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?