# CTSE 130 Final Project

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```					 CTSE 130
Final Project
By Jasmine Tigolo
Lesson 1
• Objective: The students will make
estimations and predictions. We will
use a pumpkin and count the seeds
inside. The students will be able to
collect numerical data and record,
organize and interpret the data using
tallies.
Standard: Statistics, Data
Analysis, and Probability
• 1.0 Students collect numerical data and record,
organize, display, and interpret the data on bar
graphs and other representations:
• 1.1 Record numerical data in systematic ways,
keeping track of what has been counted.
• 1.2 Represent the same data set in more than one
way (e.g., bar graphs and charts with tallies).
Pre-Lesson & Motivation
• Pre-Lesson: Bring in a
pumpkin (or pumpkins
depending on the class   • Motivation: Seeing
size) it does not          the pumpkin is more
matter what size.          than enough
(This lesson is great      motivation.
for Halloween,
because of the
availability of the
pumpkins).
Input of Information
•   T: Today we are going to count how many pumpkin seeds are
in the pumpkins.
•   Before we do that, we are going to make predictions between
the pumpkins. How many seeds do you predict or think are in
one pumpkin?
•   S: Hundreds
•   S: Thousands.
•   T: Can someone tell me how are some ways that we can keep
count of all the seeds?
•   S: With our fingers.
•   S: Count out loud.
More Input

•   T: But what if we lose count and we are at 157. Do we have to start
over? Or can someone tell me a way that I could record it, or
organize it.
•   S: When you get to a number you can write it down, so you won’t
forget it.
•   S: And you could put those seeds together.
•   T: Those are great ideas, how else can you put your data down on
paper so you won’t have to start counting all over.
•   S: We can use sticks for each seed, like when we keep score for our
games.
•   T: Yes, that is a great idea. Those “sticks” are called tallies. We will
tally up the number of seeds in the pumpkin.
•   The teacher does an example of tallies.
Checking comprehension/
Structured Practice:
• T: If I had 14
seeds, how would
• T: If I had 7              my tallies look like?
seeds, this is how         Tell me when to
it would look llll ll.     stop making tallies.
(Have the students
count with you). llll
llll llll
Group Practice:

• Divide the class into groups, so each group
has a pumpkin. Measure the
circumference of the pumpkins in front of
the class. Have them write it down. (Have
the students make a prediction of which
pumpkin they think will have more seeds
and why). For example, I think pumpkin 2
is going to have more seed because it is
bigger and heavier. Have the groups tally
their totals.
Closure & Informal
Assessment
•   Informal Assessment: This
lesson is a foundation builder.
•   Closure: Have the class come        It is just a fun way of
back together and share their       introducing one way of
the predictions and discuss         future, you can use the data
findings.                           gathered to make bar graphs,
or pie charts, and so on. Also
this lesson allows students to
make logical predictions based
on characteristics of the
pumpkin. Again another great
foundation for another lesson.
Lesson 2:
Objective:
• Students will be able to sequence and
organize events in logical and sequential
order through reading books and putting
those events in order. The student will
demonstrate comprehension of the
standard by being able to organize events
in a story in the correct order.
• Note: This lesson will not be done in one
day.
Standard 2.0: Writing Applications
(Genres and Their characteristics)

• Students write      • 2.1 a. Move
compositions that     through a logical
describe and          sequence of events.
explain familiar    • 2.1 b. Describe the
objects, events,      setting, characters,
and experiences.      objects, and events
in detail.
Motivation:

• Use pictures of an aging human (baby, child, teenager,
adult, elderly person). T: This group of pictures is the life
cycle of a human being. (Teacher identifies each picture in
no particular order). I need help putting these pictures in
order from what happened first to what happened last. Can
somebody tell me which picture will happen first?
• S: The baby.
• T: Good, could someone else raise their hand and tell me
what happened second?
• S: The Child.
• T: Great, Can someone else tell me what happened next?
Then what happened, and so on.
Input of information:
• T: How did we know that the baby was the first
thing to happen?
• S: Because when we are little, we are babies
before we go to school.
• S: We know because it’s smaller than all the
other ones.
• T: Yes, those are some ways why we know that
babies are the first step of the human life cycle.
There are different clues that help us know what
a logical sequence of events is. Things like size is
one thing that helps us determine the right order,
because it makes sense.
Checking comprehension:
• T: So how do we
know that this old
woman goes last?      • S: Because my
grandma is old, so
I know that the old
• S: Because she is
older than all the
other ones.
• T: Great job class.
Structured Practice:
• As a class we will read Alexander and the
Terrible, Horrible, No Good Very Bad Day, by
Judith Viorst.
• When we finish the story, we will discuss as a
class the sequence of events.
• The questions will be posed similar to “what
came first, what happened next, then what
happened, what happened last, or what
happened at the end of the story?” The order will
be written on the board.
• Each student will be assigned and be responsible
for drawing a picture that happened in the story.
• If there are 20 kids and 10 events,
each event will be drawn twice.
• The events will be put in order and
bound into 2 class books. The front
of the book will say “Alexander and
the terrible, horrible, no good, very
names.)”
• Kids love seeing the final product.
Individual Practice:
• On a different day, ask the students what
it means to put things in the right order
(Refreshing information learned
previously).
• Again as a group, we will read “The very
hungry caterpillar by Eric Carle.
• On the board the teacher will write several
events that happened in the story out of
order. Go over those events with the
students.
Closure:
• Each student will put the events in
order and draw a picture for each
event. The student will place their
drawings on a paper in order in story
board format.
• Have the students share their final
story boards with the class.
Formal/Informal
Assessment:
• Look at the final
story boards for
the Very Hungry
caterpillar.

