CTSE 130 Final Project

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CTSE 130 Final Project

• By Jasmine Tigolo

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Lesson 1
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• Objective The students will make estimations
  and predictions. We will use a pumpkin and count
  the seeds inside. The students will be able to
  collect numerical data and record, organize and
  interpret the data using tallies.

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Standard Statistics, Data Analysis, and
Probability

• 1.0 Students collect numerical data and record,
  organize, display, and interpret the data on bar
  graphs and other representations
• 1.1 Record numerical data in systematic ways,
  keeping track of what has been counted.
• 1.2 Represent the same data set in more than one
  way (e.g., bar graphs and charts with tallies).

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Pre-Lesson Motivation

• Pre-Lesson Bring in a pumpkin (or pumpkins
  depending on the class size) it does not matter
  what size. (This lesson is great for Halloween,
  because of the availability of the pumpkins).

• Motivation Seeing the pumpkin is more than
  enough motivation.

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Input of Information

• T Today we are going to count how many pumpkin
  seeds are in the pumpkins.
• Before we do that, we are going to make
  predictions between the pumpkins. How many seeds
  do you predict or think are in one pumpkin?
• S Hundreds
• S Thousands.
• T Can someone tell me how are some ways that we
  can keep count of all the seeds?
• S With our fingers.
• S Count out loud.

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More Input

• T But what if we lose count and we are at 157.
  Do we have to start over? Or can someone tell me
  a way that I could record it, or organize it.
• S When you get to a number you can write it
  down, so you wont forget it.
• S And you could put those seeds together.
• T Those are great ideas, how else can you put
  your data down on paper so you wont have to
  start counting all over.
• S We can use sticks for each seed, like when we
  keep score for our games.
• T Yes, that is a great idea. Those sticks
  are called tallies. We will tally up the number
  of seeds in the pumpkin.
• The teacher does an example of tallies.

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Checking comprehension/ Structured Practice

• T If I had 7 seeds, this is how it would look
  llll ll.

• T If I had 14 seeds, how would my tallies look
  like? Tell me when to stop making tallies. (Have
  the students count with you). llll llll llll

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Group Practice

• Divide the class into groups, so each group has a
  pumpkin. Measure the circumference of the
  pumpkins in front of the class. Have them write
  it down. (Have the students make a prediction of
  which pumpkin they think will have more seeds and
  why). For example, I think pumpkin 2 is going to
  have more seed because it is bigger and heavier.
  Have the groups tally their totals.

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Closure Informal Assessment

• Closure Have the class come back together and
  share their seed count totals. Ask about the
  predictions and discuss findings.

• Informal Assessment This lesson is a foundation
  builder. It is just a fun way of introducing one
  way of recording data. In the future, you can
  use the data gathered to make bar graphs, or pie
  charts, and so on. Also this lesson allows
  students to make logical predictions based on
  characteristics of the pumpkin. Again another
  great foundation for another lesson.

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Lesson 2
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Objective

• Students will be able to sequence and organize
  events in logical and sequential order through
  reading books and putting those events in order.
  The student will demonstrate comprehension of the
  standard by being able to organize events in a
  story in the correct order.
• Note This lesson will not be done in one day.

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Standard 2.0 Writing Applications (Genres and
Their characteristics)

• Students write compositions that describe and
  explain familiar objects, events, and experiences.

• 2.1 a. Move through a logical sequence of events.
• 2.1 b. Describe the setting, characters, objects,
  and events in detail.

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Motivation

• Use pictures of an aging human (baby, child,
  teenager, adult, elderly person). T This group
  of pictures is the life cycle of a human being.
  (Teacher identifies each picture in no particular
  order). I need help putting these pictures in
  order from what happened first to what happened
  last. Can somebody tell me which picture will
  happen first?
• S The baby.
• T Good, could someone else raise their hand and
  tell me what happened second?
• S The Child.
• T Great, Can someone else tell me what happened
  next? Then what happened, and so on.

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Input of information

• T How did we know that the baby was the first
  thing to happen?
• S Because when we are little, we are babies
  before we go to school.
• S We know because its smaller than all the
  other ones.
• T Yes, those are some ways why we know that
  babies are the first step of the human life
  cycle. There are different clues that help us
  know what a logical sequence of events is.
  Things like size is one thing that helps us
  determine the right order, because it makes sense.

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Checking comprehension

• T So how do we know that this old woman goes
  last?
• T Great job class.

• S Because my grandma is old, so I know that the
  old lady goes last.
• S Because she is older than all the other ones.

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Structured Practice

• As a class we will read Alexander and the
  Terrible, Horrible, No Good Very Bad Day, by
  Judith Viorst.
• When we finish the story, we will discuss as a
  class the sequence of events.
• The questions will be posed similar to what came
  first, what happened next, then what happened,
  what happened last, or what happened at the end
  of the story? The order will be written on the
  board.
• Each student will be assigned and be responsible
  for drawing a picture that happened in the story.
  

