Motivation in the Classroom

SOL:

5.16 The student will

a) describe mean, median, and mode as measures of center;

b) describe mean as fair share;

c) find the mean, median, mode, and range of a set of data; and

d) describe the range of a set of data as a measure of variation

Goals/ Objective:

Students will understand measures of central tendency. Students will practice and be able to calculate mean, median, and mode for different sets of data.

Materials:

·      Data Cards

·      Statistics Spinner, Paper Clip, and Pencil

·      Dynamic Data Game board

·      30 Game Tokens (15 each of two different colors)

• http://www.lauracandler.com/filecabinet/math/PDF/DynamicData1.pdf

Lesson:

Before

1. Students will watch a quick video on the measures of central tendency

• https://www.youtube.com/watch?v=5C9LBF3b65s

1. Teacher and students will have a discussion about mean, median, and mode.
2. Students will take notes on the definition of the three terms in their math notebooks.

During-

1.     Students will play the game Dynamic Data

2.     The objective of the game is to be the first to capture three squares in a row, either horizontally, vertically or diagonally.

3.     Shuffle the Data Cards and stack them face down.

4.     Player 1 (the youngest player) will go first by drawing five (5) Data Cards from the pile.

5.     Player 2 will spin the spinner to decide whether Player 1 will calculate range, median, or mode.

6.     Player 1 will use the 5 numbers to calculate the spun statistic. If the answer is correct, Player 1 can use a game token to capture an appropriate space on the game board.

7.     If the answer is incorrect, Player 1 loses a turn.

8.     Repeat steps 2 - 4.

9.     The winner is the first player to capture 3 squares in a row either horizontally, vertically or diagonally.

After-

1.     In students math notebooks students are to write down the steps on how to calculate mean, median, and mode under the appropriate definition they wrote in their notebooks earlier

2.     Students are also to give an example of calculating mean, median, and mode under their listed steps.

3.     Students will turn in their game ( with the names of the group of students who played) and their math notebooks

4.     Teacher will collect the game and the notebooks

Assessment:

The teacher will evaluate students based on the work they turn in including the math notebooks and the completed game for each group.

Materials

What materials, texts, technology, etc. will you need for this lesson?

Teacher’s Responsibilities

The book Animals in Winter by Henrietta Bancroft & Richard G. Van Gelder

White board

Dry erase markers

Students’ Responsibilities

Student copies of the book Animals in Winter by Henrietta Bancroft & Richard G. Van Gelder

Paper

Pencils

Procedures

Introductory Activities

(Before reading and/or before writing)

• How will you capture the learner’s attention and motivate them to be actively engaged in learning?
• How will you activate prior knowledge and build background knowledge?

Developmental Activities

(During reading and/or during writing)

• What content will you teach? How?
• How will you keep students engaged?
• How are you incorporating GRR?

C

Closing Activities

(After reading and/or after writing)

• How will you bring the lesson to a close?
• How will you have students apply the skill to a new learning situation?
• How are you allowing for independent practice?
• Assessment: How will you know if EACH student learned the objective?

1. Remind students that we have been working on our vocabulary skills
2. Tell students we will be reading Animals in the Winter
3. Ask students what they think the book is about.
4. Tell students the purpose of the lesson

1.Teacher will tell students to listen while they read and write down words that they think are important and help describe the book

2. Teacher will read the book Animals in Winter

3.Teacher will tell the students to choose one word they wrote down on their paper

4. Teacher will complete a bubble map with the students placing the word they choose in the middle, and then students must think of similar words that may be associated with the word in the middle

5. Teacher will have students read Animals in the Winter independently

6. Teacher will then tell students to choose a different word from their list and complete a bubble map on their own

1. Teacher will have students work with the same word lists they completed during the reading
2. Students will work with a partner to fins synonyms and antonyms for every word on each students word lists
3. Teacher will collect students bubble maps
4. Teacher will go around and work with pairs on their word lists. 

