Lesson Plan - OISE
|Lesson Plan |
|Date: Nov. 19 ‘08 |Topic: Sorting/Classifying |
| |Data Management |
| |Eco-awareness |
|Grade Level: 3 |Time: 12:30 -1:20 |
|Classroom Teacher/School: Ms. Amrit Mudhar, Oakridge Jr. PS | |
|Curriculum Expectations: |
|Collection and Organization of Data |
|demonstrate and ability to organize objects into categories, by sorting and classifying objects using 2 or more attributes |
|simultaneously |
| |
|Secondary Objective |
|interpret and draw conclusions from data presented in charts, tables, and graphs |
|Assessment Strategies: |
| |
|We will circulate the room while students are sorting their “garbage” to assess their level of understanding and to provide |
|assistance and guidance where necessary. |
| |
|We will check each group’s chart paper to ensure they are classifying their “garbage” in the correct category. |
| |
|We have created a bar graph template which students can fill in according to their tally chart information. We will give this |
|project to students who complete their tally chart early. |
|Accommodations and Modifications: |
| |
|This is a group activity which will allow group member’s to fulfill a role that suits their strengths. Each group will have 4 |
|roles: Recorder, Supplies Manager, Speaker, and Timer/Everyone Contributes. |
| |
|This lesson uses a number of visual aids and manipulatives which will aid most students, including ESL learners. For example, |
|the “Garbage Suit” fashion show will provide visual aids to help students identify categories. We have also provided the |
|“clean” garbage bags for students to use as manipulatives so as to better understand the various materials we are sorting. |
|Resources/Materials |Outline |
|- 5 bags of “clean” garbage in clear bags |Introduction: 12:35-12:40 |
| |Yalini |
|- “Garbage Fashion” Wear apparel |Yalini will introduce the activity by acting as an announcer at a “Fashion Show”. |
| |Yalini will introduce Mr. Goudreau and Mr. Roffey one at a time and highlight some |
|- 5 half sheets of chart paper |of the garbage items that are found on their clothing. Mr. Roffey and Mr. Goudreau |
| |will act like runway models. |
|- markers | |
| |Middle: 12:40 – 12:50 |
| |Dan and Yalini |
| |Dan and Yalini will use guiding questions to have students identify the various |
| |materials found on Mr. Roffey and Mr. Goudreau’s clothing. The categories are: |
| |Glass, Plastic, Paper, Metal, Garbage |
| | |
| |After determining the categories, Dan and Yalini will lead a group sorting activity.|
| |We will create a tally chart to sort all the materials found on the “fashion |
| |model’s” clothing. We will review how tally chart’s are created and why we group |
| |tally marks in group’s of 5. |
| | |
| |Ramie |
| |Ramie will then introduce the activity. Each group will receive 1 bag of “garbage”.|
| |The objective is to create a tally chart using the same categories we have just |
| |outlined to tally and sort the items in each bag. |
| |Ramie will outline the group positions: Recorder, Supplies Manager, Speaker, and |
| |Timer/ Everyone Contributes. |
| | |
| |Group Activity – 12:50 – 1:05 |
| |Dan, Ramie, and Yalini will circulate the room to ensure everyone is on-task and to |
| |assess level of understanding. |
| | |
| |Group Discussion – 1:05 – 1:15 |
| |Ramie, Yalini, and Dan |
| |Ramie and Yalini will call the students to the carpet and lead a discussion where |
| |each “speaker” will tell the class their findings. Ramie and Yalini will record the|
| |classes findings on 1 big chart paper to create a class total. |
| |Dan will be sorting the garbage to provide a visual reminder of how much garbage we |
| |had vs. recyclable products. |
| | |
| |Conclusion: |
| |Ramie, Dan, & Yalini |
| |After the class total is found, Dan, Yalini, and Ramie will guide the class in a |
| |discussion about the importance of recycling. We will highlight how many recyclable|
| |items were found in garbage bags. We will demonstrate how much garbage was saved |
| |from going to the landfill (which creates pollution). Garbage in landfills creates |
| |pollution and we can all do our part to reduce the amount of recyclables that end up|
| |in landfills. |
| |Follow-up: |
| |This lesson would lead into a lesson about creating bar graphs. We could use the |
| |tally charts we have created to make bar graphs following all the conventions of bar|
| |graphs (ie/ titles, labels, appropriate numbering, etc.) |
| |We could also follow the environmental theme and conduct a research project with the|
| |school’s janitors to find out how much trash vs. recycling is created school- |
| |wide. |
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