For this portion of the lesson, I use my SMARTBoard. If you have a SMARTBoard, the file can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this activity by opening the file in Smart Notebook Express. There is also a JPEG so you can recreate this part of the lesson.
You will need the first slide in the Smart Notebook file for this part of the lesson. It contains a Venn Diagram, It has green beans and peas. I purposefully selected these vegetables because I know there are some students in the class who do not like either. Each of my students' names is on the SMARTBoard. You can put your students' names in the names on the SMARTBoard file by unlocking each name and typing your students' names in. Delete the names you do not need or add more by copying.
As the students come into the classroom, I have them move their name to the appropriate section of the Venn diagram based on their feelings about green beans or peas. Some of the students are concerned because they do not like either one. I tell them not to worry. They can just leave their name where it is on the slide.
We then discuss the results of the Venn Diagram. I ask the students, "How many students like only green beans?" We count them together and I write the number in that section of the diagram. I then ask, "How many children like only peas?" We count the number of students that said peas and I write that number in that section. I then ask, "How many children like both?" We count those names and I record that number. I then say to the class, "We have a problem. We have kids that don't like either one. I wonder what we should do with those names. I think we will find out during our lesson today."
I then invite the students to come and sit in their SMARTBoard spots.
For this portion of the lesson,you will continue with the SMARTBoard file that was used in the previous section. Here is a PDF of the slides so you can recreate this part of the lesson.
I gather my students in front of the SMARTBoard. I have cards with each student's name printed on. These cards are used for selecting who will come up to the SMARTBoard.
Again, the lesson is similar to the previous day. I want to continue to expand upon the students' introductory knowledge of Venn Diagrams.
I open the first slide (SMARTBoard Slide 2) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.
I can read and record data on a Venn Diagram.
I can tell a friend what data is on a Venn Diagram.
We then continue on with the rest of the slides.
Slide 3: That's right This is a Venn Diagram.
Slide 4: I can compare two groups using a Venn diagram. What information can we get from this graph? That's right. We can find out if someone likes hot dogs, pizza or both.
Slide 5: But what could we do if someone didn't like hot dogs or pizza?
Slide 6: We can show that person's choice by putting an X outside of the diagram. I then go back to our Venn diagram that we did at the beginning of class. I say to the class, Let's look at this diagram. These children do not like green beans or peas. They can leave their names right where they are. If their names are outside of the diagram, it means they do not like either one.
Slide 7: Let's try some more surveys. What do you like better, pickles or olives? I then invite students to come up and make an X on the diagram to represent their choice. When they are done, they put a check mark in one of the small boxes. When all of the boxes are filled, the survey is done. I then ask students to come up and count each area. See video clip. I make sure to say, How many children like ONLY pickles? How many children like ONLY olives? (Remember, the students whose X is in the middle like pickles and olives...they just happen to like both). We then say some comparative sentences like, More children like pickles than olives. There are a fewer children who picked olives than pickles.
Slide 8: Let's try some more surveys. What do you like better, vacuuming or sweeping? Again I invite students up to complete the survey. We then summarize the information and come up with comparative sentences for the diagram.
Slide 9: It is now Turn and Talk time. This is our opportunity to practice our academic vocabulary. The students hold hands with their assigned Turn and Talk partner and then hold their hands in the air so I can see that everyone has a partner. I ask them the question from the slide. "I asked some students what they liked better, mustard or ketchup? What can you say about mustard based on this graph?" I then give the students time to talk. (MP3 - Construct viable arguments and critique the reasoning of others) When I hear the discussion end, I ask a student to share what they came up with. The student says, "There is no one who likes mustard." I then ask the student how they know that. The student explains to the class that their are no Xs in the mustard circle on the Venn Diagram. I repeat, "You are correct. There are no Xs in the circle for mustard on the Venn Diagram." I do this to help reinforce the academic language presented in this lesson.
The students now return to their seats for guided practice.
For this part of the lesson you need the Venn Diagram Guided Practice Day 2 activity sheet included as a PDF with the lesson. I distribute the activity sheet to the students and tell them that we are going to create our own Venn Diagram. I have the students put their names on the top of the paper.
I say to the students, We are going to survey ten students to find out what they like better, "Lettuce, Carrots or Both". Not everyone will get a chance to respond to this survey but that's okay because we are going to do some more after this one.
I am going to pick cards to see who will answer (I use my picking cards from the Smartboard to call on students. I ask them, Which do you like better, lettuce, carrots or both? Remember, if you don't like either one, that's okay. We will put an X outside the circles then.
After each student replies, I tell the students to mark that response on the Venn diagram in the correct space and then put an x in the first box. I remind the students that when the boxes are filled with Xs, we are done. I circulate around the room and make sure that everyone is checking the correct space.
We continue on with the survey until there are 10 respondents. I continually move around the room checking their work. I then have the students total up the number of responses for carrots, lettuce, both or neither. I ask then ask them some questions, How many students liked lettuce? How many students liked carrots? How many students like both? Which one did neither student like? Which did students like the most? Which did students like the least?
I have them put the activity sheet in their mailboxes and prepare for independent practice.
For this part of the practice, you will need the Venn Diagram Independent Practice Day 2 activity. I have each of the students get one of our personal whiteboards to hold the activity sheet while they are conducting their survey. If you have clipboards for your students, now is the time to get them out!
I tell the students, "You will now get a chance to move around the room and do a survey of your own. You will record your answers on a Venn Diagram. We are going to ask our friends, "What do you like better, Bacon, Ham or Both?" You will record their answer on the Venn Diagram. After you record an answer, you need to put an X in one of the boxes. Remember, if they don't like either one, then you can put an X outside the circles. When all the boxes are filled, your survey is done and you can go back to your seat and total up your answers. When you have done that, please bring your paper to an adult to check."
I pass out the activity sheet to the students and have them put their name at the top. I then invite them to move around the room and survey their friends. After they have totaled their results, I check their work and ask them questions about their results such as, "What did the students like the most? How do you know?" and "How many students liked neither one? How do you know?" It is important to ask how (or to "prove" their answer), because the goal isn't to "get the right answer". My goal is to grow my students' reasoning, and the first best step is to have them articulate what they are thinking. After they are done, I have them put the worksheet in their mailboxes.