• The correct order
for the story will
reflect that the
student understood
the objective.
Lesson 3:
Objective:
• (Using prior lesson as foundation)
• The students will learn about the history of their
family through photographs, interviews, and
different artifacts. They will be able to place
important events in order in which they
occurred.
Standards:
• Social Studies Students in
grade two explore the lives of
actual people who make a         • 1. Trace the history of a
difference in their everyday       family through the use of
lives and learn the stories of     primary and secondary
extraordinary people from          sources, including artifacts,
history whose achievements         photographs, interviews, and
have touched them, directly        documents.
or indirectly.
• 2.1 Students differentiate       • 3. Place important events in
between things that                their lives in the order in
happened long ago and              which they occurred (e.g., on
things that happened               a time line or storyboard).
yesterday.
Things to do before the lesson:
• Give the students several questions to take home and
ask their parents a couple of days before the lesson.
• This gives the student time to ask their parents and the
teacher an opportunity to know who has their
information and who does not before the lesson.
• The questions should be along these lines: When is the
child born? What are the birthdates of siblings, parents,
and grandparents? What are some other important
dates: i.e., wedding anniversary, when they moved to
this country to another address, and so on.
Motivation:

• Show the students the
they would like to hear a
history. We will do that
• Bring in a big old picture     in a little while.
of yourself (teacher) and
not have to pass a little
one around).
Input of information:
• Our family history has a
certain order in which things
happen. Remember when            • T: Can someone tell me what
we made our books and put          order is?
the story in order?
• Our family is our real life      • S: How things happen.
story. Things that happen        • S: When we write what
have to happen in a logical or     comes first, second, third,
obvious order. For example,        and last.
Can I be born before my          • T: Yes, great job class.
mom and dad are born? S:
No because without your
be born.
Checking comprehension:

• T: So could my mom be
born before my
grandfather?            • S: No

• T: Of course not,
because like you guys
said, without my
grandfather, my mom
would not have been
born.
Structured Practice:
• The teacher would have also done the same
questions that the students took home. On the
board, the teacher writes the answers to the
questions.
• As a group, the class puts the teacher’s
information in order. Then the teacher puts it in
sentence form and makes a paragraph with the
help of the class:
• My dad was born first on March 8, 1945. My mom was
born next, on April 22, 1946. Then my mom and dad
met and got married on December 26, 1976. Then I was
born on October 21, 1979. Then My little brother was
born on June 17, 1983. My family finally moved here the
United States in 1984. (The teacher will underline the key
words, such as first, then, next, finally).
• T: How do I know my dad was born first? S:
Because he his older.
Individual Practice:
• The students will take their own information, and put it
in sequential order.
• The student then will write the correct order in
paragraph form using key words such as first, second,
then, next, finally, etc, using the teacher’s example.
• Each sentence will be placed on a half sheet and the
student will draw a picture correlating to what they
wrote. It will be made into a story board.
Closure& Formal/Information
Assessment:
• Explain to the students that each family is
different and will have their own special family
history.
• Not every one may have the same family
structure and it is ok.
• Have the students share their different family
histories.
• The student’s comprehension will be measured
by their final product of the family storyboard.
Use of technology:
• Have a family tree template ready for the
students to input their family information
(Mom, Dad, and child). On an individual basis,
personalize each student’s family tree to include
siblings, grandparents, aunts and uncles, etc.
The teacher may also scan pictures that students
bring in and print out to cut and put on the
family tree.
References
   http://www.cde.ca.gov/ci/literature/ - a great
website on the Dept of Education website:
Recommended Literature: Kindergarten Through
Content Standards
   http://www.lessonplanspage.com/ - has a great
amount of lesson plan ideas
   http://www.cde.ca.gov/board/pdf/history.pdf
   http://www.socialstudies.org
   http://www.lausd.k12.ca.us/findit.html
The End

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