the most shoes? Are there any rows that have the same number of shoes? How many total shoes are on the graph? What information does the graph give us? |
The students will be able to visibly see the shoes and be able to observe and verbalize what they see. |
Elaboration |
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Time: ________ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
The teacher will look at the graph and ask about true statements |
What statements could we make about our graph that would be true? If we did this graph tomorrow would the results be the same, What is the most popular type of shoe closure? |
Students may not get the difference between true statements and interpretations at first. |
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Evaluation |
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Time: ________ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
The teacher will give a group of students a treasure box that they can sort and graph themselves |
What attributes will your group chose? Think about how many categories you want to have? |
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The teacher will evaluate their graphs by checking for labeling/that all items were graphed by an attribute. |
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