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Running head: A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

Standard Measurement: An Introductory Lesson Designed for a First Grade Gifted Class
Nikki Marcel
California State University - Monterey Bay

IST522 Instructional Design
Professor Strong
December 16, 2014

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TABLE OF CONTENTS
Page
INTRODUCTION..................................................................................................................

4

ANALYSIS.............................................................................................................................

5

Needs Analysis................................................................................................................

5

Learner Analysis.............................................................................................................

7

Workplace/Environmental/Setting Analysis...................................................................

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Literature Review/Environmental Scan..........................................................................

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Thematic Units of Study..........................................................................................

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Pull-out Programs....................................................................................................

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Task/Work Analysis........................................................................................................

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Content and Procedures............................................................................................

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Goals and Instructional Objectives..........................................................................

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DESIGN..................................................................................................................................

13

Test Instruments..............................................................................................................

13

Organizational, Delivery, and Management Strategies..................................................

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Instruction.......................................................................................................................

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Introduction..............................................................................................................

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Instructional Video..................................................................................................

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Web-based Activity.................................................................................................

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Independent Activity................................................................................................

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DEVELOPMENT...................................................................................................................

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Tools................................................................................................................................

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Instructional Materials and Strategies............................................................................

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IMPLEMENTATION............................................................................................................

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EVALUATION......................................................................................................................

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Formative Evaluation.....................................................................................................

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Summative Evaluation....................................................................................................

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REFERENCES.......................................................................................................................

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APPENDICES........................................................................................................................

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A. Learning Objectives Tracking Sheet.........................................................................

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B. Student Recording Sheet...........................................................................................

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C. Lesson Formative Evaluation Sheet..........................................................................

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D. Student Summative Evaluation Sheet........................................................................

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E. Teacher Summative Evaluation Sheet........................................................................

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A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS
Introduction
This is an Instructional Design Document (IDD) for a lesson for a first grade gifted class
in a public elementary school. The first grade gifted teacher at one of the local schools has
expressed a need for lessons incorporating the Common Core State Standards (CCSS) of
multiple grade levels to address the learning needs of her students according to the goal of the
gifted program--to challenge and push students beyond the normal curriculum offered in the
regular education classes (East Baton Rouge Parish School System [EBRPSS], 2014).
The goal of this design is to create a complete lesson, including interactive technology
components, bridging the gap between first and second grade CCSS for first grade gifted
students. This lesson will focus on the task of correctly measuring the length of objects to the
nearest inch and foot using a standard ruler. By the end of the lesson, students should be able to
a) choose a ruler as an appropriate tool to measure length, b) correctly measure objects to the
nearest inch and foot using a ruler, and c) use the terms longer/shorter and longest/shortest to
discuss when it is appropriate to measure items using inches versus feet.
The timeline for the development of the lesson, including lesson creation, usability
testing, necessary revisions, and finalized media components, will be approximately six weeks.
At the end of this timeline, the lesson will be fully developed and ready for classroom
implementation.

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Analysis
Needs Analysis
Students participating in the gifted program at Cedarcrest Elementary School should
receive lessons and activities addressing not only their grade-level standards, but appropriate
standards within the following grade level as well. The gifted lessons and activities must adhere
to these standards while pushing the students beyond what they would do in their regular
education classroom, providing a high degree of complexity (EBRPSS, 2014).
According to the gifted teacher, although there are curriculums developed by the school
district for each individual grade level, there is no official curriculum designed specifically for
gifted students including lessons and activities that may combine standards of two different
grade levels. At this point, the gifted teacher must create her own lessons by either finding
resources on his/her own or adapting current regular education lessons within given grade level
curriculums to fit the students' learning needs. Additionally, the gifted teacher prefers to teach
via integrated thematic units of study, integrating all subjects when possible, thus adding another
dimension to the lessons (J. Guidry, personal communication, September 24, 2014).
There is a current drive to incorporate many aspects of technology into lessons and
activities as students enjoy using the technology. However, the gifted teacher does not have
much experience teaching with the newer technology, as the school has just recently been
acquiring such technology. Finding or creating resources for the students that incorporate such
technology has been a challenge for the gifted teacher (J. Guidry, personal communication,
September 24, 2014). It is the goal of this design to solve this problem.
The targeted students are in a regular education first grade classroom but participate in a
gifted pull-out program. The lesson being designed for this program is a lesson on measurement

