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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Ian Fleming


Date
10/29/15
Grade ______3rd__________

Subject/ Topic/ Theme

Measurement Introduction

I. Objectives
How does this lesson connect to the unit plan?
This lesson acts as an introduction to the lesson plan of Measuring Realistically. After reviewing the pre-assessments, it became clear that I would need to review
some of the more basic concepts of measurement before going into depth on length, weight, and volume.
cognitiveR U Ap An E C*

Learners will be able to:


Identify objects and liquids in their daily life that require measurement.
Suggest ways to potentially measure an object or liquid before actually learning how to.
Decipher the difference between measuring length, weight, and volume.

Common Core standards (or GLCEs if not available in Common Core) addressed:

physical
development

socioemotional

R
C*
An

CCSS.MATH.CONTENT.2.MD.A.1 CCSS.MATH.CONTENT.2.MD.A.2 CCSS.MATH.CONTENT.2.MD.A.3


(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

A basic understanding of measurement, in the sense that the students will have had experience with
measuring or estimating length, weight, and volume.
Pre-assessment (for learning): Students took a pre-assessment test to show what measurement skills they have
mastered from second grade, and what third grade skills and concepts they may know already.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): As students brainstorm, depending on how easily they brainstorm ways to measure and
how, I will gage the difficulty of questions to ask to spur learning.
Formative (as learning): Throughout the lesson, two or three times, have students close their eyes and selfevaluate their personal knowledge of what was just covered by using a thumbs up, thumbs sideways, or thumbs
down.
Summative (of learning): There will be a short worksheet that will be made up of problems

demonstrating the measurement concepts we just reviewed and learned.


What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible
Use the large paper as a way to take
notes as a class so that the students
can see what they are reviewing.
Use the overhead projector and
smart board.

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction
Each student writing out their own
answers to the instructions on their
own paper.
Students use their hands (1-5) to
demonstrate how well they
understand the material.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Using real life examples to
demonstrate to the class what
measurement is.
Allowing students to work in pods
to brainstorm ideas of
measurement.
Brainstorming and discussing ideas
and concepts about measurement as
a class on the carpet.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Define volume, length, and


weight in a more basic sense.
These will each be defined on a
more detailed level when each
are addressed in their own
lesson plans.
Provide options for comprehensionactivate, apply & highlight

Other than brainstorming as a


class, have students brainstorm
in their pods as well.
Reconvene as a class and put
together the main ideas and
concepts of measurement in our
daily lives and how to measure
them.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?

Provide options for expression and


communication- increase medium
of expression
Sharing ideas with pods.
Helping each other understand the
three main areas of measurement
focused on in this unit.
Sharing examples or ideas to the
class out loud.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

The students completing the


handout/worksheet at the end of
the lesson plan.
Pod work.
Class discussions while using
the smart board.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Working in groups to
Brainstorming 3 uses of
brainstorm ideas of
measurement in students daily
measurement within the
lives individually.
students daily lives soon leads
Seeing the class list of ideas and
to learning as a class how each
evaluating whether or not ones
of these examples represent
ideas were correct or acceptable.
measurement and which kind of
measurement.
To demonstrate weight: textbook and notebook.
To demonstrate length: long string and pencil.
To demonstrate volume: measuring cup or two.
Large paper for class discussion writing.
Smart board/ white board to write on.
Ending handout/worksheet.
The classroom will be set up just as it is on regular days: students desks in pods of four, smart board
to the front of the classroom, and the carpet area in the far left corner of the room. This will allow for
the teacher to utilize the tight group setting on the carpet, as well as small group work at the students
pods.

III. The Plan


Time

Components

Motivation
(opening/
introduction/
engagement)

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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Begin class by having class gather on the
Engage in the questions asked.
blue carpet facing the rocking chair.
Think back to second grade or past
Inform the class that you have reviewed
experiences in which measurement was
the pre-assessment test you gave them last
apparent.
week and noticed that there are some areas
Think of ways in which they have
we could work on as individuals before
measured in their lives.
learning more about measurement.
Brainstorm as an individual, and then
Explain to the class that for the next
share with the class after raising ones
couple of days we will be working on
hand so that the teacher can share their
length, weight, and volume.
idea on the sheet of paper.

Use questions to spur memory retrieval.


What is measurement? A number that
shows the size or amount of something.
What kind of things do we measure
(Thanksgiving ideas)? Can we as a class
think of some objects that we measure in
our daily lives? Write on large sheet of
paper for the questions above.

10-15

5-10

5-10

Development
(the largest
component or
main body of
the lesson)

3
15-20

Closure
(conclusion,
culmination,
wrap-up)

Have class go back to their seats and in


their pods, brain storm objects in their
daily lives that they measure, how they
measure them, and what tool the students
can use to measure the objects.
o Instruct students to list at least 3
individually, and 6 as a group.
o Ask students to draw a picture
with each object and try to show
in their picture how it can be
measured.
Reconvene and as a class have one person
from each pod share 1-2 of their objects
and ways to measure those objects. Write
their ideas on the smart board as a
collective finding. Stress to the class that
measurement is found all around us in our
daily lives, which is why it is important to
learn how to measure properly.
o Be sure to include 2 examples of
length, volume, and weight.
Demonstrate to class how length, weight,
and volume differ.
o Use objects of large difference or
varying liquid amounts so
students can see the comparison.

Ask class questions similar to the


introduction: What is measurement? What
ways of measuring did we talk about
today? Can you list 2 examples of each of
these three ways of measurement? Stress
again to the class about how often
measurement is found in our daily lives
and jobs, and that it is vital that we all can
measure well.
Handout worksheet for this lesson to
students and work through number one of
the and instruct them to work alone.

Think of past experiences or learned


information about when measurement
might have taken place.
Think deep about what would be the best
way to measure this object or liquid, or
how did they measure this object or liquid.
Think about how this process of
measurement works.
Ask peers questions one may have about
measurement thus far.
Ask the teacher any questions ones pod
cant answer.
Ask questions about the three ways of
measurement being learned, as well as
Add ideas to the large class discussion.

Answer questions from the beginning of


the lesson fully and with correct
reasoning.
Complete the handout worksheet quietly.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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