Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Bonnie Heykoop

Date 4/29/14 Subject/ Topic/ Theme Measurement Grade 1
I. Objectives
How does tis lesson connect to te unit !lan"
This !esson is on !ookin" at di##erent si$es o# objects and reco"ni$in" not e%erythin" is the same& so 'e need to measure objects to
#i"ure out ho' they are di##erent #rom each other(
Learners will be able to#
co"niti%e)
* + ,p ,n - ./
physica!
de%e!opment
socio)
emotiona!
Measure& estimate& and predict si$es o# objects
+ 0
.onc!ude that not a!! objects are the same si$e and there#ore ha%e di##erent !en"ths
+
+nderstand the need #or standard measurement/units
Discuss 'ith each other ho' objects are di##erent
Wrestle with the question what if there was no such thing of measurement? What about
deciding shoe size or height requirements on rides?
+ 0
+
- 0
Common Core standards $or %LCEs if not available in Common Core& addressed# ..SS(M,TH(.12T-2T(1(MD(,(1 Measure
lengths indirectly and by iterating length units
1rder three objects by !en"th3 compare the !en"ths o# t'o objects indirect!y by usin" a third object(
..SS(-4,)45T-*,.6(S4(1(1(,
7o!!o' a"reed)upon ru!es #or discussions 8e("(& !istenin" to others 'ith care& speakin" one at a time about the topics and te0ts under
discussion9(
82ote# :rite as many as needed( 5ndicate ta0onomy !e%e!s and connections to app!icab!e nationa! or state standards( 5# an objecti%e app!ies to particu!ar !earners
'rite the name8s9 o# the !earner8s9 to 'hom it app!ies(9
/remember& understand& app!y& ana!y$e& e%a!uate& create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
Students shou!d kno' ho' to measure 'ith a ru!er in standard units 8inches and centimeters9
and in non)standard units
Students shou!d kno' to start measurin" objects startin" at ; on a ru!er
Students shou!d kno' that some objects may be s!i"ht!y bi""er than others
Students shou!d be thinkin" o# 'hy 'e need standard units #or measurement #rom the book
'e 'i!! read durin" 'ritin" time about measurement
Outline assessment
activities
8app!icab!e to this !esson9
Pre-assessment (for learning):
5 had my students comp!ete a 'orksheet that had them number < objects in order #rom "reatest to
sma!!est 8sma!!& medium& !ar"e9(
Formative (for learning):
5 'i!! take a po!! on the board to "et a majority %ote i# the c!ass thinks the object 'i!! #it in the bo0(
:hen they are "i%in" themse!%es stars 5 'i!! check to see i# their measurements are reasonab!e(
Formative (as learning):
Students 'i!! check their 'ork 'ith each other and keep checkin" their ans'ers by makin" se%era!
estimations throu"hout the !esson(
Summative (of learning9=
,#ter the !esson 5 'i!! make notes o# pro"ress in -%ernote and 5>!! be !ookin" at the students> papers(
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
?ro%ide options #or perception)
making information perceptible
5ndi%idua! 'orksheets& rea! objects
to measure& students are #aci!itatin"
in#ormation as they are doin" the
measurin"
?ro%ide options #or physica! action)
increase options for interaction
Students 'i!! "et up to measure the
objects and 'ork to"ether
discussin" ho' the objects are
di##erent(
?ro%ide options #or recruitin"
interest) choice, relevance, value,
authenticity, minimie threats
Students "et to choose 'hich
objects 'i!! #it into the bo0 be#ore
they #ind the measurements(
1)19)1<
students to do tis lesson"
?ro%ide options #or !an"ua"e&
mathematica! e0pressions& and
symbo!s) clarify ! connect
language
Terms to consider=
estimate"predict, #hat
measurement and living
together mean
?ro%ide options #or e0pression and
communication) increase medium
of e$pression
Students ha%e the abi!ity to
e0press their reasons 'hy they
chose to estimate the 'ay they
did(
?ro%ide options #or sustainin" e##ort
and persistence) optimie
challenge, collaboration, mastery-
oriented feedback
Students 'i!! recei%e #eedback
#rom their discussions 'ith each
other(
?ro%ide options #or comprehension)
activate, apply ! highlight
Students 'i!! comprehend 'hen
they correct!y predict i# a
certain si$ed object 'i!! #it into
the bo0(
?ro%ide options #or e0ecuti%e
#unctions) coordinate short ! long
term goals, monitor progress, and
modify strategies
5 'i!! monitor their pro"ress in
-%ernote( Students 'i!!
