UMF Unit-Wide Lesson Plan Template

Name: Rachel Layman Program: ECH Course: 460

Lesson Topic / Title: Goldfish Graphing Free Choice Small Group Large
Group

Lesson Date: March 6, 2020 Lesson Length: approx. 30 Grade/Age: First Grade
min.
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching rigorous
curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions /
Children will graph 14 goldfish pieces. Reasoning
14 goldfish pieces is a big enough
Children will record how many of each color number to allow for variety in the
goldfish they received. graphing, but small enough that it
is not overwhelming for the
children.

Content Standard(s) Instructional Decisions /

Common Core
Measurement and Data
Represent and Interpret Data
Organize, represent, and interpret data with up to
three categories; ask and answer questions about the
total number of data points, how many in each
category, and how many more or less are in one
category than in another.
Reasoning
Graphing the goldfish requires
children to organize data.
Recording the results is
representing the data. Recording
the data is also comparing how
which categories have more or
less.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner

performance and determines best supports for continued learner growth.
Assessment Instructional Decisions /
This is a formative and summative assessment. Reasoning
Each child will record how many of each color Having children color in individual
goldfish they have in two ways. goldfish and the graph will allow
1. Each child will color in goldfish at the top the children to see the same
of their worksheet according to how many amount/number in more than one
goldfish of each color they have received. way. It will also ensure that they
2. Each child will color in the appropriate count their goldfish more than
boxes with the appropriate color. once.
This is a formative assessment
because it lets me know how much
they understand about graphing.

Instructional Materials and Resources - Stays current in content knowledge and expands
expertise in reviewing instructional materials from the perspectives of both the discipline
and individual learner needs.
Materials, Resources, and / or Technology
Goldfish sorted into sets of 14 and placed in
containers (Student)
Worksheet (Student and Teacher)
Markers, colored pencils, crayons (Student)
Smartboard, computer, and ladybug camera
(Teacher)
One Fish, Two Fish, Red Fish, Blue Fish by Dr.
Seuss (Teacher)
This is a summative assessment
because it shows me that the
children can work with numbers
represented in different ways.
Instructional Decisions /
Reasoning
The goldfish are required for the
graphing. They must be in a set of
14 to ensure that all children get
the same amount, and the
worksheet calls for 14.
Markers, colored pencils and
crayons are needed for children to
color in the goldfish and the boxes.
The smartboard, computer, and
ladybug camera will be used for an
example.

Instructional Methods: Selects, creates, and sequences learning experiences and

performance tasks by using a variety of instructional approaches, strategies, and
technologies that make learning accessible to all learners and support learners in reaching
rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions /
Transition (2 min) Reasoning
Vocab:
Children will pick up their things and come to the
Graphing
rug.
Opening (10 min) Questions:
I will then read the book One Fish, Two Fish, Red What is the first thing that I need
Fish, Blue Fish by Dr. Seuss. State that we will be to do?
graphing different colored goldfish. How many (insert color here)
Lesson (5-7 min) goldfish do I have?
Go over the worksheet with the children on the What do you think I need to do
smartboard. Explain to them that they need to sort next?
their goldfish and then color in each fish on the Who can tell me what we did first?
paper with the right colors. Demonstrate with my What do we need to do next?
own goldfish. Then explain how to color in the Does anyone have any questions
boxes. Demonstrate with my own goldfish. I will about what we are doing?
specify to not eat any goldfish until their work has
been handed in.
I will then ask the several students to please pass
out the containers of goldfish. I will ask the helper
to please pass out the worksheets. I will dismiss the
children by table/who is ready.
Work time (15 min)
I will roam around the room checking in with
students and answering questions. As children
finish they will be allowed to get their snowpants
and boots on before lunch.
Closing (2 min)
Children will sit at their tables. I will review that we
just graphed goldfish. If children are not done
before lunch, they can finish afterwards.
Meeting students’ needs (differentiation, Instructional Decisions /
extensions, modifications, accommodations) Reasoning
H’s IEP states that providing wait time for them to J, H, and K have IEPs. J and H’s
comprehend the directions is necessary. Check in to IEPs are not in math. K’s IEP is in
ensure they understand the directions. Seating close math.
to the teacher and frequent check ins are specified
as instructional strategies for them.

