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You are on page 1of 30

**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

1

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

2

TABLE OF CONTENTS

Page

INTRODUCTION..................................................................................................................

4

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

5

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

5

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

7

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

7

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

8

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

8

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

9

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

9

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

9

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

11

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

13

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

13

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

14

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

15

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

3

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

15

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

16

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

16

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

17

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

18

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

18

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

19

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

21

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

22

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

22

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

23

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

24

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

26

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

26

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

27

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

28

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

29

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

30

**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.

4

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

5

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

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

6

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).

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

7

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.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

8

**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

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

9

**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

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

10

**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.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

11

**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:

**A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS
**

12

**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)

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

13

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

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

14

**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

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

15

**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

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

16

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

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

17

**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;

18

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

19

**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

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

20

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.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

21

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.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

22

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

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

23

**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.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

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.

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

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

A MEASUREMENT LESSON FOR GIFTED FIRST GRADERS

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.

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