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• If there are 20 kids and 10 events, each event
  will be drawn twice.
• The events will be put in order and bound into 2
  class books. The front of the book will say
  Alexander and the terrible, horrible, no good,
  very bad day, retold by (students names.)
• Kids love seeing the final product.

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Individual Practice

• On a different day, ask the students what it
  means to put things in the right order
  (Refreshing information learned previously).
• Again as a group, we will read The very hungry
  caterpillar by Eric Carle.
• On the board the teacher will write several
  events that happened in the story out of order.
  Go over those events with the students.

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Closure

• Each student will put the events in order and
  draw a picture for each event. The student will
  place their drawings on a paper in order in story
  board format.
• Have the students share their final story boards
  with the class.

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Formal/Informal Assessment

• Look at the final story boards for the Very
  Hungry caterpillar.

• The correct order for the story will reflect that
  the student understood the objective.

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Lesson 3
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Objective

• (Using prior lesson as foundation)
• The students will learn about the history of
  their family through photographs, interviews, and
  different artifacts. They will be able to place
  important events in order in which they occurred.

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Standards

• Social Studies Students in grade two explore the
  lives of actual people who make a difference in
  their everyday lives and learn the stories of
  extraordinary people from history whose
  achievements have touched them, directly or
  indirectly.
• 2.1 Students differentiate between things that
  happened long ago and things that happened
  yesterday.

• 1. Trace the history of a family through the use
  of primary and secondary sources, including
  artifacts, photographs, interviews, and
  documents.
• 3. Place important events in their lives in the
  order in which they occurred (e.g., on a time
  line or storyboard).

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Things to do before the lesson

• Give the students several questions to take home
  and ask their parents a couple of days before the
  lesson.
• This gives the student time to ask their parents
  and the teacher an opportunity to know who has
  their information and who does not before the
  lesson.
• The questions should be along these lines When
  is the child born? What are the birthdates of
  siblings, parents, and grandparents? What are
  some other important dates i.e., wedding
  anniversary, when they moved to this country to
  another address, and so on.

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Motivation

• Bring in a big old picture of yourself (teacher)
  and your family (so you do not have to pass a
  little one around).

• Show the students the pictures. Ask them if they
  would like to hear a little about your family
  history. We will do that in a little while.

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Input of information

• Our family history has a certain order in which
  things happen. Remember when we made our books
  and put the story in order?
• Our family is our real life story. Things that
  happen have to happen in a logical or obvious
  order. For example, Can I be born before my mom
  and dad are born? S No because without your mom
  or dad, you wouldnt be born.

• T Can someone tell me what order is?
• S How things happen.
• S When we write what comes first, second,
  third, and last.
• T Yes, great job class.

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Checking comprehension

• T So could my mom be born before my grandfather?
  
• T Of course not, because like you guys said,
  without my grandfather, my mom would not have
  been born.

• S No

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Structured Practice

• The teacher would have also done the same
  questions that the students took home. On the
  board, the teacher writes the answers to the
  questions.
• As a group, the class puts the teachers
  information in order. Then the teacher puts it
  in sentence form and makes a paragraph with the
  help of the class

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• My dad was born first on March 8, 1945. My mom
  was born next, on April 22, 1946. Then my mom
  and dad met and got married on December 26, 1976.
  Then I was born on October 21, 1979. Then My
  little brother was born on June 17, 1983. My
  family finally moved here the United States in
  1984. (The teacher will underline the key words,
  such as first, then, next, finally).
• T How do I know my dad was born first? S
  Because he his older.

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Individual Practice

• The students will take their own information, and
  put it in sequential order.
• The student then will write the correct order in
  paragraph form using key words such as first,
  second, then, next, finally, etc, using the
  teachers example.
• Each sentence will be placed on a half sheet and
  the student will draw a picture correlating to
  what they wrote. It will be made into a story
  board.

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Closure Formal/Information Assessment

• Explain to the students that each family is
  different and will have their own special family
  history.
• Not every one may have the same family structure
  and it is ok.
• Have the students share their different family
  histories.
• The students comprehension will be measured by
  their final product of the family storyboard.

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Use of technology

• Have a family tree template ready for the
  students to input their family information (Mom,
  Dad, and child). On an individual basis,
  personalize each students family tree to include
  siblings, grandparents, aunts and uncles, etc.
  The teacher may also scan pictures that students
  bring in and print out to cut and put on the
  family tree.

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References

• http//www.cde.ca.gov/ci/literature/ - a great
  website on the Dept of Education website
  Recommended Literature Kindergarten Through
  Grade Twelve
• http//www.cde.ca.gov/standards/ - Academic
  Content Standards
• http//www.lessonplanspage.com/ - has a great
  amount of lesson plan ideas
• http//www.cde.ca.gov/board/pdf/history.pdf
• http//www.socialstudies.org
• http//www.lausd.k12.ca.us/findit.html

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The End