Artifact #9: Integrated Math and Science Lesson Plan

This artifact I use to demonstrate not only my ability to plan solid lessons in both math and science,

but also my ability to integrate two subjects into one lesson. This requires the knowledge of both subjects as

well as the ability to tie together two learning pieces that can occur at the same time, same grade, and work

together well. Along with showcasing the planning for learning, this artifact shows that I have the capabilities

of implementing and assessing students as well. The lesson plan is put together to teach second grade

students. The math component focuses on graphing, while the science aspect is on classification. The

students, with teacher support and scaffolding, were to classify the object and then plot them onto a graph

where amounts per category would be analyzed.

The lesson plan began with the students learning about both the math and the science from the teacher,

then to working with the teacher, finally, to independent/small group work. This gradual release model

(Gallagher & Pearson, 1983) helps the students to feel successful as they build confidence with scaffolding

from the teacher. The lesson was built to be challenging, but not overwhelming to the students. This was

particularly important as there are two different subjects involved. The planning of the lesson took special

consideration to make certain that the learning standards matched the topics and that the topics worked well

together. It was also important that the lesson had a hands on aspect. There is some direct instruction, verbal

and written, and children do learn in different manners, as do we all. Keeping this in mind, the lesson was

planned so that students had the opportunity to learn and explore in different ways to accommodate different

learning styles (UMass, 2018).

InTASC Standards

1(b) The teacher creates developmentally appropriate instruction that takes into account individual

learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her

learning (Council of Chief State School Officers, 2011).

 Standards 2a “The teacher designs, adapts, and delivers instruction to address each student’s diverse

learning strengths and needs and creates opportunities for students to demonstrate their learning in different

ways” is shown in the different ways in which the students learn from verbal, visual and hands on learning, as

well as large and small group instruction (Council of Chief State School Officers, 2011).

CAEP Standards

1.1 and 1.2 as I have developed a lesson plan that shows that I have understanding of the learner and

learning; content; instructional practice; and professional responsibility as well as an ability to assess students’

learning.

New York State Code of Ethics for Educators

Principle 2 Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know the curriculum

and utilize a range of strategies and assessments to address differences. Educators develop and

implement programs based upon a strong understanding of human development and learning theory.

They support a challenging learning environment. They advocate for necessary resources to teach to

higher levels of learning. They establish and maintain clear standards of behavior and civility.

Educators are role models, displaying the habits of mind and work necessary to develop and apply

knowledge while simultaneously displaying a curiosity and enthusiasm for learning. They invite

students to become active, inquisitive, and discerning individuals who reflect upon and monitor their

own learning” (University of the State of New York).

Ethical Standards by the Ontario College of Teachers

Care “The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students’ potential. Members express their commitment to students’ well-being and learning

through positive influence, professional judgment and empathy in practice” (Ontario College of Teachers,

2016). The Council for Exceptional Children also has important standards that must be maintained and
followed. This lesson had accommodations for learners, but also maintained a challenging lesson for all

children to follow to the best of their ability as is mandated by “maintaining challenging expectations for

individuals with exceptionalities to develop the highest possible learning outcome and quality of life potential

in ways that respect their dignity, culture, language, and background” (Council for Exceptional Children,

2018).

New York State Next Generation Math Standards

2.MD.10 - According to second grade New York state standards, students should be able to draw a

picture graph and a bar graph (with single-unite scale) to represent a data set with up to four categories. They

should also be able to solve simple put-together, take-apart, and compare problems using information

presented in a bar graph.

New York State Next Generation Science Standards

2PS1-1 Planning and carrying out investigations to answer questions or test solutions to problems

builds on prior experiences and progress to simple investigations, based on fair tests, which provide date to

support explanations of design solutions. Students should be able to describe and classify different types of

materials by their observable properties (which could include color texture, hardness and flexibility)

(EngageNY, 2018).

