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LESSON PLAN OUTLINE

JMU Elementary Education Program

Bailey Dismore
Sheila Goodberry, William Perry Elementary School, Kindergarten
10/25/2017 9:00am
10/16/2017
CT Initial:

TITLE OF LESSON Graphing Classroom Eye Colors Using Chalk Painting

CONTEXT OF LESSON
This lesson is appropriate for my practicum students because they are just starting to learn about graphs.
They also rarely are allowed to use creative materials in their class. My CT says she rarely lets them
use markers, so they will get to explore a new creative medium.
This class is awesome in whole group and small group atmospheres and follow directions very well, so
they will succeed in this lesson. They also are inquisitive about numbers and expressing numbers, so
representing numbers through a graph will be right up their alley.
OBJECTIVES AND ASSESSMENT

Developmental Objectives Plan for Assessment

1. The students will describe their
observation of their eye color using a
mirror or picture.
2. The students will explain the new
vocabulary words data and picture
graph.
Students will tell me how they see their eyes and create it on the
paper. If they are able to explain what their eye color is based on
their observations, they will have achieved this objective.
I will ask each child the color of his or her eyes to assess this
objective.
I will call on students during closure time to tell me in their own
words about the words data and picture graph. I will call on
the students who did not raise their hands in the beginning of the
lesson to share ideas on the definition. Furthermore, I will
circulate the room while they are coloring and use the words
data and picture graph and ask them to tell me what it is. I
will use a chart and clipboard to mark off who understands the
words.

COLLECTION OF ASSESSMENT DATA

Data collection is on the behaviors of participating during introduction, defining vocabulary learned
during lesson, defining vocabulary after the lesson, and describing their observations of their eyes.

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS

(Preschool)
Math SOLs
K.13 The student will gather data by counting and tallying.

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K.14 The student will display gathered data in object graphs, picture graphs, and tables, and will
answer questions related to the data.
K.15 The student will sort and classify objects according to attributes.

MATERIALS NEEDED
Large chart paper CT
Glue Sticks CT
Chalk (green, blue, brown) Bailey
Buttermilk Bailey
Container for buttermilk Bailey
Paper towels for cleanup Bailey
Eye coloring page (22 copies) Bailey
Mirrors Bailey and CT
Markers CT
Phone to take pictures Bailey

PROCEDURE

PREPARATION OF THE LEARNING ENVIRONMENT

While the CT is finishing up her plans before my lesson, I will pour buttermilk into containers and put
chalk out at the three designated areas.
When I start the lesson, I will talk to the students about graphs while I take out the large chart paper
and tape it up on the easel. As they help create a definition of picture graph I will write it down on
the dry erase board. We will then draw out classroom graph and describe the parts before they get into
their eye color groups to color.

INTRODUCTION AND ORGANIZATION

The day before my lesson is a small introduction done by my CT about collecting data. I plan to use the
information about data collection they went over the day before and incorporate it into graphs.
I can ask them if anyone wants to be a scientist or researcher when they grow up. I know at least two of
them want to be scientists, so I will draw them in by telling them that scientists, researchers, doctors,
and lots of other jobs collect data and have to have a way to view it easily and quickly. This will get the
students interested in our graphing activity as well as building upon their previous knowledge about
data collection.
In regard to taking turns, my CT has a strict policy about raising hands appropriately. If students are
seated quietly and not jumping around, they can be called on.
Bring students to the rug for a quick introduction of the lesson.
Ask if any of the students know what a graph is.
Does anyone here know what a graph is? Allow students to share their ideas of what a graph is.
Incorporate their ideas into a class definition of picture graph. (Should include the word data)
Once a definition has been made, write it down for everyone to see and read.

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Draw an outline on the large chart paper for a classroom set of eye color data. Should have a title and
three different sections for blue, green, and brown eyes and can be orientated horizontally or vertically.

IMPLEMENTATION
Mirror/Picture Time
Pass out handheld mirrors for students and ask them to look in them to see what color their eyes are.
Have students get into groups based on their eye colors. (One group for blue, one group for brown,
and one group for green.)
Take photos of student eyes and show the picture to them. Ask them to describe what color they see
in their eyes.
Collect mirrors and return to original spot.
Group Time
Students will go to designated areas of the classroom depending on their eye color
Brown eyes will go to the back rounded table. Blue eyes will go to the corner tables by the COW
center. Green eyes will go to the middle yellow tables.
At each area, there will be designated chalk in the color of the eye being colored, and cups of
buttermilk for dipping.
Students will dip their chalk into the buttermilk and color the eye paper. They can make the eye as
bright as they wish and will be encouraged to explore the buttermilk and chalk reaction.
They will write their names on their eye sheet and decorate the eyelashes, create eyebrows, and add
decoration if they want.
Additional chalk colors will be provided if they are finished coloring in their eyes.
While the chalk dries, the students will clean up, pour out buttermilk into sink, and designated table
wipers will wipe the tables off.
The chalk will dry quickly and the students will transition back to the carpet.
Graphing Time
Students will return to the carpet.
We will graph the eyes they colored onto the graph created at the beginning of the lesson.
Students will be called up one by one to show me where their eye goes on the chart and have an
opportunity to glue it up.

