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Teacher: Katie Myers

Grade Level: 3rd

Subject Area: math

Length of Lesson: 30 mins
Desired Results

Indiana Academic Standard(s)

3.M.2: Choose and use appropriate units and tools to estimate and measure length,
weight, and temperature. Estimate and measure length to a quarter-inch, weight in
pounds, and temperature in degrees Celsius and Fahrenheit.

Enduring Understandings
-how to determine whether an object should
be measured in ounces or pounds
-how to take information from video clip and
fill out paper after

Essential Question(s)
-Is this object measured in ounces or pounds?
-How can I determine what unit of
measurement to use when looking at an

Knowledge and Skill Objectives

SWBAT decide if an object should be measured in ounces or pounds
SWBAT analyze an object and estimate its weight
SWBAT watch a video and recall information from it
Assessment Evidence
-fill out information during/after the video to make sure they were listening
-participation during the reteaching of the lesson
Learning Plan
Learning Activities
-begin by watching the video Ounces, Pounds, and Tons Song: Weights and Measurements
for Kids
-Have each student fill out the following information from the video
____pounds= ______ton
List one item the video stated weighed each measurement:
-check answers with students
-complete front of 15-4 with the students
-have them complete the back for grade
Resources and Materials
YouTube, paper, worksheet
Required Accommodations/Modifications

Name____________________________________ Date_______ Period____

Lesson Plan Evaluation & Teaching Reflection
Was the content worth knowing? Support your response.
-Yes the content was worth knowing. It was a great lesson and exercise in estimating weight for
different objects and provides the students with practice in choosing the correct units of measure.
Describe how the activity was developmentally appropriate.
-This was developmentally appropriate because to begin the lesson they all watched a video and
had to recall information presented in the video and write it on the board for me. This forced them
to pay attention and organize the information shown in the video.
Give an example of how you know the activity was interesting to the children.
-The students were interested in the video and it was a good intro to the lesson. It got them
engaged early and mixed things up from the normal math routine.
Describe how the activity included opportunities for the children to test their knowledge.
-Along with filling out what I put on the board, each student also had to complete the back side of
the worksheet on their own for a grade. This tested their knowledge and made sure they
understood what was taught in the lesson.
Describe a follow up activity that would build on concepts you have presented.
-A good follow up activity would be bringing in different objects and showing them what ounces
and pounds feel like and having them guess how many total ounces or pounds they are. This
would ensure they understand with actually objects instead of just looking at pictures on a page.
What behavior(s) did you observe while presenting the activity? What do you think caused the
-There were less questions than normal in this activity. I think because the majority of the activity
were things they were used to doing and they knew the drill. A few parts that were new were
simple enough that they didnt have to ask questions.
How did you involve the children in the closure of the activity?
-After the lesson was taught and we did a few example problems together, each student had to
show what they know. They individually completed the back side of the worksheet to make sure
they understood the lesson.
Describe what changes you would make and what you would keep the same if you presented the
activity again.
-If I were to do this activity again I would make the students go up and write it on the board
instead of walking them though it and writing it for them. This way they had to rely more on each
others knowledge and their own confidence instead of me writing it for them.