LESSON PLANS Christine, Allison, Melanie, Caroline and Natasha
Monday October 5th, 2008 Forest Manor P.S.
Mathematics and Food Equity in the Global Village
/ Time: 10:35-11:25 amGrade: 3
Lesson Objective/Purpose
· To review yesterday’s global village story and features of a graph
· Create graphs based of numbers from the book If the World Were A Village / Instructional Strategies
· Class work, small group work, visual aids
Curriculum Expectations
3m80 –organize categorical or discrete primary data and display the data in charts, tables, and graphs, with appropriate titles and labels ordered appropriately along axes, as needed, using many-to-one correspondence (e.g., in a pictograph) / Accommodations
- peer tutoring
- increased time
- teacher assistance
- manipulatives
Materials
- Chart paper
- Markers or pictures for pictographs
- Numbers/Statistics from If the World Were A Village book displayed / - Examples of graph and pictograph already drawn on the whiteboard
Time
10:35
5 min
5 min
10:45
1 min
2 min
7 min
4 min
11:00
20min
11:20
5 min / Intro
· Invite students to go to the carpet
· Recap of yesterday’s lesson on the global village with key highlight on the small group discussions of what hungry means (Allison)
- Ask what the students remember
- Bring up key points about food equity (sensitive to issue of hunger, many factors affect food equity, what can we do?)
· Introduce our class link to the food drive and that we’ll be helping out (Melanie)
- There is a food drive for kindness week and we can bring in food to help the food banks and other people
-
Body
· Review graphs and discuss graphing activity (Christine)
- Tell students we are going to graph some of the information from yesterday’s story, but first we are going to review graphing
- take a tally of student’s favourite season
- Ask students to tell you how you draw the graph for the data
- Have students name the features of a graph...
· Give instructions for graphing activity:
- Working in small groups to create graphs and then present their work to class, as a group
Conclusion
· Have students clean up their space and put away graphs
· Closing : summarize the work we did, highlight key points from the storybook and issues we discussed about food equity, announce their presentations will be in next math class, reminder about food drive (Natasha ) / Side Notes
*Want students to identify:
- type of graph
- Title
- Scale
- Labels
- Legend
- Axes
- Aim is for teachers to facilitate students’ group work, letting them create the graphs
- Break students into small groups to work with teachers to create bar graphs and pictographs of the data
Assessment
Will check for understanding in small groups (anecdotal)
Will check for understanding in presentation (anecdotal) / Summative chapter test will evaluate knowledge of graphing
ALSO: WE DID A SOCIAL STUDIES LESSON PREVIOUS TO THIS TO INTRODUCE THE TOPIC
SOCIAL STUDIES LESSON PLAN
November 4 & 5, 2008
Forest Manor – Grade 3 Group Math Equity Assignment
Student-Teachers: Allison, Christine, Natasha, Caroline, Melanie
LESSON:
This social studies lesson plan is an introduction to grade 3 graphing using the book If the World Were a Village as an introduction into graphing. The math lesson plan is preceded by a social studies lesson on (globally) who we are, how we live, how fast we are growing, food sources, population, what languages we speak, etc. which are the main foci of the book.
After an introduction to the global village concept a participation exercise involving identifying countries that students are familiar with though people they know, including family and friends is recorded on a world atlas with stickers. After the class has created a world map, which now represents the class global village, a read-a-loud of the book in a circle on the carpet takes place. After the story the children stay on the carpet and each get a card they are to turn over when asked to. On each card is the proportionate representation of the current picture in world hunger. 50% of students had cards saying hungry some or all of the time; 30% of students had cards saying always have enough to eat and 20% of students had cards that read hungry (severely undernourished). Students were asked to stand when their card was read out and from there students had a tangible reflection on world hunger.
Lastly, teacher-candidate lead small groups on the topic of world hunger (the focus of the math graphing lesson) was discussed to connect with social issues and as an introduction to the subject of food for the math graphing lesson. A school food drive initiative (which the grade 3’s were able to get involved in) is also launched out of this lesson plan for a social justice component to compliment the lesson.
GRADE: 3
SUBJECT: Social Studies & Math (cross-curricular and integrated learning)
OVERVIEW AND PURPOSE:
Main purpose is a grade 3 graphing lesson. The social studies lesson plan was a way of putting the graph in context to the global village. The social studies aspect allows students to study current events, world issues and enhance student’s understanding and connections between self and others as well as issues facing the global village (our world) and their relevance on our everyday lives both here and abroad.
Students are expected to demonstrate an understanding toward individuals, groups and cultures in our global community and demonstrate respect and a responsibility toward making change within their own community as an example on how to effect change globally. The demonstration and understanding of this social justice aspect coming out of this expectation is a school-wide food drive.
CURRICULUM EXPECTATIONS:
Social Studies:
This social studies lesson plan focused on world connections and an introduction to world hunger. In this lesson plan there was a connection between urban and rural communities in connection with food shortages, population density and diversity.
MODIFICATIONS:
Modifications such as accommodations to support English as second language learners were on-going throughout this lesson plan. Groups were kept small to accommodate for differentiated learning styles, the use of manipulatives and oral communication were also employed as other vehicles for interpretations and expression.
ASSESSMENT:
Since the main focus on assessment in this two-day lesson plan is math (specifically graphing) the assessment component for the social studies aspect was limited to student understanding and ability to think critically about issues and possible solutions during the small group work which took place after the book read-a-loud. Students were broken into small groups (about 5 to 6) and a 15 to 20 minute discussion around world hunger issues and possible resolutions took place. Some groups drew pictures or made lists of issues/solutions. Some groups had discussions and then summed up their shared feelings with the teacher-candidate leading the group. The group work was an effective strategy to improve student learning around empathy and world hunger. In addition, the world map was also a useful tactic to put a more relevant perspective on the world (question: Do you know anyone who lives somewhere else in the world and if so, where?), thereby providing greater meaning to this particular grade 3 class.
MATERIALS NEEDED:
· World Atlas;
· Happy face stickers;
· Book for read-a-loud: If the World Were a Village;
· Chart paper for listing and/or drawing pictures on the topic of world hunger
· Cards for the hungry kids
· Markers and pens/pencils