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Wonderful Watermelons

Designed by: Helen McGough, Arden Elementary

1) Core Curriculum Objective(s):

Statistics 1) Collect data by counting, measuring, and surveying 2) Formulate questions based on data 3) Organize, record, and communicate data 4) Read and interpret information from tables and graphs to make comparisons and answer questions

Grade Level: First Subject(s): Math

2) Overview: After reading Down By the Bay in the Macmillan/McGraw-Hill reading series, students will explore watermelons. Students will work within groups to weigh and measure their watermelon. They will chart the results and explain their findings. Students will collect the seeds while they eat the watermelon. After collecting the seeds, students will sort them into black and white for counting and comparing. They will formulate questions concerning their findings.

3) Focus/Essential Questions:

How do you collect data?

How do you organize your data?

How do you tell others about what you�ve found?

Can you ask others questions about what you�ve found?

4) TIME FRAME:

Approximately two fifty minute math periods.

5) RESOURCES/MATERIALS:

Down by the Bay in the Macmillan/McGraw-Hill, Reading series

Gulick, Rosemary Kosak. Down by the Bay Read-A-Rhyme Pocket Chart Set

Materials for Day 1:

4 small watermelons (# depends on the size of your groups)

scales for weighing

2 different colored post its for each group

2 different colored yarn for each group

scissors

markers

chart: Too Big - Just Right - Too Little

chart: How Big Is Your Watermelon?

Materials for Day 2:

1 cold watermelon from previous day

small cups for collecting seeds

paper plates or bowls

napkins

knife for cutting watermelon

individual paper watermelon

popsicle sticks

6) CULMINATING ASSESSMENT:

Students will record the weight and measurement of their group�s watermelon on a watermelon chart correctly.

Students will count and chart black and white seeds on their own paper watermelons correctly.

Students will formulate and answer essential questions correctly.

RUBRIC

	Data	Graph	Student can Formulate	Student can Answer
+	All data needed and additional information has been collected	Graph is filled in and is correct	Student asks guided questions	Student can answer guided questions and voluntarily provides additional information
/	All data needed has been collected	Graph is partially filled in and/or partially correct	Student asks questions with some difficulty	Student answers the necessary guided questions
-	Additional data needs to be collected	Graph has not been filled in	Student cannot formulate questions	Student cannot answer the guided questions

7) INSTRUCTIONAL ACTIVITIES:

Day 1

Teacher will read Down By the Bay. Students will sing. Students will work in groups of 5 to explore watermelons.

Since I use this during the first week of First Grade, I assign the group roles. If I used this later in the year, they would decide this within the group. I assign each student a day of the week. They are in charge of their group on that day. They hand out materials and retrieve them, etc. It also makes an easy way to assign group roles. Monday�s student will collect materials for the group. Tuesday�s student will be in charge of giving out materials. Wednesday�s student will make sure everyone posts their findings on the correct chart. Thursday�s student will be in charge of the experiment. Friday�s student will be in charge of cleanup.

Teacher will explain that they are to estimate how much their watermelon weighs. The students are to each pick it up and decide how much they think it weighs. They will write that number on a colored post it and place it on their groups paper watermelon. The teacher will help with writing the numbers and will make sure everyone in the group is using the same color post it. After everyone in the group has had a chance to estimate, they will discuss how they made their estimates. The teacher will demonstrate how to use the scales to weigh the watermelon. The groups will use the scales to weigh the watermelon. They will use the other colored post it to write how much the watermelon really weighed and post it on their paper watermelon next to their estimate. The teacher will monitor to help with weighing and recording. Each group will discuss and share how much their watermelon weighed and how close their guess was to the correct answer.

The teacher will then explain that they need to find out the size of their watermelon.

The teacher will demonstrate how to use the yarn to measure. The groups will choose one piece of yarn. Without measuring the group will decide where to cut it so it will be big enough to go around the watermelon. The teacher will place a chart on the board that reads: Too Big � Just Right � Too Little. After they have made their cut the group will then use it to measure their watermelon. They will then place their yarn in the right place on the chart, whether it is too big or just right, etc. The class will discuss how good their guesses are and who was closer.