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that addresses the first grade CCSS relating to measurement. Per the goal of the gifted program,
this lesson additionally pushes the students further toward the second grade Common Core State
Standards relating to measurement that are developmentally appropriate for the targeted students.
The lesson will utilize both teacher and student use of available technology as well as other
hands-on activities.
Although there are more second grade standards available, the ones listed below are those
deemed appropriate for this group of students by their gifted teacher (the SME).
The following are first grade Common Core State Standards that will be addressed in this
lesson (IXL Learning, 2014):

CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare lengths of two
objects indirectly by using a third object.
o

Compare objects: length and height (N.2).

CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of
length units, by laying multiple copies of a shorter object (the length unit) end to end;
understand that the length measurement of an object is the number of same size length
units that span it with no gaps or overlaps.
o

Measure using objects (N.3).

The following are second grade Common Core State Standards that will be addressed in
this lesson (IXL Learning, 2014):

CCSS.Math.Content.2.MD.A.1 Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
o

Measure using an inch ruler (S.2).

o

Choose the appropriate measuring tool (S.15).

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Learner Analysis
The targeted learners for this lesson are gifted first graders. They have been tested to
receive special services that include a 60 minute daily pull-out program with their peers to
reinforce grade level standards while participating in activities that go beyond the regular grade
level curriculum. The goal of the gifted program is to give these students an opportunity to work
with other gifted students and the gifted teacher, to push themselves further in their learning and
creativity (EBRPSS, 2014).
Following are typical characteristics for students in the first grade gifted classes:

eager to learn;

participate actively;

enjoy hands-on learning;

cooperative;

have basic knowledge of using a computer and tablets;

can work both individually and collaboratively.

Workplace/Environmental/Setting Analysis
The targeted students are pulled out from their regular classroom to the separate gifted
classroom. The only constraint with this classroom space is that it is shared by two teachers who
sometimes have classes scheduled at the same time, thus periodically sharing the room and
supplies during instruction/activities. The teachers have stated that when sharing occurs they are
able to coordinate their lessons to work at different places in the classroom and so far have not
had many issues with this set up. Sometimes their activities will take them outside, to the school
computer lab, or another area on campus (J. Guidry, personal communication, November 3,
2014). When designing the instruction, this shared space will be taken into account.

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General classroom supplies are available for the intended activities, such as pencils,
paper, and measuring tools. Any desired supplies of this nature that are not already available may
be obtained from other classroom teachers.
Technology that is available in the classroom includes six student computers, an ELMO
document camera, and a Promethean Board. A computer lab is available at the school but the
teacher must sign up for its use in advance. The teacher is currently working on a donation
project through DonorsChoose.org (www.donorschoose.org) to receive a class set of student
hand-held tablets as well (J. Guidry, personal communication, November 3, 2014).
Literature Review/Environmental Scan
Thematic units of study. With the new CCSS being implemented in schools across the
United States, there is a push to provide a more constructivist learning style in education. The
CCSS requires students to dig deeper in their thinking through "rigorous content and application
of knowledge through higher-order thinking skills" (Common Core State Standards Initiative,
2014), applying their learning to real-world situations versus simply memorizing and reiterating
information. Lake (1994) explains that using integrated and thematic units of study not only
helps teachers manage the large amount of information students need to learn each year by
integrating the various subjects into cross-curricular studies, but it also helps students understand
the information better. By integrating subjects and tying information into a common theme,
students are able to make more meaningful connections to the information.
Creating thematic units may seem like an easy task, however, according to Shanahan,
Robinson, and Schneider (1995), most educators are unaware of the difference between creating
a thematic unit around a theme versus a topic. The difference is that “themes allow us to work
with bigger ideas and to inquire more deeply into them” (Shanahan, Robinson, & Schneider