Ontario Math Standards

By the end of Grade 2, students will be able to collect and organize categorical or discrete primary

data and display the data, using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and

other graphic organizers, with labels ordered appropriately along horizontal axes, as needed. The can read

and describe primary data presented in tally charts, concrete graphs, pictographs, line plots, simple bar graphs,

and other graphic organizers. They should also be able to describe probability in everyday situations and
simple games. In lesson one, students learned basics about several types of graphs, plotting and interpreting

data. They identified the parts of a graph and interpreted simple data from a simple graph.

Ontario Science Standards

By the end of grade 2 students can (2.2) observe and compare the physical characteristics (e.g., fur or

feathers; two legs or no legs) and the behavioral characteristics (e.g., predator or prey) of a variety of animals,

including insects, using student-generated questions and a variety of methods and resources. This

demonstrates that they have developed discrimination skills to categorize.

Council for Exceptional Children

6. Using evidence, instructional data, research, and professional knowledge to inform practice.
 Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Kim Cameron Date: June 23, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: x Town:_______ Rural: ______

Grade level: ____2___ Number of students in the class: ___18___

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for y
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommod
Classifications/Needs Students I
1 Breaks during the lesson. P
ADHD room to move, and won’t b
up. Extra time to complete
to help stay on task and det
IEP 2 Student W:

Frequent checks for unders

Visual organizer
Provide feedback often in t
Student B:

Maintain consistent schedu

Point out similarities to pre
Use manipulative materials
Pre-teach/re-teach

Lesson ___2__ of a ____5__ Day Learning Segment

and Lesson Topic: Math - Data Management, Science - Classification

Level: 2 Lesson Duration: 45 Minutes

 Focus of the Learning Segment
ral focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, esse
, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

ral focus of this learning segment for math will be that students will be able to collect and organize discrete primary data on and
using charts such as tally charts and bar graphs. Students will be able to interpret that data after collecting and plotting results on
The central focus of this learning segment for science will be learning to classify things by their observable attributes using inve
s.
g Your Learners

you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a

hat my students are young and curious about most things around them. They also do best with hands on learning including
atives.

ng to Ontario science standards, by the end of one students will have conducted some simple investigations using basic research

ng to first grade New York science standards, students have learned how to use observations to construct evidence based conclus
mple investigations.

Math standards state that in grade one students have learned: Data Management and Probability: organizing objects into categori
bute; collecting and organizing categorical data; reading and displaying data using concrete graphs and pictograph

rk Math standards for first grade tell us that students have learned to: Represent and interpret data. 4. Organize, represent, and in
h up to three categories; ask and answer questions about the total number of data points, how many in each category, and how ma
less are in one category than in another.

l you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

g that they are already familiar with basic data collection from the previous grade, and preassessment done before this lesson, stu
reate their own graphs. Students have interpreted data the previous year and this prior knowledge should help them to interpret
ing graphs with a greater degree of proficiency as it is not a brand new concept. For this reason I will begin to introduce more
ated graphs in upcoming lessons. Instead of merely collecting and organizing data as in the previous grade, students will begin t
and interpret data from their graphs.

ave learned to conduct simple investigations using their skills of observation. I will use this knowledge encourage them to class
s with increasingly more detail and categories.

and that my learners still learn best with concrete materials, so my plans will include the use of manipulatives to encourage them
d understand.
lum Standards
ng to Ontario standards, by the end of Grade 2, students will be able to collect and organize categorical or discrete primary data a
he data, using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels o
ately along horizontal axes, as needed. The can read and describe primary data presented in tally charts, concrete graphs, pictog
s, simple bar graphs, and other graphic organizers. They should also be able to describe probability in everyday situations and si
In lesson one, students learned basics about several types of graphs, plotting and interpreting data. They identified the parts of a
preted simple data from a simple graph.
Science Standards inform that by the end of grade 2 students can (2.2) observe and compare the physical characteristics (e.g., fur
two legs or no legs) and the behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using s
d questions and a variety of methods and resources. This demonstrates that they have developed discrimination skills to categor