1. Students will brainstorm what they remember about vocabulary
2. Students will raise their hands and discuss what the book is about

1. Students will listen to the teacher read Animals in the Winter

2. Students will write down word from the book that they think are important and help describe the book

3. Students will help teacher complete the bubble map on the board

4. Students will read Animals in the Winter independently

5. Students will choose another word from their list and create a bubble map by think of other words that may be associated with the words they choose

6. Students will turn in their bubble maps

1. Students will get out the same list of words they just wrote down from the book
2. Students will work together with a partner and for every word on their list they will think of a synonym and antonym

Lesson Components

Description

Virginia Standards of Learning

VS.4

The student will demonstrate knowledge of life in the Virginia colony by:

• Explaining the importance of agriculture and its influence on the institution of slavery;

• Describing how the culture of colonial Virginia reflected the origins of European (English, Scots-Irish, German) immigrants, Africans, and American Indians;

• Explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond;

• Describing how money, barter, and credit were used;
• Describing everyday life in colonial Virginia.

NCSS Themes

Production, Distribution, and Consumption

Time, Continuity, and Change

Objective

Lesson Objectives:

-The learner will analyze items from colonial time to figure out how they go together and who they relate to from colonial settlements

-The learner will work cooperatively with peers

Assessment/Monitoring

-Student will complete a KWL chart to review what students know and have been taught on colonial life, to discuss what students have questions about, and to determine what needs to be learned for this part of the unit.

-As a group students will discuss how they believe the items are connected and who might have used them. They will share how they came to their decision as a group and if anyone disagreed in the group about the items and who might have used them.

Procedures

Opening

Teacher will ask students what they remember from learning about Colonial life.

              -Students give examples

              -Teacher will discuss what had been previously    learned, and connect it to what we’re going to start learning about colonial life in this unit.

Read Aloud

Book: Colonial Life by Bobbie Kalman

This book provides information on:

-- early homes and the settler community

-- what people wore and the crafts they made

-- how settlers made their living

-- how they spent their leisure time

-- the values, customs, and traditions of the early settlers In Colonial Life, young readers will meet the hardworking people of a colonial community, learn about the importance of family members, and discover the roles that religion and education played in people's lives more than two hundred years ago. They will also learn about:

-- how people traveled from place to place

-- the activities that colonial children at play

-- life on a plantation and the sad plight of the slaves

Before Reading:

-Teacher will ask students what they think the book is about? What does colonial mean? Think about your day-what you do when you wake up in the morning until you go to bed at night. Do you think kids have always lived like that? How do you think life was different for your parents, grandparents, and people who lived before then?

During Reading:

As I read I want you to think about:

Things that are different from the life you know now.

How are they the same?

How are they different?

What are some of the main things you learned about colonial life from this book?

After Reading:

Teacher and students discuss as a class what they have learned about colonial life and how it can be compared to life today.

Activity

Teaching with collections

-Teacher will split classroom into four different groups

-Teacher will explain that each group is going to get a collection of items that are associated with a group from colonial life (men, children, wives, or slaves)

-Teacher will tell students that they need to work together and decide as a group what the items are, how they relate, and what group they think are associated with the items.

-Teacher will then pass out the items and walk around the room listening and helping the four groups as they work.

-Teacher will tell students to take notes on what their group discussed and what their classmates present

- One group at a time will present the items that were in their collection, they will describe how they think the item was used, how all the items relate to one another, who they think the items were associated with, and why.

Closing Activity:

Once every group has presented their collection, the teacher will tell the students to walk around and look at the different groups collections. The teacher will then end the lesson by leading a discussion and having students connect what they read in the book to what they learned from the activity.

Differentiation

I will differentiate for:

Miranda- I will sit her closer to the front when I read. Have her in a group that is willing to include her, encourage her, and help her if needed.

John-I would pair him in a group with Sally. I will make sure to support him and visit his group often. Sally can help him out if needed.

Morgan- I would try to include as many visual images and instructions as possible.

Sally- I would make sure she is in one of the harder collections groups were she is being challenged.

Materials/ Equipment/ Preparation

Materials

-Copy of Colonial Life by Bobbie Kalman

-A collection of items for women in colonial life

(yarn, candle, apron, seeds)

-A collection of items for men in colonial life

(corn, tobacco note, construction fishing pole, wood)

-A collection of items for children in colonial life

(pencil, jacks, horn book, feather)

-A collection of items for slaves in colonial life

(tobacco leaf, pot, toy- hammer, baby doll)

-Paper and pencils for students to write down what they learned from the activity.