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1995, p.719), such as, We are all different, whereas a topic is restrictive, for example, butterflies.
Following the above research, the lesson being developed will be a component of a larger
thematic unit designed to integrate as many subjects within the first and second grade curriculum
as possible. This particular lesson will not only focus on the math skill of measurement, but will
also integrate some writing explanations as well as science information about dinosaurs,
following the theme of the entire unit: Dinosaurs were more than giant reptiles.
Pull-out programs. The students targeted for this lesson participate in a gifted pull-out
program; they are in a regular education classroom for the majority of the day, but are pulled-out
with their gifted peer group for one hour each day to work on accelerated lessons with the gifted
teacher. In their research focused on whether there is a need for gifted education, Reis and
Renzulli (2010) came to the conclusion that gifted students benefit tremendously from special
gifted services including pull-out programs. Additionally, research by Rogers (1991) showed,
“when enrichment is part of a within class ability grouping practice or as a pullout program, it
produces substantial academic gains in general achievement, critical thinking, and creativity for
the gifted and talented learner” (p. x).
The lesson being designed follows this research to benefit the gifted learners by giving
students additional enrichment activities beyond that of their regular education classroom, while
addressing the grade-level standards for first grade, and pushing the students further by
advancing into appropriate second grade standards. The activities in the lesson are also designed
to promote more critical thinking and creativity for the students.
Task/Workplace Analysis
Content and procedures. The lesson being developed is to be taught after the regular
classroom teacher teaches the first grade standards for measurement. The lesson will be designed

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to reinforce those standards and go further, into the second grade standards for
measurement. Therefore, the learners will have prior knowledge and practice in the following
measurement skills before beginning this lesson:

Understanding non-standard units of measurement.
o

Any object can be used to measure a larger object (i.e. a paperclip can be used to
measure a book).

o

The same object must be used for the entire measurement process (i.e. only
paperclips must be used to measure the entire book).

Understanding of basic standard measurement concepts.
o

Units must be placed end-to-end for accurate measurement.

o

All measurements must be labeled with the unit of measurement (i.e. the length of
the book is 12 paperclips).

Understanding of key measurement vocabulary terms such as: measure, length, tool, nonstandard unit, compare, longer/shorter, longest/shortest.
The content of the lesson being designed will focus on transitioning from non-standard

measurement using various objects, to standard measurement using a ruler. During the lesson,
the learners will need to have an understanding of the following new vocabulary terms: foot,
inch, and ruler. The learners will use their prior knowledge of using non-standard measurement
tools to understand the basic strategies for using a ruler (standard measurement tool) to measure
small objects (shorter than 12 inches) in inches, as well as large objects in feet. If the learners
transition easily to using a ruler to measure objects, the lesson will go further by teaching
students how to measure large objects using inches.

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When learning how to measure accurately with a ruler, the targeted learners will focus on
how to correctly line up the ruler with the object being measured, keeping in mind that the zero
end of the ruler must be lined up with one end of the object being measured, as well as aligning
the long side of the ruler with the numbers along the long side of the object being measured.
When using inches to measure the length of an object, students will learn to count the inch marks
on the ruler from the zero end to where the other end of the object ends on the ruler. When using
the ruler to measure larger items in feet, students will use their prior knowledge of measuring a
large object with a smaller object, therefore students will be sure to begin with the ruler aligned
with one end of the object being measured, and repeatedly moving the ruler end-to-end along the
length of the large object, carefully counting how many ruler lengths (feet) long the object
measures. Additionally, the learners will discover how to best decide when to measure with
inches, and when to measure with feet. The learners will use their prior knowledge of the
concepts of longer/shorter and longest/shortest to aid in correctly determining which unit of
measurement to use. For example, when measuring a pencil, the learner should know that a foot
is longer than the pencil and an inch is shorter than the pencil, therefore the learner must measure
the pencil using inches.
Goals and instructional objectives. The overall goals for the lesson being designed are
based on the first and second grade CCSS for measurement. By the end of this lesson, the
learners should have a firm understanding of the following: a) that a standard ruler is an
appropriate tool for measuring length, b) how to correctly use the ruler to measure objects to the
nearest foot and to the nearest inch, and c) when it is appropriate to measure items using inches
versus feet, using their knowledge of longer/shorter and longest/shortest.
The following are the target objectives for the lesson being designed:

