I wanted to find ways to incorporate portions of the challenges and things I have learned from the readings over the past few weeks into this lesson. I wanted to rethink the lesson I did for our "Interacting and Visualizing" challenge and include more. For my "Expert Tour" challenge I took a closer look at the technology used in the farming industry and wanted to include that in the theme for this lesson. I live and teach in a rural farming community, am married to a farmer, and have many close friends who farm in the area as well so there would be plenty of opportunities for me to provide my students some hands-on experiences.
In our reading for this challenge they talked about how despite the school being across from the ocean many children had never been there or touched the water. That is how I feel it is for my students and the surrounding farms. They are familiar with what a farm is as an abstract idea but unless they have direct experience with one, they typically do not know much about what goes on there. For the lesson on addition I wanted to have my students count farm animals, but thought they should be introduced to what types of farm animals there are first. In the Edpuzzle video all of the questions have pictorial responses since my students will not be able to read yet. The Edpuzzle video is meant to build their confidence and get them excited for the lesson.
Keeping the TIP model in mind while developing the lesson helped me a lot. Thinking about the outcomes first and working backwards to later decided what technologies would best suit those needs was very beneficial. I am quite proud of this lesson/unit and cannot wait to implement it with my students next year!
Learning Objectives:
Students will be able to add two numbers to find their sum for numbers between 1-20.
Standards Addressed:
CCSS.MATH.CONTENT.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CCSS.MATH.CONTENT.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
CCSS.MATH.CONTENT.K.OA.A.5 Fluently add and subtract within 5.
Understand the relationship between numbers and quantities; connect counting to cardinality.
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
ANTICIPATORY SET: Edpuzzle Video- Introduction to "Farm Animals".
*Depending on the familiarity of the tool for the students and when this lesson is done in the year, this can either be done independently with headphones or projected on the SmartBoard and done whole group.
TEACHER MODELING
*Show students that I have two groups of farm animal manipulatives (cow, horse, chicken, duck, sheep, pig...)
*Ask students how many (animal) is in the first group that I have? (call on students)
*Ask students how many (animal) is in the second group that I have? (call on students)
*Ask how many (animals) I have when I "JOIN" them "TOGETHER"? (make sure to stress the new vocabulary)
*Discuss with students that the process that we just completed was addition and that today we are going to learn how to add.
GUIDED PRACTICE
*Distribute tangible farm animal manipulatives to students (either in pairs or small groups)
*Students can use dry erase farm addition cards for visual support and to record their answers
*Tell each student to grab ___ (animal; first farm animal represented on the card)
*Walk around and montior students and assist struggling students
*Tell them to now grab ___ (animal; second farm animal represented on the card)
*Walk around and monitor students and assist struggling students
*Ask students to now add the farm animals to see how many they have ALL TOGETHER and record their answer. They can show their partner their work and then erase their card.
*Tell students to do this aloud for the first round so that I can listen for comprhension
*Practice this rountine several times. Have students complete at least 4-5 cards.
INQUIRY
*After students have completed 4-5 addition cards, allow time for students to explore and play with the farm animal manipulatives with their partners.
*Are there other things that they can add? How many of the animals walk on two legs? How many animals walk on four legs? How many animals have feathers? How many animals have fur?
*What else can they think of?
TECHNOLOGY INTEGRATION
*Add and Subtract within 20 SmartBoard Game: Students practice adding (and subtracting later in the unit) within 20 with farm animals that make noises when students touch the right answer! This can either be done whole group so that I can spot check the class' comprehension as a whole or this can be set up to be done as a center.
In the video above the students are asked "How do you make this number?". After finding the solution, students could come up with additional number sentences that would also result in that number. They could use their farm animal manipulatives to assist them.
INDEPENDENT PRACTICE
*Students will close their eyes and grab a handful of farm animal manipulatives and count how many are in the first group
*Students will repeat this and with their eyes closed grab a second handful of farm animal manipulatives and count them
*The students will then add both groups and see how many farm animals they grabbed all together
*Repeat 1-2 times
*Students can practice working with their new skills on Zearn playing either the "Make and Break" and/or "Sum Snacks" game ("Make and Break" game was dicussed in detail in the "Interacting and Visualizing" challenge, the "Sum Snacks" game is shown below)
*Walk around and assist students when needed
MEANINGFUL CONNECTIONS
*Coordinate for students to have 1:1 Zoom sessions with local farmers. This could be done as a center. Students would be able to ask the farmer about how they use counting, adding, and subtracting on the job.
