Integrated Lesson Plan
by Roseann T. Mesheau
CIT-0609-GR1 (51032)
Special Topics in Curriculum Design I
Nova Southeastern University
June 6, 2009
Lesson title: Evaluating data using circle graphs.
Essential question for the lesson: How do you use graphs to represent data?
Assessment description/performance Task Description:
Before starting this lesson, the students have previous knowledge about the fundamental steps necessary to create a circle graph. This lesson will use these skills to collect data, construct circle graphs, and reflect on the outcomes in their math journals. The end product will be a collection of 4 circle graphs and 2 journal entries. Each item will be assessed by a rubric that has been provided to the students at the beginning of the lesson.
Procedure:
Upon entering class, each student will be asked the question, “What is the nationality of your grandparents?” A list will be written on the board. Students will be asked to create a circle graph from the data on the board. The classroom is arranged in clusters of 4 and 5 students. Discussion is encouraged between students about the details needed to complete the task.
Before this lesson was presented, the teacher contacted fellow faculty and received permission for her students to collect data from their classes. Each cluster is assigned a room. They have 15 minutes to politely enter the other classroom ask the question, “What is the nationality of you grandparents?”, collect the data, return to the class, and add their data to the classroom board. The class has now collected two sets of data for the class question, the class data and a sample of school data.
Each group will now proceed to the computer room. They will collect data from Quick facts from the US Census about Massachusetts. Students will collect the percentage of each nationality that is represented in the school sample from the state and national data available. Students will then return to their groups and create a poster that contains 4 circle graphs, class/school/state/nation percentages of selected nationalities.
The class will assemble for a closing discussion answering the following question:
How is our class ethnicity compared to the state? the nation?
How did displaying this data on a circle graph help make you aware of differences and similarities?
The graded homework assignment is two journal entries
- Reflect on where the student is on each chart and how they feel about this.
- Explain how your group completed the assignment and what you contributed to the success of its completion.
Plan for Differentiation
- A SPED liaison is assigned to the room to accommodate the IEP and 504 students.
- Clustering of desks provide communication between students, which helps ESOL students practice conversation.
- Textbook is used to support notes on board.
- Blank circle graphs are available for students that have problems manipulating compasses and protractors.
- Directions are written and read aloud.
- Circulating among groups help promote questions and keeps students on task.
- Changing from one activity to another is clear and purposeful.
- Calculators are used to help students with computations deficiencies.
Content Areas that are Integrated
Integrated subjects included are mathematics, English composition, and technology.
Lesson Vocabulary to be Addressed
Math vocabulary words from the circle graph unit are already on the word wall in the classroom with picture and word description. New words to be addressed would be nationality and ethnicity.