0 - According to second grade New York state standards, students should be able to draw a picture graph and a bar graph (with si
le) to represent a data set with up to four categories. They should also be able to solve simple put-together, take-apart, and comp
s using information presented in a bar graph.

rk Science: 2PS1-1 Planning and carrying out investigations to answer questions or test solutions to problems builds on prior
ces and progress to simple investigations, based on fair tests, which provide date to support explanations of design solutions. St
e able to describe and classify different types of materials by their observable properties (which could include color texture, hard
bility).

ves Assessment Modifications to Assessments

oom’s Taxonomy, include statements Using formal and/or informal assessment tools, If applicable, explain how you will a
tify what students will be able to do by how will you evaluate and document your assessments to allow students with sp
of the lesson and are aligned to the students’ progress on each of the objectives? needs to demonstrate their learning.
s identified above. (edTPA Task 1, Prompt 5b)
Teacher will formatively assess during group Students who need to, will have ti
ents will be able to collect data and activity and during individual work on graphs, share understanding and interpret
e it in measurable charts. determining understanding and process. verbally with the teacher. Extra tim
given for independent work.
will be able to collect and interpret Teacher will formatively assess as children Students with needs who prefer to ex
ted in group survey chart. demonstrate understanding verbally, and thinking privately with teacher will b
physically coming up to chart to explain the time while others begin their ind
thinking. This will inform instruction in work. They will also be given, close
subsequent lessons. Teacher will take prioritized seating to enable easier ac
anecdotal notes based on student’s verbal and teacher to provide quicker support.
written work.
will be able to classify materials by Teacher will formatively assess during group Extra time will be given to student w
ervable properties. sharing. ADHD.
 Academic Language Demands Instructio
(edTPA Task 1, Prompt 4c) Strategies teachers provide to he
practice the concepts (edTPA Ta
Function Interpret, collect, classify Teacher will demonstrate where
Looking at your standards and objectives, chart. Teacher will model an int
choose the one Bloom’s word that best the collection part of the group le
describes the active learning essential for Teacher will demonstrate classify
students to develop understanding of concepts candy according to the specific tr
within your lesson. classifying”

Vocabulary Data Classify Vocabulary will be used and mod

Key words and phrases students need to be Collect group lesson. Vocabulary words
able to understand and use Bar graph defined explicitly by the teacher.
Interpret

Syntax Teacher will continue to use voc

Describe ways in which students will organize Students will use complete through the learning process and
language (symbols, words, phrases) to convey mathematical sentences using
meaning. the new vocabulary when
demonstrating their
understanding while working in
groups or while creating graphic
organizers.

Discourse
How members of a discipline talk, write, and Students will have the Teacher will model sharing respo
participate in knowledge construction and opportunity to practice their mathematical language during in
communicate their understanding of the skills including using new individual/small group work, and
concepts vocabulary, and ask and answers individual work.
questions of each other as they
do their independent/small group
task of completing a survey
based on their classmates
responses.
Instructional Process Accomm
and/or
Anticipatory Set/Motivator Teacher gives pr
 Teacher will invite students to the carpet where a blank survey is prepared, flat in the students with ne
middle of the carpet.
 An anchor chart with details will be next to graph the class will be completing as a group. Teacher will ma
 Teacher will prepare survey by taping three different candies to the bottom of each section learning (yesterd
of the bar graph under each bar (chocolate, gum, hard candy). year data collect
 Teacher will then put numbers along the left of the graph corresponding with each line of
the paper. Teacher allows t
 The teacher explains that this is a bar graph like they have used last class. Students may in the group so t
ask if they are going to tabulate the amount of each candy that is in the basket like in the or need clarifica
last class. Teacher will instruct that “No, we are only putting our favourites, one per and the rest of th
person on the chart, like a survey” from the questio
 Teacher will ask students to think about which candy they like best.
 Teacher will say “Let’s see which type of sweets is the most popular in our class, and
which is the least popular”
Teacher will ma
 Teacher will put a candy on the chart above her favorite type.
need visual orga
prepared to use
 Teacher will invite students to take a candy and place it in the first empty square nearest to
the bottom where their sweet subject is taped. Teacher will che
all students, but
 Half way through, teacher will ask students which treat they think will get the most votes, frequently on stu
and why they thinking that. Teacher will allow any student that wants to answer to have
the opportunity.
 Teacher will ask which subject has the least votes so far.
 Teacher will ask students which candy had the most votes at the end, second most to least.
How many did each have?
Breaks will be p
 Teacher will inform students that by sorting candy into different types we were classifying ADHD
them. That is distinguishing between differences and similarities in items. Students hear
that they will be classifying other materials in small groups, with the teacher circulating
for support. Teacher will ask “What would have happened if we all had the same
 favourites and we had more of one type that would fit on the chart? Is there some strategy
we could use on our chart that would accommodate for that?” Children will suggest ideas.