monitor their pro"ress by
checkin" their estimations a#ter
kno'in" the #ina! resu!t(
?ro%ide options #or se!#)re"u!ation)
e$pectations, personal skills and
strategies, self-assessment !
reflection
Students 'i!! assess themse!%es
by checkin" !ookin" back on
their estimations and checkin" i#
they 'ere ri"ht a#ter they see i#
each object #its in the bo0(
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
, bo0& handout& penci!s& erasers& objects #or estimatin" and measurin"= penci!& shoe& 'ater bott!e
8hei"ht9& robot& and cerea! bo0
handout= 8!inked be!o'9
How will (our classroom
be set u! for tis lesson"
The bo0 'i!! be settin" on a stoo! up #ront so e%eryone can see it #rom their desks( -ach student 'i!!
be 'orkin" at their desks 'hich are set up as @ "roups o# @ students(
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
6 min
/otivation
8openin"/
introduction/
en"a"ement9
)ask %#hat if #e didn&t have measurement' (hink
ho# #asteful #e #ould be if #e didn&t have
measurement) *o #e even need measurement' *o
#e need standard measurement' +hy' (think back
to the book #e read about sand castles) +hat
difference does measurement make in living
together' +hat if everything #as the same sie',
)say %#e are going to see ho# there are many
different ob-ects #ith different sies,
)students ponder the Auestions asked and then raise
their hands and ans'er them
6 min
3evelo!ment
8the !ar"est
component or
main body o#
the !esson9
)hand out the sheet 'ith a !ist o# objects on it and
p!ace a bo0 on a stoo! up #ront and e0p!ain that the
students are "oin" to estimate/"uess i# the di##erent
objects 'i!! #it inside the bo0 by p!acin" a check
mark in the appropriate co!umn ne0t to the object
)a#ter they ha%e marked their "uesses on their
handout pick @ students to measure the objects 8one
per object #rom each tab!e "roup9 usin" their ru!ers
and record the measurements on your sheet under
the -!mo
)ha%e the students record the measurements on
their sheet 'hi!e you are recordin" yours
)students "uess 'hich objects 'i!! #it inside the bo0
by 'ritin" a check mark in the bo0 ne0t to the
object under the #irst estimation co!umn
)@ students 8one #rom each tab!e "roup9 come up
#ront and measure their object 'ith their ru!er
)a!! students 'rite do'n the actua! !en"th o# the
objects in the appropriate co!umn on their sheets
7 min
8 min
1)19)1<
)measure the !en"th o# the bo0 in inches and ha%e
the students !ook o%er each object and make a
second prediction i# the object 'i!! #it in the bo0
based o## their kno'!ed"e o# the !en"th o# the bo0
and objects
)ask if students changed their minds after kno#ing
the length of the bo$ and #hy
)p!ace each object inside the bo0 and ha%e the
students check their predictions
)students make a second prediction in the
appropriate co!umn on their sheets a#ter they kno'
the !en"th o# the bo0 and object to determine i# the
objects 'i!! #it inside the bo0
)they ans'er i# they chan"ed their prediction a#ter
kno'in" the !en"th o# the bo0 and e0p!ain 'hy i#
they did
)students check their predictions
6 min
8 min
8 min
9 min
Closure
8conc!usion&
cu!mination&
'rap)up9
)ha%e the students put a check ne0t to the object i#
their #irst estimation 'as correct and ask #or a sho'
o# hands ho' many predicted correct!y
)conc!ude by reco"ni$in" that each object has a
di##erent si$e and #hat #ould happen if #e left the
bo$ at home and #ere buying items at the store to
fit into it' .f #e kno# the length of the bo$ #e
#on&t have to buy ever ob-ect and bring them home
to see if they #ill fit (#on&t be #asting of money)
)students p!ace a check mark ne0t to the objects
that they "uessed correct!y i# they 'ou!d #it in the
bo0 8the #irst time9
)students make the connection o# measurement and
bein" resource#u!
