Salam Academy

Lesson Plan: Math/Science # 1

 

 

Robyn L. Powley, Kindergarten,

September 1, 2004

Time: 9:00am to 11:00 

 

TOPIC:   You Are The Apple of  My Eye:  Integrated Science and Math: Counting, classifying, predicting, experimenting, sampling, and gathering statistics on apples.  

Salam Academy, Albuquerque

 

GOALS:  To give students a hands-on guided opportunity to identify traits, classify, create a repeating pattern, make a prediction regarding floating and test the prediction, to introduce the concept of desity, to gather data on favorites in table format, and analyze the gathered data, all using four types of apples. 

 

Math Standards:  Students will understand numerical concepts and mathematical operations. 

Benchmarks:  Understand numbers, ways of representing numbers, relationships among numbers, and number systems.  Understand patterns, relations, and functions. 

Math Standards:  Students will understand algebraic concepts and applications. 

Benchmarks:  Understand patterns, relations, and functions. 

Math Standards: Students will understand how to formulate questions, analyze data, and determine probabilities. 

Benchmarks: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. 

Science Standards:  Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to thing critically. 

Benchmarks:  Students will use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data.  Use scientific thinking and knowledge, and communicate findings.  Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings. 

 

OBJECTIVES: TSW

  1. Working in teacher-assigned groups, count the entire bunch of apples. 
  2. Study and analyze the group of apples, and communicate
    1. What is different about the apples?
    2. What is the same about the apples?
  3. Group apples into subgroups by type. 
  4. Create a repeating pattern with the apples. 
    1. Explain why the group’s pattern is repeating. 
    2. Tell what would come next in the pattern if there were more apples.   

 

MATERIALS:  Air-inflated globe, apples (4 ea of 4 kinds), apple sticky notes for voting, , (knife for teacher), paper plates, paper bowls, pencils, paper, paper towels, orange, various articles to “float.”

 

ENVIRONMENTAL/GROUPING (Mgmt reminders):  [After grouping, have students count numbers of students in each group, asking how does that number compare with the total number of students in attendance, reinforcing number sense.]

 

Red Group:  Marwa, Mohammad, Noor E., Amanni, Taha, Rinad

Blue Group:  Lynn, Sara, Noor L., Noir, Nawaf

 

INSTRUCTIONAL PROCEDURES:

Introduction (time allowed 30 minutes): 

  1. Read Ten Apples on Top
  2. Reveal the basket of apples and explain the following tasks: 
    1. Count the number of apples in the basket, with students
    2. Divide the apples into two groups, one for Red and one for Blue group
    3. Conduct an experiment to see if apples float
    4. Sample apples (taste test)
    5. Vote on class favorites. (Students must describe why they voted as they did.)
    6. Record data on the class vote.
  3. Assign follow-on work on collecting and counting apple seeds for those who finish and need to move on. 

 

Development of Lesson (time allowed  1hour 10 minutes): 

 

The teacher will:

The student will: 

1.      Provide apples to be divided into 2 groups. 

2.      Explain the task of examining and grouping by type, show an example. 

3.      Listen to the individuals in the groups explain their classification. 

 

 

1.      Have apples collected.

2.      Explain the experiment.

3.      Show how the inflated globe floats on top of the water in the caldron. 

4.      Ask questions about floating: rubber duck in bath, wood, people in the pool.

5.      Introduce the concept of density.

6.      Invite discussion. 

7.      Place apples in caldron. 

8.      Invite discussion during apple pie and apple juice break. 

 

1.      Rinse, dry and cut apples into bite size pieces. 

2.      Have apple ballots passed to each ss. 

3.      Instruct ss to write names on ballots. 

4.      Create a table on the chalkboard for the apple ballots. 

5.      Explain the table. 

6.      Model voting for ss. 

7.      Record vocabulary used to explain apple preference. 

8.      Transfer table data into Excel spreadsheet for permanent record.   

1.        Go to assigned group. 

2.      Examine the apples,

3.      Count the apples. 

4.      Divide apples into groups by type. 

5.      Create a repeating pattern using the apples, all or part. 

6.      Show and explain to the class the repeating pattern. 

 

1.      Put apples into basket.

2.      Watch demonstration of inflated globe on the water.  

3.      Discuss things that float—why?

4.      Predict what will happen when the apples are put into the water.

5.      Observe what happens when apples are put into the caldron of water. 

6.      Discuss the activity. 

 

1.      Go to individual seat. 

2.      Write name on apple ballot. 

3.      Sample each type of apple. 

4.      Cast apple ballot on table written on chalkboard. 

5.      Explain why s/he liked the type of apple voted for. 

6.      Count numbers of apple ballots cast for each type of apple. 

7.      Record the number of votes. 

8.      Declare the favorite type of apple.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Closure (time allowed 20 minutes): 

 

Invite discussion of “what I liked best” and “what I learned.”   

Explain uses of cut apples for next day’s art project of making decorated paper sacks. 

Explain the use of the art project for Friday’s nature walk. 

Talk about the type of apple that was the class favorite, and why it was important for me to know which was the favorite, so I can buy apples for treats for Friday’s nature walk.

Announce lunchtime and invite ss to eat remaining apple bits with their own lunches. 

 

METHOD OF ASSESSMENT AND CRITERIA: 

Rubric (http://MrsPowley.homestead.com/applerubric.html)

 

REFLECTIONS: 

            What went right?

 

The class was excited about this day and wanted to do all the steps involved.  I had built excitement by talking about this day, asking questions and reading books about apples.  All the material worked, and all students were eager to participate. 

 

            What went wrong?

           

Nothing. 

           

            Adjustments for future lessons: 

 

Still thinking how to make it more fun, easier and smoother in transition from task to task.  A sharper knife for cutting the apples into sampling pieces would make that part faster.  I expected the explanation of why we weren’t eating all the apples I brought to satisfy the ss but it did not; hence I had to show the ss how an apple cut horizontally reveals a star in the center and explain about drying the apple overnight before we could use it to stamp the designs on the paper sack project.  Though in the long run that should build anticipation for the next day’s activity.