CLOSURE
After all the eyes are up on the large graph, we will count the number of eyes in each section.
Questions to ask at this time:
Which color had the most eyes?
Are there any two colors that have an equal number of eyes?
Is there any other way we could represent this data?
Turn the chart to the side:
Does our graph still mean the same thing when it is on its side?
Transition to Next Activity

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Ask students if they have any questions about graphs and ask for their reactions to the chalk and
Buttermilk
Explain to them the next thing they will be doing (Ask CT beforehand) and create a smooth transition
by saying something like If you have green eyes, go to your seat, if you have blue eyes, go to your
seat and If you have brown eyes go to your seat.

CLEAN-UP
Students will assist in clean up while their chalk dries by pouring out buttermilk and wiping off tables.
After the entire lesson, I will make sure tables were wiped off correctly and that the markers I used for
my lesson are back behind the easel where my CT keeps them. I will put the cups and excess chalk in
my bag once the activity is finished. I will discuss with my CT about hanging up the chart paper
somewhere in the classroom for the students to reference and enjoy.

DIFFERENTIATION
In my class, there is a child who did not go to pre-k and has a tougher time than other students holding
writing
utensils. If he is struggling, I will reinforce the correct way to hold chalk and give him support.
There is a girl who does not like to participate in group activities. If she does not participate, I will
work with her individually and have her sit next to me on the carpet so that I can engage her fully.
If there is a student in the class who is color blind, I will talk to them and the class about how not
everybody sees the same colors, and how that is okay.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Introduction/carpet time:
If no students know the answers to questions I ask, I will first rephrase it, review the definition,
or answer it myself so they know for next time.
If there are students talking to one another, I will ask one of them to move near me or away
from each other.
If a student has to go to the bathroom or get water, I will tell them circle time is not the time to
go to the bathroom.
If a student has a meltdown, I will first try to move along and not pay attention to it. If it
persists, I will try to sit him/her next to me, and if that does not work, I will call in another
teacher to deal with the student.

During the chalk painting:

If a student spills the buttermilk, I will grab paper towels and quickly spill up the mess. I will
have extra buttermilk on hand just in case.
If students fight over buttermilk or chalk, I will show them that they have their own and if I
need to separate them and explain to them the importance of sharing.

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Vocabulary: Ask the students individually while Observation: Ask the students to put into words
they are working if they can give an example of what they see. Looking for eye color or shades.
or define data and picture graph sort.
Silvia When asked, Silvia was able to sort herself into Silvia was able to tell me the color of her eyes.
a group of children with the same colored eyes
after she had some teacher assistance.

Zander Zander mentioned that sorting is like putting Zander was able to tell me the color of his eyes.
things into categories.

Kari Ann Kari Ann was able to sort herself into a group of Kari Ann was able to tell me the color of her eyes.
children with the same colored eyes after she
had teacher assistance.

Grayson Grayson needed assistance sorting himself into Grayson was able to tell me the color of his eyes
his eye color group. with some prompting.

Zymeriah Zymeriah was able to group herself into eye Zymeriah was able to tell me the color of her eyes.
color group. She compared this activity to
sorting shapes.

Breonia Breonia was able to sort herself into a group of Breonia was able to tell me the color or her eyes.
similar eye color.

Josiah Josiah compared this sort to sorting by shapes. Josiah was able to tell me the color of his eyes.

Calvin Calvin compared this sort to putting things into Calvin was able to tell me the color of his eyes.
categories.

Caleb Caleb compared this sort to sorting shapes into Caleb was able to tell me the color of his eyes.
different categories.

Elijah Elijah needed assistance using the word sort. Elijah was able to tell me the color of his eyes, but
After assistance, he was able to put himself into looked for confirmation about his observation from
the blue eye category. the teacher. He seemed unsure.

Davian Davian was able to compare sorting by eye Davian was able tell me the color of his eyes.
color to sorting by shape.

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Noelle Noelle needed some assistance with sorting Noelle was able to tell me the color of her eyes.
herself into her eye color group. She understood
after watching other students sort themselves.

Draydn Draydn was able to sort himself into his eye Draydn needed some assistance telling me the color
color group after watching a few students sort of his eyes and looked for confirmation about his
themselves. observation.

Lacey Lacey was able to sort herself into her eye color Lacey was able to tell me the color of her eyes.
group.

Zoey Zoey was able to sort herself into her eye color Zoey was able to tell me the color of her eyes.
group.

Braydn Braydn was able to sort himself into his eye Braydn was able to tell me the color of his eyes.
color group.

Tristan Tristan was able to sort himself into his eye Tristan was able to tell me the color of his eyes.
color group.

Kierra Kierra was able to sort herself into her eye color Kierra was able to tell me the color of her eyes.
group.

Brooklyn Brooklyn needed assistance sorting herself into Brooklyn was able to tell me the color of her eyes.
her eye color group and was able to do so once
we told her she needed to be with students who
also had her eye color.
Chelsey Chelsey was able to sort herself into eye color Chelsey was able to tell me the color of her eyes
group after watching a couple other students do with some prompting.
it.

Overall, nine of twenty students were able to show me they knew what sort means by sorting themselves in groups
based on their eye color. Six of twenty students took it a step further and compared sorting by eye color to a previous
experience sorting shapes or categorizing. The remaining five of twenty students needed some assistance or direction
when asked to sort themselves, but after assistance were able to sort themselves.
Sixteen of twenty students easily told me their eye color when asked. They required no prompting and were confident
in their observations. Two of twenty answered only after prompting such as Zander has the same eye color as you and
he just said his color. What did he say? Yours is the same. Another two of twenty were able to tell their eye color to
me, but were unsure and looked for confirmation about their observation.

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