8 min
:our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 8:rite this a#ter teachin" the !esson& i# you had a chance to teach it( 5# you did not teach this !esson& #ocus on the
process o# preparin" the !esson(9
This 'as the !ast !esson 5 "ot to teach in my unit& and 5 'ou!d ha%e to say it 'as the most success#u!( 5 #e!t rea!!y "ood about this
!esson a#ter 5 'as done teachin" it& and my teacher seemed to a"ree that this 'as her #a%orite too( 5 thou"ht it 'as interestin" that the
students 'ere so curious about the objects that 5 had in the #ront o# the room( They kept askin" me Auestions !ike B'hat are those
#orCD or B'hat are 'e doin" todayCD -%er since 5 started teachin" at this schoo! 5 had ne%er seen my students so curious and
interested in a math !esson( Maybe it>s because 'e 'eren>t doin" a 'orkbook pa"eE 5 !iked 'hat 5 'as hearin" and it made me e%en
more e0cited to teach the !esson because 5 kne' 5 a!ready had their attention and en"a"ement( 5 started o## the !esson by re#errin"
back to the book Sand /astle Saturday( 5 asked my students i# they remembered the di##erent items used #or measurin" in the book
and 'hat 'as 'ron" 'ith them( , #e' students remembered that the spoons& #eet& and sho%e!s 'ere a!! di##erent si$es& but they
didn>t kno' 'hy this 'as important( 5 then proceeded to e0p!ain to them that 'e need standard measurement so 'e "et accurate
resu!ts( Measurin" 'ith t'o di##erent si$ed objects 'i!! "i%e us t'o di##erent ans'ers and 'e 'on>t be ab!e to compare objects or
ha%e an accurate representation o# ho' !on" certain thin"s are( Fud"in" #rom the !ooks on their #aces 5 think they understood 'hat 5
'as sayin"& so 5 mo%ed onto the bo0 e0periment(
5 remembered that my students need !ots o# %isua!s so 5 put a copy o# the handout under the -!mo so they cou!d understand the chart
and 'here to record their estimations and measurements( 5 think ha%in" the students 'rite do'n their predictions t'ice 'as a "ood
idea( This a!!o'ed them to rethink about the !en"th o# each object to make a more accurate estimate i# the items 'ou!d #it in the bo0(
, #e' 'ere con#used as to 'here to 'rite their ans'ers& but a#ter sho'in" them on the -!mo 'here to 'rite Gyes> or Gno> they cou!d
#o!!o' a!on"( 5 think usin" rea! objects #rom the c!assroom made this e0periment a!! the more en"a"in"( 5 cou!d te!! by the !ooks on
their #aces that they 'ere en"a"ed and interested in #i"urin" out the prob!em o# 'hat 'ou!d #it inside my bo0( They 'ere ea"er to
mo%e onto the ne0t object to see i# they had "uessed ri"ht( 1# course there 'ere a #e' instances 'here students "ot so e0cited that
they started ta!kin" o%er the student 'ho 'as "i%en permission to ta!k( They just needed to be reminded to sho' respect to their
c!assmates by !istenin" to 'hat they had to say( 5 think pickin" one student #rom each tab!e "roup to measure an object 'as
e##ecti%e( There 'ere a coup!e students 'ho "ot upset that they didn>t "et picked& but 5 just had to remind them o# my instructions
that one person per tab!e 'ou!d "et a chance to measure and not e%eryone 'ou!d "et a chance to measure( That>s just ho' it 'as
"oin" to be( Goin" throu"h each object one at a time 'as a!so he!p#u!( This 'ay students didn>t "et con#used about 'hich
measurement matched 'ith 'hich object( 5 had each student raise their hand i# they thou"ht the object 'as "oin" to #it inside the bo0
be#ore 'e tried it( 5 a!so made sure to ask i# anyone had chan"ed their prediction a#ter kno'in" the !en"th o# each object( Some o#
them did 'hich sho'ed me they put some thou"ht into thinkin" about the !en"th o# each object( 5n the end 'e 'ent throu"h each
object and i# they had "uessed correct!y they "ot to put their o'n star ne0t to the item on their handout(
1%era!! 5 thou"ht this !esson 'ent e0treme!y 'e!!( 2ot on!y did it a!i"n 'ith .ommon .ore standards& but it a!so "ot students
en"a"ed in so!%in" rea! !i#e prob!ems( 5 am so "!ad 5 cou!d end on a "ood note teachin" my unit on measurement(
1)19)1<
1)19)1<