Prior and/or Foundational Knowledge

-Reasons for English colonization

-How geography influenced the decision to settle at Jamestown

-The importance of the arrival of Africans and English women to the settlement

-Hardships faced by the settlers

-The interactions between English settlers and native peoples

The student will have knowledge of the physical geography and native peoples, past and present

Science SOL:

Science SOL:

3.10

The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include

a) the interdependency of plants and animals;

b) the effects of human activity on the quality of air, water, and habitat;

c) the effects of fire, flood, disease, and erosion on organisms; and

d) conservation and resource renewal.

Goals/ Objectives:

Students will understand the effects of human activity on the quality of air, water, and habitat. Students will practice conservation and resource renewal by making promises to the earth about ways that they can help.

Materials:

Green construction paper

Blue paper plates

Glue

Markers

Smart board

Internet access

Lesson:

Beginning:

• Teacher starts off with a quick review about things learned in the unit up to this point
• Teacher asks students questions about conservation like the three R’s (reduce, reuse, and recycle), relationships between species, nonrenewable resources, and renewable resources
• Students answer questions about the unit
• On the board teacher has students volunteer to tell the class one way they can help conserve the earth
• Teacher reviews each answer and discusses with students how the items listed can help/ or class thinks of a better way to help
• Teacher turns on a short video for students to watch
• https://www.youtube.com/watch?v=wE1wBmIict0
• Teacher and students discuss the video

Middle:

• Teacher introduces the activity to the students
• Teacher gives directions to students on how to trace and cut out hands
• Students trace and cut out their hands
• Teacher and students glue their hands onto the blue paper plate
• Teacher gives her example of her promise to the earth
• Teacher reminds students they should be creative and if they want to they can look at the board and the examples they came up with earlier to help
• Students make their promises to the earth
• Students bring their plates up to the teacher where they will hand the promises on the wall

End:

• Teacher hands students a calendar and asks them to keep track of days where they kept their promise to the earth
• Students are asked to either draw a smiley face or a sad face on each day for the months calendar
• When the calendar is completed students are to write in their English journals what their promises were/ what they could have done better to keep their promises/ what got in the way of them keeping their promises/ why does every individual count when trying to make a promise to the earth
• Students turn in their calendars and journals

Assessment:

Teacher will assess and evaluate students based off their promise to the earth paper plates, the calendars, and the journals they turn in.

Accommodations:

Students who find this activity difficult can use one of the examples form the board. Teacher should facilitate work and assist any student who needs help or support.

Sol:

What standard of learning does this lesson apply to?

   Motivational Factors

Goals/ Objective:

What is the point of the lesson? What do you want your students to take away?

What strategies or techniques will you include in the lesson plan to increase motivation?

Lesson:

What do you do to introduce the lesson? What is the lesson and what components do it includes? What do you do after the lesson?

Where will you incorporate the motivational strategy and technique? At some point in the lesson are students experiencing active learning? Does this lesson have meaning for the students?

Evaluation

How will you assess student learning? What are important things to note about this lesson?

Were students able to decide how to demonstrate their knowledge?

Differentiation

Was the lesson differentiated by process, content, or product? Were preferred learning styles taken into account?

Were students appropriately challenged and given options during the lesson?

Student Accommodations:

Are there any students who need to be provided with assistance? Were adjustments made to allow all students to complete the lesson?

Every task was completed and done well.

Every task was completed and done satisfactory.

Most tasks were completed and done satisfactory.

Some tasks were completed and done satisfactory.

Tasks were not completed.

A well-developed lesson plan integrating motivational strategies was created.

A lesson plan integrating motivational strategies was created but some ideas were not well developed and it was missing an element.

A lesson plan integrating motivational strategies was created but lacked some elements of increasing motivation.

A lesson plan integrating motivational strategies was created but lacked necessary elements to increase student motivation.

A lesson plan integrating motivational strategies was created but did not include motivational strategies at all.

Participation

Followed directions and completed every step of the Webquest

Followed most instructions and completed the steps of the Webquest

Followed some of the instructions and completed the steps of the Webquest

Completed some steps of the Webquest but was uninterested and unmotivated