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Given an assortment of measurement tools, the learner will be able to select the
appropriate standard tool to measure the length of given objects. (Cognitive: Knowledge)

Given a standard ruler, the learner will be able to measure objects to the nearest foot.
(Psychomotor: Precision)

Given a standard ruler, the learner will be able to measure objects to the nearest inch.
(Psychomotor: Precision)

The learner will be able to compare the length of up to 3 given objects by specifying
longer/shorter and longest/shortest. (Cognitive: Analysis)

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Design
Test Instruments
The lesson being designed will utilize two types of learner assessment: a) informal
evaluation and b) formal, summative evaluation. Both types of assessment will be used by the
gifted teacher to guide instruction and evaluate student mastery of the lesson objectives.
Throughout the lesson, the teacher will use a checklist, the Learning Objectives Tracking
Sheet (Appendix A), to track student understanding and demonstration of the lesson learning
objectives. The Learning Objectives Tracking Sheet will contain a list of all learning objectives
for the lesson, as well as all student names. This will serve as an ongoing, informal assessment
tool for the teacher, as the teacher will use it to keep track of the students who are moving toward
mastery of the objectives as well as those students who need more targeted assistance during
activities. Because this lesson is mostly student centered, the teacher will have many
opportunities to observe the students working and collaborating, record what he/she observes on
the Learning Objectives Tracking Sheet, and offer feedback and guidance based on those
observations.
At the end of the lesson, students will complete a summative evaluation by participating
in an individual measurement activity. First, students will be given a display of an assortment of
standard and non-standard measurement tools and will need to select the appropriate tool, the
ruler, to measure the length of objects. This assessment is congruent with the following
objective: Given an assortment of measurement tools, the learner will be able to select the
appropriate standard tool to measure the length of given objects (cognitive: knowledge). Next,
students will measure pre-determined objects to the nearest foot and/or inch using a
ruler. Students will subsequently record their results on the Student Recording Sheet (Appendix

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B). This assessment is congruent with the following objectives: Given a standard ruler, the
learner will be able to measure objects to the nearest foot (psychomotor: precision) and given a
standard ruler, the learner will be able to measure objects to the nearest inch (psychomotor:
precision). Finally, students will complete the short answer question at the bottom of the Student
Recording Sheet, which asks, "Would you measure your pencil in feet or inches? Explain why".
Students will write a short answer showing their understanding that a foot is longer than a pencil
and an inch is shorter than a pencil, therefore the appropriate unit with which to measure the
pencil is an inch. This assessment is congruent with the following objective: The learner will be
able to compare the length of up to three given objects by specifying longer/shorter and
longest/shortest (cognitive: analysis). Upon completion of the measurement activity, students
will turn in their Student Recording Sheet to be graded by the teacher and the teacher will use the
results to determine student mastery of the learning objectives.
The teacher will use the results of the summative assessment to determine if students
have mastered the learning objectives of this lesson. These results will guide the next steps of the
teacher: If students have mastered the learning objectives, the teacher will proceed to the next
lesson in the unit the following day; if students have not mastered the learning objectives, the
teacher will revisit the learning objectives the following day to ensure mastery before proceeding
to the next lesson in the unit.
Organizational, Delivery, and Management Strategies
Instruction for this lesson will be delivered in a variety of media, including the teacher,
instructional video, peer group discussions, and web-based activity. By varying the delivery
methods, the instruction will remain interesting for the students, as each delivery method will be
used for only a short amount of time. Students will also be engaged in a number of different

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grouping situations, periodically changing the dynamic of student interaction. Varying the
grouping situations will keep the students engaged in the activities and discussions, as well as
accommodating the grouping preferences of all learners.
Instruction
This lesson includes a variety of instructional strategies and activities. At different times
during the lesson, students will have the opportunity to discuss as a whole group, collaborate
with a peer partner, give and receive peer feedback, receive teacher feedback, and demonstrate
tasks individually.
Behavioral and constructivist learning theories will be applied to the activities at various
times in the lesson. Behavioral learning theory will apply to activities with repetitive instruction
and numerous opportunities for practice, such as the instructional video and web-based activity.
Additionally, behavioral learning theory will be seen in the immediate and constant feedback
throughout the lesson from peers, the teacher, and the web-based activity in order to obtain the
desired results of the activities; mastery of the lesson objectives (Reiser & Dempsey, 2012, pp.
36-37). Constructivism will apply to all collaboration and discussion activities as students will be
guiding the discussion and taking charge of their own learning through problem solving, as well
as in the individual hands-on activity (Reiser & Dempsey, 2012, pp. 45-48).
The major deliverables for this lesson will be: instructional video, web-based activity,
student recording sheet, learning objectives tracking sheet, and teacher lesson plan.
Below are descriptions and additional information for each activity within the lesson:
Introduction. The students will begin by recalling their prior knowledge of
measurement, including non-standard and standard measurement tools, as well as the process of
measuring objects. Students will help the teacher in a scenario where the principal needs to know

