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Primary Subject Area: Mathematics |
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Grade Level: K
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Overview:
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The students will discuss the vegetable group in MyPyramid to introduce the concept of graphs and will plant seeds. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 1–2 class periods (50 minutes each) |
Content Standards:
- Data analysis, Probability, and Discrete Math
In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.
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Benchmarks:
- D-1-E
collecting, organizing, and describing data based on real-life situations; (1,3,4,5)- D-2-E
constructing, reading, and interpreting data in charts, graphs, tables, etc; (1,2,3,4)
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Grade-Level Expectations (GLEs):
- Grade K
23.
Collect and organize data in a simple bar graph using pictures or objects
(D-1-E) (D-2-E)
24.
Sort, represent, and use information in simple tables and bar/picture graphs
(D-2-E) (D-3-E)
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Interdisciplinary Connections:
- English/Language Arts : Standard 4
Students demonstrate competence in speaking and listening as tools for learning and communicating. - Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
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Educational Technology Standards:
- Identify, explain, and effectively use input, output and storage devices of computers and other technologies (e.g., keyboard, mouse, scanner, adaptive devices, monitor, printer floppy disk, hard drive).
( 5, 6 )- Use accurate and developmentally appropriate terminology (e.g., cursor, software, hardware, pull down menu, window, disk drive, hard drive, CD-ROM, laser disc) when referring to technology.
( 6 )- Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools,digital cameras,graphing software) for communication,presentation,and illustration of thoughts, ideas,and stories.
( 1, 3, 4 )- Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.
( 1, 3 )
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Objectives:
The students will name their favorite vegetables describe their favorite vegetables explain the concept of more and less as represented on a graph review the steps necessary to care for planted seeds record the growth of their vegetable plants. |
Lesson Materials and Resources:
Large chart paper
Colored construction paper cut into squares of equal sizes or Post-it Notes®
Seed packets
Potting soil
Cups
Water
The Enormous Carrot (book) by Vladimir Vagin |
Technology Tools and Materials:
Hardware:
Computer
Software:
spreadsheet program such as Graph Club
Other:
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Background Information:
The students should be familiar with a variety of vegetables. The students may know how to plant and care for seeds/plants.
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Lesson Procedures:
- Orally read The Enormous Carrot to the students.
- Discuss the vegetable group from MyPyramid. Note that students should eat at least three servings ( 2.5 cups) each day from the vegetable group.
- Place vegetable seed packets on the floor.
- Ask the students to name their favorite vegetables from the examples.
- As each student chooses a favorite vegetable, give him/her a piece of colored construction paper or a Post-it Note® that represents that vegetable choice.
- Review various types of graphs and tell the students, "Today, we will make a bar graph of our favorite vegetables."
- Explain the concept of bar graphs: What are they? How are they made? Why are they used?
- Using chart paper the teacher or students will create a bar graph with pictures and names of vegetables at the bottom of each column.
- The students will write their names on their construction paper or Post-it Notes® and place each "note" in the column above the pictures of their favorite vegetables. Each square will represent one unit.
- Once the graph has been completed, discuss with the students the relationships represented on the graph (most, least, etc.).
- Enter the data from the class-made graph into a spreadsheet software and show the students how to change the graph design from a bar graph to a pie chart, printing each form of the graphs.
- Ask the students to compare and contrast all of the graphs produced.
- The students will plant the seeds of their favorite vegetables in cups. They will measure and chart the growth of their seedlings.
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Assessment Procedures:
Completed "favorite vegetable" graphs |
Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
Teachers must follow special needs student's Individual Educational Plan (IEP) or 504 Modification Plan
STUDENTS WITH SENSORY IMPAIRMENTS
VISION
Read an enlarged copy of The Enormous Carrot to the students. Seat the visually impaired student directly in front of the book being read.
Use an enlarged version of the Food Guide Pyramid. Be sure that the lines are dark. Be sure that the vegetable choice cards are large as they are to be attached to a bar graph that should also be enlarged. Use real vegetables instead of vegetable seed packs for the discussion and charting of the favorite vegetable choices of class members.
Use a large screened TV when you enter the data from the class made graph. You may want to adjust font size or background color.
Assign a peer helper or assist the visually impaired student with the planting of his/her seed and the measurement of the seedling.
During instruction, consider the following;
1. Use large printed/illustrated materials
2. Decrease the number of items per page
3. Use windows accessibility options to change font size, text/background colors, and use the text magnifier (bar and page).
4. Provide tactile cues via textured materials or real objects.
5. Pair with academically strong peer and allow additional time to complete the activity.
HEARING
During the introduction, instruction, and when giving directions;
1. Pair with academically strong student to ensure understanding of directions.
2. Use of hand signals to provide a visual cue to alert the child to listen to important information.
3. Repeated/restated directions/instruction. Ask student to retell target information to verify comprehension of task.
4. Preferential seating/ maintain eye contact during presentation of auditory information (seat the student away from doors, windows, air conditioners, overheads, etc).
5. Use amplification, FM system, and/or auditory trainer.
6. Provide visual examples of concepts introduced and completed activities.
When reading The Enormous Carrot, be sure the student is seated in close proximity to the reader and that his/her auditory trainer or hearing aids are on and set properly. Use gestures and call attention to the pictures to visually assist child in understanding the story. Use the interpreter to sign the story for the class. Discuss the signs for the vegetables as enrichment.
Check in with the student as you explain about bar graphs. Have him/her retell the basic concepts to ensure comprehension.
If the student is using an auditory trainer, repeat the contributions of the class members during classroom discussions so that the student may hear that information clearly through your microphone.
STUDENTS WITH ATTENTION/BEHAVIOR CONCERNS
During the introduction and class discussions;
To control seated behavior use a weighted lap pad/stuffed toy or sensory seat cushion (consult occupational therapist) to assist student in maintaining seated position when reading The Enormous Carrot and during instruction.
Use FM system (Phonic Ear, Phonak) to assist in maintaining auditory attention
Allow student alternative seating such as allowing the student to kneel or stand at workstations/desk or seating the student in a bean bag chair, on a therapy ball, etc.(consult occupational therapist).
When planting and measuring;
Pair student with compliant student when planting seeds and measuring the seedlings. Ignore inappropriate behavior and praise and reinforce appropriate behaviors
Additional Accommodations/Modifications suggestions found under "Helpful Links- General Classroom Accommodations."
----- written by Patricia Freeman
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Explorations and Extensions:
Use the KidPix Activity Kit, Edible Plants Activity -- Level 1 to sort the edible parts of plants.
Have a vegetable tasting party.
Ask the students to find or bring recipes for their favorite vegetables and prepare the recipes. |
Lesson Development Resources:
KidsHealth http://www.kidshealth.org |
Reflections:
Steps 1-12 can be done in two days. More time should be allotted for students to plant seeds. This lesson works well in the spring. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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Best Practices
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