EDU2003 Lesson Plan Using the edTPA Framework

Your Name: Allison Gerlach

Grade level this plan is for: 
 3rd Materials you’ll use: blocks, paper, stopwatches, clipboards, pencils, estimation sheet

Central Learning Focus and Planned Learning Outcomes

Central Focus Can you estimate time intervals in minutes and seconds?
(Content)
3.MD Measurement and Data
ELA Anchor Standard
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
Standards for
Mathematical Practice 1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition
and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Learning Standard(s) N/A

for the Central Focus

Students will be able to:

Objectives based on the
Learning Standards
listed above
 Estimate the amount of time a task will take
 Test their predictions by carrying out the activity
 Report the amount of time an activity took in minute:second form
 Demonstrate an increased familiarity with time intervals by having more accurate predictions
 Select the proper units to represent their results accurately
 Justify their predictions by explaining how they came up with that estimate

Prior Academic The value of a minute (60 seconds=1 minute)

Knowledge

Anticipated Issues Not having familiarity with a stopwatch

 Academic Language Demands
 Predict: Make an educated guess as to what will happen
 Estimate: Make an educated approximation as to the value of something
Language Used  Intervals: A set chunk of time that something takes to do
(Vocabulary, Syntax,  Analyze: An in-depth examination of results to be able to interpret or explain them
Discourse)  Accuracy: How correct something is
 Compare and Contrast: Looking at two pieces of information and finding their similarities and their
differences

Model the use of the words (Intervals, Compare and Contrast, and Analyze)
Meeting the Language
Demands Put the words on the word wall (Accuracy, Estimate, and Predict)

Assessment Type
Assessment Task
(Informal or
Description
Formal) (Student Tasks)
Observe students’ estimates to
check for increased accuracy in
predictions.
Informal
(During Instruction)
Check for appropriate units on
their recorded answers.
Informal
(During Instruction)
Formal Students will individually sort
different tasks by the most
(After Instruction)
appropriate unit of measurement
Assessment
Evaluation Criteria and Feedback for Students

Planned Modifications to
(Teacher Tasks - What evidence of student learning related to the
Assessment Tasks
learning objectives and central focus does the assessment task
provide? What feedback will you provide the students?)
If a student’s predictions are not Prompting students who are struggling to gain accuracy to notice the
gaining accuracy, I will ask them differences in their estimates and actual results. Have them analyze the
to go back and analyze their work. results and come to a conclusion about the value of a minute versus a
By comparing and contrasting second.
their estimates to the actual
interval, they should be able to
adjust their future concept of time
accordingly.
If a student is struggling with the Clarify the value of the number in the minutes place versus the seconds
difference between minutes and place on a stop watch.
seconds, I will slow down the
lesson by reviewing how we tell
time and relate this to the display
on the stopwatch.
Students that are having a hard Students will have the tasks sorted with 8/10 accuracy.
time grasping this concept will
have the amount of time that the
 that they think would describe the
situation.
Launch / Motivation /
Anticipatory Set
(Engage)
Instructional Core
Sequence
(Explore, Explain, Elaborate)
Structured Practice &
Application
(Formal Assessment or
Evaluate)
Closure
How does your lesson
plan include language
arts, math, or social
studies content?
Extension Activity
task will take written next to the
description (ex. 4:35). With that
information, they will need to
decide on the most fitting unit to
use (minutes or seconds).
Instructional Strategies and Learning Tasks
Have an estimate of the amount of time it will take the students to settle into their seats in the morning written on
the board. Without telling the students what you are doing or what the time means, time how long this takes with a
stopwatch. When they finally settle down announce the amount of time it took them to accomplish this task.
Explain that I estimated the interval that I thought they would use and compare my estimate to the final result and
check for accuracy.
Pair students up and put them at different stations around the room. Before the students do each of the tasks, they
need to make an estimate of the amount of time that they think the task will take. One student in the pair will do a
task (build a block tower that is a ruler length high, do a hundred jumping jacks, write down the names of all the
students in the class, walk heel to toe around the perimeter around the classroom, do three sit ups, draw a stick
figure on the board, wash your hands in the sink, sing Happy Birthday, walk heel to toe around the perimeter of the
carpet, write down your full name) while the partner uses the stopwatch to time them.
As students move through the tasks, ask them to explain what they are noticing as they do the different activities.
Ask students to compare and contrast their estimates and the results.
As students complete the different stations, hand out the sets of situations and ask the students to sort them into the
appropriate category to be labeled with minutes or seconds for units. After each student has done this individually
they can discuss why they sorted them the way that they did with their neighbor.
After the lesson students have a chance to think-pair-share with their neighbor and explain what they learned
today. They will be prompted to justify their conclusions.
Integration of themes from science: the scientific method (through estimations and comparing results).
Integration of language arts: communicating their thoughts and ideas orally to their partners. Learning to explain
their ideas fully with support from personal experiences.
Review telling time worksheet. Clocks and the students have to write the value of the hours and minutes based
on the face of the clock shown and then fill in their own clocks
 Differentiation/Planned
Additional Support
(Special Needs, ELL,
Gifted, Apathetic)
Materials: Clocks
Instruction: Students who need extra assistance on grasping time will work with me to use the clocks and review
telling time. Students who need accelerated work will be given word problems to preview adding or subtracting
time intervals.

Teaching Analysis
Which lesson aspects n/a
worked?

Which did not work as

well as you planned?

What would you need to n/a

say/do tomorrow, based
on how well this lesson
worked today?

Specific Changes n/a

Resources
Worksheets on a separate file.