5-E Integrated Subject Lesson Plan
Title of Lesson: You ate what?
Lesson Planners (names): States, Wolford, & Zeff
School(s) & School Division: Daniel Morgan Middle School, Winchester City Public Schools
Grade Level:5th Grade
Lesson specific Science & Math SOL (or other standards covered).
Describe desired gains in Knowledge/Skills/Behaviors for each, where applicable). Connection observations based on appearances & Data Collection
These are your specific Learning Objectives for the lesson.
Standards (list) / Knowledge (Know) / Skills (Do) / Values (Be)Math
5.8The student will:
d)estimate and then measure to solve problems, using metric units; and
e) choose an appropriate unit of measure for a given situation involving measurement using metric units.
5.16The student will
a) describe mean, median, and mode as measures of center;
b) describe mean as fair share;
c)find the mean, median, mode, and range of a set of data; and
d) describe the range of a set of data as a measure of variation. / SOL 5.8
●Length is the distance along a line or figure from one point to another.
●U.S. Customary units for measurement of length include inches, feet, yards, and miles. Appropriate measuring devices include rulers, yardsticks, and tape measures. Metric units for measurement of length include millimeters, centimeters, meters, and kilometers. Appropriate measuring devices include centimeter ruler, meter stick, and tapemeasure.
●Length: millimeters, centimeters, meter, kilometer
●Mass: milligram, gram, kilogram
●Volume: milliliter. Liter
SOL 5.16
●A measure of center is a value at the center or middle of a data set. Mean, median, and mode are measures of center.
●The mean, median, and mode are three of the various ways that data can be analyzed. / SOL 5.8
–Solve problems involving measurement by selecting an appropriate measuring device millimeters, centimeters, meters, and kilometers;
SOL 5.16
●Describe and find the mean of a group of numbers representing data from a given context as a measure of center.
●Describe and find the median of a group of numbers representing data from a given context as a measure of center.
●Describe and find the mode of a group of numbers representing data from a given context as a measure of center.
●Describe mean as fair share.
●Describe and find the range of a group of numbers representing data from a given context as a measure of variation.
●Describe the impact on measures of center when a single value of a data set is added, removed, or changed.† / SOL 5.8
●Understand how to select a measuring device and unit of measure to solve problems involving measurement.
SOL 5.16
●Understand that mean, median, and mode are described as measures of center.
●Understand that mean, median, and mode are three of the various ways that data can be described or summarized.
●Understand that mean as fair share is described as equally dividing the data set or the data set has already been divided equally.
●Understand how to find the mean, median, and mode of a set of data as measures of center.
●Understand values in the context of other characteristics of the data in order to best describe the results.
●Become more efficient learners of the 21st century skills using integrated math and science concepts.
●Improve literacy in STEM (science, math, engineering and technology) concepts and problem solving skills in real world applications.
Science
5.1The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
b)estimates are made and accurate measurements of length, mass, volume, and temperature are made in metric units using proper tools;
g)data are collected, recorded, analyzed, and communicated using proper graphical representations and metric measurements;
h) predictions are made using patterns from data collected, and simple graphical data are generated;
i) inferences are made and conclusions are drawn / ●Estimation is a useful tool for making approximate measures and giving general descriptions.
●When conducting experiments, data are collected, recorded and analyzed and communicated using proper graphical representations and metric measurements.
●A scientific prediction is a forecast about what may happen in some feature situation.
●An inference is a tentative explanation based on background knowledge and available data.
●A conclusion is a summary statement based on the results of an investigation (observations). / ●Estimate and make accurate measurements of length.
●Collect, record and analyze data and communicate data using proper graphical representations and metric measurements.
●Make predictions and inferences using patterns from data collected and form conclusion. / ●Become more efficient learners of the 21st century skills using integrated math and science concepts.
●Improve literacy in STEM (science, math, engineering and technology) concepts and problem solving skills in real world applications.
Level or Extent of Integration for this lesson (Mathematics Specific, Mathematics Focus, Balanced Math & Science, Science Focus, Science Specific):
Mathematics Specific
Instructional time: hour
●Materials needed:
oSchool Breakfast consisting of:
▪Breakfast biscuit (Turkey Sausage / Chicken)
▪Milk
▪Juice
oMeasuring Devices – balanced scale, metric ruler, graduated cylinder
Web resources used (if any; Give urls):
●
Advance preparation needed:
●learning log
●school lunch *3
Formative assessment(s):How will students demonstrate that they have achieved the lesson objective(s)? How will you judge whether your teaching strategy is effective? This assessment should be embedded throughout the lesson as well as at the end of the lesson.
●Formative assessment based on Learning Logs will be collected
●Questions for discussion (possible exit ticket)
oDid the lesson influence your thoughts/beliefs about school breakfast?
oHow did Science play a role in this lesson? Can Math be used in your Science instruction?
oWhy did we complete this activity? What was the point?
●Journal / Writing Prompt
oHow was this lesson meaningful?
o What do you notice about the mass of the objects? Did any of your finding surprise you?
oWhich biscuit would be the better value? Why?
●Other
oStudents can plan a breakfast menu with the same caloric value
oVisual representation (pictures / illustrations)
Lesson Description (step-by-step teaching procedure):
●To begin this lesson, the teacher is going to ask the simple question, “What did you have for breakfast?” Students will discuss the foods they ate. Teacher continues, “Have you ever eaten a meal that you were full or uncomfortable?” Discussion, “Can you show me how you felt?”
●Students will be take a walking field trip around the classroom exploring each station.
●Station 1 - mass of Chicken Biscuit
●Station 2 – mass of Turkey Sausage Biscuit
Discussion of Unit: Activate prior knowledge, what are some items that weigh…
●grams- paperclip , dime , & new dollar biil
●kilogram- bottle of water (lL) or dictionary
●Station 3 – volume of Milk container
●Station 4 – volume of Juice serving
Discussion of Unit: Activate prior knowledge, what are some items that are…
●1 ml-rain drop / tear
●10 ml- eye dropper
●1 L – soda / Sports Drink bottle
●Station 5 – length of breakfast / lunch tray
●Station 6 – width of breakfast / lunch tray
Discussion of Unit: Activate prior knowledge, what are some items that measure…
●mm- thickness of a dime, an eyelash, tip of a pencil, or easer
●cm- diameter of dime or uni-fix cube
●m- waist to floor
●Record predictions at each station
●Divide students into their groups and distribute the materials. ( 1/6 of class at each station)
●Students will spent 5 minutes per station (additional time will be given if needed)
●Share results with in the classroom.
●Discussion:
- Are there any discrepancies in the data collected?
- Is it possible to have an answer that differs?
- What would be an acceptable variant?
- Are there any objects that we need to measure together?
- How could we improve activity?
Differentiation Strategies to meet diverse learner needs:
●Students can complete activity individual or in cooperative learning group.
oHigh: extend to a kid’s menu, convert to smaller / larger units, measure individual parts of tray
oMid-Level: change reporting method based on individual strengths & weaknesses
oLow-Level: explicit instruction, students will record facts into voice recorder, or transcribe
Attach Worksheets &/or Hand-outs, if applicable for this lesson
▪Observation Sheet
Homework Assigned (and applicable worksheets):
oHow did Science play a role in this lesson? Can Math be used in your Science instruction?
oWhy did we complete this activity? What was the point?