Basic Productivity Tools (BPT)

Lesson Idea Name: What is your favorite fruit?

Content Area: Math
Grade Level(s): Kindergarten
Content Standard Addressed: MGSEK.CC.5: count to answer “how many?” questions.

Technology Standard Addressed: Empowered Learner

Selected Technology Tool: The Graph Club 2.0

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

UDL is a framework that focuses on being able to reach every student. The three major components of this
frame work is creating lesson plan that has a means of representation, expression and voice and engagement.
Using The Graph Club to convert their data into a graph, students have the opportunity to be creative when it
comes to choosing colors, fonts and graphics. Students are able to use this program to create graphs based on
data and then interpret that data and share with others. This productivity tool is engaging and easy enough
for Kindergarteners to use on their own once they learn how to work it. It is the perfect tool for kinder
students to being to learn about graphs, creating graphs and interpreting data.
Lesson idea implementation:
The teacher will begin this lesson by asking the students the following question: What is your favorite fruit?
She will have 5 choices: bananas, apples, strawberries, oranges and grapes. She will have a clipboard and ask
this question to the students. She will be writing down each answer and at the end she will say to the
students that she just collected data. The teacher will discuss what data means then she will inform the
students that they will all be collecting data by asking this question to their classmates. The teacher will give
the students 10 minutes to move around the classroom and have the children ask each other this question
and record their answers on a worksheet that the teacher created. After they are done, the students will
meet the teacher at the carpet and the teacher will say to the students that they will be using The Graph Club
to make a pictograph of the data they collected.
The class will travel to the computer lab. Once at the lab, the teacher will guide the students on how to create
a pictograph to display the data they collected. The students will add a title to their graph, images of each
fruit and begin to create their pictographs. The teacher will walk around the lab to assist those that need help
and to remind the students to refer back to their data to make sure they are adding the correct number to
each category of fruit. After the teacher has looked at each student’s graph and verified that it is correct, she
will guide the students on what button to press to print their graph. The graphs will be taken back to the
classroom where the teacher will use to assess the students on counting and checking if each student can
answer the “how many?” question.

Reflective Practice:

Spring 2018_SJB
 Basic Productivity Tools (BPT)
I designed this lesson to guide my students into taking data and creating a graph using a developmentally
appropriate productivity tool for kindergarteners. I believe that The Graph Club is a great productivity tool for
younger children because it is simple to use, it allows the students to be creative with the different graphics,
styles of graphs and colors and most importantly it is engaging and fun. Children learn best when they are
having fun and are engaged in what they are doing. To further extend this lesson, the students can use their
graphs and compare the data they collected to another student’s data. Because they only had 10 minutes to
collect data, no one would be able to have asked every classmates opinion on their favorite fruit. Because the
Graph Club has a variety of graphs available, the teacher can also give students extra time to explore on their
own and make up different graphs.

Spring 2018_SJB