Sample Lesson Plan



Sample Lesson Plan (AUSVELS Levels Foundation to 10)

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|Practicum Lesson Number |7 |Time of Lesson | |Duration of lesson |45 mins |Class Size |22 |

|Topic and Focus |Mathematics: Interpreting and Comparing Graphs |Year Level |5/6 |Supervisor |Miss Mathews |

|Learning Focus: What will the students learn and how does it relate to curriculum documents? |

|AUSVELS Strands Level: |6 |Domains |Dimensions |Key elements of standards to which lesson is focussed |

|Discipline-based learning |Mathematics | |… Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables. |

| | |Statistics and Probability | |

|Assessment Criteria and Method of Evaluation How will you identify what they have learnt and how will you record or note this |

|Standards |Assessment Criteria (Ability to: …) |Evidence How will you identify what they have learnt and how will you record or note this |

|*Mathematics |* Identify why we use different graphs | |

|Statistics and Probability |* Recognize the benefits of using different graphs |* Students’ selection of graphs for different data, and written explanation for each choice. |

| |* Identify the best graph to display different types of data |* Students drawing of different types of graphs. |

| | |* Teacher observations and records of students reasoning for graph choices. |

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|Students Background Knowledge What is your starting point – what do the students already know, what have they done before, how does this connect to or build on their existing knowledge? |

|Students have completed graphs in class before and have some understanding from viewing them in their everyday lives. |

|Resources and Materials What materials and resources will you need to have prepared? |

|11 worksheets |

|Students workbooks |

|Paper |

|Student Teacher Focus What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc? |

|For this lesson I will focus on engagement, ensuring that all students are actively engaged and participate. |

|Stage of lesson |Tasks |Time |Student action |Teacher action |

| | | |What will students be doing? |What will you do during this time? What prompting questions may you |

| | | |Explain how the students are |need to prepare? How will you monitor student progress and needs? |

| | | |expected to work. |What preparations have you made for early finishers so that they will |

| | | | |be extended in a relevant and interesting way? |

|Stage 1 Introduction | | | | |

|How will you engage and |Class discussion of what different graphs students know and why we |5 mins |Students will be sat on the |Teacher will stand in front of class and ask questions such as: |

|stimulate the interest of the |use them. | |floor. |What types of graphs do you know? |

|students? | | | |Pictograph |

|Include possible questions | | |Students brainstorm different |Bar chart |

|that you may choose to use | | |types of graphs and why we use |Pie graph |

|Demonstrations etc | | |them. |Line graph |

| | | | |Where might we see these graphs? |

| | | | |What sort of data have you seen these graphs being used for? |

| | | | |What might be the limits to using these graphs? |

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| | | | |Teacher will draw different graphs identified by students on the white |

| | | | |board. The teacher will write the reasons we might use each graph next |

| | | | |to these graphs as students these reasons. |

|Stage 2 Body of lesson |Different types of Graphs Quiz |10 mins |. | |

|Describe each distinct task in|Using the online quiz, teacher leads students in considering what | |Students will contribute to |Teacher will display the multiple-choice quiz on the interactive |

|the order to be undertaken. |graph they would choose for each set of data. | |answering the quiz and identify|whiteboard. |

|Start a new task each time the| | |which graph they would use and | |

|teacher or students behave in | | |why. |They will then read each question aloud to the class and go through the|

|a different manner. State an | | | |possible answers. |

|estimated length of time for | | | | |

|each task. | | | |The teacher will prompt students to consider which graph they think |

|Ensure that there is some form| | | |would be best. |

|of prompt or reinforcement | | | | |

|available for students | | | | |

|What preparations have you | | | | |

|made for early finishers of | | | | |

|each task so that they will be| | | | |

|extended in a relevant and | | | | |

|interesting way? | | | | |

| |Which Graph Fits Best Sheet | | | |

| |Using the question sheet provided, students will work in pairs and |20 mins |Students will answer the |Teacher will walk around the classroom and observe students. |

| |identify which graph they think is best for each set of data and | |question sheet provided in | |

| |why. They will then graph some of these data sets using the graph | |pairs. |The teacher will have students refer back to the graphs drawn on the |

| |type they think is best. | | |whiteboard to consider what they know about the data and how this fits |

| | | |The students will identify |with the graph. |

| | | |which graph is best for each | |

| | | |provided data set and explain |If students finish early, they will do a graphing quiz using the |

| | | |why. |website |

| | | | |(this will assist in helping them interpret graphs) |

| | | |The students’ will then | |

| | | |individually graph 3 of these | |

| | | |data sets using the graph they | |

| | | |think fits the data best. | |

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|Stage 3: Conclusion | | | | |

|How will you draw the findings|Students will go through the ‘Which Graph Fits Best Sheet’ as a |5 mins |Students return to floor. |Teacher prompts students to reflect on their answers by going through |

|of the lesson together so that|class and discuss what graph they think works best and why. | | |each question and having students discuss their answers and explain |

|the students can evaluate what| | |They use what they have just |why. |

|they have learnt? | | |done and discuss their answers.| |

| | | | |This enables the teacher to identify students understanding of some |

| | | | |graphs as being better for certain types of data than others. |

|Stage 5: Closure | | | | |

|Do you need to prepare the |Students pack away desks in preparation for next class. |5 mins |Students pack away. |Teacher walks around to check that tables are clear. |

|students for handing over to | | | | |

|another teacher, or another | | | | |

|subject | | | | |

|Reflection on Student Learning What did you observe about student learning? |

|The students were engaged throughout the lesson. The students showed higher order thinking when considering the different types of graphs as they were able to select and apply different types of graphs to different |

|sets |

|of information. They also showed good understanding of why we use different types of graphing as expressed through class discussion. |

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|Comments on Future Lesson Directions Are there areas you need to go over or move beyond? |

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|Overall, the students showed good understanding of different types of graphs and why we use them. However, the students exhibited difficulty in using pictographs despite going over these in their last maths lesson. |

|This has identified the need to go |

|over this. Other than that, the students showed clear understanding. |

|Reflection on Lesson How was the timing or the flow of the lesson? What other observations did you make? |

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|The timing of the lesson was good however, some students had not finished the questions, yet others had finished and already moved on to the online quiz. Unfortunately due to assembly, this lesson was only 45 minutes|

|long instead of the usual |

|60 minutes. |

|Reflection on Student Teacher Outcomes Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the future? What were the positive |

|points of your lesson? |

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|The students were ultimately engaged, and enjoyed using the class quiz on the electronic whiteboard. I could improve this area by ensuring that I provide different activities for students that provide more hands on |

|learning. The lesson however, was overall positive as the students were able to use the data sheet to relate their understanding of graphs back to its real world applications and make decisions using this |

|information. Therefore, I feel the activities were appropriate and gave students deeper understanding of graphs by connecting them to the real world. |

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|Supervisor Evaluation |

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