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how long the teacher’s desk is, but the teacher cannot find her ruler. Students will direct the
teacher to use other classroom items (non-standard units) to measure her desk. The teacher will
guide a discussion about why this was effective, but also what types of problems may arise from
using non-standard units of measurement. Instructional strategies for this activity include: recall
of prior knowledge, demonstration, making connections, and feedback.
Instructional video. Students will watch a short video demonstrating the correct method
of using a standard ruler to measure the length of objects. The video will utilize modeling the
technique as well as on-screen text and audio highlighting the important steps and details of the
measurement process. At the conclusion of the video, students will discuss the important details
they learned from the video and describe the steps to correctly use a ruler to measure the length
of objects. Instructional strategies for this activity include: modeling and demonstration, recall,
and feedback. The media that will be utilized is the instructional video. An anticipated challenge
is technology malfunction. If the video cannot be played, the teacher will have the key points of
the video noted in the lesson plans so he/she may demonstrate the important steps of
measurement for the students and deliver the information students would have gotten from the
video.
Web-based activity. Students will work in pairs to complete a web-based activity. The
activity will have directions and feedback in both on-screen text as well as audio. Student pairs
will collaborate to manipulate a virtual ruler within the web-based activity to correctly measure
objects on the screen. Students will enter their results into the web-based activity and receive
immediate feedback for each answer given. If students do not enter the correct result, the webbased activity will guide them with feedback and prompt them to try that portion again. Students
will move through the activity as they record correct measurements for each item. Instructional

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strategies for this activity include: recall, feedback, learner application, and collaboration. Media
utilized in this activity will be the web-based activity, accessible via computer or tablet. An
anticipated challenge is technology malfunction. If the web-based activity does not function
correctly, the students will work with their peer to measure real objects within the classroom
instead. If the malfunction is with the computers or tablets, the class will move to the school
computer lab to complete this portion of the lesson.
Independent activity. Students will first be directed to select the appropriate
measurement tool for measuring length from a display of various standard and non-standard
measurement tools. Students should choose the ruler. If the ruler is not selected, the teacher will
note that information on the Learning Objectives Tracking Sheet and guide the student to the
correct choice so the student may complete the second part of the activity using the correct
tool. Next, students will work independently to correctly measure pre-determined objects within
the classroom, following the Student Recording Sheet. Students will be directed to measure each
object in either inches or feet and correctly record their measurement results on the recording
sheet. A final question will require students to determine if it is most appropriate to measure a
pencil in inches or feet and explain their answer in written form. At the end of the activity,
students will discuss their results as a whole group and offer peer feedback. The Student
Recording Sheet will be turned in to the teacher and will be used as a summative evaluation of
the lesson learning objectives. Instructional strategies for this activity will include: recall, learner
application, and feedback.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS
Development
Tools
Materials required to produce the project are as follows:

digital camera with video capabilities;

Articulate Storyline - ILM creation software;

computer with high-speed internet access;

video creation and editing software.