Instructional Procedures

 Teacher will have students join tables in their prearranged groups.

 Each table with have three containers, each with a label (rough, smooth, squishy). Each Students will be
table will have a basket of items to classify and sort into containers. will help them to
challenges. Tea
 Students will be told “We need to investigate. We are going to look at the properties of check for unders
each items and classify it by three categories (Smooth, rough, squishy). How can we tell assistance and c
which category they fit into? What do we need to do?” Teacher will explain that these are
attributes that we can see and feel, with emphasis this time on what we feel. Teacher will hav
on the screen so
 There will be a basket of materials to be classified (e.g., a small jagged stick, sandpaper, time manageme
piece of carpet, pinecone, small baggie of glue, slime, soft pom pom, small glass tile, for student who
smooth pebble, a pencil, a green leaf, one of the hard candies from the first activity. Each consistent sched
table will have a bar graph with three spots to label based on the classification attributes.
A few minutes i
 Teacher will ask the students to classify the items by the properties written on the baskets, restate and clarif
and then to put the data into the chart by putting something in the squares representing the particularly for s
applicable items (eg., dots, check marks, fill the square)
Teacher will sca
 Teacher asks groups to begin surveying their classmates and that they have twelve minutes with each group
 Teacher is walking around doing formative assessments, asking questions and providing
clarifications where needed.
 Students may ask “What if it fits into two categories?” Teacher will instruct students to
use their best judgment to put it into the bin that seems most relevant to the types. . Before time is
groups that are d
 Teacher gives a one minute warning and a final warning that time is up once it appears use markers to m
that groups are done the classification. fancy. Those th
come see the tea
 Teachers allows each group to project their chart on the screen using the document reader or to determine
to discuss their data with the class. be needed.

 Teacher continues to walk through the classroom assessing the groups as they verbalize
their findings and understanding.
 Closure

Teacher will give a short time for students review each other’s graphs to observe and learn from.

Teacher will continue to model mathematical language. While going over each graph and teacher

and students will talk about the items plotted on the x-axis and on the y-axis. They will talk about

which categories had ‘the most’ and ‘least’ in each group. The class will reflect upon the fact that

each square represented one item in these charts. Teacher will have students reflect as a group

about the fact that they learned how to classify items by their observable properties, and then also

learned how to put that data into a graph. Teacher will say “Today we learned to classify items

by physical attributes. We also learned how to plot the results into a graph and to interpret basic

date from the chart”. Teacher will explain that tomorrow they will continue with both concepts

with new items, as well as congratulating them on their successful learning session.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as
class handouts, assignments, slides, and interactive white-board images.

Large graph or chart paper for whole group lesson

Different types of candy for the graph
Charts on a worksheet for small group graph charts.
Anchor charts that depict graphs similar to today’s lesson.
Document Reader
Labeled baskets with items that are rough, smooth and squishy (one per table group)

Appendix A

5
 4

Y
Axis 3

1
X Axis
Smooth Squishy Rough