Lesson Plan: “Fishing for Numbers" Game Name: Kristi Shintani Grade: Preschool – 4 year olds Date: March 12, 2014 Content Area: Mathematics Duration: 20 minutes Materials needed: • Homemade Fishing Rod o 1 wood dowel o String for the fishing line o A magnet o Glue • 10 cutout fish (more is optional) o Scissors o Hole punch o 10 Paper clips o Permanent Markers Guiding Questions: Can we identify written numerals 1 through 10? Can we count up until the number 10? Enduring understanding: Counting helps to understand number concepts, we can learn different counting strategies to assist our counting abilities. What component/s will be the lesson focus? Strategy or skill emphasis • Communication • Counting strategies • Representation • One-­‐to-­‐one correspondence Purpose of lesson Students will be able to recognize written numerals 1 through 10, count the written numerals using correct number names, and be able to count in the correct sequence. The “Fishing for Numbers” game will be used to introduce different counting strategies and allow the students to improve their counting abilities. Language modalities to be used in this lesson: Listening and Speaking Shintani -­‐ 2 Critical Thinking Skills ACEI 3.3-­‐Critical thinking, problem solving and performance skills. •
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Identification Comprehension Evaluation ACEI 3.2 Adaptation to diverse students. Identify type of learner Student Engagement Techniques and Grouping ACEI 3.4-­‐Active Engagement in Learning •
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Hands-­‐on experiences Whole group counting Giving peer feedback/assistance DIFFERENTIATION PLAN List type of differentiation Instructional approach (ELL, SPED, Accelerated Learners, Striving learners, 504 students, reading) (learning environment, content, process, product, performance task) (Write the instructional approach/accommodations that will be used for these learners) English Language Learner Product modifications and learning approaches Special Education Process modifications, product modifications, and learning approaches To support English language learners, I can write the number symbols larger on the fish to assist visual concepts. I can also allow the students to count in their own language. I can assist by learning some numbers in their language as well. To support special education students, I can allow the students to work in small groups. I can create a larger fishing pole and number fish to help support physical concepts. I can also do a think aloud to help verbalize the thinking process. 1. Standards/Benchmarks/GLOs ACEI 2.1-­‐2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs HELDS/HCPS III/COMMON CORE CONTENT STANDARDS: GK.KE.b – Demonstrate ability to count in sequence • I can count in the correct order. GK.KE.c – Recognize and name written numerals 1 to 10 • I can look for and name numbers 1 to 10 2. Assessment Task (ACEI 4-­‐Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess student learning, including criteria) Formative Assessment: • Student Assessment Data Table (See attached) o Can the student catch the correct number fish? o Can the student count up until the number 10? o Can the student count in the correct sequence? o What counting strategies did the student use? • Student Recording Sheet (See attached) o This sheet will have each of the student’s names written on it. I will be using this sheet to record specific notes during the lesson. Summative Assessment: • Rubric (See attached) o GK.KE.b – Demonstrate ability to count in sequence o GK.KE.c – Recognize and name written numerals 1 – 10 3. Activities/Instructional Strategies (ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning) 1. Introduction (5 minutes): Introduce the activity to the students (whole group): “Hi class, today we are going to do a different counting activity. What other kinds of counting have we done? We have counted the “drops,” we have counted the calendar, now I am going to show you another way to count. We are going to pretend out circle is a giant pond. What kind of animals can we find in ponds?” a.) Allow a couple of students to answer. If none of the students mention fish, say, “Those were all great answers. Today we are putting fish in our pond!” Show the class the fishes we created. “But these aren’t normal fish, what do you see on the fish?” The students will respond by saying, “Numbers!” The teacher will say, “That is right, there are numbers and dots on our fish. If you count the dots, they are the same as the number you see on the fish. We’ll call these number fish.” b.) Discuss the procedure of the lesson: “I will break you up into two groups. One group will stay here with me, the other group will go with Ms. Ana (the E.A.).” c.) Break the students up into two groups of 10. 