Time to complete the development of the project to be ready for implementation in the
classroom is projected at six weeks. A breakdown of the time needed for individual tasks is
below:

lesson plan creation -- 3 days;

summative evaluation creation -- 2 days;

instructional video creation -- 5 days;

web-based activity creation -- 5 days;

reproducibles (Student and Lesson Objective Recording Sheets) -- 2 days;

media testing -- 2 days;

media revisions -- 3 days;

complete lesson testing -- 3 days;

lesson revisions -- 5 days.
The development process for the project is as follows:
1. needs assessment;
2. learner analysis;
3. lesson objectives established;

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4. instructional methods research;
5. lesson plan development;
6. reproducibles created (Student and Lesson Objective Recording Sheets);
7. instructional video created;
8. web-based activity created;
9. media testing/feedback;
10. media revisions;
11. complete lesson testing;
12. revisions;
13. lesson implementation.
Instructional Materials and Strategies
As this is a typical classroom setting, most of the instruction will be group-paced.
However, certain activities, such as the partner and individual activities, will allow students to
work at their own pace for that particular piece of the lesson. Additionally, various strategies and
instructional materials will be utilized throughout the lesson based on the activity.
The introduction of the lesson will be taught whole-group and will require the students to
recall information from previous lessons about measuring using non-standard tools. Students will
use this prior knowledge to make connections to the objectives of this lesson. Materials for the
introduction will include standard classroom items such as pencils, markers, paper clips, and
cubes.
Then, students will view a short instructional video modeling the correct method of
measuring the length of objects using a standard ruler. Additionally, the video will highlight,
using audio, visuals, and on-screen text, the important details and steps students should

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remember. Following the video, students will discuss and recall all important take-aways from
the video as a whole-group.
Next, students will work in pairs to complete a short web-based activity applying what
they have learned and giving one another feedback. The activity will include directions and
feedback in both audio and on-screen text to accommodate the needs of all learners. The activity
will have a number of measurement problems where the students will be required to manipulate
a virtual ruler to correctly measure on-screen objects. Students will be required to correctly
answer each problem to move forward in the activity. Any attempt, correct or incorrect, will
result in immediate feedback through the activity, allowing for reinforcement of learning and
student self-correction.
Finally, the students will apply their new knowledge of measurement to show mastery of
the lesson objectives. Students will use a ruler to measure predetermined objects and record their
results on the Student Recording Sheet. Students will wrap up the lesson by discussing their
individual results and offering peer feedback.
The major student deliverable for this lesson will be the Student Recording Sheet for the
individual measurement activity. The Student Recording Sheet will be an editable template
available for the instructor to customize items to be measured by the students for the individual
activity. Students will record their measurement results on the Student Recording Sheet to turn in
as a summative evaluation of student mastery of the lesson learning objectives.

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Implementation
This lesson is being designed specifically for the gifted teacher at Cedarcrest Elementary
School to implement with her first grade gifted class. However, any teacher who may deem this
lesson appropriate for his/her students may also deliver this lesson as it is being designed as a
completed lesson including necessary videos, web-based activities, and recording sheets.
The lesson is being designed as part of a two-week integrated thematic unit, however the
lesson may be used as a stand-alone lesson as well. In either instance, it should be delivered in its
entirety in order to include all necessary components, address various learning styles, and ensure
mastery of the learning objectives.
Delivery in a classroom setting with access to computers, internet, rulers, and other
measuring devices is necessary to implement all aspects of this lesson. Additionally, the lesson
should be delivered to more than one student, preferably a group of students, in order to
accommodate the grouping strategies in all activities.
Prior to beginning the lesson, the teacher will be sure all necessary supplies and activities
are ready and accessible to the students. The teacher will act as a facilitator during the lesson,
allowing students to control the discussions as much as possible. The teacher will intervene with
feedback only as necessary, for example, when the other students are not able to offer the
appropriate feedback to their peers, to ensure students are moving toward mastery of the learning
objectives.