*Example questions:
How many buckets of corn do you feed each cow?
Farmer answers, and maybe says how many cows they have. Students could try to figure out how many buckets of corn are needed to feed them.
How many pounds of milk does each of your cows make (this is one piece of information that is given off of an animal's ear tag)?
Farmer answers, and maybe the child asks why they need that information and what they do with it.
Do your pigs really eat strawberries? How many?
Farmer answers, and maybe the child is surprised at how many a pig could eat.
How many babies does each of your goats have in a year?
Farmer answers, and maybe challenges the student to make a guess at how many babies they will have if they know how many mother goats there are.
Why do some farmers have cats in their barns?
Farmer answers, and maybe the student inquires how many mice and rats they catch each year.
INFORMAL ASSESSMENT
*If students miss more than three out of the ten questions on Zearn, review with students and offer additional assistance
*Model with the tangible farm animal manipulatives while students complete the questions on Zearn if needed
FORMAL ASSESSMENT
*Students will complete the "Counting on the Farm" worksheet independently. They can either use the graphics on the worksheet or their farm animal manipulatives to help them.
Additional Practice:
CLOSING
*Ask students to verbalize what they feel they have learned today
*Look for and praise the use of the following vocabulary: "JOIN", "ADD", "SUM", "TOGETHER"
*In addition ask them if they can remember the names of the different farm animals (call on students for answers)
*Ask what were some of their favorite things that they learned talking to a local farmer? Why? Did it surprise them? What else do they want to know?
*Have students brainstorm as a class additional questions they would like to ask when we visit the farm and jot them down on chart paper.
EXIT TICKET/SURVEY
*Have students complete the survey below at the completion of the lesson
EXTENSION
One of my close friends (whose children attend the school where I teach and are both former students of mine) raises cattle and goats and uses a tagging system similar to the one shown in the video above. We could take the school's activity bus to her farm for a class fieldtrip. I would be able to show my students first-hand how keeping track of and accounting for all of your livestock is very important for farmers. I think it would be a great culminating activity for the lesson/unit.
How these technologies mediate what students could "do, mean, relate, think, and be".
Doing- Students will be be abe to count a group of objects, both tangible and virtual.
Meaning- Students will learn that the word "add" means you will have more.
Relation- Students will relate a group of "three" objects to the written numeral 3.
Thinking- Students will think about counting and adding as a way to solve everyday problems.
Being- Through the extension activity, students will be able to feel more of a connection to their surrounding and see the relevance of what they are learning inside the classroom and how it applies to their lives in the outside world.
You did a beautiful job. I absolutely love that you made this meaningful and authentic. It's very interactive and students will be engaged throughout the lesson. I think the extension would be perfect. You can probably include a very short survey in order for you to receive feedback on their experiences.
Very interactive! I appreciate all the elements you have included in your plan with videos, presentations, Zearn, Edpuzzle, etc. Your reasoning and explanation of why you are developing the lesson and using the tools is very clear as well. By focusing on a specific unit of study you are really able to build authentic, meaningful learning experiences for your students!
You might add in additional details about which theory (TIP or Grounded Theory) you decided to use and how starting with the standards puts student learning first. This could also tie in with what we have read about mediated learning and how you are incorporating the technology to help students think, do be, etc.
This is awesome. You teacher modeling (I do) students doing (you do) is such a great thing to do especially in a unit such as this. I enjoyed the videos you incorporated it really gave me a sense of the lesson. You lesson is a good interactive experience for your students where they will really be able to activate the knowledge they again in this in their future learning. Nice job!
I find that our style of teaching seems to be very similar. I appreciate that someone else still does the "I do, we do, you do" approach. It works, no matter what anyone tells me. That is awesome!
I also appreciate how interactive this is! The kids will love it and have fun doing it! It is so hard to keep them interested in math and any way you can do that works! Keep doing what you are doing!