2. Building background (2 minutes): Discuss the activity with group 1: “Today we are going to go fishing for number fish. You will use this fishing pole to catch your fish.” Hold up the fishing pole. Introduce the different parts of the fishing pole and how you can use them. For example, “At the end of the fishing line, there is a magnet. The magnet will help you to catch the fish.” If the teacher can, try to connect this to culture. For example, the old Hawaiians use to paddle in Shintani -­‐ 4 their canoes and catch their food with homemade fishing poles. “When I see that you are sitting quietly and patiently, I will call your name and you will try to catch a certain fish. I will tell you which one you have to catch. After you catch the fish, we will try to count up until that number.” a.) Allow the students to ask questions. 3. Guided practice (We do) (1 minute): Demonstrate how to use the fishing pole. “Remember how I said the magnet will help us to catch our fish? I am going to show you how to catch fish. We’re going to stand above our number fish.” Stand near the number fish. “We’re going to lower our fishing pole and try to catch the fish near its mouth.” Demonstrate catching a number fish. 4. Independent work (You do it alone) (15 minutes): Call up the first student. “Can you find the number 4 fish for me?” a.) Allow the student to fish for the number 4 fish. b.) Provide assistance if necessary. “Okay class, let’s help our friend find the number 4 fish.” Go to the calendar. Call another student to come point to the number 4 on the calendar. “Student B, can you come up here and point to the number 4?” Student B points to the number 4. “Thank you, now Student A, can you find a number in our pond that looks like this?” Student A catches the number 4 fish. “Great fishing!” Have the student fisherman stand by the teacher. c.) Discuss the number chosen. “Do you think we can count up until the number 4? Let’s try it together as a class. If you want too, you may use your fingers to keep track of your counting.” The teacher will demonstrate using his/her fingers, while the student fisherman assists by counting the dots on the number fish. d.) Count up until 4: “1…2…3…4. Great counting everyone!” e.) Call up the next student. “ Have the student fisherman choose a peer that is ready (sitting quietly and patiently). Repeat step 3 and 4 with the numbers 1 -­‐10. Do not choose the numbers in order. For example, use this order: 4, 7, 3, 8, 1, 9, 2, 10, 5, and 6. Each child should have 1 turn to catch a fish. f.) If time allows it, do the second half of the class. 5. Closure (2 minutes): Gather the class for a whole group discussion. a.) Discuss the lesson with the students, “Did everyone enjoy the fishing for numbers game?” Allow the students to respond. Ask the students to recall what we did. “Can anyone tell me what we did?” Allow one student to answer. Ask these questions: -­‐ “What did we pretend our circle rug was?” -­‐ “What kind of tool did we use to catch the fish?” -­‐ “What did we do to help us keep track of our counting?” -­‐ “And class, what was the highest number we counted up too?” -­‐ “What was the object called at the end of our fishing line?” (Magnet) -­‐ “Do you remember which fish you caught?” -­‐ “What did we call these fish?” (Number fish) Shintani -­‐ 5 b.) Close the lesson by introducing the next item on the schedule. c.) Excuse the students to snack/outdoor play/center time by asking them, “I will ask you a question about our activity, when you answer the question you may line up at the door.” d.) Ask a student a question from above. Excuse the students when they answer the question. Shintani -­‐ 6 Number Fish Example: Worksheets/Handouts 1 Shintani -­‐ 7 Teacher Assessment Tool WB DP GK.KE.b – Demonstrate ability to count in sequence •
I can count in the correct order. GK.KE.c – Recognize and name written numerals to 10 •
I can look for and name numbers 1 -­‐ 10 -­‐ Student counts each -­‐ Student can count number out of up to at least 5 in the sequence correct order with 1 – 2 mistakes -­‐ Student can count up to 10 in the correct order using the correct number names -­‐ Students can not recognize written numerals up to 10 -­‐ Students cannot name written numerals up to 10 -­‐ Students can recognize written numerals up to 10 independently -­‐ Students can name some written numerals up to 10 independently -­‐ Students can recognize some written numerals up to 10 with some assistance from an adult -­‐ Students can name some written numerals up to 10 with assistance MP Shintani -­‐ 8 Name 1.) 2.) 3.) 4.) 5.) 6.) 7.) 8.) 9.) 10.) 11.) 12.) 13.) 14.) 15.) 16.) 17.) 18.) 19.) 20.) Catch the correct number fish (GK.KE.c) Student Assessment Data Table Count up until Used correct Count in the number 10 number names correct (GK.KE.c) sequence (GK.KE.b) Counting strategies Shintani -­‐ 9 Name Name Name Name Name Name Student Comment Chart Name Name Name Name Name Name Name Name Name Name Name Name Name Name