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Evaluation
Formative Evaluation
The formative evaluation process for this lesson's design will evaluate all components of
the lesson for usability. All formative evaluations will be completed by the gifted teacher (unless
otherwise noted) to be sure the lesson meets her expectations prior to classroom implementation.
The teacher will use the Lesson Formative Evaluation Sheet (Appendix C) to answer questions
about the predicted effectiveness and usability of the lesson components and give any additional
feedback she deems necessary for possible revisions.
First, the teacher will read the lesson plan in its entirety, making sure all required
components are detailed within the lesson plan. The teacher will make sure the time allotted for
each activity is adequate according to the abilities of her students. Further, she will be sure any
necessary information, in case of technology malfunction, is available and sufficient within the
lesson plan for the teacher to supplement the instruction for those portions of the lesson herself.
The teacher will view the instructional video to be sure the content is at an appropriate
level for the students. The teacher will respond on the Lesson Formative Evaluation Sheet with
any information that may be missing from the instructional video as well as any information that
seems unnecessary. Additionally, the teacher will list any issues she experiences with the audio
and/or on-screen text portions of the video.
In order to effectively use development time for the web-based activity, the introduction
and only one activity question, including feedback provided by the program, will be completed
and available for the teacher to evaluate during the formative evaluation process. The teacher
will be looking for correct instructional information as well as ease of use within the activity.
The teacher will note any hardships she believes her students may have with the developed

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portion of the web-based activity. The teacher may additionally include students in the formative
test of the web-based activity to elicit student responses as well. Student responses will be noted
by the teacher on the Formative Evaluation Sheet.
Finally, the teacher will review the Student Recording Sheet to be sure it aligns with all
instructional objectives. The teacher will evaluate the usability of the Student Recording Sheet
relative to the abilities of the students.
The feedback on the Lesson Formative Evaluation Sheet will be used to make any
necessary changes to the overall lesson and lesson activities. In addition, all feedback for the
web-based activity will be used to revise the completed portions as well as to aid in the full
development of the activity to completion.
Summative Evaluation
The usability summative evaluation will be conducted after all lesson components have
been completed. A small test group consisting of six to eight individuals, both students and
teachers, will evaluate all components of the lesson by participating together in executing the
lesson as it is designed to be implemented in the classroom.
After the evaluators have participated in each of the lesson activities, they will answer
questions on the appropriate summative evaluation sheet--either the Student Summative
Evaluation Sheet (Appendix D) or the Teacher Summative Evaluation Sheet (Appendix E).
Evaluation questions will cover the usability of each lesson component, including media
activities and discussions, as well as the attitudes the evaluators have toward the overall
effectiveness of the lesson content. Space will be given at the end of the evaluation sheets for any
additional written feedback the evaluators feel would be useful for the final lesson revisions.

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24

References
Common Core State Standards Initiative. (2014). Retrieved from
http://www.corestandards.org/about-the-standards/
East Baton Rouge Parish School System. (2014). Retrieved from
http://giftedtalented.ebrschools.org/
Freeman, J. (1999). Teaching gifted pupils. Journal of Biological Education, 34(4), 185- 190.
IXL Learning. (2014). First. IXL alignment to Louisiana math standards. Retrieved from
http://www.ixl.com/standards/louisiana/math
Lake, K. (May 1994). Integrated curriculum. NWREL. Retrieved from
http://educationnorthwest.org/sites/default/files/integrated-curriculum.pdf
Reis, S., & Renzulli, J. (2010). Is there still a need for gifted education? An examination of
current research. Learning and Individual Differences, 20(4), 308-317.
Reiser, R., & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd
ed.). Boston, MA: Pearson Education, Inc.
Rogers, K.B. (1991). The relationship of grouping practices to the gifted and talented
learner. The National Research Center on the Gifted and Talented, University of
Connecticut, Storrs, CT (1991) (RBDM 9102)
Shanahan, T., Robinson, B., & Schneider, M. (1995). Avoiding some of the pitfalls of
thematic units. The Reading Teacher [H.W. Wilson - EDUC], 48, 718-719.

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25

Images
Furniture school desk [clipart]. (n.d.). Retrieved December 11, 2014, from:
http://www.clipartbest.com/clipart-9ip9eBeiE
Strickland, L. (creator). (n.d.). Black and white door [clipart], Retrieved December 11, 2014,
from: http://www.mycutegraphics.com/graphics/letter/black-white-door.html
Strickland, L. (creator). (n.d.). Black and white rug [clipart], Retrieved December 11, 2014,
from: http://www.mycutegraphics.com/graphics/rug/black-white-rug.html
Strickland, L. (creator). (n.d.). Black tape dispenser [clipart], Retrieved December 11, 2014,
from: http://www.mycutegraphics.com/graphics/school/supplies/black-tapedispenser.html
Strickland, L. (creator). (n.d.). School notebook [clipart], Retrieved December 11, 2014, from:
http://www.mycutegraphics.com/graphics/school/school-notebook.html
Strickland, L. (creator). (n.d.). Scissors [clipart], Retrieved December 11, 2014, from:
http://www.mycutegraphics.com/graphics/school/scissors.html

(student name)
Mastery of all lesson
objectives

Compare length of objects.
Longer/shorter
Longest/shortest

Measure objects to the
nearest inch

Measure objects to the
nearest foot.

