### Graphing Everyday!

Integrated Lesson Plan

Original Lesson Plan

http://www.uen.org/Lessonplan/preview.cgi?LPid=10696

Graphing Everyday

Summary: Graphing Everyday is designed to represent data that comes from each student. Graphing Everyday can be placed in any lesson, topic, or discussion once all students understand the concept.

Targeted Lesson: The title of the lesson I found is Daily Graph. I found this lesson plan off the Utah Education Network website. The lesson plan that I selected can support many units, including math, science, social studies, language arts, and health. This lesson’s role is to collect data from the class, a group in the class, or an individual’s work. With this lesson I will be able to show data in different and unique ways to my students.

AL Course of Study Objectives:

Represent and interpret data.

Mathematics (2010)

18.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1-MD4]

Learning Environment: There are a couple of areas where I would teach my lesson plan. The first would be in section of the classroom specifically dedicated to “Graphing Everyday.” Students would become familiar with this area due to the fact it would be in our daily routine to focus our attention to that area. As students arrive in the morning and after they unpack are to make their way to the “Graphing Everyday” bulletin board and answer the question asked.

The next environment would be in the computer centers. In the corner of the classroom there will be a computer lab center set up. Here students will complete their assignments on the computers after being instructed to do so.

Teaching/Learning Strategies: The teaching and learning strategies that would go along with this lesson would be addition and subtractions skills, being able to read graphs and understand them, and also using the information from graphs to form discussions. I would first like to teach this lesson to my students as a group and make sure we are all on the same level. This will be a daily routine.

After they have grasped the concept and the questions that I ask I will pair them up into groups. Then one of them will take on the role of the teacher and the other the student, and then switch roles. With this lesson I want my students to know their addition and subtraction facts quick. I know that this may seem simple, but this is something I wish I had more of when I was a student. I plan on using graphing everyday in many of my other subjects so that my students can do math while not knowing.

While doing my lesson plan on graphing I will use different approaches to teaching my students about collecting data and interpreting it. I use group work, individual assessments, projects, and a test at the end of the section to grade my students understanding. Even after this lesson plan is completed I will still implement it throughout the school year, with technology tools such as iClicker. This can be a quick formative assessment of how my students are doing in a certain subject.

Support Technologies:

Summative Evaluation: An outside observer would be able to see that I am teaching to the ALCOS goals by my multiple assessments, project, and final test. I have many tools and records that I will be taking from each student to show their progress and understanding of the AL Course of Study. A short one to five question assessments will be given before and after discussions. I will also be giving a take home project that student can show their understand of the concept being taught. To wrap up the lesson plan their will be a test given to students to see what they have grasped from this lesson. For those who may be struggling I will take one-on-one and work out the problems or any confusion they may have.