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# Lesson Planning Form for Accessible Instruction Calvin College Education Program

## Teacher Bonnie Heykoop

Date 4/22/14 Subject/ Topic/ Theme Measurement with Non-stanar !nits "rae ##1##############
I. Objectives
How does tis lesson connect to te unit !lan"
This \$esson is an introuction to measurement an starts with measurin% objects in non-stanar units&
Learners will be able to#
co%niti'e-
( ! )p )n * +,
physica\$
e'e\$opment
socio-
emotiona\$
Measure rea\$ \$i-e objects usin% non-stanar units
! .
Describe \$en%th i--erences between i--erent objects by usin% non-stanar units
!
/in other options -or measurin% objects without a ru\$er

! .
Common Core standards \$or %LCEs if not available in Common Core& addressed# ++SS&M)TH&+0NT*NT&1&MD&)&2
Measure lengths indirectly and by iterating length units
*.press the \$en%th o- an object as a who\$e number o- \$en%th units1 by \$ayin% mu\$tip\$e copies o- a shorter object 2the \$en%th unit3 en
to en4 unerstan that the \$en%th measurement o- an object is the number o- same-si5e \$en%th units that span it with no %aps or
o'er\$aps&
++SS&*6)-67T*()+8&S6&1&1
9articipate in co\$\$aborati'e con'ersations with i'erse partners about grade 1 topics and texts with peers an au\$ts in sma\$\$ an
\$ar%er %roups
++SS&*6)-67T*()+8&S6&1&1&)
/o\$\$ow a%ree-upon ru\$es -or iscussions 2e&%&1 \$istenin% to others with care1 speakin% one at a time about the topics an te.ts uner
iscussion3&
2Note# :rite as many as neee& 7nicate ta.onomy \$e'e\$s an connections to app\$icab\$e nationa\$ or state stanars& 7- an objecti'e app\$ies to particu\$ar \$earners
write the name2s3 o- the \$earner2s3 to whom it app\$ies&3
,remember1 unerstan1 app\$y1 ana\$y5e1 e'a\$uate1 create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
Stuents shou\$ ha'e an iea o- what it \$ooks \$ike to measure \$en%th
Stuents shou\$ be ab\$e to \$ine items up to measure objects
Outline assessment
activities
2app\$icab\$e to this \$esson3
Pre-assessment (for learning):
7 %a'e them a hanout where they ha to measure ; items usin% paper c\$ips an recor their ata&
Formative (for learning):
7 wi\$\$ be workin% aroun the room obser'in% how they are measurin% with non-stanar units&
Formative (as learning):
Stuents wi\$\$ ha'e a rubric that they wi\$\$ be ab\$e to check their pro%ress to monitor their
unerstanin% o- how to measure with non-stanar measurement&
Summative (of learning3<
7 wi\$\$ co\$\$ect the hanouts at the en an \$ook o'er them& 7 wi\$\$ a\$so be wa\$kin% aroun makin% sure
they are measurin% correct\$y with non-stanar units& )-ter the \$esson 7 wi\$\$ make notes o- their
pro%ress in *'ernote&
+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
9ro'ie options -or perception-
maing information perceptible
7ni'iua\$ hanouts1 cut outs o-
%aren too\$s -or stuents to work
to%ether to measure1 ini'iua\$
workbooks1 8ouTube 'ieo
2'isua\$/auio3
9ro'ie options -or physica\$
action- increase options for
interaction
measurin% objects with i--erent
items1 interactin% with each other
by he\$pin% each other measure
9ro'ie options -or recruitin%
interest- choice! relevance! value!
authenticity! minimi"e threats
Measurin% rea\$ \$i-e objects1
choosin% e'eryay objects to
measure in non-stanar units
1-1=-1;
students to do tis lesson"
9ro'ie options -or \$an%ua%e1
mathematica\$ e.pressions1 an
symbo\$s- clarify # connect language
Some terms to c\$ari-y are< non-
measure
9ro'ie options -or e.pression an
communication- increase medium
of expression
/i\$\$in% out their hanout an
workbook 2written31 watchin%
the 'ieo an workin% with the
cut outs 2'isua\$3
9ro'ie options -or sustainin%
e--ort an persistence- optimi"e
challenge! collaboration! mastery-
oriented feedbac
Stuents wi\$\$ be checkin% their
unerstanin% with a rubric at
the be%innin%1 mi\$e1 an en
o- the \$esson& They wi\$\$ be
workin% to%ether to measure
the %aren too\$s1 so they can
check each other>s resu\$ts&
9ro'ie options -or comprehension-
activate! apply # highlight
+omprehension wi\$\$ be
monitore because they are
app\$yin% their new know\$e%e o-
measurement to measurin%
objects in non-stanar units&
9ro'ie options -or e.ecuti'e
-unctions- coordinate short # long
term goals! monitor progress! and
modify strategies
7 wi\$\$ be wa\$kin% aroun the
room monitorin% their pro%ress
an \$ater recorin% it in
*'ernote& Stuents wi\$\$ be
