Problem Solving Through Surveys (Special Education)

Lesson Rubric
Student Samples

Name: Christopher Prue
Grade: 4th/5th Grade, Special Education
School: JM McKenney Middle School/Canton Central School District

1. Title/Context Of Learning Experience
   Students will identify, gather information, represent it graphically, and draw a conclusion.

   Performance Indicator
   5.PS.3 Interpret information and generate possible strategies and solutions5.CM.4 Share organized mathematical information through the use of graphs
   5.CN.3 Connect and imply mathematical information to solve everyday problems

   To succeed with this learning experience, students need to know/or be able to do the following:
   - gather information using a chart organizer
   - represent information graphically using computer-based software
   - draw conclusions based upon gathered information

2. Essential Question
   Can mathematics help us understand how we can make our world a better place to live?
3. Assessment Plan
   Levels of Student Performance:
   - Developing- With moderate adult support, student was able to gather information, drew limited conclusions from the information, lacking a proposal on how to improve upon the identified need
   - Proficient- With limited adult support, student was able to gather information, drew conclusions from the information, though ambiguity existed in the proposal of how to improve upon the identified need.
4. - Distinguished-With limited adult support, student was able to gather information, drew conclusions from the information, determined whether a need existed, and proposed a plan to improve upon the identified need.Evidence of Student Progress:
   Classroom Observation: To what degree does the student display self-direction?
   Materials: Has the student submitted the graphic organizer, graph, summary and rubric
   Work Quality: To what degree is the student’s work accurate and completed to the best of their ability?

   Documenting Student Progress
   Materials: chart organizer, graphing software, summary, rubric

   Procedure
   Preface:

   • Over a two-week period, our students participated in a multitude of activities around the theme, “My World and Yours.” Due to the significant reading delays of the eight students I work with, they have listened to grade level stories, while independently reading ability-level stories on topics of community service and caring for their environment. Continuing with this theme, I wanted to incorporate a project which would have students gather information, record it some manner, and draw conclusions as to how daily occurrences have a direct impact on our community and environment.

   Days One and Two:

   • As part of their regular math instructional time, students engaged in a discussion around the question “What is a survey”? Once it was determined that a survey is a method of gathering peoples’ opinion on a particular subject, some examples of surveys are given. For my class, I used their classmates’ examples, of a line graph, which they constructed around a survey question. Upon showing these examples, a chart organizer was distributed to each student. Atop of each organizer, a survey question was posed. This question could be student generated, though due to specific nature of this particular theme and the ability of my students, survey questions were pre-determined. Students shared their questions aloud to their classmates. As each student shared, the group determined some of the possible responses that could be given. These responses were recorded as headings on the organizer. For homework, the students continued to gather information over a two-day period.

   Day Three:

   • Using the information gathered on the graphic organizer, the students used graphing software. My class used Microsoft Excel to input their information. As we went through the process, I modeled how to input information, label axis, title graphs, and change graphics by using a computer driven overhead projector. As I modeled the input of my information, students proceeded to enter in their information.

   Day Four:

   • Once all students designed their graph, color copies were made, and I met with each student individually. They were asked the following interview questions:
     • What was the author’s purpose in the story “Making the World a Better Place”?
     • What was the author’s purpose in the story “Wetlands”?
     • What was the most popular response from your survey question? Least common?
     • Thinking about what the authors wanted to teach you and our discussions in class, what would you recommend to those people who took your survey?
5. Resources
   • Scott-Foresman: “Collection for Young Readers,” Unit II: “Making the World a Better Place”

   “Wetlands”

   • Microsoft Excel
6. Instructional/Environmental Modifications
   • Pre-determined or self-generated survey question
   • Chart organizer
   • Dictation of summary response
7. Time Required
   • Planning time: approximately 1½ hours, over a two-week period
   • Implementation: 42 minutes period, 4 language arts periods, 3 math periods
8. Reflection
   The goal of this lesson was to take a cross-curriculum approach in incorporating mathematics into the language arts curriculum, while satisfying student exposure to the NYS grade level performance indicators. Objectives for accomplishing this included focus on the theme of citizenship and how it applies to our responsibility of taking care of the environment. Students were asked to interact with a number of people, both peers and adults, to gather information. In addition, familiarity and practice using graphing software occurred. Throughout the process, students remained engaged. They and myself were excited to see positive interaction occur when seeking out information with their peers. They especially enjoyed transforming this information into a graph, which they were able to individualize with different patterns and colors. Due to the smaller class number, I found the 1:1 meeting with each student most rewarding, as it served as the culmination of the two-week experience, where students were able to share their personal insight and how the adaptation of everyday behavior can promote positive change. For a larger class size, a journal response method should prove beneficial. As possible extension activities, students could explore energy saving products and daily changes in behavior to address specific area addressed in their survey question.