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# Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Ian Fleming

Date
11/3/15

## Subject/ Topic/ Theme

Measurement: Weight

I. Objectives
How does this lesson connect to the unit plan?
This lesson focusses on weight as a key component of the unit Measuring Realistically. Weight is the second of the three main components of this unit which focusses
on measurement in real life.
cognitiveR U Ap An E C*

## Learners will be able to:

Use a scale to measure how much an object weighs, as well as understand how a two sided scale works when trying to
find out which object weighs more.
List and differentiate between units of weight.
Recognize objects in their daily lives that can be measured using weight.
Estimating weight given options of units and amount.

physical
development
Complex
Overt
Response

socioemotional

R
R
Ap

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.MATH.CONTENT.3.MD.A.2
(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 that weight varies from object to object. Also, students must possess the
knowledge that if an object is 'heavier it has more weight.
Pre-assessment (for learning): Students took a pre-assessment test to show what measurement skills they have
Formative (for learning): Judge how well the students grasp the concept of measuring weight, and then gage
the rest of the lesson based on whether they have mastered that essential skill.

Outline assessment
activities
(applicable to this lesson)

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): At the end of the lesson, reconvene as a class and discuss what was learned.

Ask questions similar to what were used in the introduction of the lesson to evaluate what the students
have learned. Have students write down three objects from their daily lives that they measure. Be sure
to have the students estimate the weight of those objects, as well as write down whether they measure
or estimate the objects weight.
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

## Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

## Use the doc cam at the front of the

classroom when going over
worksheets.
Use a raised table at the front of
the class to show the class how to
use a scale.

## Gathering objects from inside their

desks and around the room to
measure in groups of four.
Drawing pictures of those objects.

## Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Allow students to choose what
objects from around the room to
measure.
Keep the whole class engaged by
asking various students and not just
ones who raise their hand.

## Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Write down on the large sheet of
paper from lesson 1, symbols of
weight measurement and the units
that go along with measuring
weight.
Provide options for comprehensionactivate, apply & highlight
Apply learned knowledge of weight
to the worksheet and workbook
problems assigned.
Gathering as a class to begin the
lesson to talk about key concepts
and big ideas of the lesson to be
learned.

o
Materials-what materials
(books, handouts, etc) do
you need for this lesson
use?

o
o
o

## Provide options for expression and

communication- increase medium
of expression

## Drawing pictures of the objects

the students pod groups chose
to measure.

## 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

## Ask key idea questions to the

students as they work in groups.
Dont simply help them
as the students why and how.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

## Allowing students to decide in

Have the students self-assess
their pods of four how to go
about organizing the completion themselves two or three times using
the closed eyes and thumbs up,
of the worksheet. Provide
sideways, or down evaluation
instruction that there must be
method.
two measurers and two
recorders, but stress that the
group must decide how to
divide it up amongst
themselves.
5+ balancing scales for measuring weight in grams or kilograms.
o Possibly 5+ scales that simply require the students to read the measurement of the
object versus balancing the scale.
Objects of smaller size throughout the classroom that can be weighed on the provided scales.
Weight measurement worksheet for estimation and actual measuring.
Workbook page 169 and possibly 170-172 depending on time and how well the students
understand the material.

The classroom will be set up in pods of four students. This type of classroom setup will allow the
teacher to work as a large classroom, as well as smaller groups so that the students can help each other

be set up for this lesson?
III. The Plan
Time

Components

5-8

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.
o Think back to the first lesson of this unit plan
Assemble the class over on the blue carpet
and how the class defined measurement and
facing the rocking chair. Ask students some
listed times in which we use measurement in
introduction and memory retrieval questions:
our daily lives. Which of those times in our
What is weight? What do we know about
daily lives in which we measure, were using
weight? What are some examples of when
weight to measure?
measuring weight happens in our daily lives?
o Be active in the class discussion and help
Does measuring weight always have to be
exact in our daily lives? List times when it
classmates think deeper, by bringing up such
isnt and when it is.
situations in which measuring weight occurs in
our lives as an exact measurement and as an
Bring out the sheet from the introduction
estimate.
lesson with examples of measurement on it.
o
Listen closely to the rules laid down about
Point out two or three objects on the list that
are examples of weight and what one might
measuring scales. Abide by the rules that the
use to measure those objects.
teacher gives the class.

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

10-25

o
10-20
o

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## Grab one of the scales that the students will be

using later, and lay down some rules for using
the scales.
o Dont push down on the scales. Only
place objects on the scales.
o Only one person can use the scale at a
time. Others may watch though.
o Be gentle and respectful to the scale.
o The scale is not a toy. Do not play
with it, it is for learning purposes.
Instruct students to go back to their seats and
clear their desk of everything but a pencil.
Using the scale at the front of the classroom on
a raised table, use various objects from around
the room to show how to balance a scale and
compare the weight of objects close in weight.
(ex. Show how three pencils weight more than
one)
o Depending on how well the students
understand the material, possibly
have them use a scale that reads to
them the weight of the object.
Balancing a scale may be too much
for the students, but it will be a
concept that will be judged as the
class proceeds with the activity.
o Stress how we use grams and ounces
to measure small objects and
kilograms and pounds for large
objects.
As the students are in pods, hand out one scale
per pod. Give the students the weight
measurement handout. Instruct the students to
divide up their pods into two recorders, and
two measurers.
Do the first problem of the worksheet as a
class, and then instruct the class to complete
the rest on their own in their pods at a quiet
volume.
Reconvene the class and go over how the
students estimated the weight of the objects
and then measured the weight of each object.
o On the table at the front of the
classroom, run through the worksheet
and call on students to answer what
they wrote down.
Have the students do a self-assessment of
raising their thumbs resembling how well they
understand how to use a scale and estimate
objects in the classroom.

o
o

## Pay close attention to how the teacher uses the

balancing scale to find weight. Ask any
questions that may arise in this time when the
teacher is teaching how to use the learning
tool.
Work on the weight measurement worksheet
instruction from your teacher on what to do.
Brainstorm very briefly on what objects in the
classroom could be measured using weight.
Come up with a list of four as a group to
measure. Follow the instruction from the
worksheet to be handed out, and work
collectively as a pod to complete the worksheet
in a timely fashion.
Honestly self-assess oneself so that the teacher
can see how well each students understands
what was just covered.

Instruct students to open up their workbooks to o Use knowledge from the previous group work
page 169. Do number 1 with the class, and
to individually work on the workbook pages
then instruct the students to move on through
assigned by the teacher.
number 8.
o Fix any answers one may have gotten wrong
o After having completed problems 1-8 and
and feel open to asking questions in regard to
reviewed the answers as a class, do number 9
the workbook problems on estimation and
as a class under the doc cam and then instruct
word problems.
the class to move on and do 9-15 if there is
o Honestly self-assess oneself so that the teacher
Closure
enough time.
is able to get an idea of what needs to be
(conclusion,
o Ask the class to close their eyes and self-assess
reiterated and what was understood well.
culmination,
1
,using
a
thumbs
up,
thumbs
down,
or
halfway,
o
Follow the teachers instructions and write
wrap-up)
about how well they understand the two
down three objects in your daily life that you
worksheets we just completed on estimating
and weight word problems.
how you measure that object. Do you estimate
o As a final piece to the lesson plan, ask the
or do you measure exactly for the objects you
students to quietly write down three things in
wrote down?
2
our daily lives that we can measure with
weight. Share with one neighbor, and help
each other out if someone doesnt have enough
ideas of weight measurement in our daily lives.
Also, have students write their estimate of the
object and discuss whether they generally
estimate its weight or measure it.
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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