monitorin% their pro%ress with
their rubric&
9ro'ie options -or se\$--
re%u\$ation- expectations! personal
sills and strategies! self-
assessment # reflection
Stuents wi\$\$ be ab\$e to re-\$ect
on how we\$\$ they unerstoo
the \$esson at the en with their
rubrics&
/aterials1wat materials
\$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to use"
+omputer1 projector1 internet access to 8ouTube1 ? sets o- %aren too\$ cut outs -or the 7nchworm
acti'ity1 copies o- the non-stanar hanout -rom the 7nchworm acti'ity1 workbooks 2\$hin Math%
pub\$ishe by *ucation De'e\$opment +enter1 7nc& in 2@@A31 penci\$s1 erasers1 enou%h sma\$\$ an \$ar%e
paper c\$ips -or the who\$e c\$ass1 rubric -or each stuent to check their pro%ress1 poster boar -or an
anchor chart1 markers
(ubric \$ink< http<//teacherstakeout&b\$o%spot&com/2@1;/@B/stuent-se\$--assessment-rubric--reebie&htm\$
(ubric< 2\$inke be\$ow3
:orkbook pa%es< \$hin Math% pa%es 2;; an 2;4
7nchworm acti'ity< http<//www&teacherspayteachers&com/9rouct/7nch-:orms-)-Measurement-
+enter-/reebie-E?A?21
How will (our classroom
be set u! for tis lesson"
*ach stuent wi\$\$ be at their esks which are set up as ? %roups o- ?& They wi\$\$ remain at their seats
an work to%ether to share materia\$s an he\$p each other measure i--erent objects&
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
2openin%/
introuction/
en%a%ement3
-han out the rubrics an e.p\$ain that they nee to
rate themse\$'es base on what they know about
measurin% with other thin%s besies a ru\$er
-:atch the 8ouTube 'ieo on measurement with
-stuents rate their know\$e%e on measurement
be-ore the \$esson
-watch the 'ieo
6 min
1-1=-1;
'D(#c:!\$(ab?w3
-ta\$k about the i--erent types o- ways to measure
besies a ru\$er 2paper c\$ips1 bott\$es1 erasers1 penci\$s1
etc&3
-introuce the anchor chart an write non-stanar on
it with an e.amp\$e
to measure 'ith) *hat could 'e do) *hat did the
man in the video do 'hen he 'as measuring 'ith
only one potato)+ ha'e a paper c\$ip reay to
emonstrate with
-answer the Fuestion o- i--erent too\$s we can use
to measure objects
-answer the Fuestion o- what we cou\$ o i- we
on\$y ha'e 1 o- the object to measure an item that
is \$on%er than the object we are measurin% with
7 min
8 min
3evelo!ment
2the \$ar%est
component or
main boy o-
the \$esson3
-istribute the inchworm hanout 2paper to recor
their resu\$ts in non-stanar units31 inchworm Gru\$er1H
an han out the sets to each tab\$e %roup 21 set per
tab\$e %roup4 e.p\$ain that each %roup nees to share a
set an not to touch the items unti\$ you are one
e.p\$ainin% the acti'ity
-te\$\$ them to measure the hei%ht o- the too\$s -rom top
to bottom to the c\$osest worm whi\$e emonstratin%
one -or them 2ha'e them use wors such as about an
almost3
-a-ter %i'en instruction stuents measure each %aren
object with their inchworms an recor their ata on
their sheet
-%o o'er which %aren too\$ was the \$on%est/shortest
2\$ast 2 Fuestions on their sheet3 as a c\$ass4 ask &ho'
did you decide that (garden tool) 'as the
longest,shortest)+ -s if anyone had a different
ans'er and ho' they got that ans'erC
-ha'e stuents -i\$\$ out their rubric -or the mi\$e o-
the \$esson to track their pro%ress
-pass out sma\$\$ an \$ar%e paper c\$ips to each stuent
whi\$e they are -i\$\$in% out their sheet
-o workbook pa%es 2;; an 2;4 with the paper c\$ips
-o the -irst 2 prob\$ems in the book to%ether an ha'e
them o the rest on their own
-wa\$k aroun an check to make sure they are
measurin% correct\$y
-ta\$k about how the sma\$\$er the number o- units the
more o- the object you nee 2more units you ha'e3
ask &'hich strip has the larger units) 2the \$ar%e
paper-c\$ip strip3 and &'hich strip gives us the bigger
numbers 'hen 'e measure an ob.ect)+ 2the sma\$\$
paper-c\$ip strip3
-\$isten to the irections
-stuents take turns measurin% the i--erent
%aren objects an recor their resu\$ts on their
hanout
%aren too\$s
-stuents -i\$\$ out their unerstanin% on the rubric
urin% the mi\$e o- the \$esson
-comp\$ete the 2 workbook pa%es with the paper
c\$ips4 o the -irst 2 with the who\$e c\$ass an the
rest on their own
-notice an answer the Fuestion o- which strip
%i'es bi%%er numbers an which %i'es sma\$\$er
numbers
9 min
6 min
6:
min
1-1=-1;
Closure
2conc\$usion1
cu\$mination1
wrap-up3
-o as a who\$e c\$ass the prob\$em so\$'in% Fuestion on
pa%e 2;4 2i- there>s time3