J’s IEP states that directions should be broken down

into smaller steps. Breaks should be built into the
schedule to ensure that they do not become fatigued
by the academics. Positive reinforcement and
immediate feedback is helpful for keeping them on
task. Frequent check ins are also specified.

K’s IEP does not have any specific instructions at

this point in time. So frequent check ins and
individual time to instruct is used during work time.
A is color deficient. I will help him sort the
different colors and label them.
For the children who finish early they can do
leftover work or they can read a book if they have
no extra work. There are also math games around
the room for children to play with quietly when
they are done.
There are manipulatives placed next to the schedule
for children who request them/need them.
Some children may be asked to go to the reading
table if they need extra help focusing or
understanding the work.
The children who finish early have
either work they need to finish
from another part of the day or
they can read a book from the
bookshelves or their reading bin.
The manipulatives can help
children visualize the problems
they are working on.
Bringing certain children to the
reading table can be done for
various reasons: 1) The child needs
help. 2) The child is distracted and
needs a more quiet place to work
away from their peers. 3) They are
distracting their peers.
Field Course Only – Post lesson

Reflection

Overall this lesson went rather well. The children were engaged and excited to be doing
something a bit different than usual. This made it easier to teach my lesson. The only
thing that I would have done differently would have been to test the LadBug overhead
camera beforehand. I had not realized that the colors I chose to use would be distorted
and shown differently on the screen. Example: the color red looked like the color purple
once projected to the screen.

The mentor teacher has set in place certain expectations for her students. Specifically,
coloring inside the lines or as my mentor teacher likes to call it “good first grade
coloring”. This was an issue for many of the children. In my opinion the thought of being
able to eat the goldfish when they were done with their work was a very enticing thought,
therefore many of the children overlooked the original expectations placed before them.

Of the children who finished their work, most of them colored the appropriate amount of
fish and blocks. For those who made mistakes with their work, the recommended practice
was to either color over it (if the color could be and it was similar enough. Example:
Accidentally using red instead of orange. One can easily color over that.) or to place a
simple “X” over the mistake to mark that they knew they had made a mistake but that
they could not easily fix it.

14 out of 17 students finished the assignment, 2 of those students were taken out of the
room for supplemental instruction and one was absent. 7 of these students did the
assignment 100% correctly. 6 of the students did not use “good first grade coloring”:
which includes minor scribbling, not coloring in the fish and boxes fully, and scribbling
over the fish so one could not tell which ones were colored in with the correct color. 1
student handed in the assignment unfinished.

Rationale

Common Core Teaching Standard #9: Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her
practice, particularly the effects of his/her choices and actions on others (students,
families, and other professionals in the learning community), and adapts practice to meet
the needs of each learner.

The teacher uses knowledge from past lessons and experiences to shape future lessons
and activities for their students. The teacher will have evidence to support the reasoning
for the changes.

Indicator b: Engages in meaningful and appropriate professional learning experiences

aligned with his/her own needs and the needs of the learners, school, and system.

The teacher makes minor changes in the given curriculum to ensure the understanding of
the material for all students while still being able to use the results to accurately assess
the students.

I met this standard and indicator with this lesson because I used the curriculum that I had
on hand and made it so that each child could properly complete it. Specifically, there is a
student who is color deficient. So, they see some colors different and have issues
identifying different colors. Once I knew this about the student I was able to change the
way I taught certain lessons. Making sure to identify the colors I was using if it was
relevant to the lesson. For this lesson, I made sure that the goldfish got sorted into the
correct colors and that the groups of goldfish were identified.

ISTE Standard 2:

Design and develop digital age learning experiences and assessments:

Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context
and to develop the knowledge, skills and attitude identifies in the standards.

Teachers use technology to design, develop, and evaluate lessons and activities as well as
assessments. These lessons and activities should promote learning and the development
of relevant knowledge and skills.

Indicator a:

Design or adapt relevant learning experiences that incorporate digital tools and resources
to promote student learning and creativity.

The teacher will design or modify a lesson/activity that uses technology and the resources
technology has to offer. This should promote student learning and creativity.

I met this standard and indicator by using technology in a way the children are not
exposed to very often. I used it to demonstrate how to do the activity and then left the
example on the smartboard for the children to see. I modified a lesson from my mentor
teacher to include technology and promote the learning of the students.

Rev 8/17