ASSURE lesson plan: What is in your Breakfast Cereals?

ASSURE Model Instructional Plan

Teacher: Janae Leon Guerrero

Lesson Title: Getting to know your Breakfast Cereals

Grade Level: Grade 5

Lesson Length: 60-minute period

Analyze Learners

Learners’ characteristics: This lesson is designed for Grade 5 students. Ethnicities of the school include Chamorro(80%), Pacific Islander(12%), CNMI(4%), Filipino(2%), White(1%), Other(1%). This class consists of 15 students: 7 male students, 8 female students. Three students have listed Chamorro as their first language, one listed chuukese, and two students are ESL follow-up. Current Knowledge: The students in this class can identify a nutrition label on a cereal box. They also know how to access the internet on a computer as well as locate the tool used to create charts and graphs. The students have multiple experiences regarding cooperative learning groups. This will be the first time students access technology for the use of bar graphs. Learning Styles: -Visual (40%) -Auditory (20%) -Kinesthetic (40%)

State Objectives

The Common Core Standards for Grade 5 Mathematics in this lesson that will be met are: Standard 15: Select and use appropriate statistical methods to analyze data.                     5.15.1 Find the average of a set of data.                     5.15.2 Interpret data represented in bar graphs, circle graphs, and line graphs. Objectives1: Students will be able to differentiate healthy and unhealthy cereals between 3 different types of breakfast cereals by analyzing the nutrition label focusing on the amount of fat, sugar, and salt in each cereal Objective 2: Students will be able to utilize the information gathered from the nutrition label and input it into a spreadsheet Objective 3:  Students will be able to create a chart and bar graph on a spreadsheet with the information gathered

Select Methods, Media, , and Materials

Methods: Group learning Materials: Nutrition label of the Breakfast Cereal and Image of Cereal box (provided by teacher): -Captain Crunch Berries -Special K -Quaker Oats Cereal Computer and Projector Internet Handouts: -Data Collection Sheet -Questions Sheet Media:

Utilize Media, Materials, and Methods

Prepare the Materials: Have all handouts printed with a few extra. Assistance from librarian with laptop-computers (at least 5-10), with access to internet and tools for spreadsheet installed and ready to access. Prepare environment: Desks will be arranged into 3 small groups to allow cooperative learning. Handouts along with the image and nutrition label of the breakfast cereal will be placed in the center of the table and will be passed out by the group leader (chosen by teacher). Lap-top computers will be distributed after the completion of data gathering Prepare the Learner: Students will be introduced to the purpose of this lesson and the fundamentals use of the bar graph and what the bar graph entails Materials: Nutrition label of the Breakfast Cereal and Image of Cereal box (provided by teacher): Students will gain familiarity with the nutrition label and the key aspects that they will focus on during the lesson (fat, sugar, and salt) -Captain Crunch Berries -Special K -Quaker Oats Cereal Computer and Projector: the teacher will utilize the computer in order to access the videos and to demonstrate examples and step by step process on how to make and use a bar graph Computer Chart: Students will be placed into groups and each group will have a computer. The computer will be used to create their three bar graphs (one comparing the fat, second comparing the sugar, and third comparing the salt) Internet: This will be used by the teacher to access the videos Handouts: -Data Collection Sheet Students will use this to record the data they have received from the nutrition label of each breakfast cereal -Questions Sheet Students will be asked questions regarding the information gathered and answer them in order to achieve objective 1 -Cereal Rating Sheet This will be the introduction for the students to rate their favorite cereal, then rate the cereal from what they think is the healthiest to the least healthy, and refer back to this sheet at the end of the lesson to see if their answers change

Require Learner Participation

The duration of this lesson will be 60 minutes long and all learners are required to participate in the lesson. The teacher will put learners into their groups and each will have a task of their own to help contribute to this class assignment. To conclude the presentation, each group will have a five-minute presentation based on their answers they have provided from the question sheet handout that should have been completed after the completion of the main assignment. There will be four questions so that each learner will have a chance to share and play an equal role.

Evaluate & Revise

Student Performance: Students will be assessed based on the following rubric with a focus of how they worked collectively in a group and productivity throughout the lesson Category 4 3 2 1 Group Performance Almost always encourages teamwork and allows for everyone to participate and is a good team member. Tries to keep everyone engaged Often encourages teamwork and usually allows for everyone to participate. Does not single members out Sometimes encourages teamwork and participates but sometimes is not a good team member Rarely encourages teamwork and rather work on their own Contributions Consistently provides useful ideas and strategies and is helpful and assists other team members. Great team leader Often gives feedback and useful information for the assignment. Definitely tries to get the work done Somewhat provides useful ideas and strategies. Satisfactory student who does what is required Somewhat contributes to group assignment but gets distracted and/or refuses to participate Productivity Keeps the work at hand priority and remains focused until the end of the lesson Almost always keeps work priority and completes task. Reliable team member Keeps the work a priority sometimes but could get distracted and team members would have to remind student to focus on task. Rarely focuses on task at hand and relies on group members to complete the work Teacher Performance: The performance and evaluation of the teacher will be based on the following questions -Was the lesson completed smoothly and within the estimated time given? -Did the teacher successfully meet the learning objectives? -Were the students effectively engaged? (interested, focused, bored, uncooperative, etc.) -What are some improvements that can be made?

Learning experiences- Games

           First thing that comes to mind when thinking of integrating online educational games into students’ learning experience is, will it be efficient? With exploring the different types of educational games, one could conclude that finding the right games will, in fact, enhance a child’s learning experience. Finding the right game may include, but is not limited to, looking at the ultimate goal of the game, the content of the game, and if it is age/grade appropriate. These were some concepts that my group focused on when creating the rubric for the game that we chose.

            Kitty Rutherford member of the North Carolina Elementary Mathematics Council in Raleigh, shares that, “Games give students opportunities to explore fundamental number concepts, such as the counting sequence, one-to-one correspondence, and computation strategies. Engaging mathematical games can also encourage students to explore number combinations, place value, patterns, and other important mathematical concepts” (Rutherford, 2015). I would mainly use online games in my teaching pedagogy, for the subject of math. Math because it seems to be the most challenging subject for most students and could cause negative feelings, therefore the use of games could possibly change the attitudes of the students and make the subject fun instead of dreadful.

            Rutherford adds that online educational games also supports a school-to-home connection, in which it allows for parents to get involved in their child’s learning experience and could be beneficial for both the parent and child. I would highly encourage parent involvement, with that said, I could revise this assignment by allowing students to play a game with their parents at home and to write a short reflection on their experience and what they were able to learn.

            The Starting Point whose goal is to develop a resource that intimately integrates pedagogy with teaching resources and fully supports a virtual community of educators, shares ways on how to teach with game-based learning. The most important would be to be able to define the objective. This helps “to keep this idea central to planning your lesson and choosing or designing a game, or you may end up using a game in which the material to be learned is bypassed by the players” (Starting Point, 2012).

            Overall, this assignment allowed myself, as well as my group, to see what exactly to look at when choosing an online educational game, how to use it efficiently, and to continue to explore different search engines and communication tools.