-wa\$k aroun an check to make sure they are
measurin% correct\$y
-put a star on the pa%e i- it is correct4 i- not ask them
to -i. the prob\$em
-co\$\$ect the inchworm hanout an sa'e it -or their
GbookH you make at the en o- the unit -or them to
take home an show their parents what they ha'e
been oin% in math
-ha'e stuents comp\$ete their rubric a-ter the \$esson
-answer the prob\$em so\$'in% Fuestion 2i- there>s
time3
-wait -or the teacher to put a star on the pa%e
be-ore c\$osin% their books
-turn in the inchworm hanout whi\$e stuents
rate their know\$e%e on measurement a-ter the
\$esson
: 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. 2:rite this a-ter teachin% the \$esson1 i- you ha a chance to teach it& 7- you i not teach this \$esson1 -ocus on the
process o- preparin% the \$esson&3
This was my 'ery -irst \$esson o- my unit on measurement to teach& :hen 7 \$ook back on how thin%s went 7 wou\$ say they cou\$n>t
ha'e %one too much better& :e ha a -ire ri\$\$ ri%ht be-ore 7 tau%ht this \$esson an 7 was a \$itt\$e concerne that the kis wou\$ be
rowy comin% back in -rom outsie1 but they surprisin%\$y were reay to be%in math& This \$esson was a \$itt\$e bit on the \$on% sie so 7
became teachin% it aroun 1@<1?am an 7 -inishe aroun 1@<?@am& My bi%%est concern was tryin% to %rab e'eryone>s attention \$on%
enou%h to e.p\$ain about non-stanar measurement an to e.p\$ain the instructions -or the inchworm acti'ity& The -irst thin% 7 ha
them o was -i\$\$ out their rubrics& 7 thou%ht this particu\$ar rubric wou\$ be easy -or them to use1 but it was a \$itt\$e con-usin% -or some
stuents& 7t was base o-- a sca\$e o- 1 to 4 an 7 think ne.t time 7 wi\$\$ %i'e them the option o- choosin% on\$y numbers 1 thru ;
because some o- them choose 4 an this was the -irst ay e'er that we were ta\$kin% about measurement& 7 know -or a -act there is no
way any o- them cou\$ measure without makin% any mistakes& Maybe ne.t time 7 shou\$n>t e'en %i'e them tan option to pick ; on
the -irst ratin%& 7 -ee\$ \$ike many stuents just wrote own ranom numbers or copie their nei%hbor so 7 nee to -i%ure out a better
way -or them to assess themse\$'es on the \$esson&
The *\$mo mo'ie1 7 thou%ht1 went rea\$\$y we\$\$& 7t was a %oo time to pass out papers whi\$e their -ocus was on the screen& 7 think they
rea\$\$y enjoye it an it %a'e them some ieas o- other ways we can measure besies usin% a ru\$er e'ery time& 7t a\$so %a'e them a
%oo 'isua\$ o- what non-stanar units \$ook \$ike& Stuents were comin% up with other %oo e.amp\$es o- items we cou\$ use to
measure objects with to a to our anchor chart on measurement&
The inchworm acti'ity a\$so went we\$\$& 7 think emonstratin% how to measure the sho'e\$ uner the *\$mo rea\$\$y he\$pe& )t -irst the
stuents in>t want to share the %aren too\$s1 but they Fuick\$y -oun that they cou\$n>t possib\$y measure two at once so it was okay
to share them& They seeme to be 'ery en%a%e in this acti'ity an it was si\$ent -or a coup\$e minutes because they were so -ocuse
on \$inin% up the inchworm ru\$er to measure the too\$s& )s 7 was wa\$kin% aroun it \$ooke \$ike most stuents unerstoo how to
measure1 but o- course there were a -ew who in>t know what to o& :ith -urther instruction thou%h they were startin% to %et it& 7t
was ama5in% to me to see my stuents so en%a%e in what they were oin%& Most o- them were -ina\$\$y intereste in oin% math1 an
7 think ha'in% acti'ities besies workbook pa%es rea\$\$y bene-ite them& 7t was %oo to switch it up& 7n -act when 7 announce we
were %oin% to o a workbook pa%e a-ter the inchworm acti'ity 7 hear some moanin%& 7 can te\$\$ that with hans-on acti'ities they are
more en%a%e an reay to \$earn&
*'en thou%h the workbook pa%es weren>t as en%a%in%1 7 cou\$ te\$\$ -rom wa\$kin% aroun that they unerstoo how to \$ine up paper
c\$ips with no %aps an recor their measurements& 7t>s a\$so awesome to watch their -aces when they %et it& Many o- them wi\$\$ come
up to me an show me their work because they are so prou o- what they are oin%& This is encoura%in% to me because it shows me
they rea\$\$y o enjoy \$earnin% an take prie/care in what they o& 7 think this \$esson went 'ery we\$\$1 an 7 think my stuents ha'e a
%oo unerstanin% o- how to measure in non-stanar units& 7 saw them not on\$y measurin% correct\$y1 but they were a\$so workin%
to%ether to share the %aren too\$s an he\$pin% each other measure&
1-1=-1;