The students will then choose their other piece of yarn. This time they will use the watermelon to measure where to cut the yarn. The teacher will post a chart that reads:

How big is your watermelon? Each group will hang their piece of yarn in the proper place on the chart. The class will then discuss which group had the biggest, smallest or if any were the same. Students will formulate questions for the other groups about their charts information.

Day 2

Teacher will read Down By the Bay. They will sing the song. They will review what they did the previous day with their watermelons. They will discuss what other things they might do with the watermelons. Students will probably suggest eating and counting the seeds but if they don�t teacher will suggest that as something they might like to do next.

Teacher will give the class a chance to choose how they want their watermelon cut. When everyone has their piece, they will be given a cup in which to place their seeds. It is best to go outside to a shady place to continue this part. They will eat their watermelon being careful to save all the seeds, both white and black, in their cups. Teacher will monitor to make sure they are saving the seeds and not throwing them on the ground.

When everyone has finished the watermelon, return to the classroom. Each student will empty their cup onto their desk. They will sort the seeds into black and white. When they are all sorted, the students will be given popsicle sticks. The teacher will demonstrate how to count ten seeds and glue them onto the stick. They need to be reminded to be careful not to mix the two colored seeds. They will glue white seeds together onto one set of popsicle sticks and black seeds on another set. They will continue until they have no more groups of ten. Teacher will monitor to make sure they are counting to ten and not mixing the colors.

As they finishing gluing their seeds, they will be given their own paper watermelon. They will glue all their sticks onto their paper watermelon, being careful to keep the colors together. They will count to see how many seeds they had in their piece of watermelon. Students will count black seeds and then white seeds. Teacher will monitor to check if they are grouping their colors and counting correctly. They will compare theirs to the others in their group. Students will formulate and ask questions about their findings.

The charts from the previous day and the paper watermelons should be posted in the hallway. Compare your results with the other first grade classes.

Guided Questions:

a) How much does your watermelon weigh?

b) Whose watermelon weighs the most, -the least?

c) How big around is your watermelon?

d) Was your guess to big, to small or just right?

e) How many seeds were in your piece of watermelon?

f) Did you have more white or black seeds?

h) Who had the most seeds in their piece of watermelon?

i) How will you use what you�ve learned when you go to the store the next time?

Enrichment Activities:

1. Students will use a cut out of a slice of watermelon as a work mat. The teacher will show a number and students will use counters to place the correct number on their slice. May be extended by adding on or taking away.

2. Students will use paper slices of watermelons numbered 0 - 20. Students will correctly order numbers, sort for odd and even, or identify numerals out of sequence.

3. Students will match watermelon puzzles. They can be programmed with numerals and seeds, words and pictures, shapes, etc.

4. Students will taste 3 types of watermelon candy and choose the one they think taste more like real watermelon. They will create a graph and analyze it. (Fruit Gusher, Fruit Roll-Ups, Trolli Melon Patch)

5. Students will fold their paper in fourths. They will sequence the growth of a watermelon starting in the first box with a real seed.

6. Students will plant watermelon seed in a clear plastic cup. Students will record the appearance of roots and vines. Students can measure and record the growth of the vines.

7. Students will observe the changes that an uncut watermelon goes through over time. Sit it in a container and place it in the Science Center. Let students record changes as they happen, be sure to date recordings.

8. Write vocabulary words on watermelon cut outs. Place words in the writing center.

9. Visit web site:
Watermelon Promotion Board: http://www.watermelon.org/
Go to Teachers and Kids (coloring book, puppets, math activities, etc.)

10. Books to share:

Carle, Eric. The Very Hungry Caterillar.

Berger, Melvin. You Are What You Eat.

Ehlert, Lois. Eating the Alphabet

11. District films and videos to share:

Eat for Health MP4-1819

Eating Right with Harv and Marv MP4-1267

Families Food and Eating MP8-1266

Good Nutrition for Good Kids VCO-634

Fruit MP4 - 0896