Select the appropriate tool
to measure length.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS
26

Appendix A

Learning Objectives Tracking Sheet

Introduction to Standard Measurement

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27

Appendix B

Student Recording Sheet
Name:___________________________
Directions: Find each item listed below in the classroom. Using a ruler, measure each
item to the nearest inch. Record your measurement in the space provided.

tape dispenser

_________________ inches

scissors

_________________ inches

notebook

_________________ inches

Directions: Find each item listed below in the classroom. Using a ruler, measure each
item to the nearest foot. Record your measurement in the space provided.

desk

_________________ feet

door

_________________ feet

rug

_________________ feet

Short Answer: Would you measure your pencil in feet or inches? Explain why.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

28

Appendix C

Lesson Formative Evaluation Sheet
Please evaluate the statements below regarding each component of the lesson.
Lesson Plans
Easy to read and follow.
Address all lesson objectives.
Include all lesson components.
Include all necessary supplemental information.
Allotted the correct amount of time for each activity.

Strongly
disagree

Instructional Video
Content is appropriate for the learners.
Includes all important measurement steps.
Will maintain learners' interest.
Modeled measurement steps effectively.
Audio is clear.

Strongly
disagree

Web-based Activity
Instructional information is correct.
Content is appropriate for the learners.
Easy to use and navigate.
Feedback is appropriate and effective.
Audio is clear.

Strongly
disagree

Student Recording Sheet
Content is appropriate for the learners.
Appropriately evaluates lesson objectives.
Students can complete independently.

Strongly
disagree

Disagree

Neither
agree nor
disagree

Agree

Strongly
agree

Disagree

Neither
agree nor
disagree

Agree

Strongly
agree

Disagree

Neither
agree nor
disagree

Agree

Strongly
agree

Disagree

Neither
agree nor
disagree

Agree

Strongly
agree

**Please use the back of this form to add any additional comments or suggestions.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

29

Appendix D

Student Summative Evaluation Sheet
Thinking about the measurement lesson, circle

or
yes

for each sentence.
no

I enjoyed the lesson.
I had fun talking about measurement with my teachers and friends.
I was able to help my friends.
My friends were able to help me.
The video helped me learn how to measure with a ruler.
The video was interesting to watch.
Playing the game on the computer helped me practice measuring.
The computer game was easy to play.
I would like to play the computer game again.
I enjoyed measuring objects in the classroom.
The recording sheet was easy to understand.
I can measure using inches.
I can measure using feet.
I think my other friends would like this lesson.
What was your favorite part of the lesson? Tell me why.

What did you not like about the lesson? Tell me why.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

30

Appendix E

Teacher Summative Evaluation Sheet
Thinking about the measurement lesson, respond to each of the following statements:
Overall lesson:
This is a lesson students will enjoy participating in.
Group discussions were beneficial in understanding concepts.
Learning objectives were appropriately addressed.
Allotted time for each activity was adequate.

Agree

Disagree

Instructional Video:
The information in the video was clear and understandable.
The content in the video was accurate.
Students will enjoy watching the video.
The video was an important component of the lesson.
Demonstration in the video is an effective instructional tool.

Agree

Disagree

Web-based Activity:
Activity is at an appropriate level for students to understand.
Directions are clear and concise.
Feedback is effective to correct misunderstandings.
Students will be able to complete with minimal teacher help.
Students will enjoy the activity.

Agree

Disagree

Independent Activity:
Lesson objectives are clearly assessed in this activity.
Students will be able to complete the activity independently.
Student Recording Sheet is clear and easy to follow.
Students will enjoy completing this activity.

Agree

Disagree

Which part of the lesson do you think was most effective and why?

Please use the back of this form to add any additional comments or suggestions.