lesson plan

Teacher Name:

Date:

Subject: Mathematics

Grade: Kindergarten

Time needed: 50 minutes

Content standard(s) addressed:

Counting and Cardinality Standard 6: K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Health standard(s) addressed:

Standard 1: Essential Health Concepts: All students will comprehend essential concepts related to enhancing health.

Content area: Nutrition and Physical Activity

K.1.2.N Identify a variety of healthy snacks.

Materials needed:

· Computer

· Projector

· PowerPoint slide with picture of Dora the Explorer and Diego

· Poster of Dora and Diego

· Cut out pictures of different foods (milk cartoon, cheese slice, loaf of bread, apple, orange, banana, lettuce, carrot, broccoli, eggs, chicken drumstick, fish, candy bar, slice of cake, soda can, cookie, lollipop)

· “Mystery food box” (small cardboard box with an opening in the lid large enough for students to put their arm in and grab a cut out)

· Name sticks (popsicle sticks with each student’s name)

· Glue stick

· Poster Number line from 0 to 20

· Paper plates (total of 6-1 per table)

· Cut out pictures of different foods (total of 24-one per student)

· Crayons

· Number line from 0 to 20 (total of 24-one per student)

Learning Objective:

By the end of this lesson, students will be able to:

· Identify which foods are healthy

· Identify which foods are unhealthy

· Compare number of objects in a group and identify which group has more or less objects by using the counting strategy.

Assessment of learning:

Criteria:

For homework, have students complete a worksheet divided into four squares. Each square will have two groups of snacks, one healthy the other unhealthy. At the top of the square it will say MORE in larger font or less in smaller font. They must circle the healthy snacks and put an X on the unhealthy snacks. They must count how many healthy snacks and unhealthy snacks there are and circle the greater or smaller number according to what the word in each square says.

Agenda:

1. Have the students sit in a circle on the rug in front of the board.

2. On the board, project PowerPoint slide with picture of Dora and Diego. Dora is happy and has a half-eaten apple in one hand and a jump rope in the other. Diego is hunched over holding his stomach with a candy bar in one hand.

3. Ask students to raise their hand and tell you what they see. (Questions for probing: “Who are they? How does Dora feel?” “How does Diego feel?” What do you think is wrong with Diego?”

4. Teacher says: “Yes! Dora is happy and has lots of energy to jump rope. She is eating an apple. You’re right! Diego has a tummy ache because he was eating a candy bar. Today we will be learning about healthy foods- those that are good for you and help you grow strong and unhealthy foods-those that are bad for you and can make you sick.”

5. Turn off projector. On the board, hang up a poster divided in half vertically with Dora’s picture (same picture as before but without the apple) on one half and Diego’s picture on the other half (same picture as before but without the candy bar).

6. Teacher says: “Now, let’s count how many objects Dora is holding. Ready, 1, 2. She has 2 objects. Now, let’s count how many Diego has. Ready, 1. Diego only has 1 object. Who has less objects? This is a number line. The 1 comes first. It comes before the 2 on the number line. So we say that 1 is less than 2.”

7. Teacher says: “Now, when I call your name using our name sticks I want you to come up to the front and reach into our mystery food box and pull out a mystery food. Ready!”

8. Have first student come up and reach into the mystery food box and pick a picture of a food. Have the student show the picture to the class and say the name of the food. Write the word on the board.

9. Teacher says to the class: “Show me your muscles if you think a [banana] is healthy-it makes you strong. Put your hands on your tummy if you think a [banana] is unhealthy-it makes you sick. A [banana] is healthy so that means Dora likes to eat [bananas].”

10. Put glue on the picture and have student glue it on Dora’s half of the poster. Repeat until all foods have been picked and glued onto the poster.

11. Teacher says: “Look all this food! Remember healthy foods are important for helping us grow strong. Unhealthy foods can make us sick and hurt our tummy and heart.”

12. Teacher says: “Now let’s count how many snacks Dora ate. Ready, 1, 2, 3….. Now let’s count how many snacks Diego ate. Ready, 1, 2, 3…. Who has more? Dora or Diego? Who has less? Look at the number line. The 5 comes first. It comes before the 12 on the number line. So we say that 5 is less than 12. Another way to say it is 12 is greater than 5. Dora ate more snacks than Diego. Dora has 12 snacks and Diego has 5. Remember 12 is greater than 5.”

13. Have students return to their desks. Have students work in their table group. Have students decide which foods are healthy and which are unhealthy. Have them color the healthy foods and glue them onto the paper plate. Have them count how many healthy snacks are on their plate and how many unhealthy snacks are on the table. Have students decide which group has less using the number line.

Instructional Notes:

Stand to the side of the projection so that you can point to the details in the picture.

Point to Dora and her smile. Point to the jump rope. Point to the apple. Point to Diego and his stomach. Point to the candy bar.

To emphasize strong, flex your arm muscles. To emphasize sick, rub your stomach as if you have a stomach ache.

Point to each object in Dora’s hand as the students count. Write the number on the board. Point to the object in Diego’s hand as the students count. Write the number on the board. Bring out the number line and hang it next to the poster. Point to the 1 and the 2 as you explain the 1 comes before the 2. Circle the smaller number on the board.

Walk over to your desk and get the cup with the name sticks. Bring out the mystery food box. Place it on a chair next to you. Stand to the side of the poster. Have glue stick ready for use. Draw a name stick from the cup.

If student doesn’t know the food pictured provide scaffolding.

Demonstrate how to flex your arm muscles.

Demonstrate how to rub your stomach.

Have students glue healthy foods on Dora’s half of the poster and unhealthy foods on Diego’s half of the poster.

To emphasize strong, flex your arm muscles. To emphasize sick, point to your stomach and heart.

Point to each pictured food as the students count. Write each number at the bottom of the poster.

To emphasize more, act it out using your hands. Do the same for less.

Point to Dora’s number. Point to Diego’s number. Point to the number line. Point to the 5 and the 12 as you explain the 5 comes before the 12. Circle Dora’s number.

Pass out paper plates. One per table. Pass out cut outs of different foods. One per student at each table. Pass out number lines. One per student.

Walk around and assist those groups that are struggling or are not getting along.

Language Support:

I pointed to the objects I was naming such as in the introduction when I named the jump rope and apple Dora was holding and the candy bar Diego was holding. Also, I pointed to the expression on each of their faces and paired it with the word.

I paired words to the picture of the snack they represented and wrote the words on the board.

I acted out words such as strong and sick and more and less.

I used a number line and pointed to the numbers as I said them.

I had students work in groups where peers could explain using “student language” and model for a second time what we had done as a whole group.

Context – where might this particular lesson fit in with a larger unit of study?

This lesson could fit towards the end of a math unit that has to do with counting how many objects are per group. As the unit progresses and students build on their skills they must then compare the groups and decide which has more, less, or equal amounts.