Beruflich Dokumente
Kultur Dokumente
Teacher
Ian Fleming
Date
11/3/15
Grade __________3______
I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan by acting as a review of the learned material over the past 4 lessons. The goal of this lesson is to
incorporate the knowledge and skills gained from learning about length, weight, and volume into solving word problems.
cognitiveR U Ap An E C*
Understand the Christian perspective on measurement and how creation, fall, redemption relates to measurement in
everyday life.
Recognize objects in their daily lives that can be measured using length, weight, and volume.
physical
development
socioemotional
U
R
Ap
Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.MATH.CONTENT.3.MD.A.2
CCSS.MATH.CONTENT.2.MD.B.5
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Understanding of how to measure length, weight, and volume as learned in the previous lessons. The
ability to solve word problems.
Pre-assessment (for learning): Students took a pre-assessment test to show what measurement skills they have
mastered from second grade, and what third grade skills and concepts they may know already.
Formative (for learning): As students work on their measurement review sheet, go around the class and carefully
peak on each students worksheet. See how well the students are grasping the measurement word problems and, if
need be go to the doc cam and run through more problems with the class.
Outline assessment
activities
(applicable to this lesson)
Formative (as learning): Throughout the lesson, two or three times, have students close their eyes and selfevaluate their personal knowledge of what was just covered by using a thumbs up, thumbs sideways, or thumbs
down.
Summative (of learning): Students will complete the review worksheet on their own quietly and will
have myself check their answers before they are allowed to move onto the journal entry writing. The
review worksheet will allow me to see just how well the students understand length, weight, and
volume all together.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
The classroom will be set up in pods or rows. For this lesson, either style works because there wont be
any group work. The carpet and rocking chair in the far left corner of the room will remain as it always
has.
How will your classroom
be set up for this lesson?
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Components
5-8
Motivation
(opening/
introduction/
engagement)
5-10
15-30
Development
(the largest
component or
main body of
the lesson)
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10-15
5-10
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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