Kelly Hotaling
CBSE 3203
Anisiya Pallegedara
Vickie Terekhova
Assignment #7:
Amount of Every Color M&M (in 2 serving size peanut packs)
3rd Grade Level
Bloom’s Taxonomy: Application, Analysis, and Synthesis.
Gardner’s Multiple Intelligence(s): Mathematical-logical, Visual-Spatial, and
Interpersonal.
Children’s Literature: Dave’s Down-to-Earth Rock Shop by Stuart J. Murphy
NYC Science Scope & Sequence:
Inquiry Skills: Describing and comparing the physical properties of matter,
gathering, organizing, and interpreting data.
Process Skills: Collecting, observing, analyzing, reporting
NCTM Math Skills:
Process Standards: Collecting data using observations, representing data using
tables and graphs.
Content Standards: Measurement Standards and Data Analysis.
ISTE NETs Standards for Literate Students:
Research and Information Fluency: Process data and report results.
Technology Operations and Concepts: Understand and use technology systems.
Behavioral Objective(s):
1. To organize and list M&M’s based on color by creating a table.
2. To compare the numbers of colors in each bag.
3. To use bar graphs to represent data.
Motivational Constructivist Question and/or Activity(ies) for the lesson
entitled “Motivational/Constuctivist Activity”:
We would begin our lesson by introducing and reading the book, Down-to-Earth
Rock Shop by Stuart J. Murphy.
Time Duration: One class period.
Procedures:
1. A week before the lesson, ask students to bring in 1 bag of M&M’s.
2. Read Dave’s Down-to-Earth Rock Shop
3. Break students into groups
4. Each group will sort and organize their M&M’s by color
5. Each group will record data and create a table
6. Graph paper and colored pencils will be distributed and each group will be
asked to create a bar graph with the information from their table
7. After recording data in a bar graph, students will transfer the data to excel
and create a simple spreadsheet
Questions:
I)
Closed-Ended Questions:
1. “What was Dave’s Down-to-Earth Rock Shop about?”
i.
Answer: “It was about collecting and sorting rocks.”
2. “Which color M&M did you find most of?”
i.
II)
Answer: “Blue!”
Open-Ended Questions:
1. “Why do you think were so many blue M&M’s?”
i.
Answer: “Because blue is the most popular color!”
2. “What would happen to your data if you ate 2 M&M’s?”
i.
Answer: “We would have to start all over again!”
Materials:
1. Bag of M&M’s
2. Pencil
3. Graph and lined paper
4. Colored pencils
5. Computer (with excel)
Assessment:
1. Students will be able to create a data table.
2. Students will be able to create a bar graph.
RUBRIC FORMAT:
Behavioral
Objective #2:
Compare and
Contrast
Target
“3”
Data is collected
and neatly
organized and
listed on the data
table.
Data collected
shows numbers
comparing
colors.
Satisfactory
“2”
Data is collected
but isn’t neatly
organized or
listed on the
data table.
Data collected
shows numbers
but 1 or 2 colors
are missing.
Behavioral
Objective #3:
Report and
Data collected is
successfully
transferred onto
Data collected is Data collected is
successfully
not successfully
transferred onto transferred onto
Behavioral
Objective #1:
Organize and
List
Unsatisfactory
“1”
Data is collected
but data table
isn’t completed.
Data collected
shows no
numbers or
colors.
Student
Rating
Graph
graph paper and
bar graph
accurately
displays different
colors.
graph paper but
bar graph
doesn’t
accurately
display different
colors.
graph paper and
bar graph
doesn’t
accurately
display different
colors.